大学教师学术活力的过程性特征及其影响机制研究

发布时间：2018-06-18 05:44

本文选题：学术活力 + 大学教师　；参考：《华东师范大学》2017年博士论文

【摘要】：学术活力是大学教师工作状态体现的核心特征,也是高校核心竞争力的内在保障,同时它还关系到国家教育事业发展的长远利益。对大学教师个体而言,职业进程中的晋升、资助、奖励、认可等无一不与之紧密相关,学术职业的核心就是如何保持持续的学术活力;对高校而言,如何激发教师学术活力也是落实人才培养、科学研究和社会服务职能的关键,事关学校的核心竞争力和声誉,因此加强师资队伍建设,提高教师队伍素质,优化教师资源配置一直是高校人力资源管理的重中之重;而目前我国进入创新驱动发展的重要历史阶段,如何围绕国家经济和社会发展开展科学研究,培养高水平的创新与创业人才也有赖于一支充满活力的高素质专业化教师队伍。纵观近年国家、地方政府以及各大高校发展规划纲要的内容,不难发现它们都将激发教师学术活力当作今后一段时间工作的重点内容和远景目标。因此,究竟如何认识、理解并采取有效措施激发教师学术活力成为当下亟待解决的现实问题。本文借助于生命历程这样一个多学科的理论视角,将学术人的成长过程视为个体生命、组织结构和历史环境共同型构的过程,采用量化研究和质性分析相结合的混合研究方法,考察了在此过程中大学教师学术活力的表现特征、变化趋势和影响机制问题。具体议题包括大学教师学术活力的变化态势及其特征为何,个体层面哪些因素影响了教师学术活力的发挥和工作的感受,高校内部的组织制度环境在何时何种程度上激励或制约了教师的学术活力,以及外部社会环境与不同同期群教师之间的互动对学术活力的影响等。论文的基本内容与观点如下:首先,基于对我国研究生院高校教师大规模的实证调查数据发现,随着年龄的展开,大学教师的学术活力总体上呈现一种增长的形态,但这种增长并不是简单的线性递增,而是一种震荡式上升,其间会出现多个活力的波峰。年龄并不是影响学术活力的最重要因素,甚至不是显著的影响因素,两者之间并不存在简单的线性关系。学术活力的变化表现出波动性、累积性和分化性的特征,而在控制其他变量的情况下,个体身份特征、组织制度都是显著的影响因素,从而折射出学术人成长背后有复杂的个体性、结构性和历史性因素。其次,从个体层面来说,学术人的职业成长过程也是个体生命历练和感悟的过程。质性资料分析研究发现,大学教师对学术工作的认知、兴趣、动力、目标、感受在不同职业阶段的存在差异,而正是这些因素的不断角力和有限差异的持续累积导致教师学术活力呈现起伏不定的状态以及职业生涯的成就分化。再次,从组织的角度来看,以职称晋升制度为典型代表的组织制度对教师活力不是单纯的激励或抑制作用,而是存在着双向作用。具体表现在教师科研产出上升或下降的时间点同晋升制度的年限规定之间也存在一定的耦合性:一方面,在晋升副教授之前,随着时间逼近晋升时限,教师科研产出呈增长趋势,这说明职称晋升制度对教师具有正向激励作用;但另一方面,晋升之后的一段时期内,教师产出又会出现下降,而且这种抑制作用会在教师错过下一个"正常"晋升时间点后,随着时间的拉长而愈加明显。另外,通过比较1980,1990和2000年代三个不同入职同期群的职业路径,我们发现宏大的历史变迁和社会发展进程影响了他们早期教育经历、职业选择、研究训练、科研资源和条件等,从而导致不同出生群高校教师迥异的学术活力特征和成长轨迹,这进一步说明大学教师的学术职业发展还具有历史情境性。最后,基于以上研究发现,文章提出由于大学教师在不同的职业阶段学术活力的内涵和呈现方式的差异性,当下教师的分类管理应该注意到他们在不同阶段的发展特征和诉求,针对他们的兴趣、能力等特点制定多层次多类型的教师发展计划,建立良性的学术激励和引导机制,提供具有个性化的支持。同时,文章还指出涉及学术人成长过程中的晋升、考核、退休、资助等相关政策时,应采用更加柔性的年龄规定,以保障教师自由探索的时间和空间。
[Abstract]:Academic vitality is the core feature of University Teachers' working state and the inner guarantee of the core competitiveness of universities. At the same time, it is also related to the long-term interests of the development of national education. How to keep the continuous academic vitality; for colleges and universities, how to stimulate the academic vitality of teachers is also the key to the implementation of personnel training, scientific research and social service functions. It is related to the core competitiveness and reputation of the school. Therefore, the construction of the faculty, the quality of the teachers and the allocation of teachers' resources have always been the management of human resources in Colleges and universities. In the important historical stage of the development of innovation driven development in China, how to carry out scientific research on national economy and social development and cultivate high level of innovative and entrepreneurial talents depends on a contingent of energetic and high-quality professional teachers. The content of the outline will not be difficult to find that both of them will stimulate the academic vitality of teachers as the key content and vision of the work for a period of time. Therefore, how to understand, understand and take effective measures to stimulate the academic vitality of teachers has become a realistic problem to be solved at the moment. This paper is based on the multidisciplinary theory of life course. The development process of the academic person is regarded as the process of the individual life, the organization structure and the historical environment, and the combination of quantitative research and qualitative analysis is used to investigate the performance characteristics, the change trend and the influence mechanism of the University Teachers' academic vitality in this process. The specific topics include the University Teachers' study. What are the changes in the vitality of the operation and its characteristics, which