止步还是继续：美国大学教授协会的未来

作为美国高等教育的主要组织,美国大学教授协会曾因它在学术自由和终身教职方面的原则声明而挺立于美国高等教育界,并扬名海内外.进入21世纪以来,协会却因为终身教职、学术自由的发展以及自身的性质,遭遇了会员锐减、半学术半工会性质备受争议、领导不和等不少危及其生存与发展的问题.为此,协会试图通过建立三重性质的组织,吸纳兼职教师,聘任新的领导、组织资金筹集运动等措施来应对这些困难.这些努力将会给它带来一个什么样的命运和未来,这需要时间来证明.     

成立与成就：政治文化视野下的美国大学教授协会

美国大学教授协会（AAUP）确立的学术自由与终身教授制成为美国学术界的公认法则。它维护了大学教师集团的利益，也促成了美国社会对学术自由的重视和追求，提升了美国的高等教育水平。本文从政治民主文化的角度对美国大学教授协会进行解读，认为美国大学教授协会创建和发展根植于美国特有的政治民主文化，利益集团的成熟以及美国法律制度是美国大学教授协会的功效得以发挥的保障。     

美国高校教师权利的维护——以美国大学教授协会活动为例

学术自由和参与院校管理是目前美国高等院校教师权利的主要内容。上述权利的获得离不开美国大学教授协会(AAUP)的努力。美国大学教授协会不仅制定了教师学术自由和终身聘任以及参与院校管理的制度规范,而且还采取切实措施,保障这些制度的落实。     

美国大学集体谈判制度的形成与发展

集体谈判是大学管理当局与教师代表通过协商谈判,雇佣双方达成关于各自应该履行的责任和权利、义务关系等方面的协议.美国大学集体谈判制度产生的主要原因是保障高校教师的经济、职业安全,争取学术自由与终身聘任制等方面的合法权益.美国教师联合会和全国教育协会的积极推动促成了集体谈判制度的建立,美国大学教授协会的认可则是集体谈判制度得以推行的重要影响因素.集体谈判制度在保护高校教师的学术自由与终身聘任制权利方面发挥了十分重要的作用,成为美国高校教师管理中较有特色的一种制度.     

Assuring Quality in Distance Education

Many traditional academics view the advent of on-line teaching in higher education with suspicion. They suspect that attempts to compare the outcomes of traditional and on-line instruction do not yield valid results. Nevertheless, on-line instruction is here to stay. It behooves an organization like the American Association of University Professors, a major role of which is to protect academic freedom in American higher education institutions, to make sure that the integration of on-line instruction into the activities of traditional higher education institutions will give rise, in the case of the new component, to the same guarantees as to academic freedom and quality, determined primarily by the faculty, as in traditional university activities.     

Evaluating the quality of American universities: A new approach

Considerable effort has been devoted to developing systematic rankings of the quality of American univerities. Some approaches focus on the assessments of knowledgeable individuals. Other approaches necessitate the accumulation of considerable data and the construction of some composite measure. The present article argues that researchers should devote more attention to faculty salary data. Utilizing the quartile deviation as a measure of institutional quality, the authors ranked the 138 major universities designated by the American Association of University Professors (AAUP) as Class I institutions. Because the authors' results were not strikingly different from other ranking systems and because salary data are readily available, the authors argue that studies of faculty salaries hold great promise as measures of institutional quality.     

What Tertiary Institutions will be like and how we are to manage them through the 1980s

This essay relates collective bargaining in American higher education to the evolution of collegial governance and its erosion on some campuses. The diversity of American higher education and the industrial model of collective bargaining being transplanted to campuses explain the modest contribution made by collective bargaining to university governance. Based on the author's experience as sometime General Secretary of the American Association of University Professors, he concludes that faculty should have the right to decide to bargain collectively but that the cost of collective bargaining usually outweighs its benefits. He recommends that strengthening collegial governance is a preferable strategy for the future.     

