What motivates them to pursue “water” doctoral degrees? A qualitative study of music faculty in China

What motivates them to pursue “water” doctoral degrees? 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A qualitative study of music faculty in China Gehui Zhu, Chao Cheng This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-7794905/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 12 You are reading this latest preprint version Abstract A growing trend indicates that an increasing number of faculty members from China’s Higher Educational Institutions (HEIs) are pursuing “water” doctoral degrees (水博), a Chinese slang referring to fast, easy, low-cost, and low-quality doctoral programs. Their choices concentrated primarily in four countries: South Korea, and Southeast Asian countries including Malaysia, Philippines, and Thailand-hereinafter referred to as MTPK.This qualitative study explores the motivations behind this trend among Chinese music faculty (CMFs). Semi-structured interviews were conducted with ten in-service CMFs, and the data were analyzed using thematic analysis. Findings revealed three dimensions of motivation—institutional, market, and personal: (A) Title-driven evaluation policies, the expansion of doctoral degrees, and faculty internationalization are examples of institutional motivations; (B) the market dimension, which includes, from a market perspective, motivations involving private doctoral admission consulting services and a refined, individualized doctoral education system; and (C) upward social mobility, conformity to prevailing social expectations, and the pursuit of cost-effectiveness as personal motivations. These findings show how CMFs attain upward mobility by pursuing “water” doctoral degrees, which may help explain why they pursue doctorates from MTPK. Accordingly, the practical and theoretical implications of our findings are discussed. Social science/Education Humanities/Language and linguistics Social science/Language and linguistics Doctoral degrees Southeast Asia South Korea Music faculties China 1. Introduction In education, the mechanism of social mobility serves as a core vehicle for the reproduction of human capital (Bourdieu & Passeron, 1977 ). Specifically, the education system reinforces social structures by converting cultural capital into a tool for class reproduction (Bourdieu & Passeron, 1977 ). In higher education, doctoral degrees represent the pinnacle of academic cultural capital (Bourdieu, 1979 ). They serve as symbolic credentials that allow people to get above class barriers and secure academic positions by attesting to specialized expertise (Collins, 2019 ). However, the global expansion of higher education and a shrinking academic job market have led to degree inflation, reflecting intensifying competition for limited resources. For instance, tenure-track faculty in the U.S. fell from 53% in 1987 to 32% in 2021 (AAUP, 2023). Consequently, PhD holders face unemployment or underemployment (Childress, 2019 ), perpetuating a cycle where advanced degrees are less useful yet still required for jobs (Marginson, 2016 ). The situation in China is particularly acute. The relentless “credentialism” (Collins, 2019 ) within its rapidly massifying higher education system has triggered a distict phenomenon: “water” doctors in Chinese. Originally a pathway for research advancement, the doctorate has been redefined as a prerequisite for career survival. High-profile cases in China’s HEIs illustrate its transactional nature: in 2022, Shaoyang College (China) awarded 18 million RMB (about USD 2.5 million) to 23 Ed.D. graduates from a Philippine university, including 22 rehired faculty members (Jiang, 2022 ). Similarly, in 2021, XingTai College sent 13 teachers to Korea for doctoral studies and rehired them afterward, half from Woosuk University (Xingtai Municipal Human Resources and Social Security Bureau, 2022 ). Additionally, data show a troubling trend of faculty pursuing PhDs with minimal supervision or in unrelated fields (People’s Daily Online, 2022 ). While this phenomenon spans disciplines, this study argues that CMFs constitue a critical group for investigating the motivations behind “downward doctoral pursuit.” This focus is justified by three interconnected factors that distinguish CMFs from their peers in research-intensive fields (e.g., STEM). First, although credential inflation affects all disciplines, CMFs face unique challenges. Unlike many fields where a doctorate is a prerequisite for academic appointment, most current CMFs were initially hired based on artistic excellence. However, as Chinese HEIs increasingly emphasize advanced degrees and extend “up-or-out” tenure policies to music, CMFs’ performance-based expertise is systematically devalued. Consequently, pursuing a doctorate has become essential for job security, illustrating how credentialism reshapes faculty identities in fields undergoing redefinition. Second, CMFs typically possess a ‘habitus’ (Bourdieu, 1977 ) rooted in performance and practice. Trained in conservatories focused on artistic excellence, many lack formal research training. This makes it difficult to produce research outputs like STEM faculty or to enter traditional, rigorous PhD programs, leading them toward more accessible options. Third, unlike disciplines with abundant domestic doctoral opportunities, music-related fields offer very limited programs. Pursuing degrees in Europe or America requires substantial financial and personal investment. Thus, MTPK universities emerge as a preferred choice due to their cost-effective PhD offerings. Their choice of these PhD programs reveals a reality: some universities profit by selling “water doctorates” to desperate groups like CMFs-a dark side of global education that mobility studies rarely address. This "downward doctoral pursuit" as a means for upward social mobility highlights the tension between the symbolic power of credentials and academia’s stratified reality, yet the motivations behind this trend as stragetic compromises remain underexplored. Therefore, this qualitative study seeks to provide a nuanced exploration of these motivations, aiming to examine factors driving CMFs’ motivation to pursue “water” doctoral degrees in MTPK. 2. Literature Review 2.1 The current state of higher education in Southeast Asia and South Korea For the purposes of this study, research on higher education institutions in Southeast Asian countries focuses on non-elite universities or private institutions in Malaysia, Thailand, and the Philippines, which are the most visited by Chinese music scholars. Existing research on higher education in these countries primarily concentrates on three aspects: the rapid growth of private schools (Atherton et al., 2018 ), globalization (Lim et al., 2022 ; Welsh, 2011), and quality concerns (Salihu, 2020 ). Due to demographic growth, middle-class expansion, and demand for advanced skills, higher education enrollment in the region has risen sharply (Atherton, Dumangane, & Whitty, 2016 ; UNESCO & SEAMEO-RIHED, 2006). For example, private institutions in Thailand and Vietnam grew by over 500% in a decade (Atherton et al., 2018 ). This expansion fuels enrollment demand (Lim et al., 2022 ). To boost reputation and revenue, universities actively recruit international students, often shifting costs to them (Welch, 2011 ). National ambitions and fiscal pressures further drive income diversification through educational “products” (Welch, 2011 ; Lim et al., 2022 ). However, quality issues persist. The Philippines, for instance, has many universities but low research output, revealing a tension between quantity and quality (Salihu, 2020 ). Some institutions offer purchased degrees targeting credential-seeking rather than quality-seeking students (Nizam, 2006 ). Similarly, South Korean higher education faces challenges in private institutions (Kim, 2017 ), quality assurance (Shin, 2018 ), and internationalization (Cho, 2012; Kang et al., 2022 ). Population decline has triggered an enrollment crisis, especially outside cities, risking closures and cutbacks (Jung, 2024 ; Kang et al., 2022 ). Elite universities depend on state funding, while Seoul-based privates chase international students for rankings and tuition. Regional universities rely critically on such students for survival (Kang et al., 2022 ). Consequently, demand-driven programs proliferate, including online/hybrid courses and micro-credentials, despite critiques of marketization (Oh, 2015 ; Jung, 2024 ). Kang and Kyongah (2023) tie the influx of Chinese students into non-elite Korean universities directly to these recruitment strategies. 2.2 The motivation for seeking a doctorate Numerous studies have explored the motivations and behaviors associated with the pursuit of doctoral degrees. Early research by Churchill and Sanders (2007) categorized PhD motivations into five distinct categories: career development, dissatisfaction with current employment, personal agenda, research as political engagement, and drifting into the challenge. Recent studies have increasingly employed self-determination theory (SDT) (Horta, 2023; Turner, 2022; Litalien et al., 2024 ; Terentev, 2020), emphasizing that motivations are multifaceted, encompassing intrinsic, extrinsic, and contextual factors. Although motivations are typically classified as being intrinsic or extrinsic, scholars have underscored their contextual variability and complex, overlapping nature. Across various contexts, intrinsic motivation is consistently identified as a dominant driver for pursuing a doctorate. The focus of subsequent studies has been on intrinsic motivation. For example, in Russia, Terentev (2020) identified primary motivations centered on research interests, scientific curiosity, and a commitment to teaching. Similarly, Turner’s (2022) SDT-based study of part-time PhD students in the United States revealed that intrinsic motivation was critical not only for enrollment but also for persistence. In a variety of settings, extrinsic motives are extremely important. These include social benefits (Turner, 2022) and influences from family or peers (Turner, 2022). Among these, career advancement is widely recognized as a key motivator. A doctoral degree increasingly serves as a prerequisite for academic employment and promotion (Turner, 2022; Braisford, 2010; Horta, 2023). Without a doctoral degree, upward career mobility is often perceived as unattainable (Turner, 2022; Guerin et al., 2014). Besides intrinsic and extrinsic motivations,Terentev (2020) introduced the concept of “amotivation” to describe students who lack clear goals and pursue doctoral education as an “inertia strategy”—continuing along their academic or professional path without deliberate intent.There is also evidence of variations in motivation among academic fields. For example, Doctor of Education (EdD) candidates often pursue the degree as a form of lifelong learning and an opportunity to integrate theory with professional practice (Wellington & Sikes, 2006 ). 2.3 China’s context In response to the growing emphasis on research output, HEIs in China are refroming faculty promotion and evaluation policies (Dai, 2020). A key aspect of this reform is the strong encouragement for faculty members without doctoral degrees to pursue PhD degrees (Dai, 2020). Howerver, most literature on doctoral motivations focuses on student perspectives, with little attention to faculty. Dai’s (2020) study is a notable exception, using the theory of planned behavior (TPB) instead of self-determination theory (SDT) to explore the motivations of female university faculty pursuing doctoral degrees in China. The study identified five key factors: ambivalent attitudes, perceived behavioral control, subjective norms, specific career stages, and competing life goals. Significantly, none of the participants in Dai’s study cited intrinsic motivation for pursuing a doctoral degree. Instead, their decisions were largely shaped by external pressures—being “encouraged,” “required,” or “compelled” to pursue a doctorate (Dai, 2020). Notably, Confucian values significantly influence doctoral pursuit in China (Horta, 2023). The principle that "excellence in learning leads to official positions" (学而优则仕), has historically tied academic achievement to bureaucratic careers and upward mobility (Xiao, 2022 ). Consequently, higher degrees are often viewed as moral obligations to fulfill family expectations rather than purely intellectual endeavors. Cheng ( 2017 ) notes that education functions as a "debt-repayment mechanism," where prolonged study becomes a sacred duty to honor parental sacrifices. This pressure is reinforced by filial piety (孝顺), making credential pursuit an act of intergenerational reciprocity even with diminishing returns (Cheng, 2017 ; Wang, 2020 ). 3. The current study While existing research on doctoral motivations emphasizes upward mobility—particularly toward elite institutions—downward doctoral pursuit remains overlooked. This gap is especially evident among Chinese music faculty (CMFs) pursuing “water” doctoral degrees in MTPK. This group represents not only an understudied population, but a critical case revealing how disciplinary differences shape distinct patterns of academic mobility. The emerging trend appears to be driven by a complex interplay of institutional authority, market mechanisms, and personal considerations. The goal of the current study is to better understand academic mobility and the changing dynamics of higher education by examining this strategic tradeoff and revealing the underlying motivations of CMFs. This study intends to fill the research gap by investigating the various reasons why faculty in China’s HEIs choose to seek doctoral degrees in MTPK, using CMFs' viewpoints as an example. The findings of this study are expected to unveil how educational authority, industry, and personal needs influence the motivations of CMFs’ choice of pursuing doctoral degrees. Furthermore, by exploring CMFs, we intend to encourage scholars worldwide to conduct further studies on university faculty mobility. Accordingly, the following research question was formulated: What motivates CMFs to pursue “water” doctoral degrees? 4. Methodology A qualitative research design was employed. The motivations of CMFs pursuing ”water” doctoral degrees in MTPK are complex and context-dependent. A qualitative approach was better suited for this research because it enabled in-depth exploration and contextual complexities. Semi-structured interviews of 10 music faculty employed at China’s HEIs were conducted. The data were then analyzed using an inductive thematic approach. 