


































Global Research in Higher Education 
ISSN 2576-196X (Print) ISSN 2576-1951 (Online) 

Vol. 7, No. 2, 2024 

www.scholink.org/ojs/index.php/grhe 

16 

 

Original Paper 

Academic Ability Development for Academic Master’s Students: 

Predicaments and Pathways 

Xiaoyu Zhong
1
 & Yuxuan Liu

1*
 

1
 Faculty of Education, Beijing Normal University, Beijing, China 

*
 Yuxuan Liu, Faculty of Education, Beijing Normal University, Beijing, 100875, China 

 

Received: May 2, 2024       Accepted: May 7, 2024        Online Published: May 14, 2024 

doi:10.22158/grhe.v7n2p16              URL:http://dx.doi.org/10.22158/grhe.v7n2p16 

 

Abstract 

The development of academic ability is an integral component of the all-encompassing growth of 

academic master’s students and the cultivation of talent in higher education. Nevertheless, the current 

developmental trajectory of academic ability among academic master’s students is beset by numerous 

challenges. This study, grounded in the perspective of symbolic interactionism and employing a 

qualitative research methodology, examines the development of academic ability. Sixteen academic 

master’s students from the Faculty of Education at Beijing Normal University serve as case subjects. 

The research reveals that, during the development of academic ability, academic master’s students 

establish a system of meaning comprehension involving pinpointing, orienting, and positioning. This 

system is founded on their perceptions and understanding of the essence and attainability of academic 

ability, the chain of meaning related to the purpose of academic pursuits or the benefits they yield, and 

the assessment system they use to judge their suitability for academic endeavors. Building upon these 

findings, this study elucidates potential pathways to overcome these predicaments, considering both 

academic self-help and academic scaffolding. 

Keywords 

academic ability, academic master student, postgraduate education, symbolic interactionism, 

qualitative research 

 

 

 

 

 

 



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1. Introduction 

Academic ability is recognized as a core competency for academic master’s students (Jin, 2014; Cui, 

2016), making its development an indispensable component of their comprehensive growth and 

graduate education. In 2018, General Secretary Xi Jinping emphasized the need for higher education to 

focus on nurturing innovative, versatile, and applied talents. In 2020, the first-ever National Graduate 

Education Conference since the founding of the People’s Republic of China was convened, followed 

by a series of documents, such as “Opinions on Accelerating the Reform and Development of Graduate 

Education in the New Era”, which standardized graduate education. These national directives regarding 

graduate education have provided macro-level guidance for universities and faculties in formulating 

educational programs. For instance, the “Graduate Education Program for the First-Level Discipline of 

Education” at the Faculty of Education, Beijing Normal University emphasizes the cultivation of 

research-oriented education practitioners and high-end academic talents in the field of education. This 

emphasis on research and academics at the target level has led to a variety of pathways in the 

educational process, including curriculum instruction, mentorship, student research project applications, 

and academic cultural festivals. However, at the practical level, institutional arrangements have not 

consistently yielded the expected outcomes. 

While the development of academic ability is undeniably a crucial aspect of academic master’s 

education, the discrepancy in compatibility between academic ability and the specific competencies 

required by various employment markets in different career directions has led to divergent 

interpretations of academic ability development among academic master’s students. Consequently, 

there is a misalignment between individual development and institutional arrangements. Current 

research on the development of academic ability among academic master’s students has been limited in 

terms of micro-level, bottom-up investigations. In reality, master’s students engage in a process of 

understanding, recognizing, and assessing themselves, objects, and situations, subsequently taking 

actions and forming interactions. These actions and interactions, in turn, influence their understanding, 

recognition, and assessment. This interpretation draws from Symbolic Interactionism Theory. Guided 

by this perspective, this study employs qualitative research methods to dissect the meanings 

constructed by academic master’s students regarding the development of academic ability, their choices 

of action, and the interactive processes that ensue. The study aims to elucidate the predicaments they 

face and identify potential pathways forward. 

