国家教育部2008年度双语教学示范课程建设项目《项目规划》
2009年云南省特色专业《工商管理》 建设成果
昆明理工大学2007年度校级双语精品课建设项目《项目规划》
目标导向项目规划案例研究
Case Study on ZOPP Theory
——基于ZOPP的在校本科学生学习动力改善项目规划应用研究
—— Application of ZOPP Theory in Improving Undergraduate Study Motivation Project Planning
柳广舒 王松江 编著
云南出版集团公司
云南科技出版社
昆 明 前 言
质量是高校办学之生命线。国家教育部在贯彻落实2001年4号文件《关于加强高等学校本科教学工作提高教学质量的意见》的基础上，实施了《高等学校教学质量与教学改革工程》。实施这项质量工程是我国继“211工程”、“985工程”和“国家示范性高等职业院校建设计划”之后，在高等教育领域实施的又一项重要工程，是提高高等学校本科教学质量的一项重大举措。
实施质量工程，既是高等教育自身发展规律的要求和需要，也是“办好让人民满意的高等教育”、提高大学生综合素质和就业竞争力的要求和需要，同时，更是建设创新型国家、构建社会主义和谐社会的要求和需要；实施质量工程，是坚持和贯彻科学发展观，全面落实党中央、国务院战略决策和部署的重要举措，是落实科教兴国战略和人才强国战略的重要途径之一。要把质量工程真正实施到位，达到预期效果和目的，就必须充分调动政府、学校和社会等各方面的力量和积极性，把这些力量汇聚到提高高等教育质量上来。
作为实施质量工程的先期启动项目，国家精品课程建设旨在通过课程建设，推动优质教育资源的共享，使学生得到最好的教育，从而全面提高教学质量。国家教育部强调：精品课程建设是一项综合系统工程，它涉及师资、学生、教材、教学思想、教学管理、教学方式、教学内容、教学手段等方方面面，是牵一发而动全身的工程。因此，应当将现代教育思想融入精品课程建设，围绕师资队伍素质的提高，优秀教材的编撰，教学内容的完善，现代教学手段的应用，科学管理体制的推动，实现优质教育教学资源的共享，实现教学理念、教学方法、师资队伍、教学内容、教材建设、及管理制度的整体化建设目标。
随着我国改革开放的深入和经济建设的快速发展，无论是在经济领域还是科学技术领域，国际间、区域间的项目合作与交流显得越来越密切，社会对国际型项目管理人才的需求量越来越大，要求也越来越高。为了适应不断变化的社会发展需要，培养出独具国际视野和综合竞争能力的高素质人才，我校于2002年设置了项目规划双语课程。多年来，由王松江教授执教的项目规划双语课程，取得了很好的教学效果，先后成为2007年校级双语精品课程和国家教育部2008年度双语教学示范课程建设项目，值得一提的是，该门课程是云南省目前唯一荣获国家双语教学示范课程的项目，它为我校精品课程建设工作进入不断提高在学科中的品牌特色，实现品质提升目标的新阶段起到了重要作用。
《目标导向项目规划案例研究——基于ZOPP的在校本科学生学习动力改善项目规划应用研究》一书是“国家教育部2008年度双语教学示范课程建设项目《项目规划》、2009年云南省特色专业《工商管理》、昆明理工大学2007年度校级双语精品课程建设项目《项目规划》建设成果之一”，它重点展示了目标导向项目规划方法的具体应用与实施，为《项目规划》课程的双语教学提供了一个有利的案例分析演示，是课程案例教学的重要支撑。它主要围绕目前部分高校存在的“大学生缺乏学习动力”这一核心问题，利用ZOPP理论方法体系开展案例研究分析，对目标导向项目规划方法在大学生学习动力改善项目中的具体应用展开讨论，重点展示目标导向项目规划方法的具体应用与实施过程。本书的出版，即为《项目规划》课程的双语教学提供了一个有利的案例分析演示，也成为“2008年度国家级双语教学示范课程”“昆明理工大学2007年度校级双语精品课建设项目”建设的重要成果之一，同时还是将目标导向项目管理理论与方法应用于高等教育领域的一次创新尝试。
在本书的编写过程中，作者参阅了国内外大量的相关资料、论著、论文和研究成果，其中绝大部分都做出了相应的引用标注，但如有遗漏，恳请谅解，在此，对本书所转载、引用资料的学术界前辈们的辛勤付出表示感谢！同时，要感谢博士生导师王松江教授，本研究从选题到最终定稿，都离不开王松江教授的悉心指导，离不开他渊博的学识、严谨的治学态度、敏锐的洞察力以及诲人不倦的师德师风。
最后想表达的是：目标导向项目规划理论与方法的应用研究永无止境，还有待不断地深入研究和创新尝试，很多问题还有待进一步地钻研和探讨，希望本书能起到抛砖引玉的作用，其中不完善之处，尽请各位学者和专家不吝赐教，批评指正，谢谢！
柳广舒、王松江
2009年9月于昆明理工大学
目 录
- 19 -第一章 概述
- 19 研究背景
- 19 目标导向项目规划的国内外研究现状及动态
- 20 大学生学习动力研究现状
- 22 将ZOPP应用于大学生学习动力研究的意义
- 23 研究目的
- 23 研究内容及创新点
- 24 技术路线
