对校长负责制下校长权力的认识

校长负责制下校长的权力是校长管理学校履行其责任的莺要保证。国家委托校长经营管理学校就必然要授予他相应的权力，校长权力的有效运用需要一定的条件作为保障，同时，校长在运用权力的时候也要注意许多问题才能保证其权力得到发挥。不会出现失衡和扩张现象。     

大学章程中学校与院系权责体系的探索与创新

大学章程是建立健全高校内部治理结构和调整分配高校相关主体利益的规范性文件。针对目前我国大部分公立高校管理模式中校级权责无限化、院系权责避责化及两级权责监督表象化的现状,在大学章程中明确两级权责分配限制、谋求两级集分权力平衡、强化两级监督机制效力,是对建设中国特色现代大学中学校与院系权责体系的探索和创新。     

校长负责制下的校长权力大小及其规约

对于校长负责制下校长权力的大小，一直存在着较为激烈的争论。本文从校长负责制下校长权责是否对等、校长权力空间和教育活动中的其他主体的权利体现程度、有无有效的监督机制来衡量校长权力大小，从而得出校长权力过大的结论，并从加快学校立法、新公共管理理论以及加强校长培训等方面出发对合理规约校长权力提出了一些政策建议。     

研究生导师责权机制的法理分析

研究生教育的有序发展,有赖于清晰的法律规范和明晰的制度规定。研究生导师责权机制的法理分析可从两个层面进行：宏观层面的法律界定和微观层面的精细划分。研究生导师责权的法律界定,主要涉及导师的法定义务、权利和权义关系及国家的义务和权力。微观层面的责权划分主要涉及导师、研究生和高校等三个主体,各方的权力和责任必须相匹配。通过科学的制度设计,将研究生导师责权进行理性的设置,正确地处理各主体的权力责任和权利义务关系,方能建立一种综合平衡的教育秩序,为国家和社会发展培养高质量的学术人才。     

论大学教师的教学自主与教学责任

教学自主作为大学自治的一项重要内容,已成为高等教育发展的普适性原则,被世界各国所接受并广为传播。教学自主是一项有限权利,与教学责任相伴生、相矛盾。教学自主与教学责任的失衡会阻碍大学教师教学积极性和教学质量的提高。减小教学自主与教学责任之间的矛盾冲突,实现彼此关系的动态协调,是大学教学管理改革必须面对的现实问题。     

Faculty and Technology: Implications for Faculty Training and Technology Leadership

The purpose of this study was to explore the factors affecting ICT adoption process and the implications for faculty training and technology leadership. Respondents represented a wide range of academic and professional positions. They identified themselves as Assistant, Associate, and Professor as well as Instructional Designer, Director of Technology, Information Manager, eLearning Manager, Assistant Department Chair, Associate Vice President of Academic Affairs and Consultant. The respondents identified Organizational Support, Leadership, Training and Development, and Resources as the predominate themes affecting Information and Communication Technology (ICT) adoption process in higher education. Evidence from this study offers insights on how higher education administrators and technology leaders could help their faculty and staff to implement appropriate ICT tools and practices to improve student learning.     

从权力主体角度看“教授治校”

"教授治校"的权力主体当然是"教授","教授"是大学权力主体的表征。"教授治校"制度是对大学学术机构本质的认同,"教授治校"存在的合法性与合理性在于它客观地反映了大学作为特殊学术机构的性质和特点。"教授治校"是大学管理权力主体的归位,中国大学内部治理结构变革应当充分借鉴西方大学普遍实施的"教授治校"的管理模式,真正赋予教师在大学管理中的权力和地位。     

农村小学校长责权失衡与优化方略

农村小学校长的责权及其关系关涉村小的发展、乡村教育的振兴和中华民族的伟大复兴。校长拥有领导组织教学、评价奖惩、引领发展的专业责权和决策指挥、人事管理、财务管理的行政责权。现实中,农村小学校长的责权关系呈现失衡态势,具体表现为应有权力与实有权力不匹配、责任与权力不对等、行政责任多于专业权力等这些问题既与法律政策的界定不清晰有关,也受教育管理体制的消极影响,还与农村小学校长的素质不高相关。优化农村小学校长责权关系,需要从以下三大方面入手:加强研究和法制建设以明确权力;赋予权力从而让村小校长有权可用;提升村小校长的自身素质以助其用好权力。     

教育行政权责清单制度的反思与重构

教育行政权责清单是全面依法治国、依法治教背景下推进教育行政执法体制改革的基础性制度,具备教育法治建设与教育治理变革两大方面的制度功能。解决教育行政执法领域执法需求与执法能力之间的突出矛盾对执法活动的跨部门协同提出了更高要求,但实践中教育行政权责清单制度存在的"碎片化"问题严重制约跨部门协同目标的实现。为了提升教育行政执法协同效能,应适度拓展教育行政权力清单的规范性依据层级,充分发挥教育行政权责清单的行政组织法功能,创新教育行政责任清单编制模式,推动教育行政权责清单制度在新时代改革创新。     

高等教育与义务教育:政府在教育发展中的越权与卸责

随着高校招生规模的不断扩大,我国高等教育出现了国家与学生双重贫困的奇怪局面:一方面,国家虽不断增加资金投入,依然远远满足不了不同层次的教育需求;另一方面,大学生的学费连续攀升,高校贫困生人数不断增加。与高校强劲发展的势头形成鲜明对比的是,近年来我国义务教育出现不同程度的下滑,广大农村地区出现大量失学儿童,成为新的文盲、半文盲。出现这些问题的根本原因是政府在发展教育中的角色与职能定位不清晰,出现了越权与卸责现象。     

University Faculty Attitudes on Affirmative Action Principles Toward Faculty and Students

Despite its relatively short history, policies connected with Affirmative Action have endured a controversial social, political, and legal past. Higher education has witnessed much of this controversy firsthand. Because the venue of many Affirmative Action battles has been waged within educational settings, faculty in higher education are uniquely positioned because they are integrally involved in decisions regarding faculty hiring as well as student admissions, particularly at the graduate level. Therefore, this study examined the attitudes of faculty toward Affirmative Action principles and reverse discrimination as they might apply to students and faculty colleagues, with particular attention to which concepts were more supported. Results from 428 faculty indicated general support for diversity, although specific concerns were raised regarding reverse discrimination and the appropriateness of targeting persons of color or women. The most favorable attitudes supported students with demonstrated financial need. Potential future approaches to Affirmative Action in higher education are discussed.     

Creating and Implementing a Faculty Interest Group for Historically Underrepresented Faculty

This article describes the creation and implementation of a faculty interest group for historically underrepresented faculty at a large, urban community college in the Northeast. Faculty interest groups provide opportunities for faculty across disciplines to meet to explore common interests and share concerns and best practices. The faculty interest group described in this article was designed to explore and address the challenges faced by historically underrepresented faculty and facilitate the process of attaining reappointment, promotion, and tenure. Nationwide, nearly half of community college students come from populations that are also historically underrepresented, and community colleges are challenged to recruit and retain faculty that mirror the student body. Research demonstrates that historically underrepresented faculty members enrich the overall education of all students, and yet a significant number of those faculty members describe their college campuses as unwelcoming. Factors that make campuses unwelcoming for these faculty include, but are not limited to, the following: isolation and marginalization; salary disparities; microaggressions based on race, gender, and sexual identity; heightened visibility; and additional role demands. Community college administrators ought to be concerned with historically underrepresented faculty members’ satisfaction and persistence on campus because these faculty members are vital members of the academy. Faculty interest groups for historically underrepresented faculty may provide the support and professional development opportunities that will ensure their retention and success in academia.