Graduate teaching assistants at research universities: current practices, challenges, and paths to improvement

Lu Zhou

doi:10.17478/jegys.1751525

Graduate teaching assistants at research universities: current practices, challenges, and paths to improvement

Abstract

This study investigates the current practices, challenges, and potential improvements of graduate teaching assistant (GTA) work at a research university through a combination of surveys and in-depth interviews. While international research on GTA development is extensive, empirical evidence from the Chinese higher education context remains limited. The findings reveal that most GTAs report high satisfaction with their roles, considering the work meaningful and rewarding. However, key issues include fragmented working hours, excessive student-to-TA ratios, and inequities in salaries between master's and doctoral students. Based on empirical evidence and comparative practices at other universities, the study proposes several enhancements: expanding the number of GTAs and introducing qualified undergraduate TAs, establishing tiered salaries and role differentiation, setting fixed office hours for student support, and promoting the use of public discussion platforms to improve communication efficiency. By situating GTA experiences within the Chinese context, this study contributes to the broader understanding of graduate teaching work in non-Western higher education systems.

Keywords

References

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Details

Primary Language

English

Subjects

Curriculum Development in Education

Journal Section

Research Article

Authors

Lu Zhou ^*
0000-0002-9962-6948
China

Publication Date

December 30, 2025

Submission Date

July 26, 2025

Acceptance Date

October 15, 2025

Published in Issue

Year 2025 Volume: 13 Number: 4

DOI

https://doi.org/10.17478/jegys.1751525

IZ

https://izlik.org/JA69YX58NS

Cite

RIS / Bibtex

APA

Zhou, L. (2025). Graduate teaching assistants at research universities: current practices, challenges, and paths to improvement. Journal for the Education of Gifted Young Scientists, 13(4), 227-237. https://doi.org/10.17478/jegys.1751525

AMA

1.Zhou L. Graduate teaching assistants at research universities: current practices, challenges, and paths to improvement. JEGYS. 2025;13(4):227-237. doi:10.17478/jegys.1751525

Chicago

Zhou, Lu. 2025. “Graduate Teaching Assistants at Research Universities: Current Practices, Challenges, and Paths to Improvement”. Journal for the Education of Gifted Young Scientists 13 (4): 227-37. https://doi.org/10.17478/jegys.1751525.

EndNote

Zhou L (December 1, 2025) Graduate teaching assistants at research universities: current practices, challenges, and paths to improvement. Journal for the Education of Gifted Young Scientists 13 4 227–237.

IEEE

[1]L. Zhou, “Graduate teaching assistants at research universities: current practices, challenges, and paths to improvement”, JEGYS, vol. 13, no. 4, pp. 227–237, Dec. 2025, doi: 10.17478/jegys.1751525.

ISNAD

Zhou, Lu. “Graduate Teaching Assistants at Research Universities: Current Practices, Challenges, and Paths to Improvement”. Journal for the Education of Gifted Young Scientists 13/4 (December 1, 2025): 227-237. https://doi.org/10.17478/jegys.1751525.

JAMA

1.Zhou L. Graduate teaching assistants at research universities: current practices, challenges, and paths to improvement. JEGYS. 2025;13:227–237.

MLA

Zhou, Lu. “Graduate Teaching Assistants at Research Universities: Current Practices, Challenges, and Paths to Improvement”. Journal for the Education of Gifted Young Scientists, vol. 13, no. 4, Dec. 2025, pp. 227-3, doi:10.17478/jegys.1751525.

Vancouver

1.Lu Zhou. Graduate teaching assistants at research universities: current practices, challenges, and paths to improvement. JEGYS. 2025 Dec. 1;13(4):227-3. doi:10.17478/jegys.1751525