- 25 研究范围及其局限性
- 26 -第二章 目标导向项目规划理论及学习动力理论研究
- 26 项目的生命周期及其过程
- 26 项目生命周期的含义
- 28 项目管理的五个过程
- 30 项目规划在项目管理过程中的作用及其重要性
- 31 目标导向项目规划的特征、优点和原则
- 31 目标导向项目规划的特征
- 31 目标导向项目规划法的优点
- 32 目标导向项目规划法的原则
- 32 目标导向项目规划
- 32 参与分析
- 33 问题分析
- 34 优势分析
- 35 发展前景分析
- 36 项目实施规划
- 42 项目的监测与评估
- 43 学习动力理论
- 43 学习动力的概念
- 44 学习动力机制
- 45 -第三章 A校在校本科学生学习动力状况调研
- 45 调研目的和任务
- 46 调研的方式和方法
- 47 调研结果的统计与分析
- 47 “学习情况”问卷调查表（教师用）的统计与分析
- 48 “学习状况”问卷调查表（学生用）的统计与分析
- 52 “学风情况”问卷调查表（班主任用）的统计与分析
- 54 三校区学生晚自习抽查情况统计与分析
- 55 2005年以来学生考试违纪率、补考率及考研率情况调查
- 56 学生课堂教学出勤率、听课率抽查情况
- 60 各类座谈会、走访、问卷调查中涉及学风建设方面的主要问题及建议
- 62 学风问题的新特点及其成因分析
- 62 学风问题的新特点
- 64 学风问题的成因分析
- 68 -第四章 A校本科学生学习动力改善项目规划
- 68 项目参与分析
- 70 问题分析
- 70 问题识别
- 71 问题“树”的产生和核心问题识别
- 75 解决问题的优势分析
- 76 目标导向项目规划及实施规划
- 76 目标分析
- 79 项目描述
- 82 项目选优排序分析
- 90 优选项目可行性分析
- 92 项目实施规划
- 100 项目活动的WBS结构
- 107 增强师资队伍建设项目实施措施建议
- 107 制定科学的师资规划的措施建议
- 109 完善可持续发展的教师聘任制度的措施建议
- 111 建立灵活、多层次的师资培训、培养机制的措施建议
- 114 形成行之有效的激励及绩效考核机制的措施建议
- 115 项目的监测与评估
- 115 发展性学生评教反馈流程设计
- 120 -第五章 结论、评价及建议
- 120 结论
- 120 创新点
- 121 难点及建议
- 121 -附件一 调查问卷样表
- 129 -附件二 调查问卷表结果统计
- 132 -附件三 项目选优排序调查表样例
- 139 -附件四
- 139 -教育部办公厅关于印发《普通高等学校本科教学工作水平
- 139 -评估方案（试行）》的通知
154附件五 普通高等学校编制管理规程(草案)
158附件六 教育部关于印发
158《普通高等学校基本办学条件指标（试行）》的通知
160Chapter 1 Introduction
Study Background
ZOPP Research in Brief
Research on Undergraduate Study Motivation in Brief
Significance of Applying ZOPP to Undergraduate Study Motivation Improvement
Study Purpose
Study Content & Innovation
Technical Route
Scope & Limitation
170Chapter 2 Study on Theories of ZOPP and Learning Motivation
Project Life Cycle and Process
Project Life Cycle
Five Processes of Project Management
The Importance of Project Planning
Features, Advantages and Principles of ZOPP
Features of ZOPP
Advantages of ZOPP
Underlying Principles of ZOPP
Steps of ZOPP
Participation Analysis
Problem Analysis
Potential Analysis
Scenario Analysis
Project Plan
Project Monitoring and Evaluation
Theory of Study Motivation
Conception of Study Motivation
Study Motivation Mechanism
198Chapter 3 A Survey on Undergraduate Study Motivation Condition of University A
Purpose & Assignment of the Survey
