Abstract
Teachers are the base of education plans. Teachers of application-oriented universities are engaged in educational teaching and academic research, and they are the main body of human resource management in colleges and universities. The “construction of the teaching team” in application-oriented universities is to, based on school positionings, build a rationally structured and high-quality teaching team and an improved training and evaluation incentive mechanism, continuously improve teachers’ professionality and morality and strengthen the stability of teaching staff.
Highlights
As the central part of the higher education system, application-oriented universities are defined as “professional applied universities and colleges whose position is between research universities and skill-based vocational colleges
After hiring part-time teachers, application-oriented universities should strengthen the construction of a teacher management system, carry out humanized and standardized management, establish and improve the training mechanism, pay attention to their career development, and promote the expansion of their work responsibilities based on the whole process of talent cultivation
Application-oriented universities are different from traditional academic universities
Summary
As the central part of the higher education system, application-oriented universities are defined as “professional applied universities and colleges whose position is between research universities and skill-based vocational colleges. When the application-oriented university is in the transformation period, the construction of the teaching staff shifted its focus from the sole pursuit of a number to connotation and quality In this stage, the structure of teachers’ degrees, title, and age and the proportion of full-time teachers and “double-qualified” teachers are continuously optimized. Practical difficulties of building up a “double-qualified” teaching team mainly lie in a shortage of qualified staff, an imperfect training mechanism and an unclear evaluation standard Considering these situations, we should emphasize designing specific policies to clarify the significance of “double-qualified” teachers and construct a standardized evaluation and development system. After hiring part-time teachers, application-oriented universities should strengthen the construction of a teacher management system, carry out humanized and standardized management, establish and improve the training mechanism, pay attention to their career development, and promote the expansion of their work responsibilities based on the whole process of talent cultivation. An example can be the cooperation between schools and enterprises, which gives full play to the educational value of part-time teachers and achieves mutual benefits between teachers, schools and enterprises
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