factors affect the teacher's academic vitality and the feeling of work, when the organizational system environment inside the University motivates or restricts the academic vitality of the teachers, and the interaction between the external social environment and the teachers of the same period groups to the academic vitality. The basic contents and views of the thesis are as follows: first, based on the large scale empirical investigation data of College Teachers in Graduate School of our country, it is found that the academic vitality of university teachers generally presents a growing form with the development of age, but this growth is not a simple linear increase, but a kind of shock rise. Age is not the most important factor that affects academic vitality, not even a significant factor. There is no simple linear relationship between the two. The changes in academic vitality show volatility, accumulation and differentiation, while in the control of other variables, individual identity, organization Degree is a significant influence factor, which reflects the complex individualized, structural and historical factors behind the growth of academic people. Secondly, from the individual level, the process of professional growth is also the process of individual life experience and perception. Force, goal, and experience in different career stages, and the continuous accumulation of these factors and the continuous accumulation of limited differences lead to the state of academic vitality and the differentiation of career achievements. Thirdly, from the perspective of organization, the organization system with the promotion system as the representative is the teacher. Vitality is not a simple incentive or inhibition, but a two-way function. There is also a certain coupling between the time points of the rising or falling of the teacher's scientific research output and the period of the promotion system. On the one hand, before the promotion of the Deputy Professor, the teacher's scientific research output shows a growing trend with the time of pushing up the time limit for promotion. It shows that the professional title promotion system has a positive incentive effect on teachers, but on the other hand, the teacher output will decline in a period of promotion, and this inhibition will be more obvious after the teacher missed the next "normal" point of promotion, and more obvious with the lengthening of time. In addition, by comparing the three of 19801990 and 2000s. The career path of the same period group, we find that the great historical changes and social development process affect their early education experience, career choice, research training, scientific research resources and conditions, which lead to different academic vitality characteristics and growth trajectory of different college teachers, which further explain the academic study of university teachers. The career development is also of historical situation. Finally, based on the above research, it is found that the teacher's classification management should pay attention to their characteristics and demands at different stages, in view of their interests and abilities, because of the differences in the connotation and presentation of the academic vitality of the university teachers at different stages of the career. At the same time, the article also points out that a more flexible age regulation should be adopted to ensure the time and time for the free exploration of teachers when the policies of promotion, assessment, retirement and funding are involved in the growth of academic people. Space.
【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2017
【分类号】：G645.1

【参考文献】