Means & Method of Survey
Findings & Statistics
Findings & Statistics of Questionnaire for Teacher
Findings & Statistics of Questionnaire for Student
Findings & Statistics of Questionnaire for Conductor
Findings & Statistics of Individual Study at Night
Findings & Statistics of Test Cheating Rate, Make-up Examination Rate, Rate of Passing Postgraduate Entrance Examination
Findings & Statistics of Rate of Listening and Attendance Condition
Problems and Suggestions of Forums and Interviews
Distinguishing Features and Causes of Problems above
Distinguishing Features of Problems above
Causes of Problems above
230Chapter 4 Undergraduate Study Motivation Improvement Project Planning for University A
Participation Analysis
Problem Analysis
Problem Identification
Problem Tree and Core Problem Identification
Potential Analysis
Project Plan
Objective Analysis
Project Description
Alternative Project Analysis
Feasibility Study of the Alternative Subproject
Project Plan
Work Breakdown Structure
Suggestions on Realizing Expected Results of PPM
Suggestions on Scientific Planning for Teaching Resource
Suggestions on Improving Sustainable Employment System in University
Suggestions on Establishing Flexible, Multi-level Training Mechanism for Teachers
Suggestions on Forming Effective Incentive and Performance Evaluation Mechanism
Project Monitoring & Evaluation
Feedback Mechanism of Developmental Teaching Evaluation (carried out by student) Design
302Chapter 5 Solution, Appraisal & Suggestion
Solution
Innovation
Difficulties and Suggestions
305参考文献
插图和附表清单
Contents of Figure & Table
- 18 -图 本研究的技术路线图
- 20 -图 项目的生命周期
- 23 -图 项目管理的五个过程
- 23 -图 项目生命周期的各阶段间的衔接图
- 26 -图 目标导向项目规划程序图
- 31 -图 AHP指标体系图例
- 33 -表 项目逻辑框架矩阵表
- 36 -图 工作分解结构示意图
- 41 -图 教师问卷情况1
- 42 -图 教师问卷情况2
- 43 -图 学生问卷情况1
- 43 -图 学生问卷情况2
- 44 -图 学生问卷情况3
- 44 -图 学生问卷情况4
- 45 -图 学生问卷情况5
- 46 -图 学生问卷情况6
- 46 -图 班主任问卷情况1
- 47 -图 班主任问卷情况2
- 47 -图 班主任问卷情况3
- 48 -图 班主任问卷情况4
- 48 -表 三校区学生宿舍自习情况
- 49 -表 三校区教室学生自习情况
- 50 -表 本科生考试违纪率、补考率情况
- 50 -表 本科生考研情况统计
- 52 -表 本科生出勤率、听课率统计
- 62 -表 A校在校本科学生学习动力改善项目的参与分析（加句号）
- 67 -图 问题树
- 68 -图 问题矩阵——（略）
- 71 -图 目标树
- 78 -图 大学生学习动力改善项目层次结构
