Standard 5 - Faculty Focus

标准5 关注教师

The business unit must have a systematic process to ensure current and qualified faculty members by: 1) fostering teaching excellence, 2) aligning faculty credentials and skill sets with current and future program objectives, 3) evaluating faculty members based on defined criteria and objectives, 4) ensuring faculty development including scholarly and professional activity.

Status: Not Started | Due Date: Not Set

业务单位必须有一个系统的过程， 以确保当前和合格的教师： 
1)培养教学卓越，
2)调整教师证书和技能与当前和未来的项目目标，
3)评估教师基于定义的标准和目标， 
4)确保教师发展包括学术和专业活动。

Institution Response

Guangdong University of Science and Technology (GDUST), a well-known private university in Guangdong Province with over 20 years of history, faces significant differences in faculty resources compared to many long-established public universities. GDUST is committed to developing a systematic process to ensure current and qualified faculty members.

In China, primary and secondary school teachers receive full funding for salaries, social security, and other benefits from the government, similar to civil servants, under a system known as “public institution staffing” (a specific Chinese administrative concept referring to a type of employment position within public institutions that are funded and governed by the government). Faculty at public universities are part of this public institutional staffing, receiving basic compensation and benefits from government budgets, and are eligible for national academic titles like full or associate professor.

In contrast, faculty at private universities like GDUST are in an employment relationship with the university and are not eligible for these national titles. Consequently, private universities can only recruit senior faculty and researchers from public universities or hire retired public university faculty with advanced titles, which poses a significant constraint for GDUST.

However, located in economically prosperous Guangdong Province, GDUST benefits from strong tuition revenue, allowing substantial annual investment in recruiting and hiring outstanding faculty. The university continually strives to improve compensation, benefits, and working conditions to enhance its attractiveness and retention of excellent educators.

In line with the outlined standards, GDUST has made continuous efforts in the four key areas and believes it meets the required criteria:

1. fostering teaching excellence

In the area of fostering teaching excellence, Guangdong University of Science and Technology has established a comprehensive system. Beyond the responsibilities of the university's HR office for recruitment and management, there is a dedicated Faculty Development Center (FDC, https://fdc.gdust.edu.cn/ (Links to an external site.)) responsible for faculty development. The FDC, founded in July 2014, is designed to enhance faculty professional skills and promote career growth, serving as a comprehensive guidance service for all faculty members.

The primary responsibilities of the FDC include:

• Organizing professional ethics education to strengthen faculty ethics and conduct;

• Supporting faculty career development by guiding young faculty in career planning;

• Conducting training in teaching theory and skills, as well as organizing teaching skills competitions to help improve teaching quality;

• Providing training related to research and community service to enhance the faculty's ability to serve regional economic and social development;

• Collaborating with the Academic Affairs and Human Resources departments in talent development and selection efforts;

• Promoting faculty collaboration and creating platforms for faculty exchange.

The FDC undertakes these responsibilities by offering services aimed at enhancing teaching capabilities, academic prowess, research competence, and collaborative initiatives. Key activities include training to improve faculty professional skills, organizing teaching contests, lectures, multimedia content creation competitions, and professional development seminars, as well as managing the university's continuing education system and the faculty online learning center.

Each department also has its own budget and plans to continue faculty development in line with their specific professional needs and goals to further the objective of fostering teaching excellence. Specific responses from each department will provide additional details.

2. aligning faculty credentials and skill sets with current and future program objectives

While the university's HR Office manages the overall faculty and staff, the specific qualifications and skills required for teaching positions are determined by each department in accordance with the Ministry of Education's minimum standards for university faculty. Departments submit detailed and specific recruitment requirements for their respective fields, which the HR department then formally announces (https://www.gdust.edu.cn/rsc/rcyj/rcyj/). For the recruitment of senior professors, researchers, and experts, special policies are formulated by the university president’s office. However, for regular faculty positions, Deans and program leaders are responsible for aligning faculty credentials and skill sets with current and future program objectives. Each program will provide detailed responses separately.

