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1.
研究型院系的本科教学管理模式研究 总被引：2，自引：0，他引：2
一、研究型院系的主要特点 科学研究和人才培养是研究型大学的一个重要特征,在知识创新过程中培养优秀人才,在培养优秀人才的过程中产生创新成果,是研究型大学的根本任务。研究型院系作为二级办学实体,在履行研究型大学在人才培养、科学研究和社会服务三大功能方面起着承上启下的重要作用,既是创新和创业人才培养的基地,又要成为新兴学科的生长点和科学研究、特别是交叉学科研究的辐射源,具有突出的特点,主要体现在:(1)充足的科研经费;(2)教师的科研工作量与教学工作量相当;(3)研究生和本科生的比例不低于 1:2;(4)能够不断产出足够数量的有… 相似文献
2.
研究型大学教育理念初探 总被引：5，自引：1，他引：5
作者分析了研究型大学的特点,认为研究型大学都持有自己独特的教育理念,主要体现在以下方面追求真理,学术至上;学术自由,高度自治;以人为本,尊重师生;注重研究生教育和留学生教育的发展;凸显大学个性,注重办学特色. 相似文献
3.
当前我国高水平研究型大学建设虽然取得了巨大的成就,但也面临着一些无法回避的问题。这主要表现在:(1)由于缺乏确立教学内容自主权而导致的研究型大学人才培养与其地位及社会要求不相适应的问题;(2)在市场经济条件下,如何协调研究型大学作为象牙塔与服务站的角色冲突问题;(3)如何解决政府控制与学术自由和大学自治的矛盾以建立现代大学制度问题;(4)如何化解绩效管理与学术工作本质特点和学者双重属性的矛盾等。因此能否妥善地解决好这些问题,既关系到我国高水平研究型大学建设和国家的发展,同时也考验着管理者和学者的智慧。 相似文献
4.
研究型大学教育理念初探 总被引：2，自引：0，他引：2
作者分析了研究型大学的特点,认为研究型大学都持有自己独特的教育理念,主要体现在以下方面:追求真理,学术至上;学术自由,高度自治;以人为本,尊重师生;注重研究生教育和留学生教育的发展;凸显大学个性,注重办学特色。 相似文献
5.
研究型大学的使命与组织结构的选择 总被引：1，自引：0，他引：1
研究型大学(Research University)是现代高等教育结构体系中的重要组成部分,多为世界各国的一流大学(Top University)。尽管研究型大学在各国大学中所占比例只有3-5%(占本科以上院校的5-8%),但作为国家科技创新系统中的中坚力量,高水平的研究型大学不仅能源源不断地提供知识和技术的创新成果,而且能培养出大批的学术大师、政治领袖、文化名流、经济精英。研究型大学的大学组织结构的设计和选择,是与研究型大学的发展目标、历史使命、社会责任和办学特点密切相关的。一、研究型大学的基本特点研究型大学是科学知识的创新源。研究型大学之所… 相似文献
6.
研究型大学的使命与组织结构的选择 总被引：3，自引：0，他引：3
研究型大学(Research University)是现代高等教育结构体系中的重要组成部分,多为世界各国的一流大学(Top University).尽管研究型大学在各国大学中所占比例只有3-5%(占本科以上院校的5-8%),但作为国家科技创新系统中的中坚力量,高水平的研究型大学不仅能源源不断地提供知识和技术的创新成果,而且能培养出大批的学术大师、政治领袖、文化名流、经济精英.研究型大学的大学组织结构的设计和选择,是与研究型大学的发展目标、历史使命、社会责任和办学特点密切相关的. 相似文献
7.
学科建设:创建一流研究型大学的重中之重 总被引：10，自引：1，他引：10
李松 《学位与研究生教育》2002,(7):26-29
本文在对研究型大学与学科建设的含义进行分析的基础上,阐述了世界一流研究型大学学科建设的特点,探讨了我国研究型大学在学科建设中的主要问题,提出了加强学科建设的思路. 相似文献
8.
