Chinese English Lecturers’ Self-Identification as Researchers
Authors
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Wangxin Peng
Faculty of Education and Liberal Studies, City University Malaysia, Petaling Jaya, Selangor, Malaysia, and School of Foreign Languages, Hanshan Normal University, Guangdong Province, China.
https://orcid.org/0000-0002-7164-3527
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Subadrah Madhawa Nair
Faculty of Education and Liberal Studies, City University Malaysia, Petaling Jaya, Selangor, Malaysia.
https://orcid.org/0000-0002-7164-3527
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Walton Wider
Faculty of Business and Communication, INTI International University, Nilai, Negeri Sembilan, Malaysia.
https://orcid.org/0000-0002-0369-4082
DOI:
https://doi.org/10.18488/73.v10i3.3077Abstract
Since the reform of the Chinese college title granting system in 2017, Chinese lecturers have been allowed to have different self-identification as researchers. This study aimed to investigate Chinese English lecturers’ self-identification as researchers and whether gender, age, academic qualification, title, teaching load, and top journal publications had significant influences on their self-identification as researchers. A questionnaire was employed to collect quantitative data from 612 Chinese English lecturers. The findings suggest that the lecturers had a relatively low self-identification as researchers and that all the independent variables had significant influences on their self-identification as researchers. The findings have the following implications. Firstly, colleges can encourage female, elderly, and non-publishing lecturers to do research by offering more incentives and research training. Secondly, colleges can implement favorable policies to encourage lecturers to pursue a doctoral degree. Thirdly, colleges can consider reducing the teaching load of the lecturers who wish to devote more time to research.
