高校后勤队伍建设存在的问题及对策 ——以徐州医科大学为例

文章基于高校后勤工作的基本特征,首先阐述了高校后勤队伍建设的重要性,然后论述了高校后勤队伍建设存在的问题,接着分析了高校后勤队伍建设存在问题的原因,最后提出了高校后勤队伍建设的对策.     

加强高校后勤队伍建设的思考

高校后勤实行社会化改革,对高校后勤员工队伍建设提出了崭新的课题。文章试图结合高校后勤实际,针对新形势下高校后勤员工队伍建设工作中出现的新情况新问题,探究并提出加强高校后勤员工队伍建设,造就一支高素质的高校后勤员工队伍的方法和途径。     

加强后勤职工队伍建设实现后勤科学发展

高校后勤是高等教育体系不可或缺的重要组成部分,高校后勤队伍建设对于建立新型高校后勤保障体系．实现高等学校后勤科学发展起着至关重要的作用。本文就高校后勤队伍的现状及普遍存在的问题进行了分析,指出高校加强后勤职工队伍建设的紧迫性,从五个方面论述了如何加强高校后勤队伍建设,实现高校后勤科学发展。     

浅析高校后勤管理队伍建设

伴随着高校后勤社会化改革的不断推进．高校后勤管理工作面临了许多新问题和新挑战,后勤管理工作而l临更加复杂的局面。实践证明,具有一支高水平的后勤管理队伍是后勤社会化改革顺利进行的根本保证。因此,后勤管理队伍建设问题已经成为新时期高校后勤管理工作亟待解决的新问题。基于此,该文分析了当前我国高校后勤管理队伍的现状,并提出加强高校后勤管理队伍建设的对策,以期对高校后勤管理队伍的理论研究和建设提供借鉴。     

高校后勤管理队伍建设问题浅析

后勤队伍建设是高校后勤事业发展的基础。随着高校“双一流”建设和后勤社会化改革的推进,后勤管理队伍建设越发成为高校后勤事业发展的关键因素。本文分析了高校后勤管理队伍现状及存在的主要问题,并提出后勤管理队伍建设的相关举措。     

加强三支队伍建设，推进我校后勤“十二五”规划全面实施

随着《高校后勤中长期改革发展规划纲要》编制实施,各高校后勤结合所在高校实际相继制订了“十二五”发展规划并已进入全面实施阶段。如何加强管理队伍、专业技术队伍、窗口服务队伍三支队伍建设,是推进高校后勤“十二五”发展规划顺利实施,实现高校后勤阶段性目标的重要保证。     

高校改革中应加强后勤队伍建设

高校后勤工作是高校工作的重要组成部分。目前,高校后勤队伍的力量比较薄弱,和高校事业发展的需求相比还有较大的差距。本文根据我国高校后勤队伍的基本现状,就后勤队伍的建设问题作一初步探讨。     

以科学发展观为指导,切实推进高校后勤职工队伍建设

随着高校后勤社会化改革的日益深入和发展,队伍建设的强弱对高校后勤社会化改革成败的影响日益彰显。因此,在推进高校后勤社会化改革的进程中,我们要结合实情,以科学发展观为指导,不断探索加强后勤队伍建设的思路和方法,切实推进后勤队伍建设。     

论市场经济条件下高校后勤队伍的思想道德建设

章论述了市经济条件下高校后勤队伍思想道德建设面临的主要问题，以及由此带业的对高校后勤社会化改革产生的不利影响。提出市场经济条件下高校后勤队伍思想道德建设必须坚持客观性原则、制度化原则、实效性原则。     

高校后勤管理队伍建设简析

具有一支高水平的高校后勤管理队伍是高校后勤社会化改革得以顺利进行的根本保证。要提高高校后勤管理队伍的素质,关键在于有一套科学的管理、培养机制。现代人力资源管理的一个特点就是“相互依赖”。高校后勤实体不仅要调动管理队伍来实现高校后勤社会化改革的目标,而且要把社会化改革的目标与管理干部个人的奋斗目标结合起来,对管理干部进行职业生涯规划,了解他们的素质状况、需求和愿望,帮助他们设定未来发展目标,并不断为他们创造机会,满足他们自我实现的要求,使他们感到后勤工作有“奔头”、有价值,在为高校后勤社会化改革作贡献的过程中,实现个人的奋斗目标。     

当代美国学校管理人员职前培养制度论析

美国学校管理人员必须接受职前培养是一个世纪来美国选拔学校管理人员的一贯做法，它对提高学校管理人员的专业化地位起到了重要作用。我们应当重新定位我国师范大学教育系的作用，改革师范大学教育系的职能和目标，彻底改变学校管理非专业化的状况。     

