The Study Of China University Teacher Mobility Policies Based On The Institutional Analysis Perspective

With the market economy’s Reform and opening up, its prosperity has promoted thetransformation of China’s social structure. The transformation of social structure promotedthe model of social human resource management. With the collapse of the planned economy,the closed personnel management system changed, members of the community organizationshad more opportunities to exchange ideas or to choose occupations, so did the universityteachers. There were many job opportunities in the market economy. At the same time,professional standards of the university teachers are higher and higher for the highereducation development and the goal to build world-class universities. How to build a highlevel of the faculty，how to improve the professional level of university teachers which hasbecome an important topic of university personnel management work. The mobility ofuniversity teachers promoted their academic exchanges, enhanced their social experiencesand horizon. The benefits of university teachers mobility had been recognized andapproached by the managers and the teachers themselves. So it was a historical necessity thatuniversity teachers must mobility. Although the mobility of university teachers has a lot ofpositive significance, it caused many practical problems in the teacher management works.For example, duo to the lack of keeping mechanism, the number of teachers in somerelatively weak universities reduced drastically, there were not enough teachers involved inteaching. Nowadays, the occupational stress for university teacher was more and more, whichresulted in teacher’s tired career. So many teachers began to choose other occupations.University teachers’ relevant interests sometimes were not treated fairly, and which led tosome disputes, or even rise to the level of the law, University teachers’ mobility managementneed scientific polices to deal with the practical problems.At a long time, countries and universities have paid great attention to the guidancepolices on the mobility behavior of university teachers. They have introduced many policies.All their work has been around two core vocabularies which are "institution" and "policy".The managers looked forward to a positive guide and regulate the mobility behavior oncollege teachers at the institutional or policy level, they also hoped that the universityteachers’ relevant interests can be well balanced in the mobility. However, such expectationsnot be realized. The teacher mobility system is vague and the policy guidance of universityteachers’ mobility is still a lack of effectiveness. The real reason for this phenomenon was thelack of reflection on university teachers’ mobility institutions. China’s university teachersmobility policy, relying on university teachers’ mobility institutions. It can be said that theexisting university teachers’ mobility institutions determined the status and content of the university teachers’ mobility policy. Therefore, based on the practical problems, we couldonly adjust the mobility policy of the university teachers on the surface, we could only treatthe symptoms and we are not able to grasp the essence of the university teachers’ mobilitypolicy. That is to say, which causes and determined university teachers’ mobility policy is notthe practical problems, but rather the teachers’ mobility institutions.The teachers’ mobility institutions determined the mobility policy of the universityteachers. Different types of the university teachers’ mobility policy have different statutes andinfluence. This thesis draws on the Douglas North, who is the representative of the newinstitutional economics, to divides the teachers’ mobility institutions into two levels: formaland informal. Based on the behavior framework which the formal and informal institutionscreated, the research analyzed the necessity of university teachers’ mobility polices. Also, thethesis explained the reasons that caused the practical problems on the university teachers’mobility policy. At last, strategies and recommendations for the improvement or developmentof the university teachers’ mobility policy has been proposed.This thesis is divided into four parts and a total of six chapters. The first part includesthe introduction and first chapter. The content of the study are mainly two aspects: firstly, thethesis talked about “the research topics”, stated the overall structure of the layout andresearch methodology system. Then on the topic related concepts are defined and detailedhistorical investigation could be finished.The second part includes the second chapter, which analyzes the practical problems ofthe university teachers’ mobility policy and its implementation. It is based on two mainaspects: sorting out the problems in previous research, by questionnaire and interview surveyof research methods, confirming the frameworks of the formal or informal institutions,pointing out the current policies problems.The third part includes the third and the forth chapters, which analyzes the developmentway of the university teachers’ mobility policy based on the formal or informal institutionsframework.The last part is the last chapter, which prospected the specific strategies in improvementand perfecting the university teachers’ mobility policy.