Can faculty with outstanding teaching but no research publications achieve professorship? A qualitative analysis of teaching-focused professorships in Shanghai universities

Purpose This study aims to investigate whether faculty members with outstanding teaching skills but without research publications can realistically be promoted to professorial ranks under China’s recently implemented teaching-focused professorship policies. It explores how effectively these policies rebalance teaching excellence and research achievements in faculty evaluation. Design/methodology/approach Qualitative content analysis was conducted on faculty evaluation policies from 27 public undergraduate universities in Shanghai, supplemented by interviews with faculty and administrators to deepen the understanding of policy implementation and practical implications. Findings While teaching-focused professorships are widely adopted (85% of institutions studied), promotion without research publications remains challenging. Although teaching excellence is prioritized, substantial teaching-related research achievements are typically required. Exceptional cases allowing promotion solely based on teaching performance are rare and generally dependent on receiving prestigious national-level teaching awards. Research limitations/implications The findings, based on policy documents and interviews within Shanghai, have limited generalizability. Future research should extend the analysis to broader regional or international comparative contexts. Originality/value This research is among the first, to the best of the authors’ knowledge, systematic analyses of teaching-focused professorship policies in China. It contributes significantly to global discussions about balancing teaching and research in faculty evaluations, providing valuable insights for policymakers and higher education administrators internationally.