| Since the 1980 s,with the continuous expansion of the higher education system and the widespread questioning of the quality of education,the reform of the tenure system and the promotion of post-tenure review have been carried out.It is not only an important measure for the public research universities to reform itself to ensure the quality of teachers,but also an important issue for the American society.Under the background of "Double-First Class" construction in China,it is of great theoretical and practical significance to carry out the research on post-tenure review of public research universities in America.In the thesis,the University of California System,the University of Oregon System and the University of Nebraska–Lincoln’s post-tenure review are taken as the research object.The relationship between university autonomy and academic freedom is taken as the main line of study,taking Huberman’s model of teacher’s career planning as the main theoretical basis,and using the research methods of literature research,case study and historical research,combining with the stable transition,macro and micro dimensions,etc.The structure,process and function of the post-tenure review of the public research university in America are discussed in terms of the logic of "historical evolution--concrete practice--the effect of reform--use for reference”.It can be found that:(1)From the perspective of the historical evolution and characteristics of the post-tenure Review system,the original intention of the system is to maintain academic freedom and promote teacher development,rather than to guide the punishment mechanism of teacher dismissal.(2)Different universities focus on specific practices: The University of California System emphasizes the value of teacher participation in the assessment process and its potential rewards.It is about to be transformed into a powerful tool to support the professional development of teachers and the fulfilment of the mission of the university.The University of Oregon System pays attention to supporting teachers’ career development and fulfilling the mission of the university;it focuses on the "deadwood" faculties and emphasizes the academic productivity of teachers.The University of Nebraska–Lincoln has focused on linking post-tenure evaluations to annual review and their academic compensation.At the same time,the common characteristic of the practice of different universities is that they regard the post-tenure review as the process of self-diagnosis of the quality of teachers in their own universities in order to promote the internal reform and continuous improvement of the institutions themselves.(3)The post-tenure review can be regarded as an important reflection of the academic autonomy of modern universities,which helps to respond to the challenge about the tenure of university and alleviate the external accountability pressure.However,it should be noticed that there is an uncertain relationship between the independent post-tenure review as a university and the academic freedom advocated by the tenure.That is,under the post-tenure review in concrete practice,academic freedom may be guaranteed,or it may also be impaired.The American experience provides useful reference and enlightenment for our nation’s faculty reform,which mainly includes: promoting the continuous improvement of the quality of teachers through peer review,improving the evaluation mechanism of teachers in the universities,establishing a system of teacher development goals and performance indicators that are compatible with the orientation of institutions,and strengthening the cooperation between institutions and the supervision in the evaluation process. |