- 80 -表 学习动力改善项目准则层
- 80 -表 学习动力主体环境改善项目方案层
- 81 -表 高校育人环境改善项目方案层
- 81 -表 家庭育人环境改善项目方案层
- 82 -表 社会育人环境改善项目方案层
- 82 -表 二级指标相对于总指标的权重
- 86 -表 2002-2005学年师生比统计表
- 88 -表 2002-2005学年师资学历、学位结构表
- 88 -表 2002-2005学年师资年龄结构表
- 89 -表 2002-2005学年师资职称结构表
- 89 -表 2002-2005学年师资学缘结构表
- 93 -表 增强师资队伍建设项目实施逻辑框架矩阵表
- 94 -图 项目实施规划逻辑关系
- 96 -图 增强师资队伍建设项目的WBS树形结构
- 98 -表 增强师资队伍建设项目的WBS字典
- 103 -图 学科建设导向的师资规划模式
- 106 -表 新时期高校教师素质与能力结构
- 112 -图 发展性学生评教反馈机制图解
163Figure Technical Route Diagram
165Figure Project Life Cycle Stages
168Figure Processes of Project Management
169Figure Connections among Project Processes
173Figure Procedures of ZOPP
181Figure AHP Hierarchy Structure
182Table Project Planning Matrix
186Figure Work Breakdown Structure
195Figure Findings of questionnaire for teacher (1)
195Figure Findings of questionnaire for teacher (2)
197Figure of questionnaire for student (1)
197Figure of questionnaire for student (2)
198Figure Findings of questionnaire for student (3)
199Figure of questionnaire for student (4)
199Figure of questionnaire for student (5)
200Figure of the Questionnaire (for students) (6)
201Figure of questionnaire for conductor (1)
202Figure of questionnaire for conductor (2)
202Figure of questionnaire for conductor (3)
203Figure Findings of questionnaire for conductor (4)
204Table Students of the Three Campuses Taking Individual Study at Night in Dormitories
205Table Students of the Three Campuses Taking Individual Study in Classrooms
205Table Findings of Test Cheating Rate and Make-up Examination Rate in 2005, 2006 and 2007
206Table Findings of the Rate of Passing Postgraduate Entrance Examination
208Table Findings of Spot Checks on the Rate of Listening and Attendance Condition
223Table Participation Analysis on Undergraduate Study Motivation Improvement Project of University A
227Figure -1 Problem Tree of Student
228Figure -2 Problem Tree of University
229Figure -3 Problem Tree of Family Figure -4 Problem Tree of Society
230Figure -5 Problem Tree as a Whole
234Figure -1 Objective Tree of Student --- Project Group A
235Figure -2 Objective Tree of University --- Project Group B