4.1 Participants Ten music faculty members pursuing or having completed doctoral studies in MTPK, were invited using the homogeneous sampling strategy (Patton, 2015 ) (demographic information shown in Table 1 ). Notably, all the participants began their university careers with a master’s degree and worked at different HEIs in China, including conservatories, public universities, and private colleges. Moreover, the participants of diverse status were invited, including graduates, enrollees, and those currently applying. Furthermore, all of them had self-financed their doctoral studies. 4.2 Data collection Data was collected via semi-structured interviews and online interviews (Salmon, 2022 ). The benefits of flexibility and iteration led to the selection of the semi-structured interview, which permitted interviewers to modify, add, or remove research questions as needed to improve interview quality (Brinkmann & Kvale, 2015 ). Because it provided a flexible, accessible, and ethical method of gathering rich data in digital domains, online interviews were selected (Salmon, 2022 ). The interview revolved around four main aspects: (i) the meaning of doctoral degrees to them; (ii) how they decided to apply for the doctoral program; (iii) how they chose the doctoral program and country; (iv) how a doctoral degree influenced their career development and their life. The interview was conducted in Mandarin by the researcher. Each interview lasted about 40 minutes. One-on-one Skype interviews were used because the participants were studying in different countries. This allowed the participants to participate from a place where they felt comfortable, like their home, which encouraged them to open up and resulted in more genuine responses (Salmon, 2022 ). Afterwards, the interviews were recorded and transcribed into text. Some important paragraphs were translated into English for analysis. 4.3 Data Analysis This study employed thematic analysis with an inductive approach to explore CMFs’ motivations for pursuing “water” doctoral degrees in MTPK. The inductive approach allows us to prioritize data-driven insights, allowing themes to emerge organically from the dataset, and ensure openness and flexibility. Thematic analysis was chosen for its systematic yet flexible approach, enabling a structured coding process and critical engagement with latent themes. The six-step procedure by Braun and Clarke ( 2022 ) was rigorously followed. Interview data were transcribed and repeatedly reviewed to identify pertinent content. NVivo 12.0 Plus assisted in coding meaningful excerpts and grouping them into preliminary themes. These themes were refined based on their accuracy and representativeness, culminating in three main themes and eight subthemes, each defined and supported with compelling data examples. 5. Findings This section addresses the research question “What motivates CMFs to pursue “water” doctoral degrees?” Based on the IPA analysis, we identified three main themes: educational authority, the industry chain of higher education admission, and CMF’s personal needs. CMFs are motivated to seek doctoral degrees in MTPK by the interconnected and interacting reinforcement of these three themes. 5.1 Educational authority: Institutional drivers behind CMFs’ doctoral pursuit The “educational authority,” which in this study refers to China’s educational policies and university regulations (Dai, 2020), has implemented a series of mechanisims in evaluation and promotion. These placed huge pressures on university faculty, but particularly prominent for CMFs. Three structural forces emerged from the participants’ interviews: individual survival and development driven by the title promotion policy, the institution’s optimization-driven doctoral faculty demand, and faculty globalization. These three forces are strongly interconnected: government regulations compel institutions to establish degree requirements for their faculty, subsequently encouraging faculty to obtain doctorates. This creates a domino effect whereby doctorates are necessary for survival at every level. 5.1.1 Title-driven policy in teacher evaluation In Chinese universities, academic titles significantly influence faculty career advancement, affecting salary, benefits, and administrative eligibility (Yang et al., 2019 ). Research output and doctoral qualifications are key criteria for promotion, with the latter often serving as a prerequisite. Although these policies apply across disciplines, CMFs face particular challenges. Many were originally hired for performance achievements, unlike faculty in other fields who typically entered with doctoral degrees and research experience. The uniform application of title promotion policies now places strong pressure on CMFs. Interview data reveal two motivational patterns: “Doctorate to Break Barriers” for lecturers and “Doctor or Be Out” for academic assistants (助教 in Chinese). As tenure-track staff, academic assistants must become lecturers within five to ten years—or face reassignment to supporting positions (like lab supervision), effectively ending their academic careers. Doctorate holders, on the other hand, can be directly hired as lecturers. Teacher Li, a four-year veteran academic assistant without a PhD who is now applying to PhD programs, explained his vulnerable situation: Nowadays, universities operate like companies, with hierarchical positions. Academic titles distinguish these statuses […] To secure my teaching position, pursuing a doctoral degree has become a mandatory choice. For lecturers, the motivation to pursue a PhD is different; it serves as a means to break barriers in career advancement. Title promotion requires publication in core journals and securing research grants, yet both pathways have an unspoken prerequisite: candidates must either hold a doctoral degree or already be an associate professor. Without a PhD, many lecturers find themselves permanently stagnated in their career trajectories. Teacher Hu, a lecturer without a doctoral degree, shared this challenge: It’s unfair to require a PhD for conducting research, especially for music lecturers. With only a master’s degree, the research pathway is blocked for us. No PhD means permanent stagnation—you become invisible in the promotion queue. 5.1.2 Academic optimizations and the growth of doctorates In China’s higher education system, the proportion of faculty holding doctoral degrees is a key performance indicator for institutional development and evaluation. Universities must meet specific PhD faculty quotas to expand academic programs or enhance degree-granting authority (Ministry of Education of the People’s Republic of China, 2024). For instance, the 2024 criteria for new doctoral programs in humanities and social sciences require that 45% of faculty hold a doctorate (MOE, 2024). Consequently, encouraging in-service faculty to obtain PhDs has become a common strategy, particularly in music schools where doctoral qualifications are scarce. Interview data reveal two institutional approaches to facilitate this: implementing accommodations to reduce practical barriers, and ensuring tenure security and financial stability. To alleviate practical difficulties, many universities have simplified leave procedures, offered flexible scheduling, and reduced teaching loads. These measures help faculty balance doctoral studies with professional duties. Teacher Liu praised his university’s supportive policies: The leave process for us was much simpler and faster than other types of leave. The school gave us a ‘green light,’ making it very convenient. In terms of tenure security and financial stability, universities ensure that doctoral candidates retain their tenure status and continue receiving full salaries, benefits, and social insurance. For many faculty, these financial guarantees are decisive in pursuing a PhD. Teacher Jin emphasized this in her interview: Without guaranteed salary and tenure security, I wouldn’t have pursued this PhD. The continuing salaries during my PhD allowed me to cover my living expenses, which was very important for me. 5.1.3 Transnational academic capital: faculty globalization Transnational academic capital refers to the globalized integration and competition of academic resources. (Findlow & Hayes, 2015 ). China’s "Double First-Class University" initiative, aimed at developing world-class institutions, mandates that a significant proportion of faculty members possess international academic experience. This requirement emphasizes global research collaboration, cross-cultural teaching, and engagement with transnational academic networks for enhancing universities’ reputations and competitiveness. Universities and colleges can improve their reputations if they have a large percentage of faculty members holding doctorates from other countries. This strategic focus is echoed by Teacher Ying, Dean of the Music Department at an independent college in China, who emphasized: As an independent college, enrollment marketing is a critical priority for us. We visit various high schools to promote our college every year. A high percentage of teachers with overseas doctoral degrees is key for attracting students and parents. Many parents expressed that a teacher with a doctoral degree equals his/her excellent teaching ability. Beyond prestige, universities seek faculty members with global academic exposure to strengthen partnerships, access international resources, and facilitate institutional collaborations. Teacher Bai’s college, for instance, is in the process of establishing a Doctor of Musical Arts (DMA) program in classical music, where faculty members’ international backgrounds play a crucial role. As Teacher Bai described: I helped translate and communicate between my PhD university and my work college. They have now built some collaborative programs. My college fully supports me to do it! 5.2 The industrial chain of admission to higher education In the context of admission to higher education, the term “industry chain” refers to the interconnected systems, institutions, and markets that influence the process from admission to graduation. This idea highlights how CMFs’ incentives to get PhDs in MTPK are influenced by market pressures. Two major themes representing different market types—the private market in China and the customized doctoral system in MTPK- emerged from the participant interviews. These two markets are intricately linked, influencing and driving individuals’ decisions to pursue higher education. 5.2.1 Private doctoral admission consulting Private doctoral admission consultancies, known as “mediators” (中介), play a crucial role in encouraging doctorate pursuits in MTPK by offering guidance and support to students. Interviews reveal three key strategies: constructing social imagination, providing tailored learning packages, and facilitating group academic journeys. Social imagination is built around high rankings, affordable tuition, and easy admission and graduation. Mediators promote the perception that earning a PhD requires minimal investment—for example, by highlighting how MTPK degrees lead to rapid promotion or emphasizing the number of graduates hired by universities. This strategy fosters a view of doctoral attainment as straightforward and encourages CMFs to pursue their academic goals.. As teacher Dong shared, the social imagination of low-cost and high-ranking universities heavily influenced her decision to study abroad in Malaysia: Getting a doctoral degree from a well-ranked university while paying much less than in the West seemed like an opportunity I couldn’t miss. However, not all faculty are swayed by such social imagination. To broaden their appeal, mediators offer tailored learning packages and personalized counseling. These services—priced and customized by scope—assist clients in connecting with institutions, completing coursework, and getting degrees. Some packages cover admission and graduation support, while others include dissertation guidance or tutoring. As Teacher Tao, an experienced piano instructor with limited English, noted, these individualized services helped him overcome barriers to overseas study: "The mediator provided a translator for my classes and assignments—I could write in Chinese and have it translated into English. They also arranged for a translator during my comprehensive oral exam to assist in communicating with committee members." The third approach mediators used was encouraging group enrollment for “water” doctorates, which offered discounts and made the pursuit more affordable. It was impossible for Teacher Xiang, an older educator with significant research accomplishments but no doctorate, to become an associate professor. After learning that obtaining a doctoral degree in Thailand would allow him to qualify for promotion, he shared the opportunity with three colleagues. They all decided to pursue the degree together. As Xiang described: We are all enrolling in the same doctoral program. The mediator provided us with a classroom translator who can assist all of us in our studies and guide us in writing our dissertations. The mediator offer us a discount for the services. Joining a group not only offers financial benefits but also provides emotional support and a sense of community belonging. Studying abroad can be challenging for older CMF, who may face language barriers, professional and family responsibilities, and the transition from teacher to student. Additionally, cultural differences and concerns about social exclusion can make the experience daunting. For CMF, particularly those enrolled in group study abroad programs, offer emotional security and shared experiences. Teacher Jin, initially hesitant to study in the Philippines due to safety concerns, found courage and reassurance in the decision of her three friends to join her: I was really afraid to go to the Philippines alone because I had always heard that it wasn’t very safe there. But my three other friends decided to go, and we went to the same school and lived together. This made both my family and me feel much safer. 