First, colleges and universities have a serious tendency to be administrative
Since the reform of the college entrance examination in 1999, the total number of students enrolled that year reached 1.53 million, an increase of 450,000 over the previous year, an increase of 41In 2002, China's higher education moved from "elite education" to "mass education", with a gross enrollment rate of 15%. New campuses and teaching buildings have risen one after another, and the "hard power" of Chinese universities has increased rapidly. At the same time, in terms of governance structure, adhere to and improve the principal responsibility system under the leadership of the party committee, implement and strengthen the functions and powers of the party committee and the principal, and strengthen the administrative management methods of various functional departments, and the administrative tendency is becoming more and more obvious.
One of the manifestations of administrativeness is that the administrators of colleges and universities not only have administrative resources, but also increasingly have academic resources, and those who "pick on both shoulders" have become the most powerful professional group in universities. In 2010, professors in or part-time administrative positions earned 18 percent more annual salaries than professors who did not;Associate professors who hold or hold administrative positions are 25% higher than those who do not hold administrative positions, and in addition, professors and associate professors who hold or hold administrative positions have more generous project funding, and holding administrative positions has even become one of the important shortcuts to obtaining the title of professor. Corresponding to this change, there is a strange phenomenon of professors and associate professors competing for the position of director, deputy director, and even section chief in many colleges and universities, and the personnel management system dominated by the disguised appointment system has further strengthened the atmosphere of "only the best" and "only the official" in colleges and universities, and polluted the "origin" of the university.
The second manifestation of the administrativeness of colleges and universities is the allocation of resources by administrative instructions. Whether or not scientific research opportunities and resources can be obtained is often not based on the ability of scientific researchers, the academic value of the project itself, and the sustainability and law of scientific research, but according to some administrative instructions and regulations, and various thresholds are set "one size fits all", and the allocation of resources and opportunities changes with the change of policies. For a period of time, it is necessary to cultivate a certain kind of "top-notch talent", and all relevant departments have concentrated resources and opportunities to this group of people according to the same standard, so that they are overwhelmed, and this has led to repeated research and one research report "all" several departments. The allocation of scientific research resources and opportunities by administrative forces often violates the law of scientific research itself, resulting in a waste of national resources and a serious imbalance in the development opportunities of university teachers.
The third manifestation of administrativeness is that the administrative departments of universities are becoming increasingly large and bloated, and the administrative and logistical staff of some universities far exceed those engaged in teaching and scientific research. Multiple administrative departments control different powers and resources, and work independently, issuing various projects and tasks, requiring them to fill in or write various ** and summaries, and comprehensively managing front-line teachers. It can be described as "a thousand lines above, a needle below", and the front-line teachers are tired of coping with the tasks and assessment indicators of various departments, and have become piecework workers on the standardized production line.
Second, the "marketization" of colleges and universities and the income gap
Expanding the school's independent use of human rights, implementing the employment system, flexible employment, personnel management, post salary, implementing performance appraisal and performance salary, establishing a project application and host project team system, invigorating internal income distribution, allowances and rewards, allowing and encouraging teachers to work part-time outside the school (self-run company), promoting the socialization of social security, and promoting the marketization of housing, etc., are collectively referred to as the "marketization" or "enterprise" of the university. This reform has strengthened the "hematopoietic function" of colleges and universities themselves, reduced the financial burden of the university, and increased the income of teachers. But the salient problem is the rapidly widening pay gap among teachers. According to the survey, the income gap between the highest-paid 10% of university professors and the lowest-paid 10% is 59 times, and the gap among associate professors is 45 times. Without grouping, the income gap between individuals within the same title is even greater, with the highest earners among professors being 15 times that of the lowest-income earners, 23 times that of associate professors, and 25 times that of lecturers. The income gap between the subordinate colleges and universities is also obvious, with an annual income of 100,000 to 200,000 yuan in the high-income layer, and the subordinate colleges and universities are nearly 10 percentage points higher than the municipal universities. According to a survey of national universities in Japan, the difference between the income of professors at the highest level and the income of the lowest level is only 14 times, the difference between associate professors is 15 times. The traditional egalitarian "big pot rice" leads to "good work and bad work", which affects the enthusiasm and creativity of teachers. However, the polarization of teachers' incomes caused by "market-oriented" competition is becoming an important factor leading to the decline in the motivation and creativity of university teachers.
The negative impact of the "administrative" and "market-oriented" tendencies of colleges and universities was vividly described by some teachers in the survey as "three rushes and one famine", that is, running for money, running for officials, running for projects, and running for academics.
Third, the salary status of teachers in Chinese universities is low
Compared to salaries in other industries, Chinese university teachers are paid at a low level. The survey found that the average salary card income of teachers in colleges and universities in Beijing in 2010 was lower than the average salary of on-the-job workers in Beijing in 2009. The annual income of university professors in Japan is only lower than that of pilots, ranking second among all industries, associate professors rank fourth, and lecturers rank eighth. In Hong Kong, the average salary level of university teachers is at the upper middle level in the whole society, which is the same as that of civil servants, and they also have relatively generous housing allowances or on-campus dormitories.
