2024/07/23 by Yulian Zheng · 1 voice
Social Sciences · #Evaluation of Teaching Practices #Higher Education Governance and Development #Higher Education Practises and Engagement
paper · doi:10.1177/20965311241264833
openalex publication_date 2024/07/23 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/29
Purpose This study examines the role and development of faculty members in university-based principal development institutions in China to elucidate the Chinese experience of educational leadership development and the tensions and challenges faced by the faculty of such institutions. Design/Approach/Methods Interviews with 34 faculty members from five state-authorized university-based principal development institutions were conducted. Findings Faculty members in principal development institutions fulfill a variety of complex, time-consuming, and taxing administrative, professional, and service responsibilities. In China, principal development institutions are affiliated with universities, and their faculty members are subject to university regulations on career sustenance and advancement. However, standards for administrative and academic promotion have no bearing on the sustainable improvement of principal development programs. Originality/Value This study is the first to describe the roles and development of faculty members in university-based principal development institutions in China. Knowledge of the unique structure of such programs and the experiences of faculty members may provide insights into how university-based principal training institutions can better utilize faculty to enhance program quality.