5.2.2 The refined personalized doctoral system in MTPK The policy assistance and specialized services from some MTPK universities for CMFs pursuing doctoral degrees form the "refined personalized doctoral system." This has boosted China’s doctoral consulting market, attracting more individuals to MTPK. Although stereotypes about the region's academic quality have deterred CMFs in the past, improvements in these systems are changing perceptions. Consequently, pursuing a doctoral degree in MTPK is becoming more popular among CMFs. The analysis identified two key motivating factors: favorable conditions and personalized services. Strong diplomatic relations between China and MTPK, cultural affinities, and the region's pleasant environment are some of the positive factors drawing CMFs to study there. For example, Teacher Bai, a voice instructor from Northern China, highlighted the importance of the climate and leisure activities when deciding to seek a PhD in Thailand: The weather is the first aspect for me when choosing a place. As you know, Bangkok is famous for its good weather and recreational activities, and the cost of living is relatively low. When I go to study, my three children can come along with me. Some universities in MTPK have also acknowledged the demands of CMFs and tailored their programs to address those needs. High graduation rates, teaching in Chinese, summer and winter semesters, contracted dissertation services, and online courses are examples of personalized services. Furthermore, CMFs benefit from a wide range of programs and universities throughout MTPK, which is home to several private colleges and comprehensive PhD programs. To better meet the demands of their students, several PhD programs even hire part-time instructors from Chinese universities. These services attract the CMFs as they conveniently balance work and academic aspirations. Teacher Fei, a busy cello teacher with administrative responsibilities, exemplified this by describing how she pursued her doctoral studies during vacation time, taking advantage of the tailored services: Most of the teachers are professors from Chinese universities. They come for winter and summer semesters to deliver lessons. They allow me to attend classes during the holidays…They also ask me to purchase contracted dissertation services which means I just need to pay for my graduation. 5.3 Personal needs of CMFs The main focus of this section is on CMF's reasons for pursuing a doctoral degree. Three key themes emerged from the data analysis: upward social mobility, embracing widespread social expectations, and pursuing cost-effectiveness. These themes highlight the personal factors driving CMFs to pursue doctoral degrees, especially in MTPK. 5.3.1 Upward social mobility One of the most important prerequisites for CMFs to advance within institutions is having a doctorate. Upward mobility in the context of CMFs is frequently linked to tenure security, title promotions, and preserving high competitiveness. According to the educational policies at most Chinese universities, a doctoral degree is considered an essential qualification for career advancement, as Teacher Bai stated: Whether you are applying for a title promotion or a research project, a doctoral degree is considered one of the basic requirements. A doctorate is necessary for title promotion, but so are significant scholarly accomplishments. Many earlier music teachers, especially those who focused on music performance, did not receive rigorous academic training because of time constraints. To meet the academic output requirements for title promotion, these teachers are therefore keen to seek possibilities for organized academic training.Teacher Hu’s interview revealed the following insight: I am keen to learn how to conduct research through my doctoral studies. Before getting my doctorate, I held the title of teaching assistant for six years. Completing my doctorate enabled me to immediately transition to a lecturer. Similarly, for CMFs to get tenure (called bian zhi in Chinese), a doctorate is essential. Tenure provides lifetime employment security and is seen as a sign of career stability in China. Among CMFs who do not already have tenured positions, this conviction in tenure is particularly strong. According to Teacher Xiang: I do not want to face the risk of losing my job. Stability, more than anything else, is what I seek in my life. By completing my doctorate, I should be eligible to transition into a tenured position. A doctoral degree is also widely seen as a symbol of high competitiveness. Teacher Dong, a piano teacher at a prestigious public university in China, strongly believes that a doctoral degree sets her apart from less competitive teachers, particularly those with only a master’s degree, as she explained: No matter what, it is well-known that a doctor is always stronger than a master. A teacher with a doctoral degree has a higher status than one with a master’s degree in the university. However, teacher Dong also expressed her concerns about her doctoral degree after graduation: I found many of my colleagus had also become doctors so the school changed the policy. Doctoral degrees obtained from MTPK, like mine, are no longer recognized in my school. This doctoral degree may not help me at all in title promotion. 5.3.2 Embracing widespread social expectations In China, university faculty are traditionally expected to be scholars dedicated to academic research, and their status within the university system is significantly related to their research ability. Because of this societal expectation, CMFs are positioned as lecturers and scholars rather than musicians. Most CMFs have no formal research background and are graduates of music performance institutions. As a result, when they obtain faculty positions, their music performance experience does not meet the expectations for academic research, as Teacher Liu explained: After joining the university faculty, I realized that the highly specialized skills I had in the past were not particularly useful here. On my first day at work, my supervisor told me to focus more on research than teaching or performing. Recently, some universities have begun to acknowledge the unique contributions of music teachers by including performance-related achievements, such as awards and recitals, in their research evaluations. However, research outcomes still hold greater weight in faculty rankings. For example, Teacher Chen, an expert vocal performer and winner of several international awards, has faced repeated rejection for promotion to associate professor. Despite her accolades, she expressed frustration: The dean explained that I still need to conduct research or, at the very least, hold a doctoral degree. The point is that an associate professor must have substantial research capability. Like Teacher Chen, many CMFs feel that their career advancement is hampered due to their lack of a doctoral degree, as they graduated with a degree in music performance without any research training. As a result, pursuing a doctoral degree has become the preferred choice for many CMFs. By doing this, they change their identity from musicians to researchers and distinguish between academic achievement and musical performance. This decision strengthens and solidifies the academic hierarchy found in higher education institutions. 5.3.3 Pursuing cost-effectiveness When deciding to pursue a doctoral degree, most CMFs carefully compare options to find the one that is the most cost-effective, a process they describe as “huo bi san jia” (货比三家), a Chinese proverb meaning to evaluate and compare all options before making a decision. Many CMFs opt for universities in MTPK for the following reasons: lower costs, less stringent admission requirements, and more flexible graduation criteria. Cost is a significant consideration. Tuition fees and living expenses in MTPK are considerably lower than those in Western countries, making these options more attractive to CMFs. Teacher Fei’s interview provides evidence of this: I was shocked when I found out how cheap it was to obtain a doctoral degree. The tuition and living expenses were much lower than I expected. I recently returned to Chengdu from Thailand, and it only cost me 743 RMB (about 90 dollars). Compared to Western countries and China, doctoral programs in some MTPK universities have less stringent admission criteria. For instance, some programs do not require language proficiency, which benefits in-service teachers who lack time to study a foreign language. Additionally, some programs do not require a prior educational background for prospective doctoral students. Teacher Bai described his experience as follows: I chose this university because I didn’t need to be proficient in the language. I was applying for a doctoral degree in education, and no research background was required. Doctoral programs in MTPK are also less demanding than those in Western countries or China, making them an appealing option for CMFs. The course calendar is flexible, with summer and online options for in-service teachers, and the graduation timeline is more manageable, typically within three years. Teacher Tao explained: I came to this university in the Philippines because the graduation timeline is easy to manage. I can graduate in two and a half years if I don’t fail any courses. Another reason for the popularity of MTPK is the lenient graduation requirements. Unlike doctoral programs in Western countries or China, which often impose strict graduation standards, some programs in MTPK typically have more relaxed requirements. As Teacher Ying explained: When I was defending my doctoral dissertation, the committee allowed me to speak in Chinese. I had a translator with me to help communicate with the committee. We didn’t have comprehensive exams; we just needed to earn all the credits and complete the dissertation. 6. Discussion This study investigated the motivations of CMFs to pursue “water” doctoral degrees in MTPK. Findings revealed motivations along three interrelated dimensions: educational authority, the industry chain of higher education admissions, and CMFs’ personal needs. Notably, among the 10 participants, only Teacher Hu expressed an intrinsic passion for research as the main reason for pursuing a doctorate. The other participants were all driven by extrinsic pressures-a finding that aligns with Dai (2020)’s earlier research on faculty motivation. 6.1 “Water” doctoral pursuit: Upward mobility vs. downward mobility While previous studies have identified doctoral pursuit primarily as a pathway to upward mobility (Horta et al., 2023 ; Terentev, 2019), this study reveals an alternative perspective— “water” doctoral pursuit as downward mobility. This is reflected in the following two key aspects. First, many CMFs enroll in doctoral programs at institutions ranked significantly lower than their current employers. Second, and more critically, the doctoral programs in MTPK identified in this study frequently lack rigorous academic requirements. Although a doctoral degree typically represents the pinnacle of academic achievement (Sarrico, 2022 ), our findings suggest that such programs often fail to enhance the research literacy of graduates, undermining the very academic foundation a doctorate should signify. There are three related theories for this downward movement. First, the commercialization of higher education has altered doctoral admissions criteria, favoring financial capacity over academic merit. Teachers Dong and Tao’s experiences underscore how financial investment, rather than scholarly preparation, often determines admission outcomes. Second, academic requirements in certain doctoral training programs have been widely loosened. In contrast to the general belief among scholars that PhD education necessitates intense academic involvement, the experiences of participants like Teacher Ying reveal that some programs waive comprehensive exams and allow dissertations to be defended in Chinese with translation support. This reflects a reduction of academic rigor. Third, the proliferation of private universities in MTPK has contributed to the emergence of what Rintamäki et al. ( 2024 ) term institutional parasites—institutions that tolerate deviant practices in pursuit of profitability. For example, Teacher Fei reported that her program “require me to purchase contracted dissertation services,” revealing a deeper systemic compromise. Moreover, while Dai (2020) highlights the role of external influences, such as institutional pressure, peer encouragement, and family support, our findings identify a missing but significant factor: the influence of educational consultants. Beyond traditional external motivations, these consultants play a key role in shaping CMFs’ decisions, providing both logistical pathways and strategic direction in navigating doctoral pursuits. 6.2. The elevator effect of credentials Another contribution of this study is the credential elevator effect. In a credential-driven society, academic degrees function as symbolic capital that reproduces and extends human and social capital (Collins, 2019 ). This is similar to Nachtwey's (2018) elevator society metaphor, which describes how all socioeconomic classes in postwar Germany rose together because of welfare expansion and economic prosperity. However, after the 1970s, with the advent of neoliberal labor markets and economic stagnation, this elevator began to stall, leading to widespread “status panic,” where individuals sought survival through strategic compromises and status descent (Nachtwey, 2018 ). According to this reasoning, the widespread growth of higher education in the modern era is comparable to an upward credential elevator, granting access to doctoral degrees to more people. Yet, as the number of doctoral holders increases, universities continue to elevate their evaluation and promotion standards, including expectations for research output and postdoctoral experience (Gu & Levin, 2020 ). Some faculty members unable to meet these standards resort to pursuing doctoral degrees in MTPK, seeking affordability and expedience, an act of downward doctoral pursuit as a form of strategic compromise. Importantly, we argued that this “elevator” is not always descending. As findings indicate, some CMTs have successfully leveraged downward doctoral pursuits for upward mobility. As proof, Teacher Xiang secured a tenured position, and Teacher Bai was promoted from academic assistant to lecturer after earning their doctoral degrees. Thus, what appears to be a downward move in terms of institutional prestige may, in practice, be a calculated strategy for upward mobility. These decisions reflect careful navigation within the broader logic of the credential society. 