研究型大学理工科青年教师“预聘期”和“长聘期”科研行为对比研究——以A大学为例

Comparative Study on Research Behavior of Young Science and Engineering Teachers at“Pre-employment Period”and“Long-term Employment Period”in Research Universities——Taking University A as Example

“预聘—长聘”制度改变了我国高校青年教师职称晋升的过程,对青年教师的学术行为和职业发展产生较大影响。文章选取A大学理工科长聘青年教师作为研究对象,采用质性研究方法,对青年教师“预聘期”和“长聘期”的科研行为进行对比研究。研究发现,在预聘期,青年教师的科研行为往往围绕长聘评估规则展开,表现出追求独立性、顶刊发表以及合作适可而止的特点;进入长聘期后,青年教师处于宽松自由的学术行动空间内,他们的科研行为通常围绕研究兴趣展开,表现出追求长远规划、探索性研究以及重视研究质量的特点。研究表明,完善“预聘—长聘”制度,促进青年教师成长,高校及人事部门在各项重要政策的制定过程中,应认同青年教师的主体地位,将长聘评估标准与教师学术职业长远发展相统一;建立多元评价体系,根据学科以及研究特点建立不同的评价标准;完善长聘教师激励制度,延续并提高长聘教师的创造力。

The“pre-employment and long-term employment”system has changed the process of promoting the professional titles of young teachers in China,and has had a significant influence on their academic behavior and career development.This study selects long-term employed young science and engineering teachers from University A as the study object,and adopts a qualitative research method to carry out a comparative study on the research behavior of young teachers at the“pre-employment period”and“long-term employment period”.The study has found that during the pre-employment period,young teachers'scientific research behavior often revolves around the evaluation rules of long-term employment,showing the characteristics of pursuing independence,top publication,and moderate cooperation;after entering the long-term employment period,young teachers are in a relaxed and free academic action space,but their e.orts have become an inertia,and their research behavior usually revolves around research interests,showing the characteristics of pursuing long-term planning,carrying out exploratory research,and valuing research quality.The study has shown that in order to improve the pre-employment and long-term employment system and promote the growth of young teachers,universities and personnel departments should recognize the dominant position of young teachers in the formulation process of various important policies,and unify the evaluation criteria for long-term employment with the long-term development of teachers'academic careers;establish a diversified evaluation system,and establish different evaluation criteria based on the characteristics of the discipline and research;improve the incentive system for long-term employed teachers,continue and enhance their creativity and ability to cultivate talents.