Impact of the Promotion System on the Academic Development of Young Faculty Based on Social Cognitive Career Theory: A Case Study of S University in China

서지정보

· 발행기관 : 한국교원대학교 교육연구원
· 수록지 정보 : 교원교육 / 41권 / 2호 / 221 ~ 251페이지
· 저자명 : Liu, Xian-Rui, 윤만근

초록

Purpose: This study aims to explore the impact of the promotion system on the academic development of young faculty members through the lens of the Social Cognitive Career Theory (SCCT).
Methods: This study adopted a qualitative case study method and data were collected through interviews, observations, and artifact collection. The data were analyzed using the theory and material combination analysis strategy proposed by Robert K. Yin.
Results: The results indicate that the academic development of young faculty, driven by the promotion system, is reflected in three key areas: academic cognition, emotional motivation, and behavioral performance. Academic cognition involves “critically examining one’s own academic abilities” and “seeking multiple expectations for academic development”; emotional motivation includes “igniting academic interests through rational cognition” and “pursuing higher levels of career development”; and behavioral performance involves “exploring diversified promotion paths” and “achieving high-quality outcomes.” These contents form an important feedback loop that promotes the continuous academic development of young faculty academically.
Conclusion: These results provide valuable insights that help young faculty understand the characteristics and patterns of their own academic development, enabling them to achieve self-transcendence. Additionally, the findings offer a reference for the ongoing optimization of promotion systems and enhancing the developmental potential of young faculty.

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