6.3 Implications This study offers three implications. First, it calls for a multi-dimensional and discipline-specific evaluation system in higher education faculty promotion. Evaluation frameworks should allow for flexible career pathways that reflect individual strengths and disciplinary nuances. For example, in artistic disciplines, professional achievements should be recognized on par with, or even above, traditional research outputs. Teacher Chen, who has won multiple international vocal competitions but has limited research publications, exemplifies the need for performance-based faculty positions that reward domain-specific excellence. Second, universities should provide more sustainable research development opportunities, especially for early-career faculty (Lai & Xu, 2022 ). Teachers like Fei and Li face mounting research expectations alongside limited institutional support. Their decision to pursue “water” doctoral degrees in MTPK, often the only feasible option, does little to enhance their scholarly capacities. Universities should respond with structured research training programs and foster collaborative networks that support faculty members’ long-term academic growth. Finally, the phenomenon of pursuing doctoral degrees in MTPK as a form of downward mobility also reflects and challenges the hegemonic structure of the re-globalized academic system (Benedikter et al., 2022). The very notion of “water doctors” presupposes a hierarchical global academic order in which some MTPK doctoral programs are often perceived as less prestigious or academicall rigorous. As findings indicate that private universities in MTPK admit large cohorts of Chinese students, yet the degrees they confer are often not recognized within China's labor market, revealing persistent inequalities in the global recognition of academic capital. 6.4 Limitations The study's limitations include participants' retrospective motivational statements, potentially influenced by their current professional situations. Future research could track their PhD journeys. Additionally, our data focused on one higher education sector and included only ten music faculty members. Further investigation could explore incentives in other disciplines. 7. Conclusion This study examines the motivations of CMFs pursuing “water” doctoral degrees in MTPK. Through semi-structured interviews with 10 in-service CMFs from Chinese universities, colleges, and conservatories, it reveals that education authorities, the higher education admission industry, and personal needs collectively drive CMFs to pursue these degrees. Furthermore, our study offers a crucial perspective on the "downward doctoral pursuit" that CMFs adopt for upward mobility in the context of credential elevator, a topic that has been mainly ignored in other research. Declarations Ethical approval Approval was obtained from the Academic Ethics Committee affiliated with Sichuan Normal University (Approval number 280785-SCNU-2024, dated 15th Mar 2024). This study was performed in line with the the principles of the Declaration of Helsinki and its later amendments. The scope of the approval covered all aspects of the study. Informed Consent Before the interview, the researcher explained the content and purpose of the study to the participant. Written informed consent was obtained from all participants in October 2024, ensuring voluntary nature of participation, and confidentiality of responses. Funding The authors received no financial support for conducting this study. Author Contribution Gehui Zhu: Conceptualization, Data curation, Formal analysis, Methodology, Validation, Writing-original draft, Writing - review & editing.Chao Cheng: Conceptualization, Methodology, Validation, Writing-review & editing. Data Availability The data that support the findings of the study are available from the corresponding author upon reasonable request. References AAUP. Data Snapshot: Tenure and Contingency in US Higher Education. (n.d.). Retrieved April 2 (2025) from https://www.aaup.org/article/data-snapshot-tenure-and-contingency-us-higher-education Atherton G, Azizan SN, Shuib M, Crosling G (2018) The Shape of Global Higher Education: Understanding the ASEAN Region (Volume 3). 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Retrieved March 2, 2025, from https://m.thepaper.cn/newsDetail_forward_28843314 Rintamäki J, Parker S, Spicer A (2024) Institutional parasites. Acad Manage Rev. https://doi.org/10.5465/amr.2021.0502 Salihu MJ (2020) Demographic change and transition in Southeast Asia: Implications for higher education. Univers J Educational Res 8(2):678–688. https://doi.org/10.13189/ujer.2020.080241 Salmon G (2022) Online interviews in qualitative research: Designing and practice, 2nd edn. Sage Sarrico CS (2022) The expansion of doctoral education and the changing nature and purpose of the doctorate. High Educ 84(6):1299–1315. https://doi.org/10.1007/s10734-022-00946-1 Shin JC (2018) Quality assurance systems as a higher education policy tool in Korea: International convergence and local contexts. Int J Educational Dev 63:52–58 Terentev E, Rybakov N, Bednyi B (2020) Why embark on a PhD today? A typology of motives for doctoral study in Russia. Voprosy Obrazovaniya/ Educational Stud Mosc 1:40–69. https://doi.org/10.17323/1814-9545-2020-1-40-69 Turner H (2023) Exploring motivation and satisfaction in part-time PhD students. Stud Graduate Postdoctoral Educ 14(2):171–185. https://doi.org/10.1108/SGPE-12-2021-0088 UNESCO & SEAMEO RIHED (2006) Higher Education in Southeast-Asia. Bangkok, UNESCO Wang ZX (2020) Zouchu xiangtu: Nongcun diyidai daxuesheng de ziwo minzuzhi [Leaving the Homeland: A self-ethnography of first-generation rural college students]. Beijing Social Sci 511. https://doi.org/10.13262/j.bjsshkxy.bjshkx.200503 Welch A (2011) Higher Education in Southeast Asia: Blurring borders, changing balance. Routledge Wellington J, Sikes P (2006) A doctorate in a tight compartment’: why do students choose a professional doctorate and what impact does it have on their personal and professional lives? 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Int J Educational Dev 70., Article 102077. https://doi.org/10.1016/j.ijedudev.2019.102077 Tables Table 1 Participants’ Demographic Information Participant Codes Sex Ages Major Length of Music Learning (yrs) Status Finance Bai Chen Dong Fei Hu Female Female Female Male Male 48 33 29 31 35 Education Music education Ethnomusicology Voice Performance Education 30 13 15 14 13 Graduated Enrolled Enrolled Enrolled Currently applying Self-financial Self-financial Self-financial Self-financial Self-financial Jin Female 32 Education 20 Graduated Self-financial Li Male 28 Education 12 Currently applying Self-financial Tao Female 43 Education 28 Graduated Self-financial Xiang Male 36 Education 30 Graduated Self-financial Ying Male 41 Education 24 Enrolled Self-financial Additional Declarations No competing interests reported. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-7794905","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Article","associatedPublications":[],"authors":[{"id":546211403,"identity":"4d2b95d9-f65d-4060-90f5-ad4e84196c55","order_by":0,"name":"Gehui Zhu","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA0UlEQVRIiWNgGAWjYFACxoYDCRU2DGwQHjMxWpgPPvhwJo0kLWzJhjPbDsMNIKxB3v+MmTRv23l7PvazxyQYKqwTG9jPHsCrxfAAUAvPuduJbTx5aRIMZ9ITG3jyEvBraewBaim7ncAmwWMmwdh2OLFBgscAv5ZmHqAWtnP2EC3/iNAizwb0/oy2A4xtYC0NRGgx4AEHcjLQLznGFgnH0o2BDAK29B8ERaWdvXz7GcMbH2qsZfvZzxCw5QAyLwGI2fCqB9nSQEjFKBgFo2AUjAIA4uM/w9vxKYYAAAAASUVORK5CYII=","orcid":"","institution":"Sichuan Normal University","correspondingAuthor":true,"prefix":"","firstName":"Gehui","middleName":"","lastName":"Zhu","suffix":""},{"id":546211404,"identity":"ef6f24a4-1b2d-427f-afe4-2b957816012a","order_by":1,"name":"Chao Cheng","email":"","orcid":"","institution":"East China Normal university","correspondingAuthor":false,"prefix":"","firstName":"Chao","middleName":"","lastName":"Cheng","suffix":""}],"badges":[],"createdAt":"2025-10-07 01:38:14","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-7794905/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-7794905/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":96270993,"identity":"b2f38cf9-f310-48f3-8d94-977fb2fd84d3","added_by":"auto","created_at":"2025-11-19 09:21:53","extension":"docx","order_by":0,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":61893,"visible":true,"origin":"","legend":"","description":"","filename":"anonymousversion.docx","url":"https://assets-eu.researchsquare.com/files/rs-7794905/v1/c5719090b38923d4792e510a.docx"},{"id":96270994,"identity":"f5ebec10-d423-4f63-9e60-be0c1669bd43","added_by":"auto","created_at":"2025-11-19 09:21:53","extension":"json","order_by":1,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":4271,"visible":true,"origin":"","legend":"","description":"","filename":"649dc7f549c34c7197eb2e8827c2f4e3.json","url":"https://assets-eu.researchsquare.com/files/rs-7794905/v1/5d8d5b84cc8ea65e141346af.json"},{"id":96270995,"identity":"d1f884e4-1dee-4b9c-b5d0-68fe3cf89452","added_by":"auto","created_at":"2025-11-19 09:21:53","extension":"xml","order_by":2,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":111425,"visible":true,"origin":"","legend":"","description":"","filename":"649dc7f549c34c7197eb2e8827c2f4e31enriched.xml","url":"https://assets-eu.researchsquare.com/files/rs-7794905/v1/5d7fc2af02c299e7e6bc4b12.xml"},{"id":96270998,"identity":"ab95a2ec-8a00-4f5b-b74c-9e792f48d456","added_by":"auto","created_at":"2025-11-19 09:21:53","extension":"xml","order_by":3,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":106495,"visible":true,"origin":"","legend":"","description":"","filename":"649dc7f549c34c7197eb2e8827c2f4e31structuring.xml","url":"https://assets-eu.researchsquare.com/files/rs-7794905/v1/e1ccbec4ac7e57ef07be1c1b.xml"},{"id":96270996,"identity":"81fe68b8-c604-4a6c-aaae-bf0f14e1c0bf","added_by":"auto","created_at":"2025-11-19 09:21:53","extension":"html","order_by":4,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":116303,"visible":true,"origin":"","legend":"","description":"","filename":"earlyproof.html","url":"https://assets-eu.researchsquare.com/files/rs-7794905/v1/3655764872dac03931fdeadf.html"},{"id":96363080,"identity":"a8a44238-7896-460d-ab96-a6532fb57e61","added_by":"auto","created_at":"2025-11-20 10:04:15","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":862265,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-7794905/v1/54fafb8f-bdab-4fff-844d-5508aa0e3089.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"What motivates them to pursue “water” doctoral degrees? A qualitative study of music faculty in China","fulltext":[{"header":"1. Introduction","content":"\u003cp\u003eIn education, the mechanism of social mobility serves as a core vehicle for the reproduction of human capital (Bourdieu \u0026amp; Passeron, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e1977\u003c/span\u003e). Specifically, the education system reinforces social structures by converting cultural capital into a tool for class reproduction (Bourdieu \u0026amp; Passeron, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e1977\u003c/span\u003e). In higher education, doctoral degrees represent the pinnacle of academic cultural capital (Bourdieu, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e1979\u003c/span\u003e). They serve as symbolic credentials that allow people to get above class barriers and secure academic positions by attesting to specialized expertise (Collins, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). However, the global expansion of higher education and a shrinking academic job market have led to degree inflation, reflecting intensifying competition for limited resources. For instance, tenure-track faculty in the U.S. fell from 53% in 1987 to 32% in 2021 (AAUP, 2023). Consequently, PhD holders face unemployment or underemployment (Childress, \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2019\u003c/span\u003e), perpetuating a cycle where advanced degrees are less useful yet still required for jobs (Marginson, \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2016\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eThe situation in China is particularly acute. The relentless \u0026ldquo;credentialism\u0026rdquo; (Collins, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2019\u003c/span\u003e) within its rapidly massifying higher education system has triggered a distict phenomenon: \u0026ldquo;water\u0026rdquo; doctors in Chinese. Originally a pathway for research advancement, the doctorate has been redefined as a prerequisite for career survival. High-profile cases in China\u0026rsquo;s HEIs illustrate its transactional nature: in 2022, Shaoyang College (China) awarded 18\u0026nbsp;million RMB (about USD 2.5\u0026nbsp;million) to 23 Ed.D. graduates from a Philippine university, including 22 rehired faculty members (Jiang, \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Similarly, in 2021, XingTai College sent 13 teachers to Korea for doctoral studies and rehired them afterward, half from Woosuk University (Xingtai Municipal Human Resources and Social Security Bureau, \u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Additionally, data show a troubling trend of faculty pursuing PhDs with minimal supervision or in unrelated fields (People\u0026rsquo;s Daily Online, \u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2022\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eWhile this phenomenon spans disciplines, this study argues that CMFs constitue a critical group for investigating the motivations behind \u0026ldquo;downward doctoral pursuit.