【作者】 方明军；

【导师】 张应强；

【作者基本信息】 华中科技大学 ， 高等教育学， 2008， 博士

【摘要】 大学教师是大学价值的创造者,是大学精神的承载者,在一定程度上决定着大学的前途与命运。当下,大学教师学术信念的失落、学术创新能力的贫弱已经成为制约我国大学发展的瓶颈,大学教师激励是理论与实践共同关注的时代课题。以强化激励为导向的人事分配制度改革如火如荼,对激励制度有效性的反思又接踵而至。经济学、管理学、心理学激励理论纷纷登场,从不同的视角观照着大学教师激励问题。论辩中,制度干预与学术自由成为不可调和的矛盾。基于解决现实问题与超越已有理论框架的双重需要,本研究致力于大学教师隐性激励的系统研究。论文以大学教师激励的特殊性与隐性激励的价值特征之间的契合性为出发点,在分析论证了大学教师隐性激励的现实可能性与必要性的基础上,尝试对大学教师隐性激励系统进行整合构建。激励是组织通过一定的管理方式与手段对成员合目的性行为的驱动、导向与保持。“人”是激励的对象,决定了“激励的本质是价值理性与工具理性的统一。”激励理论从一开始就以研究公司企业等实利性组织为主,“利润最大化”的组织目标导致激励的工具理性取向。大学教师激励的二重性是大学组织激励的独特之处。“终极价值追求”与“现实功利追求”是大学发展的双重目标,但“终极价值追求”是大学的首要目标,这是大学作为意义型组织的根本所在。“发展性需要”与“生存性需要”是大学教师需要的两个主要方面,大学教师作为“理念人”意味着“发展性需要”是其核心需求。大学与教师在价值层面的利益相关性与统一性,决定了大学教师激励的实质是通过满足教师的内在需要,激发教师追求学术的内在动机,从而实现大学组织和教师发展的双重目标。隐性激励思想与大学教师激励的特殊性有着内在的契合性。隐性激励思想从萌芽到发展,体现了对人的复杂性认识的深入,对组织“合作”性的深刻理解。心理契约、声誉隐性激励、柔性激励的研究为我们剖析隐性激励的内涵与特征提供了基础。隐性激励的实质是管理者在组织与成员间建立和维护有利于组织目标实现的心理契约的努力行为。心理契约则主要体现为成员对组织在心理、情感、精神层面的期待,如信任、承认、尊重、理念、文化、价值观等。暗示性与内隐性是隐性激励的根本特征,主要表现为激励目标的隐蔽性、激励物的不可触摸性、激励方式的渗透性、激励机制的隐蔽性等。“精神性”与“主体性”是由“隐蔽性”生成的两大价值特性,在满足一定的条件下,隐性激励由此能发挥独特的激励功能与效应。大学在其理想与现实层面,具备实施隐性激励的诸多条件。“学术人”的需求特征表现为追求学术是大学教师第一位的需要,与此相关的是对学术人独特存在的“承认”需要,对“学术自由、自主”的需要。这与隐性激励的“精神性”特征相契合。“学术职业”的特征表现为专业性与服务性、自主性与自律性、创造性与未知性,这与隐性激励的“主体性”特性相适切。而“学术组织”所具有的组织目标上的内在统一性、组织结构上的松散联合性、组织权利模式上的二重性、组织追求上的超越性等特征使大学拥有实施隐性激励的丰富资源。学术特性为实施大学教师隐性激励提供了可能性。班杜拉的“环境”、“认知”、“行为”三方互惠决定论也为此结论提供了进一步的理论依据。由此我们认为,隐性激励是有效激励大学教师的必然选择。“显性激励彰显,隐性激励弱化”是我国大学教师激励的主要特征,其实质是“工具理性”对“价值理性”的谮越,其结果是“效率主义”的泛滥,是“控制”对“自由”的扼制,是“物欲”对“精神”的遮蔽。现行激励机制的选择体现了大学管理者对自身利益追逐的需要,是大学对组织制度环境的回应,也是大学科层制度强化与行政权力泛化的结果。显性激励的过度彰显导致了激励的反功能的出现:学术泡沫、学术腐败、学术失范已成为大学的症疾;大学精神的式微与失落、大学教师的自我价值错位、学者的健康与生命质量成为社会问题。全国性的问卷调查显示,大学教师职业认同危机与职业倦怠的出现已是不容忽视的现实。剖析我国大学教师激励现实中呈现的危机与困境,使我们进一步认识到控制显性激励、彰显大学教师隐性激励的必要性。大学教师隐性激励的意义已不言而喻,但在理论深化和实践管理中却还是一个有待整合的工程。理论上,隐性激励应基于以下几组范畴的整合:预期与信任、文化与制度、获得承认与自我效能感的增强。在具体的实践路径上,是对制度的隐性激励、环境的隐性激励、声誉的隐性激励等的整合。制度可以实现理念的激励、承认的激励等;环境可以实现宽容的激励、关爱的激励、公平的激励等的;声誉的隐性激励则可以从“大学”的声誉、“学术职业”的声誉、“学者”自身的声誉几个方面加以整合。更多还原

