高校教师激励机制研究
摘要
随着知识经济时代到来,高等教育在国民经济中的作用也日趋重要,为经济发展提供不可或缺的人力资本和技术支持。高校教师作为高等教育活动中的主体和主要职能的承担者,是社会文化、知识以及先进技术的主要生长源和传播者,在高等教育中扮演着不可替代的重要的角色,高校教师激励问题也引起社会的普遍关注,并在高校管理者、政府管理部门中得到重视。然而由于体制、环境等方面的原因,我国高校教师的激励机制还存在诸多的不足,激励效用没有得到充分发挥,教师积极性不高,人才流失严重。如何创新我国高校教师激励机制,提升教师激励效用,是本文拟解决的关键问题,也是本文研究的着力点。
本文共分五章:第一章在分析选题背景及意义、国内外关于高校教师激励机制研究现状的基础上,提出了本文的研究思路、研究方法、研究内容以及可能的创新点;第二章在界定本文相关概念内涵的基础上,阐述了高校教师激励机制的基础理论;第三章通过自编问卷设计,对我国东部、中部地区7个省30所高校的教师进行激励满意度和需求的调查,并得出结论主要影响我国高校教师积极性的四个因素,分别为经济因素、教师职业发展、环境因素和教师精神归属感;第四章在问卷调查的数据总结和研究结论上,分析我国高校教师激励现状,并进一步解析其成因;第五章是本文的重点章节,根据第三章的变量选择和研究结论,针对我国高校激励机制存在的现实问题,提出了一个高校教师激励措施的框架设计,分别从构建复式薪酬体系、营造公平竞争的制度环境、建设宽松和谐的校园环境以及教师精神归属四个方面阐述如何完善我国高校教师激励机制。
Stepping into an age of knowledge-based economy, higher education is found to become increasingly important for national economy as it provides essential human resources and technical support to the economic development. Teachers in institutions for higher education are the major undertakers of higher-education function, as well as the sources and communicators of culture, knowledge and advanced technology. As teachers play significant role in higher education, the stimulation issue arouses common attention in the society, and becomes a focus among administrators and government authorities. However, due to drawbacks in systems and environment, the stimulation mechanism in China is still insufficient, presented by deficient performance of stimulation, low enthusiasm of teachers and severe loss of talents. The key problem that this thesis aims to solve is how to innovate the stimulation mechanism for teachers in colleges and universities and to promote the effect of stimulation.
The thesis is divided into five chapters: chapter 1 introduces the background and significance of this thesis and proposes the train of thought, method, content and predicted innovation of the research, on the basis of current domestic and foreign study; chapter 2 defines relevant concepts in this thesis, and analyzes the fundamental theories; Chapter 3 by self questionnaire on Chinese eastern and central regions 7 provinces between 30 colleges and universities encourage teachers satisfaction and needs survey, and concluded that the positive influence of College Teachers of mutual influence the main four variables, double entry incomes system, teacher professional development, the spirit of environmental factors and teachers a sense of belonging; chapter 4 in the survey data summary and conclusion of the study, the analysis of the Teacher Incentive status, and further analysis of its causes; chapter 5 is the focus of this chapter, according to the variable selection of Chapter 3 and research findings for Chinese universities incentive mechanism in the real problem,we build a college teacher incentive measures framework, from double entry incomes system, create fairy competitive institutional environment, construction and relaxed and harmonious campus environment the spirit of ownership of four teachers, university teachers improve the incentive mechanism in China.
本文共分五章:第一章在分析选题背景及意义、国内外关于高校教师激励机制研究现状的基础上,提出了本文的研究思路、研究方法、研究内容以及可能的创新点;第二章在界定本文相关概念内涵的基础上,阐述了高校教师激励机制的基础理论;第三章通过自编问卷设计,对我国东部、中部地区7个省30所高校的教师进行激励满意度和需求的调查,并得出结论主要影响我国高校教师积极性的四个因素,分别为经济因素、教师职业发展、环境因素和教师精神归属感;第四章在问卷调查的数据总结和研究结论上,分析我国高校教师激励现状,并进一步解析其成因;第五章是本文的重点章节,根据第三章的变量选择和研究结论,针对我国高校激励机制存在的现实问题,提出了一个高校教师激励措施的框架设计,分别从构建复式薪酬体系、营造公平竞争的制度环境、建设宽松和谐的校园环境以及教师精神归属四个方面阐述如何完善我国高校教师激励机制。
Stepping into an age of knowledge-based economy, higher education is found to become increasingly important for national economy as it provides essential human resources and technical support to the economic development. Teachers in institutions for higher education are the major undertakers of higher-education function, as well as the sources and communicators of culture, knowledge and advanced technology. As teachers play significant role in higher education, the stimulation issue arouses common attention in the society, and becomes a focus among administrators and government authorities. However, due to drawbacks in systems and environment, the stimulation mechanism in China is still insufficient, presented by deficient performance of stimulation, low enthusiasm of teachers and severe loss of talents. The key problem that this thesis aims to solve is how to innovate the stimulation mechanism for teachers in colleges and universities and to promote the effect of stimulation.
