The Research Of Chinese Teacher Participated In University Governance—Based On Deliberative Democratic Theory

University Governance is every stakeholders of university participate in the decision of major affairs, it’s a kind of arrangement of power and configuration of system of university internal. Among the democracy belongs to the inevitable trend of social development, how to create a good democratization atmosphere of university governance and effective democratic way become a new topic. University faculty as an important group have the most knowledgeable of campus development, therefor to be the man who has the final word. Their focus is not only academically but also should be involved in school-related administrative affairs. At present, the prominent problem of our university is too much executive power have affected the group of teachers involved in governance activities. It’s also makes the poor communication between teachers and administrative staff, the relevant decree can not get a good practice and increasing the governance difficulty. The effective way to overcome this situation is to fully develop the fine tradition of democratic consultation, let teachers involved in university governance actively and securely. Balance of power, mutual constraints, contain each other, also set all wisdom and adopt all advice will not only conducive to the protection the interests of university teachers but also benefit to the reform and development of university. This paper mainly adopt the way of literature research and comparative reference at home and abroad to demonstrate the way of improve our university teacher participate in school governance that under the guidance of deliberative democracy theory. General inductive the main problems of effecting teachers’ democratic participation, and analyze whether this new democratic approach of deliberative democracy can be applied to resolve these problems. Finally, after introduce the successful experience of this respect in abroad to proposed the draw measures for our reform.The research is composed of five body parts mainly,Part one introduction:This part mostly states the background, the important concepts, methods, purpose, the significance of the study. Innovation place also explained in this part. The focuses on literature review about teachers participation in university governance and university governance under deliberative democracy.Part two:describes the theory of deliberative democracy. As the most important theoretical basis for this paper and study, the connotation, characteristics, the difference between traditional democracy and the way to achieve it will be elaborate in it.Part three:export the problem. As everyone knows, our teachers participate in university governance with a low level and the effect is not obvious. What the problem mainly in several ways and whether deliberative democracy theory can response to this. What’s the main advantages and conditions for practice. Part four:think globally. Teachers participate in university governance is a universal topic. The University of Minnesota and California Berkeley have achieved good practical results of how to promoting teachers participate in governance with the play of democratic. Their implementation approach provides us with material for analysis. All of this will introduce in this part.Part five:countermeasures. Propose recommendations to enhance teachers participate in university governance under deliberative democracy. With developing of Staff and Faculty’s Representative Congress and Academic Committee, introducing the mechanism of University Senate. Vast channels, wide level, multi-angle escorting teachers to participate in university governance.