236Figure -3 Objective Tree of Family --- Project Group C Figure -4 Objective Tree of Society --- Project Group D
237Figure -5 Objective Tree as a Whole
249Table Goal
249Table A1
249Table A2
251Table A3
251Table A4
251Table Weighs of alternatives relative to criteria
第一章 概述
研究背景
目标导向项目规划的国内外研究现状及动态
ZOPP在国外
管理学是一门软科学，不论是针对社会公共事业项目，还是经济发展项目，管理者都希望以最简单、最便捷、最经济的方式达到最理想的管理效果。常言道：预则立，不预则废。项目规划所起到的作用就是：预测未来、确定任务、估计可能碰到的问题，并提出完成任务和解决问题的有效方案、方针、措施、手段，以及所必需的各种活动。
目标导向项目规划（德文缩写为ZOPP，英文缩写为OOPP或GOPP），是德国项目管理理论体系之核心。目标导向项目规划是针对发展项目（以及其他项目），在其调查、分析、诊断、项目设计、项目规划、项目实施、项目监测与评估和项目管理过程中，提出的一套理论体系、一套操作工具和一套工作技术。
第二次世界大战期间，德国军方首创了“目标导向项目规划法（雏形）”并将其应用于战争。1983年，德国技术合作协会（GTZ）正式将此方法引入区域经济发展中的项目设计、规划、实施及管理中。1986年，德国技术合作协会与德国经济合作部合作，将此方法向所有发展项目推广。目前，国际上存在两个项目管理研究体系：以欧洲为首的体系——国际项目管理协会（IPMA），和以美国为首的体系——美国项目管理协会（PMI）。在过去30年中，他们以其卓有成效的工作，为推动国际项目管理现代化发挥了积极的作用。近年来，项目管理的重要性越来越多地为各类企业、社会团体、政府组织所认识，并开始加以利用。在欧美发达国家，项目管理已被普遍应用于建筑、航天、国防、电子、通讯、计算机、软件开发、制造业、金融业、保险业等行业中，并取得了可观的经济效益和社会效益。
“ZOPP规划方法是一种高效、严谨的集约型管理方法”。目标导向项目规划法是一个开放的工作系统；它能够被灵活地运用于项目的各个阶段或者整个过程；通过对该方法的运用，能使涉及区域经济发展的方方面面对区域经济发展达成共识。这套方法的优点在于：能准确把握项目管理的方向，充分体现项目管理的内涵，做好项目基础工作；组织设置有依据，部门间责权明确，便于协调；项目实施范围清晰；工作计划有的放矢；项目控制尺度明确；项目经理人（主管）在人、财、物使用方面有一定权限，资源协调核心明确；项目的推进始终以目标为导向，方向明确。
ZOPP在国内
因受过去计划经济体制的影响，国内的项目规划方法较为单一、随意，有的只是单纯依赖指令计划行事，忽视了项目的多目标属性；有的是因为投资人无力对项目进行精细运作；有的是管理水平有限，意识不到规划的必要性和重要性，因而项目往往仓促上马。有这样一则笑话生动地反映了国内项目规划水平的落后与尴尬：我们从山这边开始挖，你们从山那边开始挖，如果我们能相遇，就得到一条隧道；如果我们不能相遇，就得到两条隧道。如此由于规划方法不当而造成项目失败，由此带来的经济、文化、自然资源等方面损失的事件屡见不鲜。因此，我国急需引进科学高效的现代项目规划方法，增强项目规划意识，使管理体制和机制得到创新 。
大学生学习动力研究现状
问题的提出
大学时期是人生的黄金时期，是大学生充实自我、强化能力的好时机。这一时期的主要任务是学习。面对市场经济的发展和网络时代的洗礼，今天的大学校园已不再是清幽的“象牙塔”。大学生处于社会价值观日益多元化的社会转型时期，他们的学习观念和学习态度受到了诸多社会问题、社会思潮的冲击和影响。此外，有关高等教育的思想观念和学生培养模式等也正发生着变革，高等学校体制改革的深化，高等教育的课程体系、教学内容以及招生、就业制度的变更等诸多方面，都会对新世纪大学生产生直接的影响。
在追求真知的路上，当代大学生面临着更多机遇与挑战，也面对着更多困惑与迷惘。在这些机遇与挑战、憧憬与迷茫的激烈碰撞之中，部分高校一些大学生丧失了学习的动力，具体表现为：
学习目的不明确，缺乏远大的理想和大学规划
在功利主义思想的影响下，部分大学生缺乏远大理想，人生观、价值观不正确，缺乏社会责任感；部分大学生学习的目的不是为了掌握科学文化知识，强化自身综合素质，而仅是为了获取文凭，谋求光鲜的职业，追求社会地位；一些学生迫于竞争压力，不注重理论学习和钻研，而是片面地在各种兼职工作中投入大量的时间和精力，不仅浪费了时间，也偏离了学习目标；相当一部分大学生由于大学规划、人生规划是一片空白，必然缺乏动力和实效，在迷茫中虚度了宝贵的大学光阴。
大学学习不适应，缺乏信心。
