Exploring the Factors Influencing Faculty Development in Chinese Application-Oriented Universities in the Context of Industry-Education Integration
Keywords:
Application-oriented universities; China higher education; Educational Ecology Theory; Faculty development; Industry-Education IntegrationAbstract
In response to China's higher education reform and the expanding implementation of Industry-Education Integration, application-oriented universities face increasing demands to cultivate a high-quality teaching workforce capable of combining academic knowledge with industrial practice. However, few studies have yet examined faculty development from a holistic, system-level perspective, leaving a research gap in understanding the ecological dynamics that shape teacher growth. Guided by the theoretical framework of Educational Ecology, this study explores the key factors influencing faculty development within the context of Industry-Education Integration. Data were collected through semi-structured interviews with 23 participants, including university teachers and administrators from three application-oriented universities in Jiangsu Province, as well as enterprise representatives. A theory-driven coding process (open, axial, and selective) identified four core categories of influencing factors: individual capability, institutional environment, enterprise collaboration quality, and macro external context. The findings reveal that faculty development is an ecological process shaped by the dynamic interplay of multiple subsystems. Theoretically, this study situates Educational Ecology Theory within the context of China's higher education reform and further reveals the specific mechanisms through which cross-system interactions influence faculty development, thereby extending the theory. Practically, it proposes actionable recommendations, including the design of targeted teacher training models, reforms to institutional evaluation and incentive mechanisms, the improvement of university–enterprise cooperation frameworks, and the strengthening of external policy support. Together, these insights contribute to establishing sustainable faculty development pathways in application-oriented universities and promoting collaborative innovation.
https://doi.org/10.26803/ijlter.24.11.4
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