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每个组织都是由各种不同的职位、等级或阶层的排列所组成,每个人都隶属于其中的某个等级。彼得原理是美国学者劳伦斯·彼得在对组织中人员晋升的相关现象研究后,得出一个结论：在各种组织中,雇员总是趋向于晋升到其不称职的地位。彼得原理有时也被称为向上爬的原理。这种现象在现实生活中无处不在：一名称职的教授被提升为大学校长后, 相似文献
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彼得原理 每个组织都是由各种不同的职位、等级或阶层的排列所组成,每个人都隶属于其中的某个等级.彼得原理是美国学者劳伦斯·彼得在对组织中人员晋升的相关现象研究后,得出一个结论:在各种组织中,雇员总是趋向于晋升到其不称职的地位.彼得原理有时也被称为向上爬的原理. 相似文献
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教育要发展 关键在人才 总被引：1，自引：0，他引：1
今天,我们在人民大会堂隆重举行2005年度长江学者特聘教授、讲座教授受聘仪式暨长江学者成就奖颁奖典礼。今天,陈至立国务委员亲自出席受聘仪式和颁奖典礼,充分体现了党中央、国务院对“长江学者奖励计划”的高度重视和对高校高层次人才的亲切关怀。长江学者代表陈仰教授、李宁教授、饶子和教授,大学校长代表黄伯云院士作了发言,讲得都很好。在此,我谨代表教育部向新受聘的长江学者特聘教授、讲座教授和长江学者成就奖获得者表示热烈的祝贺!向一直关心、支持教育事业的有关部门、香港著名爱国实业家李嘉诚先生以及社会各界表示衷心的感谢!19… 相似文献
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2010年岁末,新语丝网站的一篇题为《关于长江学者特聘教授乱象的一个例子》的网帖走红网络。记者调查证实,刘泉声是中科院岩土所二级研究员。2006年,山东科大聘任刘泉声为"泰山学者特聘教授"。2009年9月,武汉大学把刘泉声聘为"长江学者特聘教授"后,他一直在学院全职工作并任学院的副院长。 相似文献
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通过数据统计分析了90名物理学长江学者特聘教授的设岗学科、籍贯、受聘院校、当选年龄等特征状况信息。研究表明:我国物理学长江学者特聘教授存在设岗学科分布不均衡、受聘院校分布过度集中于优势学校、生源院校与受聘院校"近亲繁殖"现象突出等问题屏障。其最大问题可以归结为马太效应屏障。为了超越屏障,更好地释放"长江学者特聘教授"的政策红利,我们建议关注"长江学者"这一科技人才政策的功能开放性,增强其社会效益。 相似文献
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彼得原理认为：在层级组织里,每位员工都可能晋升到自己不能胜任的阶层。这种情况在高校中同样存在,其产生有个人认识方面的原因、高校内部管理行政化原因及高校本身所具有的层级组织特点的原因。超越彼得原理,需从个人主观方面入手,完善职务晋升机制,强调终身教育,做到高校内部管理去行政化,从制度上确保胜任的人员愿意留在胜任的岗位,这样才能使高校的人事晋升做到知人善用,人尽其才。 相似文献
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This article explores the experiences of male and female academics in China's higher education system concerning career progression and examines how they perceive the challenges faced by the opposite gender. Our analysis of interviews with 40 academics from a research university revealed that academics' experience of career progression is informed by gendered divisions of labour at home and work and by gendered role expectations that are prevalent in Chinese culture. Female academics reported performing a disproportionate amount of household work: some felt satisfied with having moderately successful academic careers, whereas others aspired to do more but grappled with the difficulties of doing so. In contrast, male academics mentioned great pressure to pursue promotion and career progression: they reported feeling less work–family stress but were fearful of failing in their role as breadwinners. Male and female academics showed mixed comprehension of each other's plight, but in general, female academics recognised that male academics faced higher career expectations but lower household burdens, and male academics felt that female academics had lower career expectations and many more burdens and constraints. Male academics tended to stress biological and societal reasons for gender differences in Chinese academia, whereas female academics highlighted the power of cultural and social beliefs. We argue that the challenges faced by Chinese academics can only be mitigated if gender-specific promotion paths that recognise men's and women's social roles and obligations are made available. 相似文献
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Steven Weinberg 《Academic Questions》1995,8(2):7-13
The essays in this symposium were originally presented as the opening panel at the fifth national conference of the National
Association of Scholars titled “Objectivity and Truth in the Natural Sciences, the Social Sciences, and the Humanities.” The
conference took place in Cambridge, Massachusetts, from 11 to 13 November 1994. 相似文献
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《师资教育杂志》2012,38(2):117-126
This study explored undergraduates' views of teaching as a career choice. A total of 298 students completed a questionnaire in which they were asked to rate the importance of 20 factors in influencing their choice of career, and then the extent to which they thought teaching as a career offers these factors. A comparison was made between the views expressed by three groups of students: those who were definitely not considering teaching (N = 102), those who were seriously considering teaching (N = 40), and those who were undecided (N = 155). All three groups rated 'a job that I will find enjoyable' as the most important factor influencing their choice of career. However, as we move from the 'definitely not considering teaching' group towards the 'seriously considering teaching' group, there was a shift towards rating as important in their choice of a career those factors which teaching more evidently offers and a more favourable rating that teaching offers these factors (e.g. 'a job which gives me responsibility', 'a job where I can contribute to society' and 'job mobility'). The students who reported that they could be encouraged to consider teaching as a career were also asked to consider measures that might do so. The most highly rated measure was 'an increase in the quality of resources for teaching'. 相似文献
