中国大陆近年来的高校管理变革，如高校教师聘任制改革、大学的扩招及分类、本科教学评估、产学研结合政策等，都对大学教师学术工作产生了深刻的影响。这些变革体现出新公共管理的部分特点，如“仿市场竞争、“量化指标的表现性评估、“多元化经费来源等，并且型构了当前大学教师学术工作的内涵、执行和感知。本研究采用质化研究取向，选取两所案例大学，在综合考虑了学校层级、学科、职称等因素基础上，对32名大学教师进行深度访谈，试图深入了解他们如何阐释和理解学术工作内涵、执行和感知。 / 研究发现，相对于大学教师个体的能动性，大学行政力量推动的管理要求对学术工作有更强的作用力。其一，受访者所理解的学术工作内涵中，发现的学术地位最高，应用的学术次之，教学的学术只产生了萌芽，整合的学术很少被提及。其二，大部分受访教师衍生出“符应和“巧妙利用的应对策略，少部分教师“抵制和超然于制度要求。其三，大学教师在教学、人事和科研三个方面的参与权依次减弱。无法有效的参与学术管理，使得大部分受访者调整工作优先次序，服务工作获得最大优先权，科研投入增加，教学时间被压缩。按照管理要求调整工作优先性的教师，获得更多回报和晋升机会。团队合作、交流与访学、深造都是大学教师寻求专业发展的重要途径，但受到聘任制及学校资源的限制。 / 本研究在文献综述的基础上，围绕学术工作内涵、执行和感知形成概念框架，在实证研究中，受访者的阐释和理解丰富了概念框架，为学术观、学术工作感知、学者应对策略等提供了本土理解。学术工作管理和实践偏重发现的学术，与西方大学教师采用“双账本和“多重语言体系等策略不同，大部分受访教师附应和巧妙利用于管理要求，甚至衍生出不利于学术工作发展的行为。学术工作中，服务优先，科研时间增加，教学被挤压。工作收入低、差距大。晋升机会在学校、学科和职称之间存在差异。旧制度的遗留和传统文化对青年大学教师的晋升造成障碍。教师发展需要合作，但这与聘任要求中的竞争理念矛盾。普通高校的教师专业发展需要更多支持。政府对大学从直接控制逐渐转为通过表现性指标评估、竞争性经费分配进行远程调控。市场通过提供部分经费，对大学的影响力逐渐增强。大学教师有意愿通过参与学术管理，在学术工作理想与执行之间达致有效的沟通。 / Some major reforms of Mainland China’s higher education management have affected university teachers’ work significantly, such as competitive contract-centered employment of staff, integration of industrial sectors, universities, and research institutes, and the evaluation of teaching quality at the undergraduate level. These reforms highlight some features of new public management, including quasi-market competition, quantitative index-based performance evaluation, and diversified fund-investment. Meanwhile, the reforms have shaped the meaning, action, and perception of current university teachers’ work. By using a qualitative research method, this study selected two universities as the cases, which are on different levels within China’s higher education system. 32 in-depth interviews with the academic staffs based at different disciplines and academic rankings have been done in order to gain insights into their interpretations and understandings on the meaning, action and perception in terms of academic work. / The research findings show that the administrative-force-driven management requirements are more powerful than individuals’ agency in regard of academic work. First, within the interviewees’ understandings of academic work, scholarship of discovery is on the top following by scholarship of application and scholarship of teaching. However, scholarship of integration is seldom mentioned. Second, most of the participants value the coping strategies of “conforming to and “manipulating with the management, while only a few hold a view of resistance or ecstasy over the system. Third, university teachers’ participation decline in sequence of teaching, staffing, and research.As seldom could gain the opportunity to participate in academic management, most of the participants have rescheduled the priorities of academic work by putting service on the top priority followed by research and teaching. Staff members who make the priorities well-rescheduled would achieve more returns and opportunities of promotion. Though team work, overseas visiting, and further study are critical for teachers’ career development, they are limited by the new employment reform and the university’s resources. / Basing on the literature review, this study has framed the conceptual framework in terms of the meaning, action, and perception of academic work. The