The thesis is divided into five chapters: chapter 1 introduces the background and significance of this thesis and proposes the train of thought, method, content and predicted innovation of the research, on the basis of current domestic and foreign study; chapter 2 defines relevant concepts in this thesis, and analyzes the fundamental theories; Chapter 3 by self questionnaire on Chinese eastern and central regions 7 provinces between 30 colleges and universities encourage teachers satisfaction and needs survey, and concluded that the positive influence of College Teachers of mutual influence the main four variables, double entry incomes system, teacher professional development, the spirit of environmental factors and teachers a sense of belonging; chapter 4 in the survey data summary and conclusion of the study, the analysis of the Teacher Incentive status, and further analysis of its causes; chapter 5 is the focus of this chapter, according to the variable selection of Chapter 3 and research findings for Chinese universities incentive mechanism in the real problem,we build a college teacher incentive measures framework, from double entry incomes system, create fairy competitive institutional environment, construction and relaxed and harmonious campus environment the spirit of ownership of four teachers, university teachers improve the incentive mechanism in China.
引文
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②科斯,阿尔钦,诺斯.财产权利与制度选择—产权学派与新制度经济学派译文集[M].上海:上海人民出版社,1992:440.
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[40]毛连军,成容容.大学教师文化构建与高校师德建设[J].东南大学学报(哲学社会科学版),2005,7(5):121-123.
[41]马强.高校师资管理中期望理论的应用[J].教书育人,2005,(S3):7.
[42]闵维方.高等教育运行机制研究[M].北京:人民教育出版社,2002.
[43]米欣.公立高校教师人力资本产权与人事管理[J].职业时空,2007,(13):15-16.
[44]马晓娜.高校青年教师薪酬管理中存在的问题及对策[J].复旦教育论坛,2006,4(1):63-66.
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[1]Dale Ballou and Michael Podgursky. Education Policy and Teacher Effort [J].Industrial Relations: a Journal of Economy and society, 2008, 34(1), 21-39.
[2]Dominic Brewer, Susan Gates, and Charles Goldman. In strategy and competition in U.S. higher education [M]. New Brunswick, NJ: Transaction Publishers, 2001.138-142.
[3]Edward P Lazear. Labor economics and the psychology of organizations [J].Journal of Economics Perspectives, Vol5:1991.
[4]Everett M. Rogers. Diffusion of preventive innovations. Technology in society [J].Volume:27, issue: 6, November-December2002.
[5]Gregory N. Stock. Firm size and dynamic technological innovation [J].Technology innovation. Volume: 22, issue: 9, Septembers 2002.
[6]Hanushek, Eric A. Publicly Provided Education [M], in Alan J. Auerbach and Martin Feldstein, Handbook of Public Economics, Amsterdam: North-Holland, 2002, 2045-2141.
[7]Hanushek, Eric A. The Failure of Input-based Schooling Policies [J], Economic Journal, 113 (February), 2003, 64-98.
[8]http://medicine.facmedu.toronto.ca/English?Criteria-and-Assessmenthtml.
[9]James P. Honan. The us Academic Profession: key Policy challenges [J].Higher Education, 2001(41).
[10]John M. Ivancevich. Human Resource Management (the 7th edition) [M].McGrawHill, 1998.
[11]Kirby, Berends and Naftel. Principals’roles inn the development of US programs of school, family, and community partnerships [J].International Journal of Educational Research, 1995, 41(1):55-70.
[12]Lawrence S. Kleiman, Human Resource Management. A Tool for Competitive Advantage [M].West Publishing Company, 1997.
