Professor Liu Neng from Peking University Visits Nanchang University to Discuss New Approaches to Sociology Discipline Development

Recently, Professor Liu Neng from the Department of Sociology at Peking University visited the Department of Sociology at Nanchang University for a discussion on the high-quality development of the discipline. Young faculty members and graduate student representatives participated in the session, engaging in in-depth exchanges on key topics including theoretical innovation, research focus refinement, integration of theory and practice, and the cultivation of foundational academic skills.

Drawing on his own research experience, Professor Liu emphasized that the Chinese context constitutes a core resource for sociological theory innovation, and that local issues should be explored with careful attention to institutional and cultural embeddedness. Regarding the cultivation of disciplinary “foundational strengths” he highlighted that the development of a robust faculty team is fundamental to the growth of the discipline. Teachers should be guided to overcome the fragmentation of research areas through a model of “individual specialization + team collaboration” to consolidate research directions. He suggested that the Department of Sociology at Nanchang University could organize several academic groups based on research themes—such as a Group for Local Governance Studies and a Group for Digital Society Research—and encourage faculty to conduct sustained work on the groups’ core topics, gradually forming a research pattern in which “each individual has specialized expertise, and the team has complementary strengths.” Professor Liu further recommended establishing mechanisms to support faculty academic development, including mentorship by senior professors, cross-institutional scholarly exchanges, and targeted research funding, to help junior faculty clarify their research positioning and enhance both theoretical innovation and practical research skills. With regard to curriculum development, he proposed that courses should be closely aligned with faculty research areas and organized into modular structures according to research directions. This integration of teaching and research, he noted, would mutually reinforce scholarly development and further strengthen the discipline’s foundational capacities.

Participating faculty noted that the expert guidance provided a clear roadmap for disciplinary development and is expected to contribute to enhancing the quality and effectiveness of the sociology program in the context of China’s “Double First-Class” initiative.