Chinese teaching English as a foreign language (TEFL) academics' perceptions about research in a transitional culture
Bai, L, Millwater, J & Hudson, P 2012, 'Chinese teaching English as a foreign language (TEFL) academics' perceptions about research in a transitional culture', Journal of Higher Education Policy and Management, vol. 34, no. 1, pp. 91-102.
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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.