摘要
调查发现,除学位和外语水平等硬性约束条件外,岗位晋升主要与科研成果的数量和应聘者的资历有关,科研成果质量对岗位晋升的影响相对较小,课堂教学工作量与岗位晋升之间呈负相关关系。课堂教学工作主要由副教授和讲师承担,教授承担的课堂教学工作量普遍不足。科研产出则呈现出相反的趋势,教授、副教授和讲师的科研产出逐次降少。科研产出的内部差异也较大,少数教授和副教授产出了大多数的科研成果。
The survey indicates that apart from unnegotiable restriction from minimum academic degree and foreign proficiency,post promotion is mainly related to the number of academic results and applicants' seniority while the quality of academic achievement has less influence on post promotion and classroom workload bears negative relevance on post promotion.Classroom teaching load is mainly undertaken by associate professors and lecturers while professors' teaching task is generally inadequate.Academic output takes on inverse trend;professors,associate professors and lecturers on gradual downward in their academic performance.The academic results vary a lot even within them,a small number of professors and associate professors for most of scientific results.
出处
《新疆师范大学学报（哲学社会科学版）》
CSSCI
北大核心
2012年第5期87-93,共7页
Journal of Xinjiang Normal University(Philosophy and Social Sciences)
基金
国家自然科学基金项目"我国本科人才培养质量研究"(71173022)的阶段性成果
关键词
高校教师绩效
晋升考核
Performance Result for Teachers in Institutions
Promotion Assessment