高校后勤企业员工激励问题探讨

随着高校后勤社会化改革的逐步深入,高校后勤企业在参与激烈市场竞争中,必须实施科学、合理的员工激励,以发挥其参与改革的重要作用。但目前高校后勤企业管理者激励理念滞后,激励工作缺乏必要的支撑等问题仍然突出。树立＂以人为本＂的管理理念,建立完善的薪酬制度,建构合理的人力资源管理架构,改善员工培训体系,应是提升高校后勤企业竞争力的可行策略。     

Theme and variations: one middle school’s interpretation of mandated action research

In the current climate of accountability, action research is one way for teachers to evaluate instructional changes designed to improve assessment results. It may become increasingly common for administrators to mandate teacher involvement in action research, yet few studies have been conducted in such settings. This article focuses on one middle school where the principal mandated action research for all teachers. Projects were carried out within academic departments, and department chairs were given latitude in how to organize and implement projects. This study explores project implementation and teacher perceptions of the action research. Interviews were used as an appropriate tool to explore teacher perceptions, with document analysis providing triangulation. Results from interviews of administrators, department chairs, and department members suggest an overall positive attitude toward action research, as well as variation in how action research projects were carried out. Differences occurred across several dimensions of action research, including context, motivation/ purpose, definition of action research, and organization of projects. Variations appeared to be influenced by each department chair’s experience with action research and approach to departmental work, and each department’s history of working together on instructional improvement efforts. This study suggests that administrators who mandate teacher participation in action research projects need to think about both the positive (providing teacher ownership and interest within the mandated context) and problematic (possibly leading to variation in the instructional impact of projects) aspects of project variation.     

Evaluating teacher performance in language learning classes: the gap between students and department administrators

ABSTRACT

Using data from multiple evaluation instruments to evaluate university teachers’ teaching quality has been popular in practice; however, the inconsistency of these evaluation results has not received sufficient attention. This study intended to fill the gap by investigating the main reasons for the discrepancy in teaching performance that resulted from student evaluation surveys and classroom observations of two administrators from the English department in one of the largest universities in Vietnam. Student evaluation surveys (n = 604) suggested that teachers performed better in activities that focused on instructional techniques than when promoting classroom interaction and student engagement. Structural equation models further showed that activities that engaged them in learning and promoted classroom interaction had a strong positive effect on their overall satisfaction with their teachers’ performances. However, interviews with administrators from the department revealed the conflicting finding that they felt that teachers whose teaching performance was less satisfactory should focus primarily on instructional techniques.     

基于遗传算法的函数优化问题研究

介绍了利用遗传算法解决函数优化问题的一般思路。引入一个称为精华模型的变量,以协调群体的多样性和选择性压力;引入并使用了均匀交叉算子、均匀变异算子,能改进遗传搜索的局部搜索能力,并显著提高遗传算法求得全局解的能力。     

Faculty Activities and Rewards: views from education administrators in the USA

The heads of education divisions of 245 colleges and universities in the USA were surveyed regarding their opinions about faculty activities and reward procedures. Tenure, which was viewed as having the greatest effect on faculty behavior, received significantly more attention from decision‐making bodies in the colleges, and merit pay received significantly less. Education administrators at top universities and larger universities viewed the desire for reputation as more motivating than did other education administrators. The department chairs believed that internal satisfaction was more of a motivating factor than did deans. The deans rated merit pay, contract renewal, promotion and tenure higher as motivators than did the department heads. Although evaluations of teaching were considered the most important for year‐to‐year contract renewal, article and book publication were the most important considerations in merit pay, promotion and tenure. A factor analysis grouped faculty activities into three factors: teaching, service, and publication.     

浅论高校学生处分设定权

高校学生处分设定权应该分成两个部分,开除学籍等涉及学生重要权利的学生处分由法律规定,其他内容由校规规定。高校享有的学生处分设定权应该属于学校,在教师、学生、行政人员、其他人员的共同参与下,行使学生处分设定权。高校可以设定灵活多样的学生惩戒措施。     

增强高校干部经常性考察实效性的几点思考

建立干部经常性考察机制已逐渐引起高校党委和组织部门的重视。从高校实际出发,为进一步增强经常性考察的实效性,应对高校干部实行科学分类,以增强经常性考察的深度;拓展考察重点领域,以增强经常性考察的广度;完善考察反馈体系,以加大经常性考察结果运用的力度,从而更好地发挥经常性考察机制在加强高校干部队伍建设中的重要作用。     

Supervisor Flexibility

The author makes some very specific and rather bold suggestions to supervisors of instruction. His suggestions should also be helpful to other people with supervisory responsibilities, such as administrators, department heads, and supervising teachers.     

A comparison of department chair tasks in Australia and the United States

Virtually every managerial book written lists and expounds upon the tasks, duties, roles and responsibilities of administrators. This paper reports a portion of the findings of the third phase of a study of Australian and U.S. academic department chairs in colleges and universities. In it, we seek to clarify how chairs in the two countries define the tasks that exemplify their role as chair. The driving question behind this inquiry is: Do academic department chairs, independent of country, define their tasks in the same way? And, if so, how might universities in both countries benefit from this knowledge?