It is noteworthy that during the preparation for ACBSP accreditation, business programs have recognized that, beyond the Ministry of Education's requirements for new program faculty qualifications, ACBSP has more specific faculty qualification standards. Through regular reviews of Table 5.1.c Faculty Qualification, business program leaders have begun to use data collection and analysis techniques, such as weighted calculations of faculty qualifications and student credit hours, to assess faculty contributions and identify issues. Additionally, deans and program leaders have increased their focus on faculty professional development, particularly in relation to Standard #4 Student Learning Outcomes Assessment, where significant improvement opportunities have been identified. It can be said that the preparation for accreditation has involved substantial investment of both funds and faculty time, primarily aimed at enhancing assessment methodologies. This effort is intended to advance our teaching programs and fulfill our mission and vision.

3. evaluating faculty members based on defined criteria and objectives

At the university level, GDUST has established a comprehensive evaluation system with clearly defined criteria and standards. The university is responsible for evaluating the leadership of the colleges, while the college leaders assess the programs and administrative offices within their respective colleges. The criteria for evaluations are established at the university level, and the objectives for these evaluations are jointly determined based on the summary of the previous year's annual performance report and the plan for the upcoming year.

Within each college, internal management, including leadership, faculty, and staff, set their objectives based on the dissection of the new annual work plan. These objectives are then assessed by the college leadership.

In summary, we have clear criteria and objectives in terms of evaluation systems, regulations, and processes. The three colleges—SFE, SOM, and SOF—operate in accordance with university-level requirements and are accountable to the university.

4. ensuring faculty development including scholarly and professional activity

As a university, GDUST fulfills its social responsibility for knowledge creation and dissemination in Dongguan and Guangdong Province. In China, academic achievements are closely linked to faculty academic titles evaluation and career development, making faculty development in scholarly and professional activities a priority for GDUST, as it is for all universities.

At the university level, the dedicated Research Office (https://ky.gdust.edu.cn/ (Links to an external site.)) leads academic initiatives. The Research Office, under the direction of the President and Vice President, manages the organization and administration of scientific research, technology development, transfer, consulting, and services. Its primary responsibilities include:

• Developing and implementing the university’s mid- to long-term research plans and annual work plans.

• Drafting and revising regulations, management methods, and implementation plans to promote standardized research management.

• Guiding, supervising, and inspecting the formulation and execution of research plans by various departments, ensuring proper research archive management.

• Organizing applications for and securing various research projects and grants, and managing the review of university-funded research topics.

• Managing all university research projects, ensuring regular monitoring and adherence to plans.

• Coordinating interdisciplinary research collaborations and encouraging faculty participation in practical internships and consultancy activities for enterprises.

• Implementing national, provincial, and municipal technology transfer policies, enhancing mechanisms for technology transfer and establishing evaluation systems.

• Managing the archiving of all research outcomes.

• Overseeing the application, allocation, and auditing of research funds.

• Planning and organizing academic exchanges, and facilitating participation in domestic and international academic activities.

• Collecting, organizing, and publishing research information, and completing required research statistics.

• Completing tasks assigned by university leadership.

At the college level, in addition to the dean overseeing overall operations, there are typically three associate deans: one for teaching, one for student affairs, and one specifically for research and industry-academia integration. This associate dean manages faculty scholarly and professional activities, with scholarly activities guided by the Research Office and professional activities by the Faculty Development Center. Often, these activities overlap and are integrated.

In accordance with accreditation report requirements, each school submits its strategic and human resources plans. These plans, along with annual progress reviews, provide specific data and conclusions to demonstrate compliance with this standard.

Sources

There are no sources.

（本节完，下列内容为参考资料，不列入自评报告正文）

管理学院致力于提供高质量的商科教育，并已申请 ACBSP国际商科认证。本报告根据 ACBSP 的标准 5，即关注教职工的要求，对我院教职工队伍的资质、教学经验、研究与专业发展等方面进行自评，以确保：1）培养卓越的教学能力，2）使教师的资历和技能与当前和未来的课程目标相一致，3）根据既定的标准和目标对教师进行评估，以及4）确保教师的专业发展，包括学术和专业活动。

