高校教师队伍建设的三维层次性发展模式

高校教师队伍建设的状况直接影响高等学校教学和科研的整体水平.在以人为本的原则指导下,以教师队伍建设的三维层次性为发展模式是加强高校教师队伍建设的有效途径,实现三维层次性发展模式,要做好引进人才、培养人才和留住人才三方面工作.     

Gender,Work Time,and Care Responsibilities Among Faculty1

This study explores how faculty at one research‐intensive university spend their time on research, teaching, mentoring, and service, as well as housework, childcare, care for elders, and other long‐term care. Drawing on surveys and focus group interviews with faculty, the article examines how gender is related to time spent on the different components of faculty work, as well as on housework and care. Findings show that many faculty report working more than 60 hours a week, with substantial time on weekends devoted to work. Finding balance between different kinds of work (research, teaching, mentoring, and service) is as difficult as finding balance between work and personal life. The study further explores how gendered care giving, in particular being a mother to young children, is related to time spent on faculty work, controlling for partner employment and other factors. Men and women devote significantly different amounts of time to housework and care giving. While men and women faculty devote the same overall time to their employment each week, mothers of young children spend less time on research, the activity that counts most toward career advancement.     

高校教师资源开发及制度创新浅探

人才是高校的第一资源,教师是第一资源中的核心资源.实施人才资源开发战略是高校教师资源建设的必然选择.文章在分析高校师资队伍建设和教师资源管理的现状基础上,探讨了教师资源的特点,提出了教师资源开发的对策与举措.     

“双一流”建设背景下地方行业特色型高校师资队伍建设的理论与实践——以东华理工大学为例

在国家“双一流”建设背景下,地方行业特色型高校师资队伍建设面临重大发展机遇,同时也存在“行业特色弱化、发展动力不足、国际化程度不高”等困境。地方行业特色型高校应立足于国家发展战略和地方经济社会发展规划,结合所属行业特点,立足自身实际情况,明确师资发展目标,坚持“非均衡发展”与“错位发展”的原则配置教师资源,完善师资队伍建设工作机制,提升师资队伍建设的国际化水平。     

学习共同体与大学教师发展

长期以来,我国大学教师发展主要以在职培训与教师个体独立发展为主要方式而进行。这种发展方式虽然为我国大学教师的专业化发展做出了很大的贡献,但也存在着许多的缺陷。近年来,重视通过建构一个协作的环境让教师去学习,以强化他们的专业发展,并解决教师孤立和个人主义的问题。学习共同体被视为促进大学教师发展的重要方法之一。     

论高校教师教学与科研学术责任的协调

高校教师是教学与科研学术责任的承担者。时代的发展、高等教育大众化进程中的质量要求、高校教师的发展及大学生的时代特点为高校教师两种学术责任的协调提供了充足的理由,而现实存在多种妨碍两种学术责任协调的因素,化解教学与科研的矛盾,关键在于强化高校教师的教学和学术责任。     

青年教师培养的几点体会

针对我院青年教师的培养过程,结合作者的体会,就如何进一步加强青年教师培养,从建立新教师上岗培训制度;实行导师制,做好传帮带;做好继续教育工作,提高师资素质;营造成才环境等方面提出了建议.     

对现行高校教师薪酬体系的思考

薪酬管理是人力资源管理与开发的重要内容之一.薪酬体系是否科学、公正,对调动广大教师工作积极性、增强高校活力、提高办学效益均具有重要意义.文中探讨了高校薪酬存在的问题.提出了解决思路,即对外具有竞争性、对内具有公平性,注重货币与非货币结合.注意处理好学术与效率关系,完善人才评价制度、人才进出机制等.     

Public meetings as sources of citizen input: Comparing attendees with citizens at large

Although public meetings are the most frequently used method for obtaining citizen input into public decision-making, there is little systematic evidence comparing attendees with citizens at large. This paper addresses this gap in the literature by analyzing results from a series of public meetings and a random-sample telephone survey. The public meetings and telephone survey were conducted in Hillsborough County, Florida to obtain citizen input for the purpose of establishing spending priorities for more than $39 million in federal block grant funds. Findings include representation at public meetings on a number of factors, including race, Hispanic ethnicity, and low-income status. Attendees favor redistributive activities more often than citizens at large; however, both attendees and the general public agree on the importance of funding activities serving certain vulnerable populations, including seniors, persons with disabilities, and victims of domestic violence.     

Children's agency in interprofessional collaborative meetings in child welfare work

The concept of children's agency can be used to understand how children actively shape their lives. While in social work there is a growing body of research on how children experience meetings that involve collaborating professionals, little is known about the ways in which they exert an influence. The purpose of the study is, in a Swedish context, to investigate children's perceptions of their agentic capacity in regulating participation and exerting an influence on outcomes in interprofessional collaborative meetings. Interviews were carried out with 28 children in receipt of social services support. Findings revealed that children perceive professionals' talk as restricting opportunities for input. They also perceive that they have the capacity to exercise agency by (i) conforming to expectations by feigning boredom and seeming disengaged, but at the same time paying close attention; (ii) by using exit strategies; and (iii) by developing ‘in‐situ’ strategies to end meetings. Rather than, as previously suggested, being powerless in such circumstances, the children tell how they carefully assess situations, and, from a position of apparent subordination, talk of ways of acting that reveal their agentic capacity. These insights are of importance for practitioners who are encouraged to look beyond behaviours that first meet the eye.