The market economy is a competitive economy, but the salary system under the market economy is not a disorderly system, generally speaking, the most sensitive to the market response is the enterprise, the average income of enterprise employees is often positioned as the "central axis" of social remuneration by many market economy countries, and in order to regulate the income level of other industries. Due to the nature of their work, the complexity of their work, and the huge investment in human capital in the early stage, university teachers are generally above the "central axis" of social compensation, which is a relatively reasonable and fair salary system arrangement. China's state-owned enterprises have a strong monopoly, and there is a gap with the real market prosperity index, and private enterprises are closer to the real market, can consider the average income of private enterprise workers as the central axis, so that the number of income distribution of state-owned enterprise managers and employees, university administrative leaders and teachers and the real economy organic link, the development of social productivity and the increase or decrease of national income, to avoid detachment from economic development, "unit standardism" of overpaid wages and inflation, as well as unwarranted widening of income inequality leading to a sense of social injustice. At the same time, the "central axis" fluctuates up and down with the economic boom and recession, and has become the main basis for salary increases and cuts in state-owned enterprises, universities and other departments, so as to avoid the institutional embarrassment that administrative instructions lead to income distribution out of the market and wages can only rise but not fall.
The administrativeization of colleges and universities is more disadvantageous to young doctoral teachers with lower administrative ranks, and the marketization and enterpriseization are even more disadvantageous to young doctoral students with lower professional titles and reputations. The combination of administration, marketization, and enterprise puts young doctoral teachers in a particularly difficult situation. The doctors said that after studying for more than 20 years, the income is not as good as that of migrant workers who graduated from junior high school. A doctor calculated that the monthly income of skilled workers in Beijing has reached three or four thousand yuan, and some have reached more than 5,000 yuan, while the national part of his income is 1,100 yuan, and the school gives 2,500 yuan, which is less than 4,000 yuan.
Fourth, the continuous increase in the performance appraisal of colleges and universities under the marketization has shredded the limited energy of teachers
In the face of the intensifying "marketization" of colleges and universities, managers have not taken measures to "prescribe the right medicine" to increase investment in higher education and improve the salary structure and salary of teachersInstead, it tries to control non-salary income and allow teachers to return to the classroom and scientific research through the increase in performance appraisal. These indicators include: undergraduate teaching, with graduate students, published papers, presided over projects, on-campus funds, the number of awards and certificates, and the number of approvals, some indicators are ridiculously high, such as more than 450 standard hours in an academic year, three articles a year, one sci, ssci, a& HCI or CSSCI, a book every three years, etc., the performance increase has not achieved the expected effect, but has made the problem of academic fraud in universities prominent, ordinary teachers are busy coping, overtime work has become the norm for college teachers, and many teachers have been in a "sub-health" state for a long time. Surveys show that only 5 professors work less than 8 hours a day6%, work 8 119 hours accounted for 679%，12～15.9 hours accounted for 243%, there are 22% even in 16 hours or more. Associate professors work 8 11 per day77 for 9 hours3% and 12 15 per day9 hours for 113%, there are 0Seven per cent work more than 16 hours a day. The vast majority of university teachers work more than 10 hours a day. In addition, professors work more than 6 days a week as high as 749%, of which 7 days (working every day) up to 363%。526%。The higher the job title, the more performance pressure and the longer the working hours.
5. Institutional arrangements for young teachers
Young teachers face the pressure of getting married, giving birth, raising children, and supporting the elderlyFacing the pressure of teaching, scientific research and other work;Facing financial pressures such as repaying mortgages and making ends meet, this is an unavoidable stage of young teachers' careers. The crux of the matter is how to arrange the institutional arrangements of universities and how to allow them to have more time and energy to engage in scientific research and creative labor. The survey found that the teaching assistants of many colleges and universities do not assist teachers, but specialize in administration, and young teachers are used to do chores. Some professors are unable to obtain the services of teaching and auxiliary staff, so they either do everything by themselves, or they press chores to young teachers, and the institutional arrangement of "exercising in chores, carrying a sedan chair first and then sitting in a sedan chair" consumes the "academic adolescence" with the most energy, the most vigorous scientific research imagination, and the strongest creativity in chores. At the same time, due to the low professional title and low salary when entering the school, young teachers will find ways to make money outside their own work in order to relieve the living pressure of big city prices, which seriously affects the future academic development potential of young teachers in colleges and universities. In Hong Kong, the university implements the "substantive appointment system", the school signs a fixed-term contract with young teachers, stipulates academic performance indicators, three-year mid-term assessment, and then re-appoints after passing the six-year assessment, and implements "substantive appointment" after passing the six-year assessment, which can be hired for life, and those who fail to pass the test leave. In the six years, young teachers are not allowed to do chores, and undertake one course per semester, and the school provides young people with worry-free salary guarantees, generous scientific research funds and training opportunities, and young teachers must work hard to do a good job in scientific research in six years, produce a large number of creative research results, and lay a solid foundation for the development of scientific research in the future. The institutional arrangement of Japanese universities is similar to that of Hong Kong, where young teachers are not qualified to do chores, and their main tasks are further education and scientific research, and the university provides them with sufficient research funds and publication subsidies. The younger the teacher, the more time there is for research, and the older the teacher, the more transactional work there is. This kind of institutional arrangement seems to be more in line with the law of scientific research and innovation.
This article**: Master's and Doctor's Club, Academic Post-Wave Home.