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BackgroundTeaching 21st-century skills is widely recognized as an important task of higher education. However, an overview of which skills students need to obtain a sustainable career is missing. Using the Framework for 21st Century Learning (P21, 2019a) and the model of sustainable careers (de Vos et al., 2020), we aimed to take stock of current knowledge on which 21st-century skills are considered important for social sciences students’ sustainable career development and how these skills contribute to their career sustainability.MethodsFor this systematic review, we searched EconLit, ERIC, International Bibliography of the Social Sciences (IBSS), PsycINFO, Scopus, Sociological Abstracts, and Web of Science on May 28, 2021. We selected peer-reviewed empirical articles that were published between 2003 and 2019 and addressed graduates' and employers' perspectives on the skills needed for social sciences graduates’ career sustainability. Twelve articles met all our selection criteria and were included for a thematic analysis after quality appraisal.ResultsThe included articles operationalized the career sustainability of social sciences graduates mostly in terms of finding a job and maintaining employment, to a lesser extent as high job performance, job satisfaction, and work engagement. Communication and problem solving skills were most frequently reported by both social sciences graduates and employers as crucial for a sustainable career. In addition, critical thinking, initiative and self-direction, and social and cross-cultural skills were also reported as important skills. None of the studies investigated mechanisms that would explain how these skills would exactly contribute to social science graduates’ career sustainability.DiscussionThe results of this review showed that studies to date have addressed only a limited number of career sustainability indicators. Moreover, explanatory mechanisms have largely been ignored. This is an important gap in the literature that future studies would need to address by building on the existing sustainable career development models. 相似文献
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Katariina Rahikainen Kai Hakkarainen 《Scandinavian Journal of Educational Research》2013,57(5):467-487
The purpose of this study was to investigate Finnish high school students' and teachers' perceptions of the effects of short-term Nordic study abroad programs in which they had participated. The data presented were based on a mixed-methods strategy. The data set consisted of responses from 158 students and 92 teachers to a specifically developed Study Abroad Assessment (SAA) instrument. These data were analyzed quantitatively and, in part, also qualitatively. Additional qualitative data in the form of interviews with six participants were also analyzed. Four factors emerged from the analysis which represented dimensions of what a short-term study abroad (SA) program may offer to its participants. These dimensions were named “Personal growth,” “Social connectedness,” “Development of Nordic awareness,” and “Impact on career or study opportunities.” Composite variables were created on the basis of these factors. The analysis revealed some statistically significant differences between the groups (Period Scholars; Scholars to Sweden; Teachers) concerning the composite variables. The qualitative part of the study provided information on the benefits and challenges of short-term study abroad that were compatible with previous studies. There is evidence that even short-term study abroad programs in a Nordic context provide participants with some core skills needed later in life, and the benefits of SA were perceived to be greater by those who spent more time in the new environment. 相似文献