1.1 The Essence and Value of Academic Ability Development 

Academic ability, synonymous with research and scientific competence, encompasses critical thinking, 

practical skills, and sensitivity (Wang, 1985; Ni & Zhang, 2002; Xiao & Hu, 2006). At its core lies the 

ability to identify issues within a specific field and the competence to argue, explain, and solve these 

problems (Qiu & Mo, 2009; Li, 2016). Currently, academic master’s students in China are distributed 

across 14 discipline categories, such as philosophy, law, and education. In the case of education, 



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academic ability development extends beyond foundational competencies to include the ability to 

abstract and elevate educational practices (Cui, 2016; Liu, 2019). 

Therefore, the development of academic ability holds dual significance. Firstly, for graduate students 

themselves, it is a critical component of their academic competence, directly affecting their ability to 

meet graduation requirements such as publishing papers and writing theses, as well as influencing their 

future educational and career prospects (Wei, 2015). Secondly, at the national level, fostering academic 

ability is integral to the construction of higher education talent cultivation systems. 

1.2 Current Status and Influential Factors of Academic Ability Development 

In general, the research capacity of graduate students in China is relatively low, with innovation skills, 

in particular, being underdeveloped (Yuan & Yan, 2009). There is a prevailing lack of motivation to 

engage in research activities, with research often perceived as instrumental (Xie & Li, 2017). 

Differentiating by subgroups, master’s students in their second and third years tend to exhibit stronger 

academic abilities compared to their first-year counterparts. Moreover, students in natural sciences 

typically demonstrate more robust skills in literature retrieval and data processing compared to those in 

humanities and social sciences (Wang, 2014). 

The development of academic ability is influenced by numerous factors. From an external perspective, 

Wang Hui (2009) discovers that various types of academic activities, such as educational salons, 

summer schools, and academic competitions, have differing impacts on the academic ability of 

master’s students. Researchers like Zhang Yizhong and Li yi (2014) have found that participation in 

academic activities contributes most significantly to improvements in data collection and processing 

skills, while progress in innovative capability is comparatively slower. Lin Zhang, Chen Yanqing, and 

Cai Yan (2020) have pointed out that an open environment for collective discussions and interactions 

can stimulate knowledge sharing and mutual inspiration. Luo Jianguo, Xie Zhiwei, and Mo Lirong 

(2021) also emphasize that positive student-advisor relationships facilitate the development of 

academic ability. In contrast, research focusing on intrinsic factors is relatively scarce and 

predominantly quantitative. This body of research indicates that factors such as reading time, 

cross-disciplinary reading, professional knowledge, and imagination significantly affect the academic 

ability development of master’s students (Yang, Ma, Zhang & Gong, 2012; Ma, Hu, Han & Chen, 

2019). 

1.3 Challenges in Academic Ability Development and Improvement Strategies 

The development of academic ability among academic master’s students faces several challenges. 

These challenges include the lack of interactivity, experiential learning, and autonomy in classroom 

teaching (Yang et al., 2012), an unbalanced structure of mentor teams (Yuan & Yan, 2009), and a 

single evaluation standard for graduate students that does not align with the skill demands of the job 

market (Zhu & Cui, 2012). According to Jin Yongsheng (2014), these challenges can be categorized as 

knowledge challenges, power challenges, and practice challenges. Knowledge challenges primarily 



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stem from weak disciplinary foundations, power challenges result from the ossification of academic 

authority, conformity, and academic production methods, and practice challenges arise due to 

inadequate academic training. 

To overcome these challenges, researchers suggest several action strategies. Master’s students should 

engage in extensive reading, write diligently, and practice different thinking patterns and research 

methods (Xiao & Hu, 2006). Advisors can form diverse teams, conduct various academic exchange 

activities, and encourage students to participate in their advisors’ research projects and academic events 

(Ma et al., 2019). Universities can establish regular academic practice systems, host academic forums, 

create academic exchange websites, and organize activities that enhance academic communication 

(Yang et al., 2012). Simultaneously, they can improve curriculum design and teaching methods to 

cultivate the disciplinary literacy of academic master’s students (Jiang, Zhu & Fu, 2021). On a broader 

scale, Yuan and Yan (2009) suggest the need for a comprehensive system, including mechanisms for 

selecting and incentivizing graduate students and providing post-graduation support and employment 

feedback. 