\u0026rdquo; This focus is justified by three interconnected factors that distinguish CMFs from their peers in research-intensive fields (e.g., STEM). First, although credential inflation affects all disciplines, CMFs face unique challenges. Unlike many fields where a doctorate is a prerequisite for academic appointment, most current CMFs were initially hired based on artistic excellence. However, as Chinese HEIs increasingly emphasize advanced degrees and extend \u0026ldquo;up-or-out\u0026rdquo; tenure policies to music, CMFs\u0026rsquo; performance-based expertise is systematically devalued. Consequently, pursuing a doctorate has become essential for job security, illustrating how credentialism reshapes faculty identities in fields undergoing redefinition. Second, CMFs typically possess a \u0026lsquo;habitus\u0026rsquo; (Bourdieu, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e1977\u003c/span\u003e) rooted in performance and practice. Trained in conservatories focused on artistic excellence, many lack formal research training. This makes it difficult to produce research outputs like STEM faculty or to enter traditional, rigorous PhD programs, leading them toward more accessible options. Third, unlike disciplines with abundant domestic doctoral opportunities, music-related fields offer very limited programs. Pursuing degrees in Europe or America requires substantial financial and personal investment. Thus, MTPK universities emerge as a preferred choice due to their cost-effective PhD offerings. Their choice of these PhD programs reveals a reality: some universities profit by selling \u0026ldquo;water doctorates\u0026rdquo; to desperate groups like CMFs-a dark side of global education that mobility studies rarely address.\u003c/p\u003e\u003cp\u003eThis \"downward doctoral pursuit\" as a means for upward social mobility highlights the tension between the symbolic power of credentials and academia\u0026rsquo;s stratified reality, yet the motivations behind this trend as stragetic compromises remain underexplored. Therefore, this qualitative study seeks to provide a nuanced exploration of these motivations, aiming to examine factors driving CMFs\u0026rsquo; motivation to pursue \u0026ldquo;water\u0026rdquo; doctoral degrees in MTPK.\u003c/p\u003e"},{"header":"2. Literature Review","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e\u003ch2\u003e2.1 The current state of higher education in Southeast Asia and South Korea\u003c/h2\u003e\u003cp\u003eFor the purposes of this study, research on higher education institutions in Southeast Asian countries focuses on non-elite universities or private institutions in Malaysia, Thailand, and the Philippines, which are the most visited by Chinese music scholars. Existing research on higher education in these countries primarily concentrates on three aspects: the rapid growth of private schools (Atherton et al., \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2018\u003c/span\u003e), globalization (Lim et al., \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Welsh, 2011), and quality concerns (Salihu, \u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2020\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eDue to demographic growth, middle-class expansion, and demand for advanced skills, higher education enrollment in the region has risen sharply (Atherton, Dumangane, \u0026amp; Whitty, \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2016\u003c/span\u003e; UNESCO \u0026amp; SEAMEO-RIHED, 2006). For example, private institutions in Thailand and Vietnam grew by over 500% in a decade (Atherton et al., \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). This expansion fuels enrollment demand (Lim et al., \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). To boost reputation and revenue, universities actively recruit international students, often shifting costs to them (Welch, \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e2011\u003c/span\u003e). National ambitions and fiscal pressures further drive income diversification through educational \u0026ldquo;products\u0026rdquo; (Welch, \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e2011\u003c/span\u003e; Lim et al., \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2022\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eHowever, quality issues persist. The Philippines, for instance, has many universities but low research output, revealing a tension between quantity and quality (Salihu, \u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Some institutions offer purchased degrees targeting credential-seeking rather than quality-seeking students (Nizam, \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2006\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eSimilarly, South Korean higher education faces challenges in private institutions (Kim, \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2017\u003c/span\u003e), quality assurance (Shin, \u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e2018\u003c/span\u003e), and internationalization (Cho, 2012; Kang et al., \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Population decline has triggered an enrollment crisis, especially outside cities, risking closures and cutbacks (Jung, \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Kang et al., \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Elite universities depend on state funding, while Seoul-based privates chase international students for rankings and tuition. Regional universities rely critically on such students for survival (Kang et al., \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Consequently, demand-driven programs proliferate, including online/hybrid courses and micro-credentials, despite critiques of marketization (Oh, \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2015\u003c/span\u003e; Jung, \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). Kang and Kyongah (2023) tie the influx of Chinese students into non-elite Korean universities directly to these recruitment strategies.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec4\" class=\"Section2\"\u003e\u003ch2\u003e2.2 The motivation for seeking a doctorate\u003c/h2\u003e\u003cp\u003eNumerous studies have explored the motivations and behaviors associated with the pursuit of doctoral degrees. Early research by Churchill and Sanders (2007) categorized PhD motivations into five distinct categories: career development, dissatisfaction with current employment, personal agenda, research as political engagement, and drifting into the challenge. Recent studies have increasingly employed self-determination theory (SDT) (Horta, 2023; Turner, 2022; Litalien et al., \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Terentev, 2020), emphasizing that motivations are multifaceted, encompassing intrinsic, extrinsic, and contextual factors.\u003c/p\u003e\u003cp\u003eAlthough motivations are typically classified as being intrinsic or extrinsic, scholars have underscored their contextual variability and complex, overlapping nature. Across various contexts, intrinsic motivation is consistently identified as a dominant driver for pursuing a doctorate. The focus of subsequent studies has been on intrinsic motivation. For example, in Russia, Terentev (2020) identified primary motivations centered on research interests, scientific curiosity, and a commitment to teaching. Similarly, Turner\u0026rsquo;s (2022) SDT-based study of part-time PhD students in the United States revealed that intrinsic motivation was critical not only for enrollment but also for persistence.\u003c/p\u003e\u003cp\u003eIn a variety of settings, extrinsic motives are extremely important. These include social benefits (Turner, 2022) and influences from family or peers (Turner, 2022). Among these, career advancement is widely recognized as a key motivator. A doctoral degree increasingly serves as a prerequisite for academic employment and promotion (Turner, 2022; Braisford, 2010; Horta, 2023). Without a doctoral degree, upward career mobility is often perceived as unattainable (Turner, 2022; Guerin et al., 2014).\u003c/p\u003e\u003cp\u003eBesides intrinsic and extrinsic motivations,Terentev (2020) introduced the concept of \u0026ldquo;amotivation\u0026rdquo; to describe students who lack clear goals and pursue doctoral education as an \u0026ldquo;inertia strategy\u0026rdquo;\u0026mdash;continuing along their academic or professional path without deliberate intent.There is also evidence of variations in motivation among academic fields. For example, Doctor of Education (EdD) candidates often pursue the degree as a form of lifelong learning and an opportunity to integrate theory with professional practice (Wellington \u0026amp; Sikes, \u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e2006\u003c/span\u003e).\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec5\" class=\"Section2\"\u003e\u003ch2\u003e2.3 China\u0026rsquo;s context\u003c/h2\u003e\u003cp\u003eIn response to the growing emphasis on research output, HEIs in China are refroming faculty promotion and evaluation policies (Dai, 2020). A key aspect of this reform is the strong encouragement for faculty members without doctoral degrees to pursue PhD degrees (Dai, 2020).\u003c/p\u003e\u003cp\u003eHowerver, most literature on doctoral motivations focuses on student perspectives, with little attention to faculty. Dai\u0026rsquo;s (2020) study is a notable exception, using the theory of planned behavior (TPB) instead of self-determination theory (SDT) to explore the motivations of female university faculty pursuing doctoral degrees in China. The study identified five key factors: ambivalent attitudes, perceived behavioral control, subjective norms, specific career stages, and competing life goals. Significantly, none of the participants in Dai\u0026rsquo;s study cited intrinsic motivation for pursuing a doctoral degree. Instead, their decisions were largely shaped by external pressures\u0026mdash;being \u0026ldquo;encouraged,\u0026rdquo; \u0026ldquo;required,\u0026rdquo; or \u0026ldquo;compelled\u0026rdquo; to pursue a doctorate (Dai, 2020).\u003c/p\u003e\u003cp\u003eNotably, Confucian values significantly influence doctoral pursuit in China (Horta, 2023). The principle that \"excellence in learning leads to official positions\" (学而优则仕), has historically tied academic achievement to bureaucratic careers and upward mobility (Xiao, \u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Consequently, higher degrees are often viewed as moral obligations to fulfill family expectations rather than purely intellectual endeavors. Cheng (\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2017\u003c/span\u003e) notes that education functions as a \"debt-repayment mechanism,\" where prolonged study becomes a sacred duty to honor parental sacrifices. This pressure is reinforced by filial piety (孝顺), making credential pursuit an act of intergenerational reciprocity even with diminishing returns (Cheng, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2017\u003c/span\u003e; Wang, \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2020\u003c/span\u003e).\u003c/p\u003e\u003c/div\u003e"},{"header":"3. The current study","content":"\u003cp\u003eWhile existing research on doctoral motivations emphasizes upward mobility\u0026mdash;particularly toward elite institutions\u0026mdash;downward doctoral pursuit remains overlooked. This gap is especially evident among Chinese music faculty (CMFs) pursuing \u0026ldquo;water\u0026rdquo; doctoral degrees in MTPK. This group represents not only an understudied population, but a critical case revealing how disciplinary differences shape distinct patterns of academic mobility.\u003c/p\u003e\u003cp\u003eThe emerging trend appears to be driven by a complex interplay of institutional authority, market mechanisms, and personal considerations. The goal of the current study is to better understand academic mobility and the changing dynamics of higher education by examining this strategic tradeoff and revealing the underlying motivations of CMFs.\u003c/p\u003e\u003cp\u003eThis study intends to fill the research gap by investigating the various reasons why faculty in China\u0026rsquo;s HEIs choose to seek doctoral degrees in MTPK, using CMFs' viewpoints as an example. The findings of this study are expected to unveil how educational authority, industry, and personal needs influence the motivations of CMFs\u0026rsquo; choice of pursuing doctoral degrees. Furthermore, by exploring CMFs, we intend to encourage scholars worldwide to conduct further studies on university faculty mobility.\u003c/p\u003e\u003cp\u003eAccordingly, the following research question was formulated: What motivates CMFs to pursue \u0026ldquo;water\u0026rdquo; doctoral degrees?\u003c/p\u003e"},{"header":"4. Methodology","content":"\u003cp\u003eA qualitative research design was employed. The motivations of CMFs pursuing \u0026rdquo;water\u0026rdquo; doctoral degrees in MTPK are complex and context-dependent. A qualitative approach was better suited for this research because it enabled in-depth exploration and contextual complexities. Semi-structured interviews of 10 music faculty employed at China\u0026rsquo;s HEIs were conducted. The data were then analyzed using an inductive thematic approach.\u003c/p\u003e\u003cdiv id=\"Sec8\" class=\"Section2\"\u003e\u003ch2\u003e4.1 Participants\u003c/h2\u003e\u003cp\u003eTen music faculty members pursuing or having completed doctoral studies in MTPK, were invited using the homogeneous sampling strategy (Patton, \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e2015\u003c/span\u003e) (demographic information shown in Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eNotably, all the participants began their university careers with a master\u0026rsquo;s degree and worked at different HEIs in China, including conservatories, public universities, and private colleges. Moreover, the participants of diverse status were invited, including graduates, enrollees, and those currently applying. Furthermore, all of them had self-financed their doctoral studies.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec9\" class=\"Section2\"\u003e\u003ch2\u003e4.2 Data collection\u003c/h2\u003e\u003cp\u003eData was collected via semi-structured interviews and online interviews (Salmon, \u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). The benefits of flexibility and iteration led to the selection of the semi-structured interview, which permitted interviewers to modify, add, or remove research questions as needed to improve interview quality (Brinkmann \u0026amp; Kvale, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2015\u003c/span\u003e). Because it provided a flexible, accessible, and ethical method of gathering rich data in digital domains, online interviews were selected (Salmon, \u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). The interview revolved around four main aspects: (i) the meaning of doctoral degrees to them; (ii) how they decided to apply for the doctoral program; (iii) how they chose the doctoral program and country; (iv) how a doctoral degree influenced their career development and their life.