“新台阶”或“岔路口”:高校教师流动对学术职业发展的多重效应

"New Steps"or"Crossroads":The Multiple Effects of Teacher Mobility on Academic Career Development

我国学术劳动力市场的灵活性逐渐增强,高校教师的校际流动成为常态。基于实证方法,探讨教师流动行为对其学术职业发展的影响,成为重要议题。本文采用履历法收集北京市8所高校教师流动的特征以及教学成果和科研成果数据进行分析,通过构建Logit和负二项回归模型,分析高校教师流动经历对其学术职业发展的影响,探讨学术流动是职业发展的“新台阶”抑或仅为“岔路口”。研究发现,高校教师流动对学术职业发展具有多重影响路径:一方面,高校教师流动一定程度上促进了教师科研产出的显著增加,但此正向效应具有一定的局限性,受到流动周期干预;另一方面,流动经历并不利于教学发展中取得优秀教学成果。通过流动时间间隔的门槛检验发现,高校教师流动对科研发展的积极影响具有倒U型特征。基于研究发现,本文尝试性提出重视教师多元化职业发展、实施“6+1”科研型教师考核以及适当“破格”放宽部分教师流入和流出制度等建议,旨在实现教师职业发展与高校学科建设的有效融合,为高校人才管理提供有益参考。

China's academic labor market is experiencing a growing level of flexibility,with inter-school mobility among university teachers becoming a common practice.Using empirical methods,this study delves into the impact of teacher mobility behavior on academic career development.This article employs the CV method to gather data on teaching and research achievements for analysis.It constructs a Logit and negative binomial regression model to analyze the impact of teacher mobility experience on academic career development,exploring whether academic mobility represents a"new stage"or just a"fork in the road"for career development.It finds that the mobility of university teachers has multiple impact paths on academic career development.University teachers'mobility promotes increased research output.but this effect is limited and influenced by the mobility cycle.However,mobile experiences do not contribute to achieving excellent teaching outcomes in teaching development.The threshold test of the flow time interval reveals an inverted U-shaped pattern in the positive impact of university teacher flow on scientific research development.Finally,we suggest to implement the"6+1"scientific research teacher assessment and selectively"breaking the rules"to ease the inflow and outlow system for certain teachers.