1.4 Academic Ability Development from the Perspective of Symbolic Interactionism 

The majority of existing research on academic ability development has focused on macro-level factors, 

offering limited insights into individual consciousness and actions. Additionally, research in this area 

often lacks specific theoretical perspectives. This study adopts the theoretical perspective of Symbolic 

Interactionism Theory, aiming to conduct a detailed examination of the actions and interactions of 

academic master’s students in academic activities such as mentorship meetings, research practices, and 

academic conferences, and subsequently analyze the challenges they encounter and identify potential 

solutions. 

Symbolic Interactionism, epitomized by scholars like George H. Mead and Herbert G. Blumer, 

explores how individuals, in their actions, use symbols to interact with others and construct their sense 

of self. Grounded in pragmatist thought influenced by William James and John Dewey, and inheriting 

concepts like “the definition of the situation” and “the looking-glass self” from William I. Thomas and 

Charles H. Cooley, Mead emphasizes that the essence of the mind is the interplay between instinct and 

reason, the essence of the self is the interaction between the I and the Me, and the essence of society is 

the interaction between the self and others. In all forms of interaction, the essential element is the 

communication between subjects and objects, mediated through symbols such as language, words, 

gestures, and signs (Mead, 1962). Blumer (1986) further posits that interaction is central to social 

development. Through interactions with the environment, others, and even themselves (as a process of 

internalized social interaction), individuals continually modify and satisfy their self-needs and 

expectations. In essence, people fundamentally exist in interaction and are inevitably reflected in it. 

They create and use symbols to represent the world around them. Building on this theoretical 

framework, this study seeks to discover and elucidate the interactive narratives in the academic ability 



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development of academic master’s students. 

 

2. Method 

This study employs a qualitative research approach, grounded in an ontological perspective that 

acknowledges the existence of multiple realities and an epistemological stance that recognizes the 

subjective perspectives of individuals. It places a strong emphasis on the meanings that phenomena and 

behaviors hold for the actors involved (Feng, 2009). The research process is characterized by its 

holistic, situational, and interactive nature, with research findings emerging from dialectical dialogues 

and co-construction among all parties involved (Chen, 2000). 

Table 1 summarizes the data collection and analysis methods used in the study. The research context is 

the Faculty of Education at Beijing Normal University, a prestigious institution in the field of education 

in China. The study selects 16 academic master’s students, each from different specialties and 

academic years, as individual cases. Data are collected through interviews, observations, and the 

collection of relevant artifacts, resulting in a corpus of over 200,000 words. Data analysis is a 

collaborative effort involving multiple researchers who systematically compare and condense the raw 

data, employ progressive coding, establish logical relationships between concepts, and provide in-depth 

descriptions of key events. 

 

Table 1. Data Collection and Analysis  

Methods of 

data 

collection 

Number Sex Grade Major Plan 
Data 

number 

Methods of 

data 

analysis 

Interview 

S01 Female 1 
Curriculum Theory and 

Pedagogy 
Employment F-S01 

Contextual 

analysis 

 

Categorical 

analysis 

S02 Female 1 
Curriculum Theory and 

Pedagogy 
Employment F-S02 

S03 Female 1 Educational Management Employment F-S03 

S04 Female 1 Early Childhood Education 
Under 

consideration 
F-S04 

S05 Male 1 Teacher Education Employment F-S05 

S06 Female 1 Educational Management Further study F-S06 

S07 Female 1 
Chinese Educational 

History 
Employment F-S07 

S08 Male 2 Educational Technology Employment F-S08 

S09 Female 2 Economics of Education 
Under 

consideration 
F-S09 

S10 Female 2 Educational Philosophy Further study F-S10 

S11 Male 2 Economics of Education Further study F-S11 

S12 Female 2 Sociology of Education Further study F-S12 

S13 Male 2 Educational Management Further study F-S13 

S14 Female 3 Educational Management 
Under 

consideration 
F-S14 

S15 Female 3 Educational Management Employment F-S15 



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S16 Male 3 Sociology of Education Further study F-S16 