\u003c/p\u003e\u003cp\u003eThe interview was conducted in Mandarin by the researcher. Each interview lasted about 40 minutes. One-on-one Skype interviews were used because the participants were studying in different countries. This allowed the participants to participate from a place where they felt comfortable, like their home, which encouraged them to open up and resulted in more genuine responses (Salmon, \u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Afterwards, the interviews were recorded and transcribed into text. Some important paragraphs were translated into English for analysis.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec10\" class=\"Section2\"\u003e\u003ch2\u003e4.3 Data Analysis\u003c/h2\u003e\u003cp\u003eThis study employed thematic analysis with an inductive approach to explore CMFs\u0026rsquo; motivations for pursuing \u0026ldquo;water\u0026rdquo; doctoral degrees in MTPK. The inductive approach allows us to prioritize data-driven insights, allowing themes to emerge organically from the dataset, and ensure openness and flexibility. Thematic analysis was chosen for its systematic yet flexible approach, enabling a structured coding process and critical engagement with latent themes.\u003c/p\u003e\u003cp\u003eThe six-step procedure by Braun and Clarke (\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) was rigorously followed. Interview data were transcribed and repeatedly reviewed to identify pertinent content. NVivo 12.0 Plus assisted in coding meaningful excerpts and grouping them into preliminary themes. These themes were refined based on their accuracy and representativeness, culminating in three main themes and eight subthemes, each defined and supported with compelling data examples.\u003c/p\u003e\u003c/div\u003e"},{"header":"5. Findings","content":"\u003cp\u003eThis section addresses the research question \u0026ldquo;What motivates CMFs to pursue \u0026ldquo;water\u0026rdquo; doctoral degrees?\u0026rdquo; Based on the IPA analysis, we identified three main themes: educational authority, the industry chain of higher education admission, and CMF\u0026rsquo;s personal needs. CMFs are motivated to seek doctoral degrees in MTPK by the interconnected and interacting reinforcement of these three themes.\u003c/p\u003e\u003cdiv id=\"Sec12\" class=\"Section2\"\u003e\u003ch2\u003e5.1 Educational authority: Institutional drivers behind CMFs\u0026rsquo; doctoral pursuit\u003c/h2\u003e\u003cp\u003eThe \u0026ldquo;educational authority,\u0026rdquo; which in this study refers to China\u0026rsquo;s educational policies and university regulations (Dai, 2020), has implemented a series of mechanisims in evaluation and promotion. These placed huge pressures on university faculty, but particularly prominent for CMFs. Three structural forces emerged from the participants\u0026rsquo; interviews: individual survival and development driven by the title promotion policy, the institution\u0026rsquo;s optimization-driven doctoral faculty demand, and faculty globalization. These three forces are strongly interconnected: government regulations compel institutions to establish degree requirements for their faculty, subsequently encouraging faculty to obtain doctorates. This creates a domino effect whereby doctorates are necessary for survival at every level.\u003c/p\u003e\u003cdiv id=\"Sec13\" class=\"Section3\"\u003e\u003ch2\u003e5.1.1 Title-driven policy in teacher evaluation\u003c/h2\u003e\u003cp\u003eIn Chinese universities, academic titles significantly influence faculty career advancement, affecting salary, benefits, and administrative eligibility (Yang et al., \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). Research output and doctoral qualifications are key criteria for promotion, with the latter often serving as a prerequisite. Although these policies apply across disciplines, CMFs face particular challenges. Many were originally hired for performance achievements, unlike faculty in other fields who typically entered with doctoral degrees and research experience. The uniform application of title promotion policies now places strong pressure on CMFs. Interview data reveal two motivational patterns: \u0026ldquo;Doctorate to Break Barriers\u0026rdquo; for lecturers and \u0026ldquo;Doctor or Be Out\u0026rdquo; for academic assistants (助教 in Chinese). As tenure-track staff, academic assistants must become lecturers within five to ten years\u0026mdash;or face reassignment to supporting positions (like lab supervision), effectively ending their academic careers. Doctorate holders, on the other hand, can be directly hired as lecturers. Teacher Li, a four-year veteran academic assistant without a PhD who is now applying to PhD programs, explained his vulnerable situation:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eNowadays, universities operate like companies, with hierarchical positions. Academic titles distinguish these statuses [\u0026hellip;] To secure my teaching position, pursuing a doctoral degree has become a mandatory choice.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eFor lecturers, the motivation to pursue a PhD is different; it serves as a means to break barriers in career advancement. Title promotion requires publication in core journals and securing research grants, yet both pathways have an unspoken prerequisite: candidates must either hold a doctoral degree or already be an associate professor. Without a PhD, many lecturers find themselves permanently stagnated in their career trajectories. Teacher Hu, a lecturer without a doctoral degree, shared this challenge:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eIt\u0026rsquo;s unfair to require a PhD for conducting research, especially for music lecturers. With only a master\u0026rsquo;s degree, the research pathway is blocked for us. No PhD means permanent stagnation\u0026mdash;you become invisible in the promotion queue.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec14\" class=\"Section3\"\u003e\u003ch2\u003e5.1.2 Academic optimizations and the growth of doctorates\u003c/h2\u003e\u003cp\u003eIn China\u0026rsquo;s higher education system, the proportion of faculty holding doctoral degrees is a key performance indicator for institutional development and evaluation. Universities must meet specific PhD faculty quotas to expand academic programs or enhance degree-granting authority (Ministry of Education of the People\u0026rsquo;s Republic of China, 2024). For instance, the 2024 criteria for new doctoral programs in humanities and social sciences require that 45% of faculty hold a doctorate (MOE, 2024). Consequently, encouraging in-service faculty to obtain PhDs has become a common strategy, particularly in music schools where doctoral qualifications are scarce. Interview data reveal two institutional approaches to facilitate this: implementing accommodations to reduce practical barriers, and ensuring tenure security and financial stability.\u003c/p\u003e\u003cp\u003eTo alleviate practical difficulties, many universities have simplified leave procedures, offered flexible scheduling, and reduced teaching loads. These measures help faculty balance doctoral studies with professional duties. Teacher Liu praised his university\u0026rsquo;s supportive policies:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eThe leave process for us was much simpler and faster than other types of leave. The school gave us a \u0026lsquo;green light,\u0026rsquo; making it very convenient.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eIn terms of tenure security and financial stability, universities ensure that doctoral candidates retain their tenure status and continue receiving full salaries, benefits, and social insurance. For many faculty, these financial guarantees are decisive in pursuing a PhD. Teacher Jin emphasized this in her interview:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eWithout guaranteed salary and tenure security, I wouldn\u0026rsquo;t have pursued this PhD. The continuing salaries during my PhD allowed me to cover my living expenses, which was very important for me.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec15\" class=\"Section3\"\u003e\u003ch2\u003e5.1.3 Transnational academic capital: faculty globalization\u003c/h2\u003e\u003cp\u003eTransnational academic capital refers to the globalized integration and competition of academic resources. (Findlow \u0026amp; Hayes, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2015\u003c/span\u003e). China\u0026rsquo;s \"Double First-Class University\" initiative, aimed at developing world-class institutions, mandates that a significant proportion of faculty members possess international academic experience. This requirement emphasizes global research collaboration, cross-cultural teaching, and engagement with transnational academic networks for enhancing universities\u0026rsquo; reputations and competitiveness.\u003c/p\u003e\u003cp\u003eUniversities and colleges can improve their reputations if they have a large percentage of faculty members holding doctorates from other countries. This strategic focus is echoed by Teacher Ying, Dean of the Music Department at an independent college in China, who emphasized:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eAs an independent college, enrollment marketing is a critical priority for us. We visit various high schools to promote our college every year. A high percentage of teachers with overseas doctoral degrees is key for attracting students and parents. Many parents expressed that a teacher with a doctoral degree equals his/her excellent teaching ability.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eBeyond prestige, universities seek faculty members with global academic exposure to strengthen partnerships, access international resources, and facilitate institutional collaborations. Teacher Bai\u0026rsquo;s college, for instance, is in the process of establishing a Doctor of Musical Arts (DMA) program in classical music, where faculty members\u0026rsquo; international backgrounds play a crucial role. As Teacher Bai described:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eI helped translate and communicate between my PhD university and my work college. They have now built some collaborative programs. My college fully supports me to do it!\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e\u003cdiv id=\"Sec16\" class=\"Section2\"\u003e\u003ch2\u003e5.2 The industrial chain of admission to higher education\u003c/h2\u003e\u003cp\u003eIn the context of admission to higher education, the term \u0026ldquo;industry chain\u0026rdquo; refers to the interconnected systems, institutions, and markets that influence the process from admission to graduation. This idea highlights how CMFs\u0026rsquo; incentives to get PhDs in MTPK are influenced by market pressures. Two major themes representing different market types\u0026mdash;the private market in China and the customized doctoral system in MTPK- emerged from the participant interviews. These two markets are intricately linked, influencing and driving individuals\u0026rsquo; decisions to pursue higher education.\u003c/p\u003e\u003cdiv id=\"Sec17\" class=\"Section3\"\u003e\u003ch2\u003e5.2.1 Private doctoral admission consulting\u003c/h2\u003e\u003cp\u003ePrivate doctoral admission consultancies, known as \u0026ldquo;mediators\u0026rdquo; (中介), play a crucial role in encouraging doctorate pursuits in MTPK by offering guidance and support to students. Interviews reveal three key strategies: constructing social imagination, providing tailored learning packages, and facilitating group academic journeys.\u003c/p\u003e\u003cp\u003eSocial imagination is built around high rankings, affordable tuition, and easy admission and graduation. Mediators promote the perception that earning a PhD requires minimal investment\u0026mdash;for example, by highlighting how MTPK degrees lead to rapid promotion or emphasizing the number of graduates hired by universities. This strategy fosters a view of doctoral attainment as straightforward and encourages CMFs to pursue their academic goals.. As teacher Dong shared, the social imagination of low-cost and high-ranking universities heavily influenced her decision to study abroad in Malaysia:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eGetting a doctoral degree from a well-ranked university while paying much less than in the West seemed like an opportunity I couldn\u0026rsquo;t miss.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eHowever, not all faculty are swayed by such social imagination. To broaden their appeal, mediators offer tailored learning packages and personalized counseling. These services\u0026mdash;priced and customized by scope\u0026mdash;assist clients in connecting with institutions, completing coursework, and getting degrees. Some packages cover admission and graduation support, while others include dissertation guidance or tutoring. As Teacher Tao, an experienced piano instructor with limited English, noted, these individualized services helped him overcome barriers to overseas study:\u003c/p\u003e\u003cp\u003e\u003cem\u003e \"The mediator provided a translator for my classes and assignments\u0026mdash;I could write in Chinese and have it translated into English. They also arranged for a translator during my comprehensive oral exam to assist in communicating with committee members.\"\u003c/em\u003e\u003c/p\u003e\u003cp\u003eThe third approach mediators used was encouraging group enrollment for \u0026ldquo;water\u0026rdquo; doctorates, which offered discounts and made the pursuit more affordable. It was impossible for Teacher Xiang, an older educator with significant research accomplishments but no doctorate, to become an associate professor. After learning that obtaining a doctoral degree in Thailand would allow him to qualify for promotion, he shared the opportunity with three colleagues. They all decided to pursue the degree together. As Xiang described:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eWe are all enrolling in the same doctoral program. The mediator provided us with a classroom translator who can assist all of us in our studies and guide us in writing our dissertations. The mediator offer us a discount for the services.