Volume 2 · Issue 6 (2025)
Exploring the Current Situation and Future Pathways of Guangdong Vocational College Teachers Pursuing Doctoral Degrees in Southeast Asia: A Push–Pull Theory Perspective
Yanfen Li1, Jiawen Yu2
1 Research Office, Guangzhou International Economics College, Guangzhou, China
2 School of Foreign Languages, Nanfang College Guangzhou, Guangzhou, Guangdong 510970, China
Abstract: In recent years, growing numbers of vocational college teachers in Guangdong, China, have pursued doctoral studies in Southeast Asia, driven by institutional pressures such as promotion requirements and research evaluation, as well as personal career development needs. Guided by Push–Pull Theory, this study adopts a mixed-methods design, drawing on survey data from 143 vocational college teachers and semi-structured interviews with 24 participants, complemented by policy document analysis. The findings reveal that push factors—including academic pressure and limited domestic doctoral opportunities—play a decisive role in mobility decisions, while pull factors such as program flexibility, affordability, and cultural proximity facilitate access. At the same time, counter-push and counter-pull dynamics, including concerns over academic quality, uneven research training, and uncertainties surrounding degree recognition, continue to shape teachers' study experiences. This study enhances understanding of cross-border academic mobility in vocational education and offers practical implications for developing high-quality, “dual-qualified” teaching teams in China.
Keywords: Vocational college teachers; Doctoral mobility; Push–Pull Theory; Southeast Asian higher education; Mixed-methods research.
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