世界一流大学建设道路上“跟跑型”教师现象探析——基于Z大学的案例研究

Mediocre-Performing Faculty in Universities Striving for “World Class Excellency”: An Analysis Based on the Job Demands-Resources Model

自然人共同组成了社会,有学识的一群社会人共同组成了大学这个“学术社会”,大学与教师在其中相携而行,共同成长。努力完成追赶世界一流大学任务的高校改变了原来的发展轨道,使得部分教师跟不上学校快速转型发展的节奏,无法完成个人职业生涯发展模式的转型,成了与高层次“领跑型”人才相对应的角色——“跟跑型”教师。本文以Z大学的5位教师为案例,借用工作要求—资源模型理论,分析“跟跑型”教师所面临的高校工作环境及个人工作表现,认为大学快速转型的工作要求及偏重物质性的工作资源,影响了教师的实际表现,即大学对案例教师沦为“跟跑者”难免其责。

Under the "Double First Class" initiative, many higher education institutions in China have undertaken transformation journeys and quickened their development pace. Nevertheless, quite a few faculty members failed to keep up with rapid changes on campus and ended up being mediocre-performing teachers lagging behind, rather than top-performing ones in the lead. Through analyzing five cases of such mediocre-performing teachers in Z University based on the Job Demands-Resources (JD-R) model, we find that increasingly demanding requirements of universities striving for world class excellence, together with the provision of merely physical resources rather than social and emotional support, have partially contributed to poor performance of those faculty members. Since the university is an academic community, which involves the faculty, students and administrators as well, each working to help and benefit the others ,university administration is to blame, too, for mediocre performance of those teachers lagging behind.