Research On Local University’ Teachers Participate In College Governance

As the basic organizational unit of a university,the governance level of secondary colleges reflects the governance ability of a university.In secondary college governance,as one of the core stakeholders of the college,teachers’ participation in college governance is related to the composition of its governance structure and affects the results of college governance.Teachers’ participation in college governance has become an important issue in college development,and its importance is becoming more and more prominent.This is not only the embodiment of democratic participation and equal rights,but also the requirement of the modernization of college governance.This paper studies teachers’ participation in college governance.Firstly,this study uses literature research,through domestic and foreign literature review and definition of relevant concepts,to theoretically explore the current domestic theoretical achievements on the participation of university teachers in college governance.Then,it puts forward three theoretical bases of this research--stakeholder theory,co-governance theory and deliberative democracy theory,and proposes the due value of teachers’ participation in college governance,and analyzes the rationality and value of teachers’ participation in college governance.Finally,this study takes the college governance of local C university as an example,uses the survey method,and divides teachers’ participation in college governance into four aspects: Personnel training,scientific research,personnel management and college development.This paper deeply explores the actual participation,existing problems and root causes of university teachers’ participation in college governance,puts forward new strategies for teachers’ effective participation in college governance,and provides basis and strategies for establishing a more perfect democratic management mechanism of colleges and universities.By analyzing the results of the survey,it is found that the overall effect of teachers’ participation in college governance is not good,and college governance places more emphasis on administration than on academics and on managers than on teachers.In the specific affairs of college governance,the degree of faculty participation is from high to low,in order of personnel training,scientific research,personnel management and college development.Meanwhile,by comparing the participation of teachers in different colleges,it is found that there is no difference in the participation of teachers in personnel training and scientific research among different colleges,but there are significant differences in the participation of teachers in college development and personnel management.The single factor analysis of sample shows that male teachers participate in college governance more than female teachers.Middle-aged teachers are more involved in college governance than young teachers.Teachers with high professional titles participate in college governance more than those with low professional titles.It shows that we should pay attention to the voice of female teachers,young teachers or teachers with low professional titles.Then,based on the results of questionnaire and interview,the main problems of teachers’ participation in college governance are summarized as follows: teachers’ participation in college governance does not attract enough attention,no long-term mechanism of teachers’ participation in college governance has been formed,teachers’ participation in college governance has a single way,and teachers’ participation in college governance has unequal power.In-depth study found that the reasons for the above situation are: the limitation of solidified thinking,the lack of governance system,the influence of historical tradition.Therefore,this paper puts forward some strategies to promote teachers’ deep participation in college governance: firstly,we should break the rigid thinking and emphasize joint governance.Change the role of teachers from "passive" to "active";Secondly,we should strengthen the system design and strengthen the academic power.Coordinate and arrange the relationship between responsibilities,rights and interests of all stakeholders,make the governance structure and system mechanism of secondary colleges more scientific and reasonable,and highlight the status of teachers as core stakeholders.Finally,the governance culture should be formed and the participation channels should be broadened.We should pay attention to the right of discourse of female teachers,young teachers and teachers with low professional titles,further activate the management system of the college,liberate academic productivity,mobilize the enthusiasm and initiative of teachers to participate in governance,and improve the governance ability of the college.