2025 IJRSE – Volume 14 Issue 7
Available Online: 25 March 2025
Author/s:
Chen, Yue
Graduate School, Lyceum of the Philippines University – Batangas, Philippines (314923736@qq.com)
Abstract:
The study investigated the talent acquisition, professional development and career advancement opportunities of college teachers in Guangxi Province and developed the Career Progression framework for teachers. Descriptive design was used in the study as it described the present situation among the respondents in the research locale. The data of this study came from 400 teachers from five universities in Guangxi Province, and the data were collected using structured questionnaires and processed by quantitative analysis methods. Based on the results, the respondents agreed on the talent acquisition used by selected universities. They also revealed agreement on the professional development programs and career advancement opportunities offered by the universities. There was a significant relationship between talent acquisition professional development and career advancement opportunities. A career development framework was developed for university teachers. The study provides beneficial insight and directions to academic professionals on career planning, development, advancement, or promotion opportunities within universities. The study may also show how valuable continuous learning and skill development are for further advancement in one’s career within academia. An understanding of factors related to satisfaction in academic careers assists professionals in making better choices in their careers and having a fulfilling life in higher education.
Keywords: talent acquisition, professional development, career advancement, career progression
DOI: https://doi.org/10.5861/ijrse.2025.25608
Cite this article:
Chen, Y. (2025). Talent acquisition, professional development, and career advancement opportunity among selected universities: Basis for career progression framework. International Journal of Research Studies in Education, 14(7), 111-122. https://doi.org/10.5861/ijrse.2025.25608