【Abstract】 University teachers, as the founder of the university values and spirits, are whom the future of the university, to a certain degree, rest upon. Nowadays, loss of the academic beliefs and weak creativity of the university teachers has become the bottleneck for universities’ developments. The question of how to inspire and motivate the university teachers therefore attracts common concerns both in theory and practice. Incentive-reinforcement oriented reforms in personnel and payment system of universities are vigorously proceeding at present, where on-going reviews of their effectiveness are followed with one after another. Economics, Management Science and Psychology theories of incentives have successively joined in the discussion of the question in concern, the incentives for university teachers, from their respective viewing angles. In such discussion, institution intervention and academic freedom constitute the key pair of irreconcilable antimony. Thus, either resolving the practical problems in motivating the university teachers or advancing the current incentive theory framework is highly demanded. To meet those demands, this research commits to conduct a systematic study on the implicit incentives for the university teachers. This research paper will start from demonstrating the common natures between the specialties of incentives for the university teachers and the features in implicit incentives, and then after analyzing the feasibility as well as the necessity of using implicit incentives to motivate university teachers, it will try to construct and draw an all-round picture of the implicit incentive system for university teachers.Incentive is an activation or motivation stimulus, by which using a certain management methods, to direct, guide and maintain the institution members’ behaviors to ensure their coherence with the institutional objectives. "Human being" is the object of the incentive, which in turn determines that the incentive by its nature is a "unity of value rationality and instrumental rationality". Incentive theory right from its outset is mainly focused on studying profit-making entities, e.g. corporations and enterprises, where the principle of "maximum of profit" leads the incentive toward an instrumental rationality orientation. However, the duplexity character of the incentive for university teachers makes it distinguished from that for profit-driven entities. The duplexity of the incentive is derived from two objectives normally adopted by universities: the "pursuit of the ultimate values" and the "pursuit of pragmatic material gain", among which the former should always be the primary objective of the universities, since the education entities undertake the responsibilities of promoting public welfares. The incentive should also satisfy the demands of the university teachers which composed of the "development demand" and the "survival demand". Given the "man of ideas" nature of the university teachers, the former ought to be the central demand. Furthermore, the interest correlations and conformities between the universities and the teachers require that the essential purpose of the incentive for university teachers is to stimulate teachers’ inner motivations for pursuing academic achievements, and consequently two objectives of the universities could be successfully realized.The idea of the implicit incentive and the special features of the incentive for university teachers have internal common grounds. The idea of implicit incentive, from its developing process, has demonstrated the deep cognitions in the complex inner world of human beings, as well as the profound understandings on the "cooperative" character of institutions. Previous researches from the psychological contract, fame implicit incentive and flexible incentive fields could provide us solid basis when analyzing the connotations and features of the implicit incentive. The nature of the implicit incentive is a method of establishing and keeping a psychological contract which benefits to achieve the organizational objectives, between the organization and its members. Psychological contract is normally referred to as psychological, emotional and psychical expectations on the institution by the members, such as trust, acknowledgement, respect, ethic, culture and values etc. The prime features of the implicit incentive are implicitness and connotative, which generally are referred to as the hidden nature of the incentive objective, the intangibility of the incentive object, the penetrability of the incentive method and the unknown of the incentive mechanism. The "spirituality" and the "subjectivity", the two values stem from the "implicit" nature, can make the implicit incentive to exhibit its distinctive motivational power under certain conditions.From a practical point of view, the universities are able to implement implicit incentives. The desire to be an "academic scholar" of university teachers indicates that their primary demand is academic pursuance which then correlates with the "acknowledgement" and "academic freedom" demands. Not only those demands are consistent with the "spirituality" feature of the implicit incentive as abovementioned, but also the "subjectivity" feature is compatible with the virtues of the "professional academics": professional, independent and self-discipline, creative and unpredictable. In addition, the following four characteristics of the "academic institution", the internal integrity of institutional objectives, the unconsolidated unification of institutional structures, the duplexity of institution power hierarchies and the transcendency of the institutional pursuance, supply the universities rich resources and enable them to carry out implicit incentives. This is further supported by Albert Bandura’s theory of reciprocal determinism among three parties: the "environment", the "cognition" and the "behavior". It can therefore be reasonably concluded that the implicit incentive is a necessary and effective measure to motivate the university teachers."Strong explicit incentive but weak implicit incentive" is the reality in Chinese universities. The current incentive mechanism, which expressly shows the profit-seeking desire of the university managers and runs in accordance with the environment of university management systems, is the result of over-strengthened bureaucratic hierarchy of the universities and the abuse of power in the university administrative systems. When the "instrumental rationalism" prevailed over the "value rationalism", the "efficiency-ism" became popular. "Freedom" was suppressed by the "control" from supreme powers and "spirit" was destroyed by "economic want". Various advert effects were caused by excessive explicit incentives: the academic bubbles, academic corruptions formed academic problems, and loss of academic beliefs, misplacement of self worthiness and health problems of the university teachers were deemed as social problems. A national survey in that regard revealed that identifying the career identity and lacking of career passion have become the two serious problems for university teachers. Taken account of the facts and situations as above mentioned, it again reinforces the necessity of increasing implicit intensive measures for university teachers.Although the importance of the implicit incentive is self-evident, it still needs time to be sufficiently implemented into both the theoretical and practical fields. Theoretically speaking, the implicit incentive should integrate the following groups: expectation and trust, culture and institutional system, obtaining acknowledgement and strengthening of self-efficacy. With respect to the practical fulfillment, the implicit incentive should then be combined by different incentives of institutional system, environment, and fame etc. The implicit incentive of institutional system can brings about the merits of ethics and acknowledgement; the environmental implicit incentive can achieves tolerance, respect, fairness; the implicit incentive of fame can promote the reputations of the universities, the academic careers and the academic scholars themselves.更多还原