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<p>Women account for a larger share of university faculty in China than in many developed countries, yet limited research has examined gender differences in teaching commitment and whether its association with academic promotion varies by gender. Drawing on nationally representative data from the 2017 China University Faculty Survey, covering 2366 faculty members across 30 universities, we use survival analysis to assess how teaching commitment, measured by time devoted to teaching, relates to the timing of academic promotion and whether this association differs by gender. We find that female faculty report significantly higher teaching commitment than male colleagues. However, higher teaching commitment is associated with slower promotion overall, and this negative association is more pronounced for women. By providing large-scale evidence from a non-Western context where teaching has been explicitly prioritised in promotion reforms, this study informs cross-national debates on academic careers and gender equity and suggests that formal criteria reforms may be insufficient to ensure equitable faculty advancement.</p>

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More teaching, less promotion: analysing the relationship between female faculty’s teaching commitment and academic promotion in China

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年7月29日

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  • Wei Bao,
  • Gaofei Zhang,
  • Tianyu Yang,
  • Jiaqi Wu

摘要

Women account for a larger share of university faculty in China than in many developed countries, yet limited research has examined gender differences in teaching commitment and whether its association with academic promotion varies by gender. Drawing on nationally representative data from the 2017 China University Faculty Survey, covering 2366 faculty members across 30 universities, we use survival analysis to assess how teaching commitment, measured by time devoted to teaching, relates to the timing of academic promotion and whether this association differs by gender. We find that female faculty report significantly higher teaching commitment than male colleagues. However, higher teaching commitment is associated with slower promotion overall, and this negative association is more pronounced for women. By providing large-scale evidence from a non-Western context where teaching has been explicitly prioritised in promotion reforms, this study informs cross-national debates on academic careers and gender equity and suggests that formal criteria reforms may be insufficient to ensure equitable faculty advancement.