浅论美国研究型大学中的教授统治 总被引：1，自引：0，他引：1
一、几个主要概念研究型大学 :目前全世界只有美国在其高等教育体系中明确地划分出这一类型的大学并给予定义。 1 994年美国《高等教育结构分类》中的研究型大学分类标准是 :“提供领域广泛的学士学位计划 ,承担直到博士学位 (包括教育博士、法学博士、公共健康博士以及任何学科领域的哲学博士 )的研究生教育 ,给研究以高的优先权。每年至少得到 4 ,0 0 0万美元 (研究型大学Ｉ类 )或至少得到1 ,550万美元至 4 ,0 0 0万美元 (研究型大学ＩＩ类 )的联邦支持 ,每年至少授予 50个博士学位”[1 ] 。简言之 ,美国研究型大学的特点是 :重视科学研究… 相似文献
9.
构建与研究型大学相适应的就业评价体系 总被引：2，自引：0，他引：2
当前研究型大学大学生就业评价在评价内容、评价主体、评价方法和评价的指导思想等方面存在许多局限,无法引导研究型大学为国家培养精英人才.在分析研究型大学大学生就业评价存在的问题基础上,提出要建立国家、专门机构、大学和社会组成的多元化社会评价模式;要建立科学的、具有操作性的研究型大学大学生就业评价体系;研究型大学大学生就业评价要注重发展性维度,兼顾资源的投入产出等,以便建立与研究型大学办学定位相适应的大学生就业工作评价. 相似文献
10.
中美研究型大学研究生培养模式之比较 总被引：1，自引：0，他引：1
通过对中美两国研究型大学研究生教育的人才培养模式进行对比,探寻双方培养模式的共同点和差异,并以此为基础对我国研究生培养模式提出以下几点的建议:(1)与时俱进,不断创新;(2)知识与能力相结合,凸显能力、方法的训练;(3)构筑"宽、深"复合的知识结构;(4)重视指导方式的选择. 相似文献
11.
Willis A. Jones Neal H. Hutchens Azalea Hulbert Wayne D. Lewis David M. Brown 《Innovative Higher Education》2017,42(5-6):505-519
Non-tenure track faculty members (NTTF) constitute what has been referred to by scholars as the new faculty majority. The growing numbers of NTTF have led to debates about the role they should play in shared governance. Currently, however, an overall lack of empirical knowledge exists regarding the status of their involvement in institutional governance. Using data from highest research activity doctoral universities, this study investigated current standards related to NTTF eligibility for election to institution-wide faculty senates. We also explored what these faculty governance standards and criteria reveal about the status and position of NTTF within the professoriate. 相似文献
12.
Few faculty members are immune from the deleterious impact of neoliberal values, policies and practices that have resulted in the “corporatization” of universities, with the reduction of teaching and research to “products” and faculty to “producers,” and students to “clients.” The role of faculty governance in this process has been debated yielding diverse perspectives on its effectiveness in challenging this influence, particularly, in regard to the role of democratic decision making at the college-level of governance where administrators may push for furthering market-driven agendas. This critical action research project highlights how two faculty assembly leaders facilitated participatory decision making as they re-conceptualized their leadership roles as team-based representatives, and developed multiple communicative networks that supported faculty voice and leadership listening at the grassroots level—two processes that may thwart corporatization and marketization at the college-level. This article highlights how characteristics of desired communication practices for more democratic decision making at the college-level lay the groundwork for building the collective faculty capacity to respond in a timely manner to neoliberal agendas. 相似文献
13.
Ahmed A. ElObeidy 《Perspectives: Policy and Practice in Higher Education》2013,17(4):131-137
Traditionally in Arab public universities, presidents are appointed by government authorities. Recently, in uprising Arab countries universities' presidents have been elected by universities' faculty members. Neither traditional nor self-governance pattern succeeded to modernise Arab universities. Reforming patterns of governance is critical for improved productivity and accountability in Arab universities. Applying the modern pattern of university governance depends on the country's political system and extent of democracy. Arab countries need to establish an improved process of searching for leadership candidates. Improving patterns of universities' governance in Arab countries can lead to improving higher education and research and enhancing competitiveness among faculty members. 相似文献
14.