S17 Female - Be studying for a Ph.D. - F-S17 

T01 Male - Teacher - F-T01 

T02 Male - Teacher - F-T02 

T03 Female - Teacher - F-T03 

Observation 
Seminar 

Reading party 

O-S-S01 

O-R-S01 

 

3. Result 

3.1 Pinpointing: Perception and Understanding of Academic Ability 

Before taking action, academic master’s students engage in a process of understanding, perceiving, and 

judging themselves, the academic context, and their circumstances. At the core of these cognitive 

processes lies their perception and understanding of the essence and attainability of academic ability. In 

their eyes, academic ability encompasses a wide range of attributes, including academic qualifications, 

competence, and potential. It is a dynamic concept that can evolve with changes in time, space, and 

context. 

In this phase, academic master’s students navigate their academic journeys by first pinpointing their 

understanding of academic ability. This understanding serves as the foundation upon which subsequent 

actions, choices, and interactions are based. However, it is essential to note that the diversity in their 

perceptions can lead to varying approaches and strategies in their academic ability development. This 

figure illustrates the diversity of perceptions and understandings of academic ability among academic 

master’s students. The perceptions are categorized into four quadrants, encompassing concrete and 

holistic understandings, as well as sudden insight and gradual development. 

 

 

Figure 1. Classification of Perceptions of Academic Ability 

 



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Quadrant I: Concrete understanding and epiphanic development 

In Quadrant I, characterized by concrete understanding and epiphanic development, academic master’s 

students place a strong emphasis on practical aspects of academic ability. This quadrant encompasses a 

range of abilities, such as sensitivity to issues, insightful observation of phenomena, concept generation 

and clarification, as well as the ability to grasp and interpret policies. In this quadrant, individuals with 

strong academic abilities are described as having “their own set of concepts to explain everything” 

(F-S10) or as being able to “clearly understand the newly implemented policies and future trends” 

(F-S17). These abilities cannot be acquired quickly but are relatively easier to recognize and are 

considered innate talents. They can be expressed verbally but are challenging to control. 

Quadrant II: Concrete understanding and gradual development 

Quadrant II, characterized by concrete understanding and gradual development, focuses on 

discourse-related skills. This quadrant includes abilities related to adhering to academic norms, 

professional writing and communication, as well as the accumulation of expertise in theoretical 

perspectives, research methods, research topics, and information retrieval. Mastery of the “historical 

context of disciplinary development” (F-S16) or “specific research fields and topics” (F-S17) is 

emphasized. Achieving the ability to “parrot theories” (F-T01) in a particular field is seen as 

foundational, expressible, accumulative, and controllable. 

Quadrant III: Holistic understanding and gradual development 

Quadrant III, emphasizing holistic understanding and gradual development, places a strong emphasis 

on rationality. This quadrant includes abilities related to innovative thinking, critical thinking, logical 

reasoning, and theoretical construction. It points toward a particular scholarly thinking style 

characterized as “linear, straightforward, and in-depth” (F-S02). It also highlights the ability to engage 

in theoretical construction: “In the process of applying a learned theory, being able to generate 

something extra, … contributing and enhancing the existing body of knowledge” (F-T01). 

Quadrant IV: Holistic understanding and epiphanic development 

In Quadrant IV, characterized by holistic understanding and epiphanic development, the focus is on 

sensibility. Some interviewees use terms like inspiration, curiosity, emotional resonance, and academic 

temperament to describe this type of academic ability. For example, they may say, “Speaking like a 

master’s student, the so-called academic temperament, academic image” (F-T01). In reality, it is 

difficult to express this type of ability verbally. “In fact, academic ability is used in all aspects of life, 

but it is a silent presence” (F-S15). 

These four quadrants provide a framework for understanding the diverse perceptions and 

developmental paths of academic ability among academic master’s students. Each quadrant highlights 

different aspects of academic ability, from practical skills to theoretical thinking, and from concrete 

understanding to holistic insight. These perceptions and understandings play a crucial role in shaping 

academic master’s students’ actions, choices, and interactions in their academic journeys. 