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eJoining a group not only offers financial benefits but also provides emotional support and a sense of community belonging. Studying abroad can be challenging for older CMF, who may face language barriers, professional and family responsibilities, and the transition from teacher to student. Additionally, cultural differences and concerns about social exclusion can make the experience daunting. For CMF, particularly those enrolled in group study abroad programs, offer emotional security and shared experiences. Teacher Jin, initially hesitant to study in the Philippines due to safety concerns, found courage and reassurance in the decision of her three friends to join her:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eI was really afraid to go to the Philippines alone because I had always heard that it wasn\u0026rsquo;t very safe there. But my three other friends decided to go, and we went to the same school and lived together. This made both my family and me feel much safer.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec18\" class=\"Section3\"\u003e\u003ch2\u003e5.2.2 The refined personalized doctoral system in MTPK\u003c/h2\u003e\u003cp\u003eThe policy assistance and specialized services from some MTPK universities for CMFs pursuing doctoral degrees form the \"refined personalized doctoral system.\" This has boosted China\u0026rsquo;s doctoral consulting market, attracting more individuals to MTPK. Although stereotypes about the region's academic quality have deterred CMFs in the past, improvements in these systems are changing perceptions. Consequently, pursuing a doctoral degree in MTPK is becoming more popular among CMFs. The analysis identified two key motivating factors: favorable conditions and personalized services. Strong diplomatic relations between China and MTPK, cultural affinities, and the region's pleasant environment are some of the positive factors drawing CMFs to study there. For example, Teacher Bai, a voice instructor from Northern China, highlighted the importance of the climate and leisure activities when deciding to seek a PhD in Thailand:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eThe weather is the first aspect for me when choosing a place. As you know, Bangkok is famous for its good weather and recreational activities, and the cost of living is relatively low. When I go to study, my three children can come along with me.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eSome universities in MTPK have also acknowledged the demands of CMFs and tailored their programs to address those needs. High graduation rates, teaching in Chinese, summer and winter semesters, contracted dissertation services, and online courses are examples of personalized services. Furthermore, CMFs benefit from a wide range of programs and universities throughout MTPK, which is home to several private colleges and comprehensive PhD programs. To better meet the demands of their students, several PhD programs even hire part-time instructors from Chinese universities. These services attract the CMFs as they conveniently balance work and academic aspirations. Teacher Fei, a busy cello teacher with administrative responsibilities, exemplified this by describing how she pursued her doctoral studies during vacation time, taking advantage of the tailored services:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eMost of the teachers are professors from Chinese universities. They come for winter and summer semesters to deliver lessons. They allow me to attend classes during the holidays\u0026hellip;They also ask me to purchase contracted dissertation services which means I just need to pay for my graduation.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e\u003cdiv id=\"Sec19\" class=\"Section2\"\u003e\u003ch2\u003e5.3 Personal needs of CMFs\u003c/h2\u003e\u003cp\u003eThe main focus of this section is on CMF's reasons for pursuing a doctoral degree. Three key themes emerged from the data analysis: upward social mobility, embracing widespread social expectations, and pursuing cost-effectiveness. These themes highlight the personal factors driving CMFs to pursue doctoral degrees, especially in MTPK.\u003c/p\u003e\u003cdiv id=\"Sec20\" class=\"Section3\"\u003e\u003ch2\u003e5.3.1 Upward social mobility\u003c/h2\u003e\u003cp\u003eOne of the most important prerequisites for CMFs to advance within institutions is having a doctorate. Upward mobility in the context of CMFs is frequently linked to tenure security, title promotions, and preserving high competitiveness. According to the educational policies at most Chinese universities, a doctoral degree is considered an essential qualification for career advancement, as Teacher Bai stated:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eWhether you are applying for a title promotion or a research project, a doctoral degree is considered one of the basic requirements.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eA doctorate is necessary for title promotion, but so are significant scholarly accomplishments. Many earlier music teachers, especially those who focused on music performance, did not receive rigorous academic training because of time constraints. To meet the academic output requirements for title promotion, these teachers are therefore keen to seek possibilities for organized academic training.Teacher Hu\u0026rsquo;s interview revealed the following insight:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eI am keen to learn how to conduct research through my doctoral studies. Before getting my doctorate, I held the title of teaching assistant for six years. Completing my doctorate enabled me to immediately transition to a lecturer.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eSimilarly, for CMFs to get tenure (called bian zhi in Chinese), a doctorate is essential. Tenure provides lifetime employment security and is seen as a sign of career stability in China. Among CMFs who do not already have tenured positions, this conviction in tenure is particularly strong. According to Teacher Xiang:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eI do not want to face the risk of losing my job. Stability, more than anything else, is what I seek in my life. By completing my doctorate, I should be eligible to transition into a tenured position.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eA doctoral degree is also widely seen as a symbol of high competitiveness. Teacher Dong, a piano teacher at a prestigious public university in China, strongly believes that a doctoral degree sets her apart from less competitive teachers, particularly those with only a master\u0026rsquo;s degree, as she explained:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eNo matter what, it is well-known that a doctor is always stronger than a master. A teacher with a doctoral degree has a higher status than one with a master\u0026rsquo;s degree in the university.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eHowever, teacher Dong also expressed her concerns about her doctoral degree after graduation:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eI found many of my colleagus had also become doctors so the school changed the policy. Doctoral degrees obtained from MTPK, like mine, are no longer recognized in my school. This doctoral degree may not help me at all in title promotion.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec21\" class=\"Section3\"\u003e\u003ch2\u003e5.3.2 Embracing widespread social expectations\u003c/h2\u003e\u003cp\u003eIn China, university faculty are traditionally expected to be scholars dedicated to academic research, and their status within the university system is significantly related to their research ability. Because of this societal expectation, CMFs are positioned as lecturers and scholars rather than musicians. Most CMFs have no formal research background and are graduates of music performance institutions. As a result, when they obtain faculty positions, their music performance experience does not meet the expectations for academic research, as Teacher Liu explained:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eAfter joining the university faculty, I realized that the highly specialized skills I had in the past were not particularly useful here. On my first day at work, my supervisor told me to focus more on research than teaching or performing.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eRecently, some universities have begun to acknowledge the unique contributions of music teachers by including performance-related achievements, such as awards and recitals, in their research evaluations. However, research outcomes still hold greater weight in faculty rankings. For example, Teacher Chen, an expert vocal performer and winner of several international awards, has faced repeated rejection for promotion to associate professor. Despite her accolades, she expressed frustration:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eThe dean explained that I still need to conduct research or, at the very least, hold a doctoral degree. The point is that an associate professor must have substantial research capability.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eLike Teacher Chen, many CMFs feel that their career advancement is hampered due to their lack of a doctoral degree, as they graduated with a degree in music performance without any research training. As a result, pursuing a doctoral degree has become the preferred choice for many CMFs. By doing this, they change their identity from musicians to researchers and distinguish between academic achievement and musical performance. This decision strengthens and solidifies the academic hierarchy found in higher education institutions.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec22\" class=\"Section3\"\u003e\u003ch2\u003e5.3.3 Pursuing cost-effectiveness\u003c/h2\u003e\u003cp\u003eWhen deciding to pursue a doctoral degree, most CMFs carefully compare options to find the one that is the most cost-effective, a process they describe as \u0026ldquo;huo bi san jia\u0026rdquo; (货比三家), a Chinese proverb meaning to evaluate and compare all options before making a decision. Many CMFs opt for universities in MTPK for the following reasons: lower costs, less stringent admission requirements, and more flexible graduation criteria.\u003c/p\u003e\u003cp\u003eCost is a significant consideration. Tuition fees and living expenses in MTPK are considerably lower than those in Western countries, making these options more attractive to CMFs. Teacher Fei\u0026rsquo;s interview provides evidence of this:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eI was shocked when I found out how cheap it was to obtain a doctoral degree. The tuition and living expenses were much lower than I expected. I recently returned to Chengdu from Thailand, and it only cost me 743 RMB (about 90 dollars).\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eCompared to Western countries and China, doctoral programs in some MTPK universities have less stringent admission criteria. For instance, some programs do not require language proficiency, which benefits in-service teachers who lack time to study a foreign language. Additionally, some programs do not require a prior educational background for prospective doctoral students. Teacher Bai described his experience as follows:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eI chose this university because I didn\u0026rsquo;t need to be proficient in the language. I was applying for a doctoral degree in education, and no research background was required.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eDoctoral programs in MTPK are also less demanding than those in Western countries or China, making them an appealing option for CMFs. The course calendar is flexible, with summer and online options for in-service teachers, and the graduation timeline is more manageable, typically within three years. Teacher Tao explained:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eI came to this university in the Philippines because the graduation timeline is easy to manage. I can graduate in two and a half years if I don\u0026rsquo;t fail any courses.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eAnother reason for the popularity of MTPK is the lenient graduation requirements. Unlike doctoral programs in Western countries or China, which often impose strict graduation standards, some programs in MTPK typically have more relaxed requirements. As Teacher Ying explained:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eWhen I was defending my doctoral dissertation, the committee allowed me to speak in Chinese. I had a translator with me to help communicate with the committee. We didn\u0026rsquo;t have comprehensive exams; we just needed to earn all the credits and complete the dissertation.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e"},{"header":"6. Discussion","content":"\u003cp\u003eThis study investigated the motivations of CMFs to pursue \u0026ldquo;water\u0026rdquo; doctoral degrees in MTPK. Findings revealed motivations along three interrelated dimensions: educational authority, the industry chain of higher education admissions, and CMFs\u0026rsquo; personal needs. Notably, among the 10 participants, only Teacher Hu expressed an intrinsic passion for research as the main reason for pursuing a doctorate. The other participants were all driven by extrinsic pressures-a finding that aligns with Dai (2020)\u0026rsquo;s earlier research on faculty motivation.\u003c/p\u003e\u003cdiv id=\"Sec24\" class=\"Section2\"\u003e\u003ch2\u003e6.1 \u0026ldquo;Water\u0026rdquo; doctoral pursuit: Upward mobility vs. downward mobility\u003c/h2\u003e\u003cp\u003eWhile previous studies have identified doctoral pursuit primarily as a pathway to upward mobility (Horta et al., \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Terentev, 2019), this study reveals an alternative perspective\u0026mdash; \u0026ldquo;water\u0026rdquo; doctoral pursuit as downward mobility. This is reflected in the following two key aspects. First, many CMFs enroll in doctoral programs at institutions ranked significantly lower than their current employers. Second, and more critically, the doctoral programs in MTPK identified in this study frequently lack rigorous academic requirements. Although a doctoral degree typically represents the pinnacle of academic achievement (Sarrico, \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2022\u003c/span\u003e), our findings suggest that such programs often fail to enhance the research literacy of graduates, undermining the very academic foundation a doctorate should signify.