Faculty Development in Music under China’s “Double First-Class” Higher Education Reform

• In Event: Leadership and Faculty Development in International Education

Abstract

This paper explores how China's Double First-Class (DFC) initiative affects music faculty in higher education. It reviews existing literature and policy documents to examine how universities support music faculty development. The study focuses on three areas: how music faculty adapt to new expectations, what strategies universities use to help them, and what challenges they face. Institutional theory helps explain how universities respond to external pressure while maintaining local practices. Findings show that performance-based disciplines like music face unique struggles under research-focused policies. This paper calls for more inclusive faculty support systems that recognize diverse forms of academic work. Findings offer insights for rethinking global faculty evaluation practices in ways that accommodate artistic and cultural contributions.

Author

• Wanying Liang, University of Wisconsin - Milwaukee