赵红亮 《南阳师范学院学报》2011,10(7):25-27
目前对于高校中层干部和谐领导力的研究还未见到专题成果,本文旨在对其进行尝试性的探索。高校中层干部和谐领导力对于和谐校园建设是危机管理能力、学习创新能力等八方面能力的集中构成,对于实现师生干群和谐、民主治校以及学校科学发展具有重要意义。创新高校中层干部和谐领导力建设机制包括创新理论学习机制、创新实践锻炼机制、创新文化建设机制、创新干部管理机制四个基本方面。 相似文献
15.
关晶 《高等工程教育研究》2021,(1):129-135
职业院校升格为职业大学是我国探索发展本科层次职业教育的新路径。新升格职业大学有效治理面临定位新、基础弱、易漂移的挑战。理念层面,新升格职业大学应树立层次要求与类型特征相融的目标,打造外部治理与内部治理互促的格局,权力分配坚持自治性与开放性并存,建构多维度制度要素互补的组织场域。实践层面,外部治理注重形成政府、行业组织、同行联盟、合作企业及社会文化共治互动,内部治理注重决策机制、基层组织及师资队伍变革创新。 相似文献
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Researchers conducted a national survey of administrators at doctorate-granting universities to determine the current status of institutional policies and practices related to the organization and governance of online courses, faculty incentives to develop and teach online, and course ownership. Survey results document a wide variation in policies and practices, yet they also identify common practices. About 82% of the universities gave extra pay to faculty to develop online courses, and 94% provided campus-based faculty development workshops or training on online education. The large majority of institutions hired professional course designers (84%) and provided technical assistance to students (86%). Another 84% had an intellectual property policy in place or were developing one, and 77% shared revenues from online courses with academic colleges, schools, or departments. Although these practices existed on campuses, they were not always instituted campuswide. The researchers found statistically significant relationships for a number of faculty incentives and support services and faculty willingness to be involved in online education. 相似文献
18.
Jean S. Filetti 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):343-352
Universities generally have clear expectations for teaching and scholarship, and often a faculty member’s publications, research and scholarship are the primary factors in tenure and promotion decisions. Many universities do include service as one component in annual reviews as well as in assessing progress toward tenure and promotion. Unfortunately, criteria for evaluating service are often not specified. Having vaguely outlined expectations for service sends a message that service does not matter, ultimately doing a ‘disservice’ to faculty who need guidance on appropriate levels of service. As much as possible, department chairs, governance bodies that represent the faculty, and administrators who are responsible for evaluating faculty need to ensure that faculty members understand how they will be assessed in the area of service and to make evaluation in this area as transparent as possible. 相似文献
19.
Michiel Horn 《Interchange》1994,25(1):39-48
In 1949–50 Canadian professors, reacting to historically low salaries and inadequate pensions, founded the Canadian Association of University Teachers. Although its early concerns were economic, by the late 1950s the interest of the organization was spreading to issues of academic freedom and tenure and, related to it, university government. Having opened a national office in Ottawa, the CAUT soon championed an increased role for professors in governing their institutions. The bookA Place of Liberty (Whalley, 1964) eloquently made the claim for faculty empowerment. This movement also gained strength from the shortage of qualified staff in the 1960s and the resulting need of universities to improve terms and conditions of employment. Although faculty involvement in governance grew, by the mid-1970s many faculty members were embracing faculty unionization. This initiative had for years repelled most professors because it seemed unprofessional. However, deteriorating finances created a condition in which especially junior staff turned to faculty unions for protection. Not all Canadian universities became unionized. In spite of dire warnings about the effects of unionization, it does not seem that unionized universities today offer less scope for faculty participation in governance than the non-unionized. 相似文献
20.
"教授治校"的权力主体当然是"教授","教授"是大学权力主体的表征。"教授治校"制度是对大学学术机构本质的认同,"教授治校"存在的合法性与合理性在于它客观地反映了大学作为特殊学术机构的性质和特点。"教授治校"是大学管理权力主体的归位,中国大学内部治理结构变革应当充分借鉴西方大学普遍实施的"教授治校"的管理模式,真正赋予教师在大学管理中的权力和地位。 相似文献