Secularization of the Academy: a Baptist Typology

This article was originally presented as a paper at the American Association of University Professors (AAUP) Conference on Academic Freedom at Religiously Affiliated Colleges and Universities, held at Baylor University, April 1, 2000. It examines six case studies of Baptist colleges or universities that have distanced or separated themselves from denominational control. The article identifies factors involved in what is often called the secularization of the academy. A complex picture emerges. Factors leading to the shedding of denominational links include questions about academic freedom, the desire to attract funds and students from a wider socio‐constituency but also lack of a clear Baptist pattern for institutional management. The typically ‘lower social economic’ background of Baptists has meant that their ambitions have outweighed their resources. Nonetheless, schools founded by Baptists have benefited a great number of people, Baptist and non‐Baptist, Christian and non‐Christian.     

Estimation of relative elasticities of substitution and relative compensation for part-time faculty

Part-time workers have become a visible and noticeably larger component of the labor force in recent years. From an economic perspective, relative compensation changes may be a major factor determining the growth of the part-time sector. Yet, surprisingly little has been done to explore the effects of these changes on the relative rates of growth in part- and full-time labor markets. In part, this is because of the difficulty in obtaining data on the compensation paid to part-timers. In this paper, we suggest a methodology for deriving such data through statistical estimation and use survey data of over 2,100 institutions of higher education, conducted by the American Association of University Professors.     

20世纪20年代清华“教授治校”制度的形成

为后人所称道的民国时期的“教授治校”,有其行之有效的制度安排。以民国时期清华大学“教授治校”为例,教授会与评议会是其基础性组织。20世纪20年代中后期在清华学校改办大学的过程中,“教授治校”制度的成立和“教授治校”管理模式的形成,有其特定的思潮引领、组织基础与人员支持。特别是留美“少壮派”作为中坚力量,在教授会与评议会成立过程与早期运行中发挥了重要作用。在当时,教授会与评议会代表着清华教师群体,在维护教师权益、践行“教授治校”过程中发挥了最为基础、最为核心的作用。以教授会与评议会为基础的教授治校制度,深深影响了清华二三十年代的发展。     

Initiating minorities into the professoriate: One school's model

The shortage of minority faculty presence on college and university campuses has been a matter of some concern in recent years. The purpose of this article to describe one college's initiative to address this issue. The West Virginia Graduate College's Minority Faculty Fellowship Program was designed to recruit minority doctoral students who are at the dissertation stage of their program. Appointed as non-tenure track faculty members, fellows are provided with experiences that will help them acclimate to the professoriate. This article describes the program, highlights the institutional benefits, outlines the program's strengths and weaknesses, and makes recommendations for those interested in developing similar programs.John S. Gooden, Ed.D. (University of Massachusetts at Amherst), is an Assistant Professor in the Department of Educational Leadership and Counseling at Eastern Michigan University. He is a former West Virginia Graduate College Faculty Fellow. His areas of professional expertise include administrative certification, school violence, and educational technology. Paul A. Leary, Ed.D. (University of Massachusetts at Amherst), is a Professor in the Educational Leadership Department at West Virginia Graduate College. His areas of professional interest focus on educational governance, educational policy, and program evaluation. Ronald B. Childress, Ed.D. (The University of Tennessee at Knoxville), is a Professor in the Departments of Elementary Education, Secondary Education, and Educational Leadership at West Virginia Graduate College. His areas of professional expertise include curriculum planning, program evaluation, and program management.     

A three-decade comparison of college faculty characteristics,satisfactions, activities,and attitudes

Information about personal background, professional activities, job satisfactions and dissatisfactions, and career appraisal was gathered by means of a questionnaire administered to a 25 percent random sample, stratified by rank, of full-time faculty in Minnesota's accredited, nontheological colleges and universities. Results of the survey are compared to results of earlier surveys in 1956 and 1968 using the same instrument with similar samples. Preliminary analysis suggests that the professoriate has remained relatively unchanged across the two and a half decades of the surveys, that the educational level of the faculties has risen sharply over the years, that Minnesota college teachers find their careers satisfying, and that most of them would make the same career selection again if given the opportunity.Presented at the Twenty-First Annual Forum of The Association for Institutional Research, Minneapolis, May 1981.     

