Chinese teaching English as a foreign language (TEFL) academics' perceptions about research in a transitional culture

Bai, Li, Millwater, Jan, & Hudson, Peter B. (2012) Chinese teaching English as a foreign language (TEFL) academics' perceptions about research in a transitional culture. Journal of Higher Education Policy and Management, 34(1), pp. 91-102.

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Abstract

Research capacity building has become a prominent theme in higher education institutions in China and across the world. However, Chinese Teaching English as a Foreign Language academics' research output has been quite limited. In order to build their research capacity, it is necessary to understand their perceptions about research. This case study presents the perceptions about research of six Chinese Teaching English as a Foreign Language academics in a context of growing institutional demands for research. One-on-one interviews of 35-60 minutes' duration were conducted with these academics from an institution in north China. Thematic analysis of the transcribed interviews indicated that the Chinese Teaching English as a Foreign Language academics held positive perceptions about the teaching-research nexus. However, the value of research to them seemed to be limited to teaching and career advancement. They also expressed varied concerns about the institutional research requirements. The findings suggested several implications for the institution's administrators to further enhance academics' research capacity building.

Impact and interest:

2 citations in Scopus
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ID Code: 59435
Item Type: Journal Article
Refereed: Yes
Keywords: academic perceptions, Chinese culture, TEFL, HERN
DOI: 10.1080/1360080X.2012.642336
ISSN: 1360-080X
Divisions: Current > Research Centres > Office of Education Research
Current > Schools > School of Curriculum
Current > QUT Faculties and Divisions > Faculty of Education
Deposited On: 01 May 2013 01:58
Last Modified: 29 Nov 2016 02:08

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