External Environment Development of Teaching Staff Construction in Chinese Independent Colleges: Take Chongqing as an Example

By Xiaotian, Fang; Deqing, Wang | Canadian Social Science, May 1, 2013 | Go to article overview

External Environment Development of Teaching Staff Construction in Chinese Independent Colleges: Take Chongqing as an Example


Xiaotian, Fang, Deqing, Wang, Canadian Social Science


Abstract

Independent colleges have made major contributions to China higher education development. However, with the rapid expansion of Chinese independent colleges, teaching staff construction issues have become more and more obvious, for example, lack of teaching staff construction, structural imbalance, unsteady teaching teams, and low personal quality. This paper takes 7 independent colleges in Chongqing as examples to analyze external environment influencing the construction of independent colleges' teaching staff construction. At the end of the paper, the authors have given several suggestions for resolving problems occurred during teaching staff construction in independent colleges such as eliminate social prejudice, strengthen personnel laws and regulations construction, increase government support, build colleges and universitie assistance mechanism, establish scientific teaching resource configuration mechanism, and so on.

Key words: Independent colleges; Teaching staff construction; External environment development

INTRODUCTION

The eighteenth national congress of the Communist Party of China proposed that education should be the primary task of the Party even before improving people's livelihood and strengthening social construction. The conference also strengthened that "the Party will try its best to provide satisfactory education to the people" and "encourage and lead social powers to establish schools" which shows that the Party attaches importance to education and also encourages and support non-governmental funded education development (LU, & Xin, 2012). No doubt, the information given by the conference will provide great opportunities for Chinese non-governmental funded education reform and innovation, healthy and sustainable development, and also enormous encourages for private education workers. Recently, independent colleges have contributed a lot to the rapid development of Chinese higher education. Until May, 2012, there have been 298 independent colleges officially approved by the government which accounts for 26% of China's 1142 universities2. By the end of 2010, Chinese independent colleges' internal students reached 2,600,000 and full-time teachers are 126,7203. However, with the rapid expansion of Chinese independent colleges, teaching staff construction issues have become more and more obvious, for example, lack of teaching staff construction, structural imbalance, unsteady teaching teams, and low personal quality. The authors of this paper have studied 7 independent colleges in Chongqing, China, investigated independent colleges' teaching staff construction situation and problems, analyzed the influences brought by external environment upon teaching staff construction, and therefore gives related suggestions on the improvement of teaching staff construction4.

1. CHINESE INDEPENDENT COLLEGES' TEACHING STAFF CONSTRUCTION SITUATION AND PROBLEMS

1.1 Significant Short-sighted Teaching Staff Construction Is Obvious and Lacks of Scientific Planning and Systematic Institutional Improvement

At present, although independent colleges have realized the importance of teaching staff construction, they cannot correctly understand the concept of constructing teaching staff team, for example, low teaching staff construction goals, give priority to short-term construction planning, random and uncertain progresses, personnel system construction seriously lags, and so on. In detail, problems are: a) Lack of systematic supporting mechanism for teachers' training, teaching quality evaluation, teaching behavior norm, and inspiration for teaching and scientific researches; b) Unsound young and middle-aged teachers' professional development, training, and advanced study system; c) No institutional guarantee for high-level personnel such as disciplinary leaders; d) Difficult to set up science positions, lack of detailed policies for position management, and disordered teaching staff formation standard; e) Lack of scientific evaluation system and socialized personnel evaluation mechanism.

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