杜威学术自由思想的逻辑理路

作为美国学术自由发展进程中一名不可或缺的人物,杜威倡导成立了美国大学教授协会(AAUP),提出学术自由和大学教师终身聘任制原则。文章结合杜威哲学观的形成,对其学术自由思想及内在逻辑进行梳理和分析。杜威学术自由主张的菁华在于强调社会学科的科学性,学术自由和学术责任的统一以及教师终身聘任制,其理论支撑是他推崇理性、科学和民主社会的人本主义、经验自然主义哲学观。     

校友情结:美国高校捐赠的主要动因

美国高校的捐赠收入已逐步成为高等教育发展的重要资金来源和缓解教育经费紧张的重要策略之一。其中,校友捐赠在资金来源中的比例逐年攀升,已成为不容忽视的捐赠力量。究其原因,校友情结是校友为母校捐赠的内在动因。美国高校校友会非常重视校友资本这一恒定持续的关系资源,采取各种措施加强与校友的联系,为高校的发展筹措源源不断的资金。     

Transition from a teaching institution to a research institution: An African American female perspective

According to Mooney (1993), the proportion of tenured faculty has shrunk as the overall size of the professoriate has expanded. However, this expansion has not included African American and other faculty of color. Professional and personal isolation, lack of supportive collegiality, and unique challenges in establishing research records are among factors contributing to the shortage of African Americans initiated and accepted into the professoriate (Bowen & Schuster, 1986; Lopez, 1991; Sorcinelli & Billings, 1992). Consequently, the revolving door syndrome experienced by many faculty of color (Blackwell, 1988) is sustained by such factors. Additionally, according to Lagowski (1992) the requirements of a research culture are basically incompatible with the demands of undergraduate teaching (p. 42). This paper provides a review of the status of African American females in academe, describes career success at teaching and research institutions, presents dynamics of transition from teaching to research institutions, and offers coping strategies useful during transition.Myra Womble is an assistant professor of business education in the Department of Occupational Studies at the University of Georgia. She received her B.S. in Business Education; her M.A. in Vocational Education; and her Ed.D. in Training and Development. Dr. Womble's most recent research activities include examining career development and school-to-work transition issues relative to students economically, socially, and academically at-risk.     

No room at the top? The glass wall for professional services managers in pre-1992 English universities

Pre-1992 English universities are changing the way they appoint their deputy and pro-vice-chancellors (PVCs). Traditionally, PVC posts were filled by internal secondment from within the professoriate, but these days an increasing number are appointed by means of external open competition involving advertisement and/or executive search. So has this ‘opening up’ of PVC positions created new career progression opportunities for professional services managers? Findings from a census, online survey and interviews with a range of senior university managers suggest not. Despite the PVC role becoming more managerial, those getting the jobs remain overwhelmingly career academics. Professional services managers confront a glass wall, excluded from consideration by a non-negotiable requirement for academic credibility. Aware they have little chance of getting a PVC job, they are unlikely to apply. The continued monopolisation of PVC posts by academic managers represents a form of social closure that serves to maintain their elite status.     

Toward a Developmental Counseling Curriculum

Extensive attention has been given by ACES and AACD to the unique role of the counseling profession. It is suggested that the definition of the profession lies in the association name: American Association for Counseling and Development. Counselors must integrate developmental theory systematically into the practice of counseling. Several alternative developmental models are summarized in this article, along with their implications for the future. Special attention is given to the soul of counseling, which is defined as a professional commitment to development. Counseling is not psychology, it is a specialized profession with a unique role in society.     

历史社会学视角中的美国大学教育学院研究——评《教育学院之困境》

文章对美国社会学者大卫·拉伯雷的《教育学院之困境》进行了评价。该书采用历史社会学的方法分析了教育学院特别是教师教育处于美国高等教育学术科层结构底层的原因,探讨了当今美国大学教育学院的结构性特征和教育学院教授的地位,认为教育学院既不会给美国教育带来危害,也没有给美国教育带来帮助。     

Women as part-time faculty members

Part-time positions in academe have long been considered women's work because of the opportunities they afford for child care and household responsibilities, as well as the lower status and pay which they generally carry. Recent data indicate that men are just as likely as women to be part-timers, and that the large majority of women do not fit the stereotypical view of women part-timers. This paper uses data from a nation-wide survey of part-timers, conducted by the American Association of University Professors in 1977, to compare job-related characteristics of males and females and their motivations for working part-time. The data suggest that part-time academic employment may, in fact, be a female issue since some differences between the sexes are found to exist. In several instances women appear to be worse off than their male counterparts. The article concludes with policy recommendations to improve this situation.