Research On University Teachers’ Competence From The Perspective Of Knowledge Management

As mankind enters the era of knowledge economy,earth-shaking changes have taken place in world politics,economy,and culture.General Secretary Xi Jinping clearly pointed out in the report of the 19 th National Congress that after long-term efforts,socialism with Chinese characteristics has entered a new era.The development of the international and domestic society presents unprecedented new weather,new situation and new characteristics.All walks of life will face new opportunities and challenges,and university teachers are no exception.In the new era,in order to cope with the challenges of multiple values,prominent student subjectivity,and increasing uncertainty,the urgent need for the national “Double Tops” construction,the good wishes of university teachers to realize the value of life,and the need for development and perfection of university teachers’ competence theory,this dissertation selects knowledge management theory as the research perspective to conduct an in-depth analysis of the knowledge management mechanism of university teachers’ learning,teaching,scientific research and social service activities,and expand the research on the model,current situation and improvement strategies of university teachers’ competence based on this study.This paper deeply integrates the knowledge management theory with the core issue of this research,“university teachers’ competence” from the theoretical perspective of knowledge management.Through theoretical deduction,the essence of university teachers’ competence in performing duties is obtained from the perspective of knowledge management: Learning competency is knowledge supply competency,teaching competency is knowledge cultivation competency,scientific research competency is knowledge creation competency,social service competency is knowledge application competency,and the essence of university teachers’ competency is knowledge management competency from the perspective of knowledge management.On this basis,the research ideas of “theoretical explanation —model construction—current situation investigation—problem induction—cause analysis—promotion strategy” are further established.This paper mainly adopts literature method,questionnaire method and interview method to carry out the research.First of all,the relevant literature is collected,analyzed and sorted around the two keywords of knowledge management and competence,and the literature is reviewed in a peeling-onion manner.Then,according to the university teachers’ competence model from the perspective of knowledge management,the University Teachers’ Competency Questionnaire was used to carry out a questionnaire survey on university teachers of different levels in the three northeastern provinces.890 questionnaires were distributed and 786 valid questionnaires were recovered.SPSS statistical analysis software was used for the statistical analysis on the valid data recovered.Finally,in the post-interview for the construction of university teachers’ competency model and the exploration of the development obstacles of university teachers’ competency,in-depth interviews are conducted with experts in related fields and representative university teachers.Through the above theoretical interpretation and investigation,this paper draws the following three conclusions:First,the theoretical model of college teachers’ competence is constructed from the perspective of knowledge management.Based on the value orientation analysis of university teachers’ competence in the new era,Through the initial construction,revision and verification of the theoretical model of university teachers’ competence from the perspective of knowledge management,the theoretical model of university teachers’ competence from the perspective of knowledge management is finally obtained,which consists of five dimensions,including knowledge literacy,thinking level,professional identity,personality characteristics and cooperation,and 19 competency characteristics.Among them,knowledge literacy is the tool of teachers’ knowledge management,thinking level is the way of teachers’ knowledge management,professional identity is the power source of teachers’ excellent behavior,personality characteristics is the innate advantage of teachers’ excellent behavior,and cooperation is the effective organizational form of teachers’ excellent behavior.Second,after understanding the actual situation,existing problems and causes of university teachers’ competence in the new era,through questionnaires and interviews with teachers,it is found that: the overall status of university teachers’ competence is good,but there are weak links;the overall level of competence is high,but there are group differences;competence is increasing with the teaching age,but the growth rate is slow;academic training improves knowledge literacy,but the impact on the development of thinking is not significant.Based on the actual problems in developing university teachers’ competence,this dissertation analyzes the reasons for the problems in the development of university teachers’ competence from the perspective of the contradictions and conflicts that are difficult to reconcile in human resource management in the era of knowledge economy,including the dispersion and loss of academic investment;insufficient critical thinking training and weak culture of natural cooperation,etc.Third,the strategies to improve university teachers’ competence from the perspective of knowledge management are put forward.In view of the current problems in the development of university teachers’ competence and the reasons for their existence,strategies for promoting the development of university teachers’ competence are proposed from two aspects: individual teachers and the construction of knowledgebased organizations.On the one hand,it proposes a self-improvement strategy for the development of university teachers’ competence from personal vision design,knowledge management ability improvement,and full preparation for future cooperation.On the other hand,it is suggested to improve university teachers’ competence by building common organizational vision,designing and applying hybrid structure,perfecting training mechanism,reforming incentive mechanism and creating cooperative culture.This dissertation innovates the research perspective of university teachers’ competence theory,enriches the theoretical content of university teachers’ competence,provides assistance for the implementation of the "Double Tops" construction policy of China’s higher education,reference information for the construction of university teachers,and help for individual professional development of university teachers.