大学教师学术地位配置机制研究——基于国家级人才项目的案例考察

Investigating the Academic Status Allocation Mechanism of University Faculty:A Case Study of National Talent Projects

大学教师学术地位是学术系统分层结构在个体层面的映射,其因组织对个体的制度性分等和差异化支持而成为重要的学术治理工具。基于行动者的动机、机会和互动形式,构建“吸纳-嵌入”“委托-代理”“诱导-回应”和“下沉-联结”四项大学教师学术地位配置机制。通过对国家级人才项目的过程追踪,验证并分析四项大学教师学术地位配置机制的行动者及其逻辑、运行边界及约束条件。大学教师学术地位配置机制通过串联行政权威、学术力量和主体能动为审思我国学术治理模式变革提供新视角,也为激发个体与组织学术活力以推动我国高等教育高质量发展提供有益启示。

University faculty's academic status plays a crucial role in academic governance as it reflects the hierarchical structure of the academic system and enables differentiated support based on institutional classification. Based on the actors' motivations, opportunities, and interaction forms, this research constructs four mechanisms for configuring the academic status of university faculties: “absorption-embedding” “principal-agent” “induction-response” and “sinking-connection”. By analyzing the process of national talent projects, this study validates and analyzes the actors, underlying logic, operational boundaries, and constraints associated with each mechanism for allocating academic status. The exploration of these mechanisms provides a fresh perspective for evaluating the reform of the academic governance model, by establishing connections between administrative authority, academic prowess, and individual initiative. Additionally, it offers valuable insights to enhance organizational and individual academic vitality, thereby facilitating the high-quality development of the academic profession.