Exploring Faculty Mobility Amid Regional Economic Disparities: A Qualitative Analysis of Teacher Outflow from Guangxi's Private Universities

Faculty mobility presents significant challenges for private universities in less developed regions, particularly in Guangxi, China. This study investigates the factors driving faculty members’ decisions to leave or stay, alongside the perspectives of administrators on retention efforts. Using a qualitative approach, semi-structured interviews were conducted with faculty members and administrators to uncover the economic, institutional, and personal factors influencing mobility decisions. The findings reveal that inadequate salaries, inconsistent management practices, limited professional development opportunities, delayed salary payments, and challenges in student management are key drivers of faculty outflow. These difficulties are further exacerbated by broader regional disparities, such as Guangxi’s weaker economic development and insufficient institutional resources, which undermine the competitiveness of private universities. Despite these structural disadvantages, some faculty members choose to stay due to personal and family commitments, restricted career alternatives, or a belief in the potential for institutional improvement. The study also highlights specific advantages of working in Guangxi, such as the accessibility of research funding, streamlined professional title evaluations, and the appeal of the region’s natural beauty and relaxed lifestyle, which can contribute to faculty retention. By applying Push-Pull Theory and Person-Environment Fit Theory as analytical frameworks, this study sheds light on the complex interplay of factors influencing faculty mobility and retention in less developed regions, offering a deeper understanding of these dynamics. Practical recommendations include addressing core institutional weaknesses, such as improving salaries and management practices, while capitalizing on regional strengths to attract and retain talent. The study concludes with implications for future research, calling for comparative and longitudinal studies to further examine faculty mobility and retention strategies in disadvantaged regions, contributing to the global discourse on equity and sustainable development in higher education.