Asian Journal of Social Studies

AJSS, Vol. 1, No. 1, 2026, pp.93-100.

Print ISSN: 3106-6836; Online ISSN: 3106-6844

Journal homepage: https://www.assjournal.com

DOI： Https://doi.org/10.64058/AJSS260111aacmp

夹缝中的学历跃升：
安徽省高校教师赴东南亚英语国家攻读博士的动因、实践与风险

李 强（Li Qiang）

摘要:在高等教育“博士化”政策持续加压的背景下，地方高校教师面临严峻的学历晋升困境。由于国内考博竞争激烈、欧美留学成本高昂，越来越多教师转向东南亚英语国家寻求替代性博士路径。本文以安徽省高校教师为研究对象，结合布迪厄资本理论与制度同形理论，通过问卷调查、深度访谈与政策文本分析，系统考察其选择东南亚博士项目的动因、学习实践模式及所面临的认证与职业风险。研究发现：教师群体依据经济能力、时间约束与风险预期，形成“梯度化选择策略”——倾向于费用较低但认证风险较高的项目，或投入较高但认可度相对稳定的路径；其学习过程普遍呈现“短期集中面授+远程指导+快速答辩”的非传统模式；而随着教育部对部分东南亚高校加强认证审查，该路径正面临合法性危机。本文呼吁建立以学习实质为核心的分层境外学历评估机制，推动高校教师评价体系多元化，避免“学历通胀”演变为对基层教育者的结构性排斥。

关键词：高校教师；东南亚博士；英语授课；学历提升；教育内卷；认证风险；安徽省

作者介绍：李强、淮南联合大学人文与外国语学院讲师，在读博士研究生，研究方向为英语教育，电子邮件：liqiang@hnuu.edu.cn。

Title： Academic Ascent in the Cracks: Motivations, Practices, and Risks of Faculty Members from Anhui Province’s Higher Education Institutions Pursuing Doctoral Degrees in English-Speaking Southeast Asian Countries

Abstract：Against the backdrop of the intensifying “doctoralization” policy in higher education, faculty members at local universities are facing mounting pressure and structural constraints in academic credential advancement. Due to fierce competition for domestic doctoral programs and the high financial costs of studying in Europe and North America, an increasing number of teachers have turned to English-medium doctoral programs in Southeast Asia as alternative pathways. Focusing on university teachers in Anhui Province, this study integrates Bourdieu’s theory of capital with institutional isomorphism theory and employs questionnaire surveys, in-depth interviews, and policy document analysis to systematically examine their motivations for choosing Southeast Asian doctoral programs, patterns of academic practice, and the certification and career risks they encounter. The findings reveal that teachers adopt a “stratified selection strategy” based on financial capacity, time constraints, and risk expectations: some prefer lower-cost programs with higher accreditation risks, while others invest in more expensive but relatively stable and institutionally recognized pathways. Their learning practices commonly follow a non-traditional model characterized by “short-term intensive face-to-face instruction, remote supervision, and accelerated dissertation defense.” Meanwhile, as China’s Ministry of Education has tightened accreditation scrutiny of certain Southeast Asian institutions, this pathway is increasingly confronted with a crisis of legitimacy. This study calls for the establishment of a tiered overseas degree evaluation mechanism centered on substantive learning outcomes, as well as the diversification of faculty evaluation systems, in order to prevent “credential inflation” from evolving into structural exclusion against grassroots educators.

Keywords: university teachers; Southeast Asian doctoral programs; English-medium instruction; academic credential advancement; educational involution; accreditation risk; Anhui Province

Author Biography: Li Qiang，Lecturer, School of Humanities and Foreign Languages Huai Union University, PhD Candidate，Research Interests: English Education, E-mail: liqiang@hnuu.edu.cn