[13]Robert A. Baron, Jerald Greenberg. Behavior in Organizations (3rd Ed.)[M].AllynandBacon, 1990.
[14]Rickman Bill D. and Parker Carl D. Alternative wages and teacher mobility: A human capital approach [J].Economics of Education Review, 1990, 9(1):73-79.
[15]Torrington, D.L. Halland, S. Taylor .Human Resource management (the 5th edition) [M].Prentice Hall, 2002.
[16]William J. Rothwell and H.C. Kazanas, Human Resource Development [M], PressInc, 1994.
[17]陈伟国.试论高校教师激励机制创新[J].华东经济管理,2001,(4):157-158.
[18]陈孝彬.教育管理学(修订版)[M].北京:北京师范大学出版社,1999.
[19]崔玉平.高等教育制度创新的经济学分析[M].北京:北京师范大学出版社,2002.
[20]邓大松,朱德友.我国高校教师激励机制研究[J].学校党建与思想教育,2009,(8):46-48.
[21]丁兰芬.马斯洛需要层次理论在高校教师管理中的运用[J].继续教育研究,2003,7(2):107-109.
[22]邓如陵.教师积极性激励理论的发展与启示[J].中国成人教育,2005,(2):81-82.
[23]范先佐.教育经济学[M].北京:人民教育出版社,1999.
[24]高功敏,曾玉玲,卫武.高校教师激励型薪酬模式初探[J].中国高校师资研究,2006,(2):41-45.
[25]国家中长期教育改革和发展规划纲要(2010-2020年).教育部,2010-02-28.
[26]胡锦涛.加快推进以改善民生为重点的社会建设的六大任务[R].北京:党十七大会议报告,2007.
[27]黄乾.论人力资本产权的概念结构与特征[J].江汉论坛,2000,(10):9-14.
[28]姜向阳.高校教师激励机制设计研究[J].改革与战略,2004,(6):71-74.
[29]科斯,阿尔钦,诺斯.财产权利与制度选择—产权学派与新制度经济学派译文集[M].上海:上海人民出版社,1992:440.
[30]李碧虹.关于民办高校教师人力资本产权的思考[J].高教探索,2004,(3):72-74.
[31]李浩仁.论学校管理中的教师激励[J].教育与管理(理论版),2002,(12):9-11.
[32]李军波.知识经济与素质教育[J].湘潭大学学报(哲学社会科学版),1999,(03),131-133.
[33]李军,刘子兰.对高校教师流动的再认识——基于人力资本产权的视角[J].教育与经济,2006,(3):28-31.
[34]李军波,田小文.我国高校薪酬结构优化问题研究[J].经济纵横,2006,(11),30-31.
[35]刘建国.略论高校教师的激励[J].云梦学刊,2002,23(3):96-98.
[36]李宽亮.高校师德建设激励机制的思考[J].淮北煤炭师范学院学报(哲学社会科学版),2005,26(30):122-124.
[37]刘钧燕.国外教师质量和教师激励的研究综述[J].外国教育研究,2007,34(10):12-18.
[38]刘智运.高等教育中“以人为本”的内涵[J].中国地质大学学报,2003,(2):53-54.
[39]鲁茗.试论激励理论在高等教育管理中的运用[J].沈阳教育学院学报,2002,4(3):10-13.
[40]毛连军,成容容.大学教师文化构建与高校师德建设[J].东南大学学报(哲学社会科学版),2005,7(5):121-123.
[41]马强.高校师资管理中期望理论的应用[J].教书育人,2005,(S3):7.
[42]闵维方.高等教育运行机制研究[M].北京:人民教育出版社,2002.
[43]米欣.公立高校教师人力资本产权与人事管理[J].职业时空,2007,(13):15-16.
[44]马晓娜.高校青年教师薪酬管理中存在的问题及对策[J].复旦教育论坛,2006,4(1):63-66.
[45]汤桂香.双因素理论在高校教师管理中的应用[J].中国冶金教育,2006,(2):23-25.
[46]温家宝.政府工作报告[R].北京:中共十届全国人大第五次会议,2007.
[47]汪令来,李宜航,粟新风.王守昌委员直言中国高校管理体制问题[N].羊城晚报,2004-03-04.
[48]王秀梅.以人为本,建立高校教师激励机制[J].教育探索,2007,(7):66-67.
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