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Fred Lubben Bette Davidowitz Andy Buffler Saalih Allie Ian Scott 《International Journal of Educational Development》2010
This paper explores the reasons underlying access students’ decisions on their study programmes as they progress through their extended science degree, including the role of career aspirations in these decisions. Data from semi-structured interviews with 20 third year undergraduates show two groups according to their decision criteria. Programme-focused students are guided by an interest in the science subject and, later, by the possibilities of the study programme. Their main aim is the completion of the degree. Career-oriented students are motivated, initially, by role models and extra-curricular science activities, and subsequently by the career they see themselves pursuing after graduation. There is some indication that career orientation is linked with greater study persistence. The applicability of the Social Cognitive Career Theory is discussed, and recommendations are made for accommodating students’ career aspirations in BSc programmes. 相似文献
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潘国英 《湖州师范学院学报》2000,(2)
关于什么是变文、变文的来源和界定等问题,历来众说纷坛。“变文”与“变相”是相辅而行的,是“变相”的说明文。“讲唱”,是“变文”作为一种文体的形式,是中国本上固有的东西。但“变文”不同于“讲经文”、“诗话”、“话本”等其它敦煌讲唱文学写本,不能以“变文”一词笼统称之。 相似文献
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What parts of teaching do academics see as feasible to delegate? 总被引：1，自引：0，他引：1
Pamela M. Warton 《Higher Education》1995,29(2):129-141
This paper investigates Australian academics' views about teaching by asking them about the aspects of their job they could contract to other. In particular, it contrasts the views of 26 academics the Humanities with those of 26 in the Social Sciences. The results showed no differences as a function of level of appointment or gender but a significant difference by teaching area: academics from the Social Sciences were more likely to approve in general the practice of buying out time. When asked about contracting out specific aspects of teaching, the only area of difference was for marking (Social Sciences were more often in favour). In all other respects, the viewpoints expressed by academics from the Humanities and Social Sciences were very similar. Such approval was rarely given unconditionally, however. Concerns were expressed about the need to maintain some degree of supervision or responsibility for teaching. Academics agreed on their overall goals in teaching, on whether or not lecturing, tutorials and student consultation could be contracted to others and on the ideal amounts of time to spend on teaching, research, and administration. It is argued that this pattern of results is more likely to reflect a difference in implementation of goals rather than a difference in baseline ideas as a result of different cultures in the two teaching areas. 相似文献
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Martin E. Amin 《Assessment & Evaluation in Higher Education》2002,27(3):281-291
The purpose of this study was to identify the factors which students consider important in the evaluation of courses and teaching in a bilingual university setting, where teachers teach in either English or French and students receive lectures in the language of the teachers, independent of whether they (students) are anglophones or francophones. The sample consisted of 247 anglophones and 380 francophones registered in the first year in various courses at the Faculty of Arts Letters and Social Sciences (FALSS) of the University of Yaounde I in Cameroon. A principal component factor analytic technique was used, factors rotated to a simple structure and minimum eigen-value of 1.0 set as a criterion for cut-off. Six factors accounting for 75.3% of the common and specific variance were identified. Results of earlier studies reviewed showed that rapport with students, evaluation of assignments and feedback, availability of help, and course organisation are commonly found. The 'workload' and 'language or communications' factors found in this study are explained in terms of the bilingual context in which teaching and learning takes place in FALSS and the heterogeneous socio-cultural background of both the students and their teachers. 相似文献