A Study Of Training Mode Of High-Performing Faculty Universities

The ability of faculty in university has a direct influence on the quality of higher education and the level of intelligence. High-performing faculties are key force of faculty team, effecting the growth of students, the development of universities and the progress of society. However, the lack of high-performing faculty training and the inadequate mode for high-performing faculty training restrict the advancement of higher education. Therefore, there is of great significance to study the mode of high-performing faculty so as to improve high-performing faculty training, develop high-performing faculty, enhance the status of university and promote higher education in China.The aim of this study is to analyze every procedure of high-performing faculty training, understand the process, point out the shortcomings of high-performing faculty training, generalize the mode for high-performing faculty training as well as summarize suggestions for the development of high-performing faculty training.By using mixed research method, this study takes advanced training for high-performing faculty in a University of East China as a case. After observe the operation of high-performing faculty training with a way of fieldwork, this study interviewed 10 trainees from different discipline, different working position. Besides, high-performing faculty training in the university concerns much about evaluation. Therefore, this study investigates the condition and the result of the training with questionnaire. Finally, it gathers about 451 questionnaires during training and 73 questionnaires after training. What’s more, during the observation and research, this study accumulate lots of research documents.With detailed analysis, this study has a finding that high-performing faculty training has three phases, each of which equips specific characteristics. At the beginning of the training, authority of training management need to do pre-training research and gather the information about trainee demand so as to design training scheme and teaching plan as well as clear training content and teaching methods. During the process of training, it is found that evaluation of training should be arranged at every section to improve the quality of high-performing faculty training. The guide book and training materials should be provided; the whole process of high-performing faculty training should be observed; the attendance of trainee should be checked. At the end of training, in order to keep a high quality of the training, there should be training appraisal, training behavior record.Based on the experience of high-performing faculty training in the university, this study tries to build a more effective mode for high-performing faculty training. Therefore, the content of high-performing faculty training will be deeper, the learning community will be build. Then all the trainees can have a platform to cooperate, exchange and enhance themselves. At the same time, this study focus on evaluation from different ways, by different stake holder and from different perspective in order to get more experience and improve high-performing faculty training.At last, with the basis of high-performing faculty training in the university, this study build a standard high-performing faculty training mode with a rich content, a broaden range. It is expected that this study can produce some suggestions for high-performing faculty training fore reference.