The Reputation Mechanism Of The Academic Behavior Management Of Chinese University Teachers

Since the establishment of the university,it has assumed the functions of cultivating talents,developing science,enhancing academic and serving the society.It has always taken the training of talents as the central task.Cultivating talents is not only to enhance the mastery and thinking ability of knowledge structure,but also to build correct outlook on life and values.After entering the era of knowledge economy,the development of all aspects of society can not be separated from the operation of human capital.Higher education provides talents and intellectual security for the development of society,economy,politics,culture,science and technology,and the influence of universities is further profound.College teachers,as important members of colleges and universities,are placed high hopes on the inheritance,promotion and creation of academic.Their academic behavior directly affects the teaching and research work,which related to the quality of university education,subject development and academic level.At present,the achievements of higher education in China are remarkable,and the management experience of university teachers’ academic behavior provides important inspiration for us to explore the reputation management of university teachers’ academic behavior.The reputation of college teachers is the recognition of teachers’ scientific research ability and academic achievements by academic community.It’s also the comprehensive affirmation of teachers’ personal quality from all walks of life,the presentation of teachers’ external status and honor as well as the intangible assets owned by teachers themselves,which affects teachers’ academic behavior and is an important means to manage teachers’ academic behavior in colleges and universities.Effective reputation mechanism can not only motivate and control teachers’ academic behavior,but also play an important role in the development of higher education and academic research.With the development of the times and the further development of the market,some problems can not be ignored in the management of teachers in colleges and universities.The teacher’s academic behavior motive changes under the influence of the external environment and personal factors.Meanwhile their thoughts are eroded by opportunism and egoism thought.Therefore the teacher’s reputation value appears the deviation,which leads to academic misconduct,the reputation benefit,the reputation administration,the reputation incentive distortion and such questions.All of these bring the bad influence to the university teacher’s profession image and the higher education enterprise development.Therefore the reform of the teacher’s academic management system is urgently needed and we should fully explores the reputation mechanism in the teacher’s academic behavior management processThis study will start with the academic behavior of university teachers,clarifies reputation,academic behavior,incentive incompatibility and related concepts based on reputation theory,incentive theory,motivation theory and mechanism design theory to analyze the relationship between academic behavior and reputation of university teachers in China by means of literature research,historical analysis and comparative analysis.This paper will analyze the causes of reputation management of academic behavior of Chinese university teachers from three perspectives:teaching and research environment,teacher management system and personal factors.It will considered that it is necessary to renew the academic management system of university teachers,balance the relationship between academic power and administrative power,and reform the academic performance appraisal of teachers way,the state,universities and teachers work together to build a warning line at both the administrative level and the academic self-management and self-purification of university teachers’ academic behavior reputation management mechanism,using reputation to motivate and restrain the academic behavior of university teachers.