Strategies for Constructing an Integrated Full-Time and Part-Time "Dual-Qualified" Faculty Team in Pedagogy for Application-Oriented Universities under the "New Liberal Arts" Framework

Under the "New Liberal Arts" framework, the construction of "dual-qualified" faculty teams in pedagogy at application-oriented universities faces new demands, including diversified training goals, innovative teaching methods, and enhanced practical capabilities. This study explores strategies for integrating full-time and part-time faculty to optimize team structure and improve teaching quality. Using literature analysis, surveys, and expert interviews, the study examines the needs of pedagogy disciplines under the "New Liberal Arts" paradigm and analyzes the status and challenges of "dual-qualified" faculty construction domestically and internationally. A strategy centered on industry-education integration and university-enterprise cooperation is proposed. Results indicate that the effective combination of full-time and part-time faculty can address the limitations of single-track teams. Key factors include resource integration, institutional support, and competency evaluation. Institutionalized management is essential to foster long-term collaboration, creating a faculty development mechanism focused on teaching quality and practical skills. This research provides theoretical and practical insights for building "dual-qualified" faculty teams in pedagogy, contributing to the practice-oriented transformation of higher education and quality enhancement.