一、培养卓越教学

管理学院培养教师卓越教学能力的过程是一个系统而全面的工作，涉及多个方面的努力和措施。如下是我们采取的一些主要举措。

1.教师培训与发展

定期举办教学技能研讨会和工作坊，让教师学习并掌握最新的教学理念和方法。

提供教学法培训，如案例教学、项目式学习、翻转课堂等，以适应不同学生的学习需求。鼓励教师参与国内外的教育交流项目，吸收先进的教学经验和理念。

管理学院各个教研室内部开展“老带新”的工作，“老带新”通过传承优秀教学经验和理念、指导备课和教学设计、共同开展教学研究和实践、提供及时反馈和建议以及建立和谐的教学团队氛围等方式，可以有效地促进新教师培养卓越的教学能力。这种培养方式不仅有助于新教师的快速成长，也有助于提升整个教学团队的教学水平和质量。

2.教学资源共享

在超星学习通建立教学资源共享平台，鼓励教师之间共享优质的教学材料、案例和经验。促进跨学科合作，通过教师间的合作开发新的课程和教学项目。

3.教学评估与反馈

建立教学观察制度和公正、透明的教学评估体系，分校级、院级、教研室级3个层级的教学质量监督，通过学生反馈、同行评审和教学督导等方式，对教师的教学效果进行评价。根据评估结果提供个性化的反馈和发展建议，帮助教师识别和改进教学中的不足。同时同行评审也鼓励教师相互观摩和评价彼此的课堂教学，找出改进的地方，并促进教学技能的提升。

4.科研与教学相结合

鼓励教师将科研成果转化为教学内容，使学生能够接触到学科前沿的知识。支持教师参与科研项目，通过研究活动提升自身的学术水平和教学质量。

5.实践教学的强化

强化实践教学环节，如课程课内实践、集中模拟实训、实习指导等，提升教师的实务操作能力。开展教师暑期企业实践工作，教师根据专业背景选择相关岗位进行企业实践。通过这一活动，使教师了解企业的生产组织方式、流程及产业发展趋势等基本情况，如企业的生产经营管理模式及流程；熟悉企业相关岗位职责、操作规范，掌握岗位工作技能；明确所授课程与企业典型岗位所需能力的关联度。进而加强我校“双师双能”型教师队伍建设，提高教师的专业技能，有效利用师资培养的社会资源，切实提高教师产学研用能力。

6.职业发展规划

为教师提供职业生涯规划指导，帮助他们设定教学和科研目标，并制定实现这些目标的策略。通过职称晋升、科研项目申请等途径，激励教师不断提升自身的教学和科研能力。

7.教学技术支持

提供先进的教学技术支持，如超星学习通多媒体教学工具等，帮助教师提高教学效率和互动性。培训教师使用教育技术，如视频制作和在线课程开发等。

通过这些综合性的措施，管理学院能够有效地培养和提升教师的教学能力，确保教学质量的持续提高，同时也为学生提供更加丰富和高质量的学习体验。教师的教学能力提升不仅有助于提高学生 的学习成效，也是提升学院整体教育水平和竞争力的关键因素。

二、使教师资历和技能与当前和未来的专业目标相一致

管理学院深知在快速变化的商业环境中，教师的资质与技能对于培养适应未来社会需求的管理人才至关重要。为此，学院采取了一系列全面而深入的策略，旨在不断提升教师队伍的专业素养、教学能力和科研水平，确保其与管理学科当前及未来的发展目标高度契合。

1.严格教师准入与资质管理

专业对口与经验并重：在招聘教师时，管理学院坚持专业对口原则，确保每位应聘者所持有的学位与其拟教授的管理课程紧密相关。同时，重视应聘者的实践经验，特别是具有企业管理、咨询或相关领域工作经验的候选人，以丰富课堂内容，增强教学的实践性和应用性。

持续教育与资格认证：鼓励并支持教师参加国内外管理领域的专业培训、研讨会及资格认证考试，如PMP（项目管理专业人士）、CFA（特许金融分析师）中与管理相关的模块等，以拓宽视野，提升专业技能。

2.强化教学技能与效果评估

创新教学方法：定期组织教学研讨会和工作坊，引入案例教学、模拟经营、翻转课堂等现代教学方法，鼓励教师创新教学模式，提高学生的学习兴趣和参与度。同时，利用信息化手段，如在线教学平台、超星学习通平台等，提升教学效率和质量。

