高校任课教师激励制度设计的前置理论分析及基本原则

高校对于任课教师的成功激励是提升办学水平的重要途径.高校任课教师激励制度的设计要考虑多种因素,包括教师的工作性质和群体特征,以及教师的真实需求;也要符合各高校自身的特色与发展阶段.激励制度的设计要遵循人本原则、客观差异化原则、公允原则等,要注重实效,避免形式化、单一化.     

高校院系工会兼职干部激励因素及其绩效影响的研究 —— 以上海市若干所高校为例

研究运用激励理论分析了高校院系兼职工会干部积极性缺乏,动力不足问题产生的原因。在此基础上,构建了激励因素和绩效表现的结构关系,并利用统计分析和结构方程模型分析了两者之间的关系。研究发现,对于兼职工会干部的激励而言,精神回报是核心内容,人文环境能够提供有效保障,不妨碍本职工作是前提和基础,物质回报有利于工作积极性的提高,而个人成长是非常重要的因素。     

试论"激励"对提高科技人员能动性的重要作用

科技人员能动性发挥的关键,取决于能否激发他们的责任感和上进心,使之以积极的心态参与企业的发展.因而,建立公平有效的激励机制,提高科技队伍的整体素质是企业实现可持续稳定发展的关键.对科技人员进行有效的激励和业绩考核,教育和督促科技人员转变观念,培养竞争意识和创新精神,以提高科技人员队伍的能动性,增强企业的竞争能力.     

课堂实践教学:高校实践教学的基础环节——高校课堂实践教学模式新探索

实践教学已经成为当今时代高校教育的重要教学模式。实践教学是一个完备而规范的体系,其中课堂实践教学是最为基础的部分,是连接理论教学和实践教学的中介和桥梁。目前,高校教育中,过分重视实践教学中的硬件(实验室和基地建设)建设,而忽略了课堂实践教学的规范和建设。探索新的课堂教学方式,已成为提高高校教学质量的关键。     

保证教学大纲对高校教学的指导作用——关于高校如何重视本科专业课程教学大纲工作的思考

依据对我国部分高校本科专业课程教学大纲工作的调查,目前教学大纲工作存在的问题是执行不严格,缺乏约束力,教学大纲对教学工作的指导和规范作用未能充分发挥。为解决这一问题,需要高校有关部门加强研究,提高对教学大纲工作支持的有效性,切实提高教学大纲的权威性与合法性。     

关于成人高校科研问题的思考

作为进行终生教育场所的成人高等院校 ,对于学术问题的研究 ,绝不能采取等待和观望的消极态度 ,而应积极开展多层次、多形式、多渠道的科研活动 ,切实改变目前成人院校科研滞后的被动局面。     

激励因素对高校教师教学效能的影响

目前,国内有关高校教师的心理的研究多以工作满意度为核心。但对高校管理者而言,如何激励教师提高其教学效能显然更为重要。激励因素对教师教学效能有着深刻的影响,激励因素与教师效能普遍呈现正相关,提高教学成就感的激励策略对教师效能各个维度最具有预测效力。     

激励管理中必须重视"尊重需要"

现代管理中,对管理者来说,激励问题是一个关键的问题,又是一个困难的问题.激励的心理机制说明,需要是人的行为的原动力.要研究怎样激发人的积极性和创造性,就要研究人的需要.要想获得事半功倍的管理效果,就必须重视"尊重需要".     

营造员工自我激励的内部环境——读《完美激励》的体会

最近阅读了美国人迪安．R．斯皮策的著作《完美激励》,感到颇受启发。作者对全球企业普遍存在的激励成本不断增加、激励效果差强人意的问题,进行了全面认真、令人信服的分析,指出了问题产生的种种原因．提出了创造完美激励、提升企业激励效果的论题以及最大限度实现激励效果的诸多方法。于思索中阅读完全书,在被作者的睿智深深折服的同时,我异常强烈地意识到．企业只有营造一个促进员工自我激励内部环境,引导员工进行坚持不懈的自我激励,才能提高激励的有效性,真正地实现完美激励。     

