Speakers
Description
Abstract:
This study investigates how university lecturers balance teaching, administrative duties, and doctoral studies. Grounded in narrative inquiry, we conducted in‐depth, semi‐structured interviews with eight full‐time lecturers enrolled in doctoral studies. Participants hold diverse academic roles encompassing teaching and administrative duties, while also navigating doctoral studies. Data collection focused on their lived experiences, personal narratives, and reflections on institutional expectations. Through thematic analysis, four major themes emerged: (1) balancing teaching loads and managerial responsibilities with research and writing demands; (2) accessing and leveraging both formal (e.g., teaching‐load reductions, academic mentorship) and informal (e.g., peer collaboration, family support) institutional resources; (3) evolving professional identity and sense of agency as “teacher‐scholars,” emphasizing the shift from content delivery to knowledge generation; and (4) coping strategies for maintaining personal well‐being, including time‐management techniques and mental health practices. Findings underscore the importance of a supportive, cross‐institutional ecosystem—aligned with sustainability and global competence goals—in enabling lecturers to thrive in dual roles. Recommendations for professional‐development initiatives include flexible workload arrangements, structured mentorship networks, and targeted research‐skill workshops. These insights offer guidance for policymakers and university administrators seeking to foster sustainable, competence‐oriented career pathways for lecturer‐researchers.
Keywords: narrative inquiry; doctoral studies; professional development; lecturer identities; sustainability; global competence; higher education.
Biography
She is Phan Thị Minh Uyên, currently serving as the Vice Dean of the EFL Department at Tây Đô University. She earned a Bachelor’s degree in English Linguistics in 2000 and a Master’s degree in Applied Linguistics in 2010. Furthermore, she has more than eighteen years of teaching experience, which reflects her strong dedication to English language acquisition. At present, she is pursuing a doctorate at Trà Vinh University to deepen her knowledge and broaden her perspectives in the field of linguistics. Through her research, she aims to employ effective methods, overcome any challenges that arise, and generate findings that contribute to the advancement of language education.
He is Đỗ Quốc Khánh, a Lecturer at Nguyễn Tất Thành University. Over the course of his career, he has developed and coordinated experimental English courses, designed innovative curricula, and managed a variety of teaching and learning activities. In addition, he has compiled and co-compiled numerous English language textbooks published by Oxford University Press and Vietnam Educational Publishing House, which demonstrates his ongoing commitment to improving language education. Currently, he is pursuing a doctorate in TESOL with a research focus on English-Medium Instruction in higher education. By attending this conference, he intends to employ rigorous research methods, address any challenges that arise, and generate insights that will advance teaching practices in tertiary settings.