多元化评价体系：建立包括学生评价、同行评价、自我反思在内的多元化教学评价体系，全面评估教师的教学效果。通过定期的教学反馈会议，帮助教师识别教学中的优点与不足，制定个性化改进计划。

3.促进科研能力提升与学术交流

科研团队建设：鼓励教师根据自身研究方向和兴趣组建或加入科研团队，共同申报国家级、省部级科研项目，以及与企业合作的横向课题。通过团队合作，提升科研项目的申报成功率和研究成果的质量。

学术交流与合作：积极组织或参与国内外管理领域的学术会议、研讨会和论坛，为教师提供展示研究成果、交流学术思想的平台。同时，加强与国内外知名管理学院、研究机构的合作与交流，引进先进的管理理念和研究成果，促进学院的学术繁荣。

4.建立激励机制与职业发展路径

绩效奖励与晋升机制：将教师的教学质量、科研成果、社会服务等方面纳入绩效考核体系，对表现优异的教师给予物质奖励和晋升机会，激发教师的积极性和创造力。

职业发展规划：每位教师制定个性化的职业发展规划，明确其职业发展的短期和长期目标。通过提供进修机会、导师制度、领导岗位锻炼等方式，帮助教师实现职业成长和价值提升。

通过上述措施的实施，管理学院将构建一个资质优良、技能精湛、充满活力的教师队伍，为培养具有国际视野和创新精神的管理人才奠定坚实基础，同时也将推动学院在管理学领域的持续发展和领先地位。

三、根据明确的标准和目标对教师进行评估

1.教学质量评价

为了全面评估教师的教学效能与对学生发展的贡献，管理学院综合采用学生评教、督导评课及教师间听评课等多种评价手段，对教师的授课内容、教学方法、课堂互动及学生参与度进行细致考察。同时，强化对学生关键能力目标的量规评价，包括但不限于口头与书面表达能力、批判性思维、专业基础知识掌握、商业伦理素养、现代技术应用能力以及全球化视野的拓展。此外，通过学生满意度调查与毕业生反馈，深入了解教师对学生学习体验的实际影响。在课程组层面，考核教师的团队合作贡献，如参与课程建设、教材编纂及教学改革项目等，以评估其在促进学科交叉融合与推动学院整体发展中的积极作用。学院积极鼓励教师采用案例教学、翻转课堂等多样化教学手段，以进一步提升教学质量与学生学习成效。

2.科研能力评价

管理学院对教师的科研能力进行综合评价时，不仅考量其学术论文的数量与质量、承担的科研项目级别、获得的科研经费及奖励情况，还深入探究这些科研成果对学科发展的推动作用及其在学术界的广泛影响力与认可度。学院积极推行科研优长型策略，激励符合条件的教师主动申报并高效完成学校科研处设定的考核任务，同时鼓励教师致力于发表高影响力学术论文及参与顶尖科研项目。此外，评价体系还创新性地纳入了科研成果的转化与应用成效，以此评估教师解决实际问题的能力及对社会经济发展的实质性贡献，全方位促进管理学科的繁荣与社会的整体进步。

3.专业发展与继续教育

管理学院高度重视教师的专业发展与继续教育，通过全面评价教师参与各类研讨会、学术交流会及高级研修班等活动的频率与质量，来衡量其在专业领域内的持续学习动力与自我提升成效。学院特别关注教师是否积极获取专业资格证书、培训证书及参与行业前沿会议，以此作为衡量其专业深度与广度的关键指标。为确保教师队伍的持续进步，管理学院设定了每年至少90学时的继续教育要求，并积极鼓励教师获取与教学领域紧密相关的专业资格证书，以不断提升教学质量与学术水平，促进管理学科的蓬勃发展。