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3.2 Orientating: A Chain of Meaning about What Scholarship Is For or Leads To 

Once academic master’s students grasp what academic ability entails, they embark on a path that 

connects their career aspirations (the visible thread) with their identification of academic values (the 

underlying thread). This connection results in a meaning chain that outlines what academic pursuits 

aim to achieve. Career planning encompasses decisions related to choosing a major, determining future 

academic pursuits, and making choices about employment opportunities. These career plans can vary 

among individuals, and even within the same individual, plans may evolve over time. In this section, 

we briefly categorize career planning into four distinct types. 

 

Table 2. Career Planning of Academic Master’s Students  

 Admission planning—employment Admission planning—further study 

Current 

planning—employment 

Come for employment and go for 

employment 

Come for further study and go for 

employment 

Current planning— 

further study 

Come for employment and go for 

further study 

Come for further study and go for 

further study 

 

As shown in Table 2, the first category can be described as “come for employment, go for 

employment”. In this group, students primarily view their academic pursuits as a means to secure better 

job opportunities. They believe that obtaining a higher degree than their undergraduate level is essential 

in today’s competitive job market. As one participant expressed, “In today’s society, if you want to 

seek a better job, you need a higher degree than a bachelor’s” (F-S11). Some of these individuals do 

not see the need to invest excessive time and effort in academic pursuits beyond meeting the minimum 

graduation requirements. Their goal during their graduate studies is to fulfill the basic academic 

requirements. The second type represents a shift in perspective from “come for further study, go for 

employment”. For some students, their initial motivation for pursuing academic excellence and 

considering further education may wane over time. These students may begin their academic journey 

with aspirations of pursuing a Ph.D. but may reconsider their goals as they progress through their 

studies. As one participant reflected, “When I first started, if possible, I wanted to pursue a Ph.D., but 

after experiencing a year of hardship, I find my desire to pursue a Ph.D. decreasing” (F-S09). 

Academic pursuits are no longer their sole focus, and they may start exploring alternative career paths. 

The third category, “come for employment, go for further study”, represents an idealized type. Some 

students in this category envision a future where they can seamlessly transition from employment to 

further academic pursuits. This group’s members perceive academic ability as valuable for both 

immediate employment opportunities and their long-term academic goals. However, this category may 

be less common among participants. The fourth type, “come for further study, go for further study”, 

corresponds to those who envision an academic career path. They are a subset of students with strong 



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academic abilities and a high enthusiasm for academic pursuits. As one participant articulated, “I came 

to graduate school with the intention and goal of enhancing my academic abilities and conducting 

research. I hope to continue in this direction” (F-S15). 

Differences in career planning also reflect variations in academic value identification. Academic value 

identification can be distilled into three facets: a sense of accomplishment, a sense of significance, and 

a sense of comfort. The sense of accomplishment arises from the challenges posed by academic 

research, the pleasure of overcoming cognitive limitations, and the joy of delving deeper into 

knowledge. As one participant described, “Academics allow me to continuously dig deeper, providing 

fresh perspectives on many phenomena in the world” (F-S06). The sense of significance derives from 

the act of interpreting or solving real-world problems and the pursuit of a deeper understanding of truth 

and goodness. The sense of comfort originates from the alignment between academic work and 

personal traits and the happiness experienced within the academic community. It is expressed as “the 

unparalleled inner joy of constantly enriching knowledge” (F-S05) or “the joy of academic stardom, 

similar to being a fan of academic stars” (F-S16). 

3.3 Positioning: Assessing One’s Suitability for Academia 

Positioning and orientation emphasize one’s expectations of themselves and the external environment. 

The self is viewed through the lenses of “looking at oneself as others see oneself”, and academic 

master’s students constantly use an assessment system to be aware of their own status. This assessment 

system includes evaluations from oneself, evaluations from others, and self-evaluations. It allows 

master’s students to assess their own actions based on their understanding and expectations of others’ 

reactions. This assessment helps them determine whether they are suitable for academia, whether it 

feels like “struggling with pursuing a Ph.D.” (F-S08), having “a gap in pursuing a Ph.D.” (F-S07), or 

feeling “in my element” (F-S12). 

