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<p>Employing academic drift theory, this grounded theory study based on 39 faculty interviews in Chinese Universities of Applied Sciences (UAS) explains how drift originates in contradictions among policy logic, academic logic, and market logic. These tensions produce policy alienation and evaluation misalignment, leading to three faculty strategies shaped by resource endowment: academically dominant faculty reinforce drift through capital reproduction; practice-capital holders pursue breakout via collective bargaining; dual-low-capital faculty resort to adaptive survival. Faculty agency drives a power redistribution arena where strategic contestation—mediated by asymmetrical capital convertibility—reshapes institutional rules through feedback and negotiation. This three-phase bidirectional construction mechanism repositions faculty as institutional co-constructors within systemic cracks, illustrating how micro-strategies reconfigure macro-institutional evolution.</p>

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Micro-Mechanisms of Academic Drift in Chinese Universities of Applied Sciences: The Bidirectional Construction of Faculty Strategic Differentiation and Institutional Dilemmas

  • 期刊论文

  • 发表日期：

    2026年3月12日

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  • Jing Wei,
  • Anthony Welch

摘要

Employing academic drift theory, this grounded theory study based on 39 faculty interviews in Chinese Universities of Applied Sciences (UAS) explains how drift originates in contradictions among policy logic, academic logic, and market logic. These tensions produce policy alienation and evaluation misalignment, leading to three faculty strategies shaped by resource endowment: academically dominant faculty reinforce drift through capital reproduction; practice-capital holders pursue breakout via collective bargaining; dual-low-capital faculty resort to adaptive survival. Faculty agency drives a power redistribution arena where strategic contestation—mediated by asymmetrical capital convertibility—reshapes institutional rules through feedback and negotiation. This three-phase bidirectional construction mechanism repositions faculty as institutional co-constructors within systemic cracks, illustrating how micro-strategies reconfigure macro-institutional evolution.