DOES TEACHING EXPERIENCE MODERATE TEAM STRUCTURE AND OPTIMIZE THE FACULTY? EMPIRICAL EVIDENCE FROM GUIZHOU UNIVERSITY IN CHINA

Yang Zhong Fei, Foong Chee Haur, S. M. Ferdous Azam

Abstract


Establishing a well-structured faculty is not only the focus of the construction of college faculty but also the only way for the survival and development of the university. The current research is based on quantitative research methods through a measurement model and tries to gain further understanding. After that, the primary data required is collected according to the survey strategy by providing self-administered questionnaires and interviews. Full-time lecturers who teach at Guizhou University in China were selected as the sampling frame for this study. Using Structural Equation Modelling (SEM), moderating effects were observed to test the hypotheses. The results indicate that there are moderating effects of lecturers’ teaching experience on team structure towards optimizing the faculty. Optimizing the structure of the faculty of Guizhou University not only requires Guizhou University to introduce policies that are conducive to the construction of faculty but also requires the government to give team structure support to the faculty of the university. Finally, this research brings some implications to the policymakers and regulators as well.

 

JEL: I20, I23, J24

 

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professional title structure, degree structure, team structure, optimize the faculty, Guizhou University, China

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DOI: http://dx.doi.org/10.46827/ejmms.v0i0.714

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