Evaluation Of Teachers’ Academic Ecological Environment Of Research University

Research university is an important base for training high-level innovative talents, and the center of the national knowledge innovation and technological innovation. Teacher is not only the principal teaching and research part of research university, but also the most important resource of research university. Academic is the core of university. Currently, academic anomie and academic misconduct frequently arise, mapping out our teachers’ academic ecological environment of research university is imbalanced. Evaluation of teachers’academic ecological environment of research university have important theoretical and practical value to research of faculty development theory, and discussion on the law of teachers’academic development, and construction of good academic ecological environment, and promotion of the sustainable development of teachers’academic.Based on faculty development theory, evaluation theory, the theory of ecology and sustainable development theory, this study has researched theoretical issues, explored the meaning of teachers’academic ecological environment of research university. Teachers’ academic ecological environment of research university has been defined as the environment taking teachers’academic activities as center, having multiple benign influence on teachers’ academic activities to promote the sustainable development of teachers’academic.Article constructed a evaluation theoretical model that contains the social environment, school environment and teachers’quality, built a systematic, feasibility, scientific evaluation index system based on AHP. Dalian University of Technology was selected as case. This paper adopted the quantitative method through distributing questionnaires to the teachers of Dalian University of Technology. The initial questionnaire data were statistically analyzed using SPSS17.0software. Teachers’quality of Dalian University of Technology is in high level, reaching4.4844. Teachers’evaluation of the social environment and the school environment were3.5828and3.0636, both in the general level upwards. There is still much room for improvement. The results showed that social environment, school environment and teachers’quality, have a significant direct impact on teachers’academic activities. Different ages, different titles research university teachers have significant differences in the evaluation of the academic environment. Instructor’s academic resources are not adequate, and with strict examination and great pressure, so their evaluation of academic ecological environment is lowest. Based on empirical results, the paper has proposed six aspects optimizing suggestions. Guarantee material resources into research universities. Increase support for young teachers’academic activities. Improve the research university teachers’academic evaluation system. Improve the research university teachers’promotion and remuneration system. Make teachers’academic more scientific and normative. Create a positive academic atmosphere.