Assessment includes overall, daily, and ongoing comparisons, as well as a fragmented evaluation 

process where receiving awards and recognitions or producing academic achievements serves as a 

watershed moment. It is a continuous, fragmented, and selective process. Furthermore, this assessment 

system is fluid. Longitudinally, it evolves over time with increasing access to databases, maturation of 

methodologies, rising expectations, and changing standards. Horizontally, it is relative and comparative, 

as one participant noted, “It’s not a fixed standard; it’s unclear and undefined, it’s a comparison within 

the group” (F-T01). Finally, the assessment system can be hegemonic, as the societal or academic 

community’s evaluation system tends to have a quantitative and standardized orientation. Metrics like 

“publication count” and “impact factor” serve as symbolic influences on the actions of graduate 

students and their advisors. They must, to a certain extent, adhere to this orientation. 

In summary, assessment criteria consist of both explicit and entrenched components as well as implicit 

and fluid elements. Explicit criteria typically involve standardized comparisons of academic 

achievements and journal quality, while implicit criteria pertain to the demonstration of knowledge 



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reserves, problem awareness, logical deduction ability, knowledge construction ability, and 

communication skills. Interestingly, teachers often focus on problem awareness, while students tend to 

emphasize logical thinking. Explicit standards provide constraints and guidance, while implicit 

standards are more subjective. Contradictions between the two may lead to unclear self-positioning or 

constrain one’s time and productivity. As one participant pointed out, “Academic achievements are just 

surface-level; it varies across different disciplines” (F-S08). The inherent contradictions within 

assessment criteria can result in a lack of clear self-positioning or can impede progress over time. For 

instance, for research in fields like educational history, which requires time for contemplating issues 

and constructing theoretical frameworks, adhering to an annual assessment schedule may hinder 

productivity. This discourages many students and scholars from pursuing valuable but time-consuming 

“unpopular research” (F-T02). 

 

4. Conclusion 

Master’s students in academia perceive their understanding of academic competence and attainability 

as distributed along a continuum encompassing specific and holistic understanding, as well as sudden 

and gradual development. They establish a link between academic value identification and career 

planning, forming a chain of meaning regarding what academia means to them and what it can bring. 

They continuously employ an assessment system to gauge their self-awareness and judge whether they 

are suited for an academic path. The interplay of understanding perception, meaning chain, and 

assessment system constitutes a framework of meaning interpretation known as positioning, direction, 

and location. This system is partly internalized in their thoughts and partly externalized as symbols, 

evolving within various interactive contexts such as classrooms and academic meetings. 

 

5. Discussion 

Prior research has explored various aspects of the development of academic competence, including 

mentorship relationships, curriculum instruction, communication platforms, evaluation mechanisms, 

and career planning. This study corroborates some of these findings. For instance, in the context of 

mentorship relationships, it is crucial for mentors to encourage and provide opportunities for students 

to actively engage in research projects and academic exchange activities (Ma et al., 2019). Regarding 

curriculum instruction, the diversity and interactivity of interactions between teachers and students, as 

well as among peers, play a pivotal role in enhancing academic competence. Therefore, graduate 

education should move beyond didactic teaching and emphasize interaction, experiential learning, and 

autonomy (Lin et al., 2020). 

In response to these challenges, this study offers several recommendations. From the perspective of 

graduate students themselves, they can embark on academic self-rescue by reading classic literature, 

actively participating in academic and social practices, engaging in oral and written expressions, 



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seeking like-minded individuals, and establishing networks for communication. From the viewpoint of 

mentors and the academic communities they foster, there is an opportunity to enhance the sense of 

belonging and identity among academic master’s students by clearly defining the purpose of education 

and cultivating a sense of belonging within the academic community. Lastly, in terms of improving the 

training methods within higher education institutions, it is essential to conduct comprehensive research 

to identify the most pressing needs of different student groups and address these needs promptly and 

adequately. This may involve creating an academic atmosphere, establishing avenues for academic 

collaboration and exchange, offering tailored courses, implementing classroom teaching reforms, and 

strengthening external collaborations to provide ample opportunities for academic and social practices. 

 

Acknowledgements 

Throughout the writing of this dissertation I have received a great deal of support and assistance. I 

would particularly like to acknowledge my team members for their wonderful collaboration and patient 

support. 

 

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