The Enlightenment of the Development of Foreign University Teachers to the Construction of China's Teachers: From the Perspective of Human Resource Management
Science Journal of Education
Volume 6, Issue 1, February 2018, Pages: 1-7
Received: Aug. 4, 2017;
Accepted: Sep. 12, 2017;
Published: Jan. 11, 2018
Views 1985 Downloads 138
Jing Su, Department of Human Resource, Jiangsu University, Zhenjiang, P. R. China
Follow on us
Faculty development is the key to enhance the core competitiveness of higher education, which is a significant guarantee to effectively implement the strategy of sustainable development and promote the national strength. For nearly 30 years, the operation of university training mechanism has made great contribution to the construction of university teachers, thus cultivating a group of brilliant teachers. However, some problems still remained in faculty development of our country: valuing introduction, despising training; valuing material needs, despising spiritual needs; valuing research, despising teaching; valuing high-end talent, despising comprehensive faculty. These problems largely affect the quality and satisfaction of faculty. Learning from the experience of higher education in developed countries, the building of faculty team in our country can be carried out from the following several aspects: turning the development concept towards humanization, ensuring the development paths to network, converting the development patterns to whole process, changing the management team to professionalization, transforming the evaluation subject to diversification.
University, Faculty Development, Faculty Team Building
To cite this article
The Enlightenment of the Development of Foreign University Teachers to the Construction of China's Teachers: From the Perspective of Human Resource Management, Science Journal of Education.
Vol. 6, No. 1,
2018, pp. 1-7.
Copyright © 2018 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/
) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Gao Guiyun. The present situation of the development of university teachers in China from 2001 to 2009 and the suggestions for further study [J]. Journal of Higher Education. 2012, 29 (2).
Pan Maoyuan, Luo Dan. Brief discussion about the development of university teachers in China [J]. Journal of Chinese university teaching. 2007, (1).
The world university rankings in the UK Times higher education supplement in 2013. http://sh.qq.com/a/20130621/014579.htm
Wang Li. The research about the development of university teachers in America: from the perspective of history [D]. k. Shanghai: East China normal University. 2012, 29-31.
Xu Yanyu. The characteristics and inspiration of the development of American college teachers [J]. Higher engineering education research. 2008, (3).
Fan Yihong. The research about the development of the university teachers in Finland: a case study about the University of Helsinki [J]. Journal of Xinjiang normal University. 2012, 33 (5).
The higher education in China is catching up with Japan. http://news.163.com/14/0620/15/9V6NNOCE00014AED.html
Chen Mingxin. From the training of university teachers to the development of university teachers: the policy and academic perspective [D].
Zhong Binlin. The present situation, predicament and countermeasure of the development of university teachers in China [J]. Journal of national education school of administration. 2012, (9).
Du Yi. Investigation on the status of teacher burnout in colleges and universities [J]. Education and vocation. 2012, (10).
Chen Suna. A comparative study on the development system and characteristics of teachers in UK and Chinese universities [D]. Xiamen University, 2009.
Kathleen M. Boyden. The development of new faculty in higher education [J]. Journal of professional nursing. 2000, 16 (2).
National medium and long-term education reform and the office of development plan working group. National medium and long-term plan for education reform and development from 2010 to 2020 [Z]. K. Beijing, 2010.