Study On University Teachers' Participation In University Governance From The Perspective Of Deliberative Democracy

University governance is the process in which university stakeholders participate in negotiations and formulate policies.In the process of university formulating policies related to school interests,teachers have direct or indirect influences on policy formulation and final implementation.Teachers have equal and free identities in this process and act as important subjects or one of the subjects.Administrative power and academic power are two important and representative powers in university.The current outstanding problem is that university decision-making power is mainly grasped in the hands of administrative personnel,leading to academic power weakened,which seriously affects teachers' participation in university governance.The theory of deliberative democracy has the characteristics of diversity,equality,inclusivity,rationality,etc.This theory provides new ideas of dealing the relationships between administrative power and academic power.The paper first elaborates the research background,significance,research situation home and abroad,and research ideas and methods.the connotation expansion of deliberative democracy,and the development and changing of deliberative democracy,focusing on summarizing the connotation,elements and characteristics of deliberative democracy.For teacher-participated university governance,its governance connotation,teacher-participated connotation,and the applicableness of deliberative democracy are analyzed in the paper.Based on the relevant concept summarization,the article analyzes the current situation of Chinese teacher-participated university governance,namely about the legal protection,actual condition,and participation range and extent.Co-governance is an important part of American university system.The university council system is the most significant and effective system in American university governance which is a symbolized organization indicating teacher participates in university governance.Chapter 4 reviews systematically the organizational structure,personnel composition and characteristics of university council in the University of California and Stanford University,introducing useful experiences of the two universities and provides reference for the suggestions and advice in Chapter 5.Based on the applicability of deliberative democracy applicable to teacher-participated university governance,the paper proposes specific solutions to the current problems in teacher-participated university governance.At the conceptual level,change teachers own minds,establish a people-oriented governance concepts,and create a climate of negotiation and governance.Teachers should transfer their own minds and improve their own sense of identity in university governance;administrative personnel should establish a people-oriented governance concept and create a climate of negotiation and governance.At the institutional level,strengthen the institutional construction of consultation and improve internal governance system of university.On the one hand,it is necessary to improve decision-making and consultation mechanism—teacher congress and academic committee.On the other hand,develop consultation mechanisms—university council.At the Operational level,improve negotiation process and mechanism.It is helpful to fully implement university affairs publicity system,strengthen construction of democratic politics,strengthen the student-participated democratic management systems,and expand the range of student participation.