MOTIVATION FOR OVERSEAS TRAINING AMONG CHINA UNIVERSITY TEACHERS' - A SDT MODEL ANALYSIS

The Belt and Road Initiative has presented both opportunities and challenges for China and countries along its route. Despite policy efforts aimed at promoting international development by government and university, there remains a lack of enthusiasm among Chinese university teachers for participation in internationalisation efforts. The phenomenon of weak response is aimed at uncovering the expectations and key factors that influence a teacher's decision to join overseas programmes, as well as determining the actual impact of cross-cultural training on teachers. Based on the self-determination theory, this thesis uses qualitative research to investigate the motivations of international training on academics at the higher education in China. Qualitative interviews were conducted with 27 university teachers who have received or are undergoing overseas training to reinforce the impact of cross-cultural training on their professional growth. Competence, autonomy, relatedness, and satisfaction shape motivation within a supportive environment that meets expectancy and basic psychological needs, in line with expectancy-value theory and self-determination theory principles. This study also hopes to provide a reference for talent training in other universities and point out the direction for further studies by future researchers.