4.学术与社会服务

管理学院在评估教师绩效时，特别强调学术与社会服务的双重贡献。一方面，学院关注教师在学术组织和行业协会中的活跃表现，如担任编委、审稿人或学术顾问等职务，以此衡量其在学术界的影响力与贡献度。另一方面，学院也重视教师对社会实践的积极参与，包括政策咨询、企业培训、社区服务等多元化活动，这些实践不仅丰富了教师的社会经验，也提升了学院的社会影响力。学院加强对教师社会实践活动的深度评价，特别是其对企业咨询、政策建议等方面的贡献，旨在通过教师的实际行动，增强学院与社会的紧密联系，共同推动社会进步与发展。

5.职业操守与师德师风

学院深入实施“四有”好老师和四个“引路人”学习实践活动方案，鼓励教师成为学生锤炼品格的引路人、学习知识的引路人、创新思维的引路人、奉献祖国的引路人。评价体系确保公正透明，通过细化操作流程，将评价结果作为教师职称晋升、年终奖励、教学优化及个人职业发展规划的关键依据。这一机制不仅激励教师持续精进教学质量与科研能力，还促进了学院教育服务的优化与整体实力的提升，为管理学科的蓬勃发展奠定了坚实基础。

四、确保教师的专业发展，包括学术和专业活动。

1.建立了科研支持体系

制定了《广东科技学院科研业绩认定及计分管理办法（试行）》，同时，通过《广东科技学院科研创新服务平台科研成果工作指引（教师版）》引导老师们积极参与科研工作。学校通过提供科研启动资金和项目资助，支持教师开展原创性研究和参与重大科研项目。建立科研合作平台，鼓励教师与其他学者、研究机构以及企业进行合作，促进知识交流和技术转移。设立科研成果奖励制度，对发表高质量学术论文、获得科研项目、取得重要学术成果的教师给予奖励。在职称评定、职位晋升等方面，将学术成果和专业活动的表现作为重要评价指标。

2.鼓励学术交流与合作

学校鼓励教师积极参与学术研究，如发表研究论文、参与课题研究等，并提供相应的资源和支持，每个学期均会邀请国内外知名学者和行业专家来校举行讲座，增进教师与学术界的联系。通过教师间的合作开发新的课程和教学项目，提高学术研究的广度和深度，并对取得优秀科研成果的教师及团队予以奖励。

3.制定合理的评价和激励机制

将教师的专业发展纳入考核和奖励机制。通过设立奖励、提供晋升机会等方式，激发教师自我提升的动力。

4.支持教师参与行业实践

鼓励青年教师积极下企业开展专业实践活动。鼓励与企业和行业组织建立合作关系，为教师提供参与实际财经工作的机会，增强实务操作能力。鼓励教师参与行业咨询、政策制定、企业培训等活动，提升教师的专业实践能力。鼓励教师参与学术组织和行业协会，提升个人在专业领域内的影响力和认可度。同时建立了行业导师制度，邀请行业专家作为教师的实践导师，提供指导和支持。

4.提供资源和设施

管理学院致力于优化资源配置，为教师教学与科研活动提供坚实支撑。选拔科研优长型教师为学术和专业活动提供有力的支持和指导。他们可以帮助策划和组织各类学术研讨会、讲座等活动，为其他教师提供学习和交流的平台。同时，他们还可以作为学术导师，为青年教师提供科研指导和帮助，促进他们的快速成长。

此外，学院也配备了先进的教学与研究设施，包括多样化的管理实验室、全面开放的图书馆数据库访问权限及专业统计软件等，充分满足教师的学术需求。此外，学院还在图书馆内设立了学术交流室，为教师搭建起丰富的学术资源平台，涵盖各类研究工具与条件，助力教师深入研究与学术交流。这些举措不仅显著提升了教师的教学与科研能力，也为学生创造了更加优质的学习环境，进一步增强了管理学院在管理学科领域的竞争力与学术声誉。

Sources 资源

112号 关于印发《广东科技学院教师继续教育管理办法（2023年修订）》的通知

49号 关于组织开展2023年暑期教师前往企业实践的通知

管理学院关于实施《广东科技学院科研优长型教师管理办法（试行）》的规定

360号 关于表彰2022-2023学年在各类教育教学、科研活动中有突出贡献教师的决定

315号 关于印发《广东科技学院专任教师教书育人绩效考核实施办法（试行）》的通知