本文選題：教師 + 大學內部治理��； 參考：《東北大學》2012年碩士論文

【摘要】：學術是大學的本質,教師作為學術的主體,是大學重要的組成部分�？v觀西方各著名高校,無一不是教師在其中發(fā)揮了重要作用。建國后,我國教師在大學中逐漸參與大學內部事務,發(fā)揮著越來越重要的作用,尤其是上世紀《高等教育法》等法律法規(guī)的實施,為教師參與大學內部事務提供了法律上的保障。盡管如此,由于我國大學一直實行黨政領導體制,行政權力在大學占主導地位,教師在大學內部自主性受限,影響教師積極性主動性的發(fā)揮和大學辦學水平的提高。隨著治理理論引入我國大學內部,作為一個重要的利益相關者,教師在大學內部中的地位更加重要。 正是在這種情況下,教師參與大學內部治理的研究受到重視。如何構建出一個模式,使教師在大學內部治理中發(fā)揮出應有的作用,平衡大學內部的權力,為教師參與大學內部治理提供指導,成為高等教育界所面臨的一個問題。 文章共分六章,說明了選題背景和意義,對相關文獻進行了綜述,交代了論文結構,研究方法和創(chuàng)新點。第二章對治理,大學治理,模式等概念進行了界定,并且闡述了本文的兩個理論基礎：利益者相關者理論與人本管理理論,它們與本文是切適的。第三章以我國教師參與大學內部治理的主要途徑或形式為依據(jù),具體分析了我國現(xiàn)有的兩個教師參與大學內部治理模式：職代會與委員會相結合模式和教授委員會模式。第四章從三個方面分析了我國教師參與大學內部治理模式存在的問題,并通過對教師和行政人員的訪談來深入挖掘存在的問題。此外還分析了導致我國教師參與大學內部治理模式存在問題的原因,主要從三個方面分析。第五章提出了改進我國教師參與大學內部治理的原則和建議,并且在其中借鑒世界著名大學的相關經(jīng)驗。最后為結論部分,為研究結論與不足之處。 目前我國大學內部的治理是以校長為代表的行政權力為主的,教師的作用沒有完全發(fā)揮,受到行政的制約,參與度還不夠。因此,根據(jù)我國的國情,借鑒國外相關經(jīng)驗,完善我國教師參與大學內部治理的模式,并提出根據(jù)大學的側重點不同,選擇不同的教師參與內部治理模式是具有重要意義的。
[Abstract]:Academic is the essence of the university, teachers as the main body of the academic, is an important part of the university. Throughout the famous western colleges and universities, all teachers have played an important role in it. After the founding of the people's Republic of China, Chinese teachers gradually participated in the internal affairs of universities and played a more and more important role, especially the implementation of laws and regulations such as the higher Education Law of the last century. It provides a legal guarantee for teachers to participate in the internal affairs of the university. However, because of the Party and government leadership system, the administrative power is dominant in the universities, and the autonomy of teachers in the universities is restricted, which affects the teachers' enthusiasm and initiative and the improvement of the level of running a university. With the introduction of governance theory into Chinese universities, as an important stakeholder, teachers play an even more important role in universities. It is in this situation that the research of teachers' participation in university internal governance is paid attention to. How to construct a model to make teachers play their due role in the internal governance of universities, balance the power within universities and provide guidance for teachers to participate in the internal governance of universities has become a problem facing the higher education circle. The article is divided into six chapters, explaining the background and significance of the topic, summarizing the relevant literature, explaining the structure of the paper, research methods and innovation points. The second chapter defines the concepts of governance, university governance and mode, and expounds the two theoretical bases of this paper: stakeholder theory and humanistic management theory, which are appropriate to this paper. The third chapter is based on the main ways or forms of teachers' participation in the internal governance of universities in our country, and analyzes two existing modes of teachers' participation in the internal governance of universities: the combination of the staff Congress and the committee and the model of the professor committee. The fourth chapter analyzes the existing problems of teachers' participation in the internal governance model of universities from three aspects, and deeply excavates the existing problems through the interview of teachers and administrators. In addition, the paper analyzes the causes of the problems of teachers' participation in the internal governance model of universities in China, mainly from three aspects. The fifth chapter puts forward the principles and suggestions to improve the teachers' participation in the internal governance of universities in our country, and draws lessons from the relevant experiences of famous universities in the world. The last part is the conclusion, the conclusion and the deficiency. At present, the internal governance of universities in our country is based on the administrative power represented by the president. The role of teachers is not fully brought into play, and is restricted by administration, and the degree of participation is not enough. Therefore, according to the national conditions of our country, draw lessons from the relevant experience of foreign countries, perfect the mode of teachers' participation in the internal governance of universities, and put forward that it is of great significance to choose different teachers' participating in the internal governance mode according to the different emphases of the universities.
【學位授予單位】：東北大學
【學位級別】：碩士
【學位授予年份】：2012
【分類號】：G645.1;G647

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