大学教师知识"重混"指数测量OA北大核心CSSCICSTPCD
Measuring the"Remix"Index of University Faculties'Knowledge:An Empirical Study Based on 337000 Resumes of University Faculties from 7 Countries
大学教师的知识重混既有利于促进学术职业发展,也与新时期人才培养的重混需求相契合.本文构建了三重知识重混理论框架,采集了中国、美国、英国、加拿大、澳大利亚、新西兰、新加坡 7 国 33.7 万名大学教师简历,首次对大学教师学科重混、院校重混、国别重混进行实证测量,并构建知识重混综合指数.研究发现,全球大学教师在过去40 年知识重混的趋势不断强化;大学教师知识重混在不同学科、学历阶段、职业阶段及国别、院校等方面存在差异,并表现出"学科簇"等具体重混特征;排名靠前大学的教师知识重混水平更高;中国大学教师的知识重混水平与其他6 国存在显著差距.现阶段中国大学教师在学缘结构、国际化等方面需改进,且应尽快构建面向重混的大学教师评价新体系.
Knowledge remixing among university faculty supports academic career advancement and meets the evolving de-mands of talent cultivation in the modern era.This study introduces a triple knowledge remixing framework and analyses the resumes of 337000 university faculty members from China,the US,the UK,Canada,Australia,New Zealand,and Singa-pore.It quantifies subject,institution,and country remixing,creating a comprehensive remixing index.Results reveal a strengthening trend in global university faculty remixing over 40 years.Differences exist across subjects,educational and ca-reer stages,countries,and institutions.Faculty from top-ranked universities show higher remixing levels.Chinese university faculty lag behind counterparts from other countries in remixing.Improvements in academic backgrounds and international-isation are necessary,urging the prompt establishment of a new,remix-oriented faculty evaluation system.
林松月;刘进;祁瑞敏
香港中文大学,香港 999077北京理工大学,北京 100081
教育学
大学教师知识重混学术职业简历分析法
university facultiesknowledge remixingacademic careerresume analysis method
《教师教育研究》 2024 (003)
33-40,77 / 9
国家社科基金(教育学)一般项目(BIA190204)
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