empirical data has enriched the framework by providing local understandings and perceptions of academic work and their coping strategies. The management and practice of academic work value the scholarship of discovery. Different from the strategies of “double-booking and adopting “bilingualism used by western scholars, most of the participants in this study conform or ingenously manipulate with the management requirements though some actions are harmful for the development of academic work.Within the academic work, services occupy the top priority while academics prefer research to teaching. Academic’s salary is relatively low and income disparity have widened. The opportunities of promotion highly dependon the university, discipline and academic ranking. For the young university teachers, theirpromotions are largely blocked bythe inherited old system and traditional cultures. The new employment reform requires teachers compete with each other though collaboration is the most needed for faculty development. More support is needed in lower-level universities to improve faculty development. The government has transformed its management style from direct control to remote monitor by using performance evaluation and competitive funding distribution. While, the influence of market has increased by providing universities research funds. The university teachers are willing to participate in the academic management, which is crucial to the effectively communication between the academic ideal and its everyday practice. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 李琳琳. / "2013年8月". / "2013 nian 8 yue". / Thesis (Ph.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 237-261). / Abstract in Chinese and English. / Li Linlin. / Chapter 第一章 --- 导论 --- p.1 / Chapter 第一节 --- 研究背景 --- p.1 / Chapter 一、 --- 政策背景 --- p.1 / Chapter 二、 --- 理论背景 --- p.5 / Chapter 第二节 --- 研究目的与问题提出 --- p.8 / Chapter 一、 --- 研究目的 --- p.8 / Chapter 二、 --- 研究问题 --- p.9 / Chapter 第三节 --- 研究意义 --- p.9 / Chapter 一、 --- 理论意义 --- p.9 / Chapter 二、 --- 实践意义 --- p.10 / Chapter 第二章 --- 文献综述 --- p.11 / Chapter 第一节 --- 大学管理变革的背景 --- p.11 / Chapter 一、 --- 传统管理方式下的学术工作 --- p.11 / Chapter 二、 --- 影响大学管理变革的因素 --- p.12 / Chapter 三、 --- 新公共管理下的学术工作 --- p.15 / Chapter 四、 --- 国家、市场、大学之间的关系 --- p.19 / Chapter 第二节 --- 学术工作的内涵 --- p.21 / Chapter 一、 --- 学术工作内涵的讨论与发展 --- p.22 / Chapter 二、 --- 学术工作内涵的多元度向 --- p.24 / Chapter 三、 --- 学术工作内涵的实证研究 --- p.26 / Chapter 第三节 --- 学术工作的执行 --- p.27 / Chapter 一、 --- 学术责任观的发展 --- p.28 / Chapter 二、 --- 实证研究中的学术工作执行 --- p.29 / Chapter 三、 --- 大学教师的应对策略 --- p.33 / Chapter 第四节 --- 学术工作的感知 --- p.34 / Chapter 一、 --- 对学术工作优先次序的感知 --- p.34 / Chapter 二、 --- 对工作发展机会的感知 --- p.37 / Chapter 三、 --- 对学术管理的感知 --- p.39 / Chapter 第五节 --- 中国的学术工作 --- p.44 / Chapter 一、 --- 建国以来高等教育变革对大学教师和学术工作的影响 --- p.45 / Chapter 二、 --- 学术工作的内涵 --- p.56 / Chapter 三、 --- 学术工作的执行 --- p.58 / Chapter 四、 --- 学术工作的感知 --- p.60 / Chapter 第六节 --- 概念框架 --- p.65 / Chapter 第三章 --- 研究方法及研究设计 --- p.69 / Chapter 第一节 --- 研究问题 --- p.69 / Chapter 第二节 --- 研究方法 --- p.70 / Chapter 一、 --- 质化研究取向 --- p.70 / Chapter 二、 --- 个案研究方法 --- p.71 / Chapter 第三节 --- 研究设计 --- p.72 / Chapter 一、 --- 个案与访谈对象的选择 --- p.72 / Chapter 二、 --- 资料收集 --- p.75 / Chapter 三、 --- 资料分析 --- p.76 / Chapter 第四节 --- 研究可靠性与研究伦理 --- p.76 / Chapter 第四章 --- 学术工作的内涵和执行：理想与现实之间 --- p.78 / Chapter 第一节 --- 大学教师理想的学术工作 --- p.78 / Chapter 一、 --- 从事学术工作的初衷 --- p.78 / Chapter 二、 --- 学术工作满意感 --- p.82 / Chapter 三、 --- 学术工作之间的理想关系 --- p.89 / Chapter 第二节 --- 学术工作的管理要求 --- p.91 / Chapter 一、 --- 大学实践中的聘任制改革 --- p.91 / Chapter 二、 --- 学术工作的考评与晋升 --- p.96 / Chapter 第三节 --- 应对策略：在理想和现实之间 --- p.111 / Chapter 一、 --- 附应 --- p.112 / Chapter 二、 --- 寻找制度空间，巧妙利用 --- p.114 / Chapter 三、 --- 抵制 --- p.116 / Chapter 四、 --- 超然 --- p.117 / Chapter 第四节 --- 本章结语 --- p.120 / Chapter 第五章 --- 学术工作的感知：优先次序与发展机会 --- p.124 / Chapter 第一节 --- 学术工作优先次序 --- p.124 / Chapter 一、 --- 保证最低的课堂教学时间 --- p.124 / Chapter 二、 --- 备课、指导学生、编写教材的时间可以挤压 --- p.128 / Chapter 三、 --- 服务工作的随机性和优先性 --- p.130 / Chapter 四、 --- 科研的重要性和机动性，挤占生活时间 --- p.133 / Chapter 第二节 --- 工作发展机会 --- p.136 / Chapter 一、 --- 工作收入 --- p.136 / Chapter 二、 --- 职称晋升 --- p.141 / Chapter 三、 --- 专业发展 --- p.146 / Chapter 第三节 --- 学术工作感知的调节作用：三个典型案例的分析 --- p.155 / Chapter 一、 --- 从沮丧到满意：附应管理要求的“海归女 --- p.155 / Chapter 二、 --- 痛并快乐着：追求理想的“非主流名师 --- p.159 / Chapter 三、 --- 逃避和无奈：被边缘化的“老讲师 --- p.163 / Chapter 第四节 --- 本章结语 --- p.165 / Chapter 第六章 --- 学术工作管理的感知 --- p.169 / Chapter 第一节 --- 参与和发声 --- p.169 / Chapter 一、 --- 教学管理 --- p.170 / Chapter 二、 --- 科研管理 --- p.175 / Chapter 三、 --- 人事管理 --- p.182 / Chapter 第二节 --- 大学教师感知到的学术管理 --- p.186 / Chapter 一、 --- 学术管理人员 --- p.187 / Chapter 二、 --- 无管理职务的“杰出学者 --- p.192 / Chapter 三、 --- 普通大学教师 --- p.196 / Chapter 第三节 --- 大学、市场和政府 --- p.202 / Chapter 一、 --- 大学内部：权力下放还是权力集中？ --- p.202 / Chapter 二、 --- 政府和市场对大学的影响力：从横向课题和纵向课题分析 --- p.204 / Chapter 三、 --- 大学的独立性 --- p.207 / Chapter 第四节 --- 本章结语 --- p.210 / Chapter 第七章 --- 结论 --- p.213 / Chapter 第一节 --- 研究发现 --- p.213 / Chapter 一、 --- 大学教师理解的学术工作内涵和管理要求 --- p.214 / Chapter 二、 --- 大学教师对学术工作的感知 --- p.216 / Chapter 三、 --- 主要研究结论 --- p.220 / Chapter 第二节 --- 理论贡献 --- p.223 / Chapter 一、 --- 对学术观的回应 --- p.223 / Chapter 二、 --- 新公共管理对大学教师工作的影响 --- p.225 / Chapter 三、 --- 对学术工作感知的回应 --- p.227 / Chapter 四、 --- 学者的应对策略 --- p.230 / Chapter 第三节 --- 政策建议 --- p.231 / Chapter 一、 --- 聘任制改革 --- p.231 / Chapter 二、 --- 大学教师考评政策 --- p.232 / Chapter 三、 --- 教授会制度 --- p.233 / Chapter 第四节 --- 研究局限 --- p.234 / Chapter 第五节 --- 后续研究展望 --- p.235 / 参考文献： --- p.237 / 附录访谈提纲 --- p.262

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This case study analyzed the perceptions of professionalism among an emerging and distinct occupational sector of community college faculty: community college faculty who teach in baccalaureate programs. The research was designed to address three questions as to the experiences of Community College Baccalaureate (CCB) faculty. First, what are the perceptions of professionalism among the community college faculty who teach in the baccalaureate programs at a multi-campus community college in the state of Florida (herein referred to as Seaside College)? Specifically, what patterns emerged when faculty perceptions of professional identity were examined, first, under the lens of professionalism as established by Larson (1977) and, second, through Boyer's (1990) four domains of scholarship? Second, are these faculty perceptions different from their previously held perceptions prior to the college's expansion into baccalaureate instruction? Third, were there any noticeable differences in faculty perceptions about the individual baccalaureate areas across this college? / by Jeffrey Peter Nasse. / Thesis (Ph.D.)--Florida Atlantic University, 2013. / Includes bibliography. / Mode of access: World Wide Web. / System requirements: Adobe Reader.

