Current Foreign Teachers’ Administration Mechanism Situation in Universities in China
The employment of foreign teachers in colleges and universities is not only the necessary way of learning advanced science and culture from abroad but also an important approach to improve international level of teaching troops in colleges and universities, strengthen correspondent constitution for science and culture and cultivate creative talents. It plays a crucial role in the implementation of the strategies of “developing the country through science and education” and “strengthening the country through talents”. Although it is recognized as an important strategy of internalization of high education to employ foreign teachers in colleges and universities, in the practical proceeding, we still lack the reasonable guarantee for the administration system.
First of all, the employing mechanism is not perfectly good. Foreign teachers-employed mechanism is a kind of way in which on the basis of equality, free will and mutual choice, a teacher is employed by signing the employment contract that confirms the responsibilities of teachers and rights and duties of both sides. The traditional way of employing foreign teachers adopted the administration called “Contract type employ”, which only requires the foreign teachers to accomplish the teaching tasks but doesn’t give them the chances to give full play to their creativity. Most of the colleges and universities pay more attention to the quantity and scale instead of the overall quality of foreign teachers during the employment of them. Colleges and universities of different types and in various regions are also in lack of the standardized procedures of employing foreign teachers. Many foreign teachers are employed only by passing a simple interview and even several of them skip the step of interviews which lead to the situation of incompetent teaching level and abilities of employed foreign teachers. With the in-depth development of internalization of teaching troops in colleges and universities, the emphasis should gradually be put on the inspection of comprehensive quality of foreign teachers.
Secondly, the training mechanism is imperfect. When National medium and long-term education reform and development plan outline (2010-2020) comes up with important measures about the furthering of reforming educational system and expanding education to open to the outside world, it is also put forward that we should attract more world-class experts and scholars to China to be engaged with teaching, scientific research and administration. Moreover, it is raised that we should enhance the scale of employed foreign teachers in universities. At present, the number of foreign teachers in China has showed a geometric base increase which requires administrative staff in charge of the foreign teachers in colleges and universities to fully and comprehensively realize the function of the training and establish training mechanism aimed at foreign teachers. Nevertheless, traditional training for the foreign teachers in colleges and universities only takes into account that there is something wrong in the teaching methods and teaching abilities due to different nations, languages and cultures of foreign teachers, thus the contents of training are stuck to the solution of the problems in the teaching. The traditional training gives little regard to that training can help foreign teachers adapt to the lives in colleges and universities and then their teaching abilities can be enhanced. The imperfection of the training mechanism for foreign teachers can’t enable them to get familiar with the teaching and research systems in colleges and universities, making it hard to improve the comprehensive quality of foreign teachers.
Meanwhile, the evaluation mechanism is not perfectly good and we can’t get timely feedback. It is necessary to carry out regular evaluation among foreign teachers in colleges and universities, which is not only important for foreign affairs administration, but also the important step to examine the benefits of employment of foreign teachers in colleges and universities. The evaluation mechanism effectively reflects the working condition of the foreign teachers during some period and positive factors influencing them which also helps the foreign affairs administration department and the teaching administration department get to know problems in time, finish all the following work, effectively arouse the enthusiasm of foreign teachers and improve teaching quality. However, many colleges have not set up a full set of mechanism aimed at the evaluation of foreign teachers. Before they start their work, they only provide simple teaching materials, curriculum schedule, teaching hours, the examination and attendance, etc. Colleges have not laid emphasis on the teaching ability, teaching attitude, methods and students' feedback. What’s more, due to the influence of our traditional administration mechanism for teachers, Cumbersome and bureaucratic administrative procedures lead a lot of restrictions to the administration of foreign teachers. Because the university functional department of foreign teachers is the administrative department in charge of foreign affairs, and foreign teachers are allocated to various institutions which are in the charge of university teaching and research administration department, there is a repeat administration which leads to the undefined duties and unclear responsibilities. Thus the problems rising from the administration can’t be effectively solved.
Last but not least, the incentive mechanism is not perfect. According to the Maslow's hierarchy of needs, foreign teachers care much about their own realization. Besides the material needs, such as pay, allowances and benefits, the spiritual content, such as the sense of responsibility, the feeling of competence, sense of recognition, is also of great importance. When they make some achievements, they need the respect of others and it will increase confidence of their own value, thus motivating the development of their independence. At present, many colleges only pay attention to satisfy the material needs of foreign teachers, such as compensation and benefits, but they give little regard to the spiritual needs of them, such as the sense of responsibility, sense of accomplishment and so on. It fails in making a large number of foreign teachers adapting themselves to the surroundings and they choose to leave finally. For that aspect, universities should establish reasonable incentive mechanism which can not only strengthen the creativity and vitality of foreign teachers but also offer them a relaxing and democratic stage for development.
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