| 高等学校辅导员双线晋升悖论--一项基于扎根理论的研究 |
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| 引用本文： | 陈向明,王富伟.高等学校辅导员双线晋升悖论--一项基于扎根理论的研究[J].教育研究,2021,42(2):80-96. |
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| 作者姓名： | 陈向明 王富伟 |
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| 作者单位： | 北京大学教育学院 北京100871;北京教育科学研究院德育研究中心 北京 100036 |
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| 基金项目： | 北京大学基础教育研究中心于越教育发展基金的支持。 |
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| 摘 要： | 为增加高等学校辅导员工作的吸引力,教育部颁发了双线晋升政策,辅导员在职业晋升时可以同时申请职级和职称两个系列。使用扎根理论研究路径考察案例学校辅导员在双线晋升政策要求下如何应对职业晋升,发现名义上提供双重机会的双线晋升政策,因与辅导员的工作特征不相匹配,实质上变成了辅导员晋升的双重困境。尽管辅导员在不同的情境和干预条件下采取了不同的行动策略,但他们对晋升后的结果都不满意,以致这项意图良好的政策产生了预期外后果:在政策目标、手段和结果各方面都出现了名实分离的情况。之所以出现这种悖论,是因为辅导员晋升中存在政府逻辑、专业逻辑与市场逻辑的错位。此悖论不仅给辅导员的专业认同带来了巨大困惑,而且对辅导员的专业化提出了挑战。对那些为了在学术竞争中名列前茅而实施类似政策的学校而言,本研究结果具有借鉴作用。
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| 关 键 词： | 辅导员 扎根理论 悖论 名实分离 制度逻辑 |
A Paradox of the Double-Track Promotion for University Counselors——A Study Based on the Grounded Theory |
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| Chen Xiangming,Wang Fuwei.A Paradox of the Double-Track Promotion for University Counselors——A Study Based on the Grounded Theory[J].Educational Research,2021,42(2):80-96. |
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| Authors: | Chen Xiangming Wang Fuwei |
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| Institution: | (the Graduate School of Education,Peking University,Beijing 100087;the Shanghai Municipal Institute for Lifelong Education,East China Normal University;the Research Center for Moral Education,Beijing Academy of Educational Sciences,Beijing 100036) |
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| Abstract: | To make the job of university counselors more attractive,the Ministry of Education of the PRC issued the double-track promotion policy;according to the policy,university counselors can apply for both administrative positions and academic positions in their promotion. This study,based on the grounded theory,explores how university counselors cope with their promotion according to this policy. The results reveal that in name the policy offers opportunities for double-track promotion,but it is incompatible with the job of university counselors,and actually puts them in trouble. In spite of their strategies under different conditions and interventions,none of them is satisfied with the results of their promotion so that the well-intended polity has produced unexpected consequences:a divorce between name and substance in the objective, means and results. This paradox, which results from the misplaced administrative,professional and market logic,has not only brought confusions to university counselors in their professional identity,but also posed a challenge for their professionalism. For those higher education institutions practicing similar policies to come out on top in academic competitions,these findings can be used for reference. |
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| Keywords: | university counselor grounded theory paradox divorce between name and substance institutional logic |
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