A Research On The Building Of Teacher Groups In Chongqing Private Undergraduate Universities During The Transformation Period

At present, our society is in a transformation period, during which the transformation of economic structure and Industrial upgrading has brought about changes in other areas. Universities, as knowledge-intensive organizations, are bound to be affected. Hence they are also making transformation. Since economic restructuring changed the employment structure and personnel demand structure, the training mode of talents has to make appropriate adjustments. Given that modern universities are responsible for fostering talents, for conducting scientific research, for serving the society, and for inheriting and innovating cultures, they are supposed to follow this trend. Thus they should make greater efforts to meet the needs of economic and social development. In this sense, the horn of making changes in universities has been blown, especially for those universities who are oriented towards teaching and application. It is time for them to take initiative to make adjustment, and for them to actively devise a way to fostering application-oriented and innovative talents. However, the key is to achieve the task is to build competent university teachers. This paper focuses on the building of teacher groups in private undergraduate universities. Combined with the actual situation of Chongqing city, it makes attempt to dig this topic further.This paper is divided into six main parts. The first part gives a brief introduction of the research background, significance, the research situation at home and aboard, as well as the research methods. The second part introduces the theoretical foundation; besides, it elaborates the connotation and features of private undergraduate universities during the transformation period; in addition, the connotation and characteristics of the teachers are also discussed. Then the writer explains the significance of building teacher groups in private undergraduate universities at the transformation phase. The third part is the empirical part. The writer carries out a detailed analysis of the current situation of building the teacher groups in Chongqing private undergraduate universities, thus problems are found. Then the writer goes on to explore the reasons accounting for the problems. The fourth part puts forward suggestions.The writer puts forward feasible suggestions. The fifth part makes a conclusion.Conclusion:First, the private undergraduate universities at the phase of transformation face enormous challenges, while also embracing great opportunities. They should make positive responses. The most important is to strengthen the building of the teacher groups. Second, private undergraduate universities, compared with the public undergraduate universities, are non-governmental funded universities, the quality of whose teaching staff is highly crucial for their development. Third, the teacher groups in private undergraduate universities have a lot of defects in terms of the age structure, educational background, academic degree, and professional titles. Fourth, teachers in private undergraduate universities are facing many challenges such as irrational structure of teacher resources, unstable teacher quantity, unfair wages, and nonstandard relevant management systems. Fifth, the causes accounting for the challenges of the teachers are numerous and complex, which finds reflection in less policy support, backward teacher management mechanism, and teacher’s backward ideas, as well as lack of favorable environment. Sixth, the building of teacher groups in private colleges needs the guidance of a general idea. To be more specific, it should put teachers first, foster competent teachers, strengthen the incentive management, and earnestly carry out the relevant policies.Suggestions:we should establish correct concepts of building teacher groups; Pay attention to the teacher groups construction plan scientifically;we should create a favorable external environment for faculty building; we should strengthen the building of teaching staff and management systems; teachers themselves should pay attention to improving themselves.