大学教师的学术工作：类型、特征及影响因素分析

An Analysis of the Types and Characteristics of Academic Work at the University Level

本研究应用对三所高校500名教师的调查数据，探讨了大学教师学术工作的类型、特征及其满意度。研究发现：（1）大学教师主要围绕教学与研究活动展开学术工作，从事这两类活动的时间占其工作时间的比例约为80％，而从事服务、行政活动的时间所占的比例不足20％。根据大学教师所从事的主体学术活动来分类，可以把大学教师分为教学为主型、科研为主型和行政服务为主型，这三类教师所占的比例分别为59．0％、25．6％和15．4％。（2）随着大学教师资历（年龄、教龄、职称、学位等）的提高，其学术活动逐渐转向以研究为主。（3）大学教师在学术政策和学术性决策中影响力非常有限，学术权力行使不充分。根据上述研究结果，本研究提出如下政策建议：（1）转变大学教师的学术观，使大学教师从更广泛的意义上理解学术的概念及其内涵。（2）鼓励资历深的大学教师更多地从事教学活动，防止大学教师随着资历的提高而脱离教学第一线。（3）扩大大学教师的学术权力，更好地平衡学术权力与行政权力的关系。

In this paper, we investigated the type and characteristics of academic work, and the level of job satisfaction of university teachers by analyzing a survey completed by 500 professors and lecturers employed in three universities. Research findings showed that ： （ 1 ） The main focus of work for university teachers is on teaching and research activities. They spent 80% of their working hours on these two types of work on average. Only 20% of their working hours were being spent on services and administrations. We could classify university teachers into three major types based on the focus of their academic work related activities. These are, teaching oriented, research oriented, and administration oriented. These three types of teachers represent 59.0%, 25. 6%, and 15.4% of all participants respectively within our sample. （2） Due to the recent stress being placed pgrading their credentials （age versus teaching experiences, rankings, and educational backgrounds, etc. ）, academic activities involved have become more very limited level of involvement in the decision making research oriented. （3） University teachers only had a of academic policies. Their academic authority cannot be adequately executed. According to these findings, we recommend the following changes of policies ： （ 1 ） Facilitate changes in the perception of academic work to allow university teachers understand the concept and sub- stance of academic work in a broader sense. （2） Encourage senior teachers to teach more and prevent them from leaving the primary teaching venue as their seniority advances. （3） Empower university teachers in order to achieve a better balance between academic and administrative authorities.