M. Tech. Public Management / The aim of this research is to test different opinions of whether there are instances of unethical and corrupt activities in Academic higher educational institutions in South Africa and to also discover the types of unethical behaviour and corruption taking place if any, in order to come-up with remedial measures. The participants in this research are the academic and administrative personnel. Participants are aware of what is expected of them by management within their different academic higher educational institutions. They can be able to detect instances of unethical and corrupt acts by their colleagues and these will allow them to make a valuable contribution in this research.

This thesis is entitled “Fostering collective teacher efficacy through values-based leadership in Ethiopian institutions of higher education”, which is delimited to the private universities. The main question was “What constitutes/determines the institutionalisation of values-based leadership (VBL) to foster collective teacher efficacy (CTE) in the context of Ethiopian private universities (EPrUs)?” The sub-questions were: 1) what does the current state of CTE and its perceived outcomes look like in EPrUs? 2) What sets of behaviours are desired to institutionalise VBL so as to foster CTE in EPrUs? 3) What are the institutional contexts required to institutionalise VBL so as to foster CTE in EPrUs? In addressing these issues, academic leaders, students and teachers from EPrUs participated in the study. As methods of data gathering both the survey method and interviews were used. Results revealed that CTE is not high enough in EPrUs and hence it needs to be fostered so as to bring the desired change in students’ learning. To foster this, institutionalisation of VBL is required that involves two inter-related aspects. The first one is about institutionalising desired values (behaviours), which are linked to the academic leaders’ yearning for positive sets of values and the teachers’ moral contract to their professional values. To this effect, the positive sets of values that academic leaders should yearn for and the sets of values that teachers should espouse as their professional values are explored. The commonalities between these values are also described and how these would be institutionalised is suggested. The values include integrity and trustworthiness, humility/selflessness, compassion and sense of gratitude, accountability and self-discipline, sense of collaboration and teamwork, and envisioning in leadership as the driving force. The second aspect is about institutionalising the contexts conducive to foster CTE and VBL support behaviours. The need to institutionalise those behaviours and contexts arise out of the perceived leadership gap (between what the teachers believe are the leadership priorities of the leaders and the behaviours they actually see in the leaders). This gap has been linked to CTE, and hence a model has been developed that would foster this efficacy. / Educational Leadership and Management / D. Ed. (Educational Management)