高校共青团思想引领基本问题研究

思想引领是高校共青团的根本职能和生命线,体现共青团组织的政治性、先进性和群众性特点。高校共青团思想引领是一个历史范畴,也是一个开放多元的概念体系。思想引领的核心是政治引领,思想引领的重点是价值引领。当前,高校共青团思想引领实践面临着诸多现实困境。加强新时期高校共青团思想引领要坚持以理想信念教育为核心,以创新思想引领方式方法为重点,以构建青年话语体系为支撑,以拓展共青团服务功能为基础,不断提高高校共青团思想引领的质量和水平。     

试论青年志愿者参与动机的引导和激励

根据青年志愿者参与动机的不同 ,可以把志愿服务分为两类 :一类是组织和群体压力下的被动参与 ,一类是以自我实现需要和报恩为出发点的主动参与。在当前进一步深化和推广志愿服务活动的过程中 ,要正确引导和激励志愿者的参与动机 ,以实现青年志愿者行动的长期有效发展。     

大学章程建设中民主管理和教职工维权法律地位研究

本课题对大学章程建设中民主管理和教职工维权法律地位进行研究,拟借大学章程制定工作之契机,探讨章程制定工作本身及相关规定对提升大学民主管理水平、健全和保护教职工依法维权及大学工会在章程建设及落实中应当发挥的作用。     

Feminist legal theory and practice: rethinking the relationship

This article aims to contribute to the question of how to conceptualise the relationship between theory and practice in feminist scholarship in law. It looks in detail at the implications of different issues raised in a recent debate between Anne Bottomley and Ngaire Naffine on the existence of a “legal feminist orthodoxy”. I critique the dominance of ethics over politics and join Bottomley in her attack upon “the ethics of respect for the other”, albeit from a different position. I then look at the ways in which the problem of “essentialism” is being rethought from a feminist perspective.     

debilitating times: compulsory ablebodiedness and white privilege in theory and practice

In this paper I take up a critical position in regard to the theme of debility around which this collection is framed. I argue that theorisations of ‘debility’ do little to progress theory and policy in regard to disability and share many of the problems inherent to the social model. I also suggest that the theorisation of debility is rooted in and reinforces ablebodied privilege. I begin with a critical analysis of the social model of disability and explore the dualisms by which it either negates the body altogether or can only conceive the disabled body in negative terms. I then go on to explore how Puar’s work on debility continues this negation of the disabled body. From this position I use the work of Inahara to excavate the foundations of ablebodied privilege. In Inahara’s work gender is the analytic starting point, but for me white privilege is a much more effective mechanism through which to understand the impact and reproduction of ablebodied privilege—what McRuer refers to as ‘compulsory ablebodiedness’—which I argue underpins Puar’s work. I conclude with some reflections upon how a critical analysis of ablebodied privilege might function and I reiterate its importance for a critical theory that goes beyond the mere repetition of binary structures of ablebodiedness and disability.     

Connecting research and practice: Perspectives on the role of manualized programs in youth work

While there is a strong movement in favor of the use of manual-based programs in the arena of social care, there is a view that such programs are not applicable in the more fluid setting of youth work, which operates informally, using dynamic and organic methods. A critical pedagogical approach to youth work engages young people by encouraging them to become inquisitive, to question why things are the way they are and to pose problems through which they can learn. For some, manualized or evidence-based programs are not seen as having a role in such contexts. However, to date, the international debate in relation to this issue has been limited by an absence of published studies focusing specifically on strategies to implement evidence-informed practice in youth work contexts. This article aims to address this gap in the literature. The Irish national youth organization Foróige, which works with more than 56,000 young people in Ireland on an annual basis, has developed a range of manualized evidence-informed resources to support its youth work over recent years. Drawing on research findings from a range of studies conducted with youth workers focusing on implementation of these resources, the article explores the benefits and tensions associated with the use of program manuals in a youth work context. The findings suggest that such resources have a valuable role to play in youth work if designed in collaboration with youth workers, showing respect for core youth work values and allowing for flexibility and adaptability in implementation.