How do the research evaluation requirements of Chinese universities, which are oriented towards paper publication, affect the development of chemistry graduate students and faculty members?

Research assessment oriented towards publication has become an important feature of academic work, profoundly shaping the expectations for research productivity and the career advancement trajectories of researchers. However, its impact on graduate education in chemistry and the cultivation of independent researchers still requires further exploration. This qualitative study examines how publication requirements affect chemistry professors and graduate students in Chinese universities. Specifically, this research investigates how journal classification/ranking and publication goals intervene in the daily guidance practices of departments and mentors, how young teachers and graduate students respond to these expectations, and how assessment practices affect research autonomy, task allocation, researcher development, and career planning. Through thematic analysis of interview data, this study identified the institutional requirements, the mentoring practices of mentors, and their impact on the research training of graduate students. The research results revealed three interrelated processes: Firstly, the requirements of institutions for high-quality paper publication, access to research funds, and periodic performance evaluations were transformed into expectations within the research groups, in some cases even evolving into graduation requirements exceeding the official standards of the school; Secondly, teachers' coping strategies were to prioritize research projects with more predictable publication outcomes, while graduate students had to deal with the expectations of their mentors that might affect their research priorities and the completion of their degrees; Thirdly, these practices shaped the opportunities for students to explore independent research questions, participate in scientific decision-making, and plan their careers. The interviews also revealed contrasting results, including the improvement of research skills, supportive mentoring practices, and the loss of employment opportunities due to delayed graduation.