Academic Work within a Mode of Mixed Governance: Perspectives of University Professors in the Research Context of Western China

Autor/inn/en	Li, Linlin; Lai, Manhong; Lo, Leslie N. K.
Titel	Academic Work within a Mode of Mixed Governance: Perspectives of University Professors in the Research Context of Western China
Quelle	In: Asia Pacific Education Review, 14 (2013) 3, S.307-314 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1598-1037
DOI	10.1007/s12564-013-9260-2
Schlagwörter	Foreign Countries; College Faculty; Governance; Research; Educational Change; College Administration; Contracts; School Business Relationship; Teacher Evaluation; Undergraduate Study; Interviews; Income; Teacher Salaries; Career Development; Faculty Development; Labor Conditions; China + Suchen Sie Ihr Suchwort? Ausland; Fakultät; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Forschung; Bildungsreform; College administrators; Hochschulverwaltung; Vertrag; Teacher appraisal; Lehrerbeurteilung; Grundstudium; Interviewing; Interviewtechnik; Einkommen; Lehrerbesoldung; Lehrervergütung; Berufsentwicklung; Arbeitsbedingungen
Abstract	Chinese higher education institutions have been subjected to the intensive bureaucratic governance led by the central authorities since 1949. Since the new public management has been a burgeoning social discourse, some reforms have been conducted recently, centering on the competitive contract-centered employment of staff, integration of industrial sectors, universities, and research institutes, and the evaluation of teaching quality at the undergraduate level. By embracing the ideas of new public management, a mode of mixed governance has evolved within the larger milieu of Chinese higher education. By in-depth interviews with 36 university teachers from a university in western China, this study finds that the distribution of income within the academic community has been polarized, so that the career development of new teachers and those in low priority disciplines is curtailed. Additionally, research is assigned more priority than teaching; institutional service has made distracted academics from knowledge. Lastly, Chinese academics' work has been greatly affected by a mixed mode of governance spawned by the unique integration between paternalistic governance, bureaucratic management, and new public management. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10