教师参与大学内部治理的渠道:一个“组织-制度”分析框架  

Channels of Faculty's Participation in Internal Governance of University:An Analysis Framework of Organization-Institution

作　　者：叶文明[1,2] 

机构地区：[1]南京师范大学教育科学学院,博士研究生江苏南京210024 [2]宁波大学发展规划处,副处长浙江宁波315211

出　　处：《中国高教研究》2017年第3期32-36,共5页China Higher Education Research

基　　金：2014年浙江省教育厅科研项目"大学章程制定的实践逻辑--基于N大学的个案研究"(Y201430905);2017年度浙江省哲学社会科学规划重点课题"县域办学:浙江省高等教育第三次布局调整研究"(17NDJC016Z)的研究成果

摘　　要：教师参与大学内部治理的渠道是教师从实现自身利益需要出发,到产生参与动机,再到实现参与目的的路径或过程。"组织"和"制度"是影响教师参与渠道有效性的两个重要因素,教师参与渠道于是可以划分"有组织-有制度"渠道、"无组织-有制度"渠道、"有组织-无制度"渠道、"无组织-无制度"渠道四种类型。通过"成本-收益"分析,得出上述四类渠道的效用依次递减,这表明"制度"变量对教师参与渠道效用的影响更为直接和敏感。因此,提高教师参与渠道效用、增进教师参与治理的首要路径是为教师参与渠道提供更有效的制度供给,其次是提升教师利益表达和协商的组织化水平。The channel of faculty＇s participation in internal governance of university is the process from producing participation motivation to meeting their needs. Organizing and institutionalizing are two important factors which affect the effectiveness of the channels. Based on these two factors, we can group the channels into four types： organized -institutionalized, organized -uninstitutionalized, unorganized -institutionalized, and unorganized-uninstitutionalized. The utility of those four types of channels is decreasing in turn through cost- benefit analysis, which indicates that institutionalizing affects the utility of channels more sensitively and more directly. That means the foremost choice of improving the utility of channels is to provide effective institution, and organize the facuhy＇s interest.

关 键 词：大学内部治理 教师参与 参与渠道 制度 组织 

分 类 号：G647[文化科学—高等教育学]