\u003c/p\u003e\u003cp\u003eThere are three related theories for this downward movement. First, the commercialization of higher education has altered doctoral admissions criteria, favoring financial capacity over academic merit. Teachers Dong and Tao\u0026rsquo;s experiences underscore how financial investment, rather than scholarly preparation, often determines admission outcomes. Second, academic requirements in certain doctoral training programs have been widely loosened. In contrast to the general belief among scholars that PhD education necessitates intense academic involvement, the experiences of participants like Teacher Ying reveal that some programs waive comprehensive exams and allow dissertations to be defended in Chinese with translation support. This reflects a reduction of academic rigor.\u003c/p\u003e\u003cp\u003eThird, the proliferation of private universities in MTPK has contributed to the emergence of what Rintam\u0026auml;ki et al. (\u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) term institutional parasites\u0026mdash;institutions that tolerate deviant practices in pursuit of profitability. For example, Teacher Fei reported that her program \u0026ldquo;require me to purchase contracted dissertation services,\u0026rdquo; revealing a deeper systemic compromise.\u003c/p\u003e\u003cp\u003eMoreover, while Dai (2020) highlights the role of external influences, such as institutional pressure, peer encouragement, and family support, our findings identify a missing but significant factor: the influence of educational consultants. Beyond traditional external motivations, these consultants play a key role in shaping CMFs\u0026rsquo; decisions, providing both logistical pathways and strategic direction in navigating doctoral pursuits.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec25\" class=\"Section2\"\u003e\u003ch2\u003e6.2. The elevator effect of credentials\u003c/h2\u003e\u003cp\u003eAnother contribution of this study is the credential elevator effect. In a credential-driven society, academic degrees function as symbolic capital that reproduces and extends human and social capital (Collins, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). This is similar to Nachtwey's (2018) elevator society metaphor, which describes how all socioeconomic classes in postwar Germany rose together because of welfare expansion and economic prosperity. However, after the 1970s, with the advent of neoliberal labor markets and economic stagnation, this elevator began to stall, leading to widespread \u0026ldquo;status panic,\u0026rdquo; where individuals sought survival through strategic compromises and status descent (Nachtwey, \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2018\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eAccording to this reasoning, the widespread growth of higher education in the modern era is comparable to an upward credential elevator, granting access to doctoral degrees to more people.\u003c/p\u003e\u003cp\u003eYet, as the number of doctoral holders increases, universities continue to elevate their evaluation and promotion standards, including expectations for research output and postdoctoral experience (Gu \u0026amp; Levin, \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Some faculty members unable to meet these standards resort to pursuing doctoral degrees in MTPK, seeking affordability and expedience, an act of downward doctoral pursuit as a form of strategic compromise.\u003c/p\u003e\u003cp\u003eImportantly, we argued that this \u0026ldquo;elevator\u0026rdquo; is not always descending. As findings indicate, some CMTs have successfully leveraged downward doctoral pursuits for upward mobility. As proof, Teacher Xiang secured a tenured position, and Teacher Bai was promoted from academic assistant to lecturer after earning their doctoral degrees. Thus, what appears to be a downward move in terms of institutional prestige may, in practice, be a calculated strategy for upward mobility. These decisions reflect careful navigation within the broader logic of the credential society.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec26\" class=\"Section2\"\u003e\u003ch2\u003e6.3 Implications\u003c/h2\u003e\u003cp\u003eThis study offers three implications. First, it calls for a multi-dimensional and discipline-specific evaluation system in higher education faculty promotion. Evaluation frameworks should allow for flexible career pathways that reflect individual strengths and disciplinary nuances. For example, in artistic disciplines, professional achievements should be recognized on par with, or even above, traditional research outputs. Teacher Chen, who has won multiple international vocal competitions but has limited research publications, exemplifies the need for performance-based faculty positions that reward domain-specific excellence.\u003c/p\u003e\u003cp\u003eSecond, universities should provide more sustainable research development opportunities, especially for early-career faculty (Lai \u0026amp; Xu, \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Teachers like Fei and Li face mounting research expectations alongside limited institutional support. Their decision to pursue \u0026ldquo;water\u0026rdquo; doctoral degrees in MTPK, often the only feasible option, does little to enhance their scholarly capacities. Universities should respond with structured research training programs and foster collaborative networks that support faculty members\u0026rsquo; long-term academic growth.\u003c/p\u003e\u003cp\u003eFinally, the phenomenon of pursuing doctoral degrees in MTPK as a form of downward mobility also reflects and challenges the hegemonic structure of the re-globalized academic system (Benedikter et al., 2022). The very notion of \u0026ldquo;water doctors\u0026rdquo; presupposes a hierarchical global academic order in which some MTPK doctoral programs are often perceived as less prestigious or academicall rigorous. As findings indicate that private universities in MTPK admit large cohorts of Chinese students, yet the degrees they confer are often not recognized within China's labor market, revealing persistent inequalities in the global recognition of academic capital.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec27\" class=\"Section2\"\u003e\u003ch2\u003e6.4 Limitations\u003c/h2\u003e\u003cp\u003eThe study's limitations include participants' retrospective motivational statements, potentially influenced by their current professional situations. Future research could track their PhD journeys. Additionally, our data focused on one higher education sector and included only ten music faculty members. Further investigation could explore incentives in other disciplines.\u003c/p\u003e\u003c/div\u003e"},{"header":"7. Conclusion","content":"\u003cp\u003eThis study examines the motivations of CMFs pursuing \u0026ldquo;water\u0026rdquo; doctoral degrees in MTPK. Through semi-structured interviews with 10 in-service CMFs from Chinese universities, colleges, and conservatories, it reveals that education authorities, the higher education admission industry, and personal needs collectively drive CMFs to pursue these degrees. Furthermore, our study offers a crucial perspective on the \"downward doctoral pursuit\" that CMFs adopt for upward mobility in the context of credential elevator, a topic that has been mainly ignored in other research.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003ch2\u003eEthical approval\u003c/h2\u003e\u003cp\u003e Approval was obtained from the Academic Ethics Committee affiliated with Sichuan Normal University (Approval number 280785-SCNU-2024, dated 15th Mar 2024). This study was performed in line with the the principles of the Declaration of Helsinki and its later amendments. The scope of the approval covered all aspects of the study.\u003c/p\u003e\u003c/p\u003e\u003cp\u003e\u003ch2\u003eInformed Consent\u003c/h2\u003e\u003cp\u003eBefore the interview, the researcher explained the content and purpose of the study to the participant. Written informed consent was obtained from all participants in October 2024, ensuring voluntary nature of participation, and confidentiality of responses.\u003c/p\u003e\u003c/p\u003e\u003ch2\u003eFunding\u003c/h2\u003e\u003cp\u003eThe authors received no financial support for conducting this study.\u003c/p\u003e\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\u003cp\u003eGehui Zhu: Conceptualization, Data curation, Formal analysis, Methodology, Validation, Writing-original draft, Writing - review \u0026amp; editing.Chao Cheng: Conceptualization, Methodology, Validation, Writing-review \u0026amp; editing.\u003c/p\u003e\u003ch2\u003eData Availability\u003c/h2\u003e\u003cp\u003eThe data that support the findings of the study are available from the corresponding author upon reasonable request.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eAAUP. Data Snapshot: Tenure and Contingency in US Higher Education. (n.d.). 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Int J Educational Dev 70., Article 102077. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1016/j.ijedudev.2019.102077\u003c/span\u003e\u003cspan address=\"10.1016/j.ijedudev.2019.102077\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"},{"header":"Tables","content":"\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003e\u003cem\u003eParticipants\u0026rsquo; Demographic Information\u003c/em\u003e\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"7\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv 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Communications](http://www.nature.com/palcomms/)","snPcode":"41599","submissionUrl":"https://submission.springernature.com/new-submission/41599/3","title":"Humanities and Social Sciences Communications","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Nature AJ","inReviewEnabled":true,"inReviewRevisionsEnabled":false},"keywords":"Doctoral degrees, Southeast Asia, South Korea, Music faculties, China","lastPublishedDoi":"10.21203/rs.3.rs-7794905/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-7794905/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eA growing trend indicates that an increasing number of faculty members from China\u0026rsquo;s Higher Educational Institutions (HEIs) are pursuing \u0026ldquo;water\u0026rdquo; doctoral degrees (水博), a Chinese slang referring to fast, easy, low-cost, and low-quality doctoral programs. Their choices concentrated primarily in four countries: South Korea, and Southeast Asian countries including Malaysia, Philippines, and Thailand-hereinafter referred to as MTPK.This qualitative study explores the motivations behind this trend among Chinese music faculty (CMFs). Semi-structured interviews were conducted with ten in-service CMFs, and the data were analyzed using thematic analysis. Findings revealed three dimensions of motivation\u0026mdash;institutional, market, and personal: (A) Title-driven evaluation policies, the expansion of doctoral degrees, and faculty internationalization are examples of institutional motivations; (B) the market dimension, which includes, from a market perspective, motivations involving private doctoral admission consulting services and a refined, individualized doctoral education system; and (C) upward social mobility, conformity to prevailing social expectations, and the pursuit of cost-effectiveness as personal motivations. These findings show how CMFs attain upward mobility by pursuing \u0026ldquo;water\u0026rdquo; doctoral degrees, which may help explain why they pursue doctorates from MTPK. Accordingly, the practical and theoretical implications of our findings are discussed.\u003c/p\u003e","manuscriptTitle":"What motivates them to pursue “water” doctoral degrees? A qualitative study of music faculty in China","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-11-19 09:21:49","doi":"10.21203/rs.3.rs-7794905/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2026-02-19T15:48:29+00:00","index":"","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-12-12T00:48:33+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-12-03T12:38:11+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-11-30T14:34:45+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"271707985516106758775054803490896513492","date":"2025-11-18T14:27:24+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"284184288652316990410886549872237261687","date":"2025-11-18T13:50:17+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"94087736104966550000314904001816562657","date":"2025-11-16T02:48:53+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2025-11-07T10:35:54+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2025-11-06T11:31:58+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2025-10-30T06:14:52+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-10-23T13:42:40+00:00","index":"","fulltext":""},{"type":"submitted","content":"Humanities and Social Sciences Communications","date":"2025-10-23T13:39:13+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"humanities-and-social-sciences-communications","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"palcomms","sideBox":"Learn more about [Humanities \u0026 Social Sciences Communications](http://www.nature.com/palcomms/)","snPcode":"41599","submissionUrl":"https://submission.springernature.com/new-submission/41599/3","title":"Humanities and Social Sciences Communications","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Nature AJ","inReviewEnabled":true,"inReviewRevisionsEnabled":false}}],"origin":"","ownerIdentity":"1e888782-1759-4550-a124-1ca3358716b3","owner":[],"postedDate":"November 19th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[{"id":58103481,"name":"Social science/Education"},{"id":58103482,"name":"Humanities/Language and linguistics"},{"id":58103483,"name":"Social science/Language and linguistics"}],"tags":[],"updatedAt":"2026-03-17T15:08:49+00:00","versionOfRecord":[],"versionCreatedAt":"2025-11-19 09:21:49","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-7794905","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-7794905","identity":"rs-7794905","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}