大学学习比中学学习更为复杂，知识覆盖面更广，对学习者的学习能力提出了更高的要求。而相当一部分大学生自主学习能力很差，早已习惯了有学校、老师、家长督促的保姆式助学方式。进入大学后，老师的授课方式完全改变：学习内容较中学更专业化，课程极富挑战性；校园社团活动铺天盖地；校外的花花世界令人眼花缭乱……这些变化对大学生们自控能力和适应能力发起了挑战，使他们在处理学习与其它事物的关系时产生了偏差，考试临时“抱佛脚”，“必修课选逃、选修课必逃”现象频发，考试重修成为家常便饭。
另外，部分学生进入大学后，在与众多强者的竞争中成绩落后，自信心受到打击，他们不从主观努力和学习方法上找原因，片面认定是自己的学习能力低，产生力不从心之感。还有部分来自经济困难家庭的学生，自感低人一等，自卑感强并将自卑情绪带入后来的学习当中，影响了完成学业的信心。这些大学生被种种“不适应”摧垮，有的干脆放弃学习，把兴趣转移到网络、恋爱，甚至染上恶习，危及社会。
专业思想不牢固，缺乏学习兴趣。
首先，由于高考分数的限制，在高考志愿填报中要遵从父母的意愿等因素，使一部分学生失去了选择理想学校与专业的机会，所学专业多数迫于无奈，由此产生了厌学情绪和逃学现象。其次，在目前严峻的就业形势影响下，在专业选择的过程中过多考虑了“冷门”与“热门”，而忽视了自己的兴趣、偏好，加上大学阶段学习的多是枯燥的专业基础知识，因此部分学生虽然选择了“热门”却没有学习兴趣，有的选择了“冷门”专业，但对所学专业的社会影响力缺乏信心，从而学习动力低下。
苏联著名教育理论家和实践家苏霍姆林斯基曾说：“教育者与教育对象的每次接触，归根到底是为激励对方的内心活动。” 中央教科所研究员、百所创新教育实验学校总校长孟国泰也曾说：“受教育者能够正确地认识自我、发现自我、赏识自我、激励自我、战胜自我、超越自我、塑造自我、评价自我、完善自我，是一切教育成功的标志。”现代心理学认为，学习动力的激发是学习成功的主要因素。由此可见，教育的主要任务是充分激发和挖掘学生的学习动力。上述问题如果得不到及时有效的控制和解决，必将影响大学生的成长与成才，也将对高等教育和社会的长远发展产生深远的影响。
大学生学习动力研究现状
没有动力的学习就像无源之水，动力就好比万物之源。《现代汉语词典》中认为，动力指使机械做功的各种作用力，又比喻推动工作、事业等前进和发展的力量。引入学习中，学习动力就是指推动学习不断进步，激励学习行为达到预期目标的学习作用力。
心理学研究认为，学习动力是各种力量按一定关系组成的一个系统，对学习起着始动、定向、引导、维持、调节、强化的作用。学习动力是学习主体对学习行为价值判断基础上的心理驱动总合，是由学习动机、学习兴趣和学习态度构成的认知系统，学习动力旺盛的学生，源于这三个方面心态都比较积极，形成了相互促进、互为支撑的有机组成。
从管理心理学“需要、动机、目标”理论角度出发，大学生对自身发展和人生价值的实现方面的强烈愿望，使他们产生了对学习的需要，从而转化为学习动机，产生学习动力。大学生学习动力的源泉并不是单一的、孤立的、静止的，而是复杂的、开放的、变化的，它除了来自于大学生自身外，还来自于学校、社会、家庭等多个方面。
科学学习观要求我们在教育中，不仅要调动被教育者的智力因素，而且要推动、引导和维持其非智力因素。我国著名心理学家李洪玉教授认为：“学习成绩的好坏是智力因素和非智力因素共同作用的结果，其中以非智力因素起决定性作用。这是因为，就绝大多数人来说，他们的智力发展水平是相差无几的，谁的非智力因素优异，谁就有可能在学业或事业上取得巨大的成就。具有良好非智力因素的个体，他的智力与能力可以得到较充分的开发，并且智力上的某些缺陷也可以通过良好的非智力因素加以补偿。”而这里的所谓非智力因素，主要就是指我们通常说的学习动力。上海大学的吴福元教授认为：“要提高大学生的学业成就，在重视智力开发的同时，应着眼于对学生学习动力的激发。”
大学生的学习活动具有很强的自主性和探索性，而他们能否努力探索新知识，发挥学习的主动性，归根结底取决于其是否具有强烈的学习动力。
以往大学生学习动力方面的研究大多着眼于从心理学、教育学等理论角度分析，或是以调查报告的形式进行原因、对策的定性分析，缺乏定量研究。并且把大学生学习动力不足的原因仅仅归咎于学生自身和教师，而忽视了影响大学生学习积极性提高的因素远不止于此，它是一个涉及面很广的社会问题，需要全社会的共同关注和努力。此外，将目标导向项目管理方法应用于大学生学习动力的研究尚不多见。
将ZOPP应用于大学生学习动力研究的意义
目标导向项目规划法是一个开放的工作系统；它能够被灵活地运用于项目的各个阶段或者整个过程；通过对该方法的运用，能使涉及区域经济发展的方方面面对区域经济发展达成共识。将这套方法应用于大学生学习动力的改善与提高项目的优点在于：能准确把握项目管理的方向，充分体现项目管理的内涵，做好切实增强大学生学习动力的基础工作；使涉及到大学生学习、学风的各个组织设置有据可依，部门间责权明确，便于协调；明确项目的具体实施范围；使大学生学习动力改善的各项后期具体工作计划有的放矢；明确项目开展过程中的各项控制尺度；使大学生学习动力改善工作的推进始终以目标为导向，方向明确。
研究目的
本书旨在对目标导向项目规划方法的内涵及意义的深入分析，并以A校大学生学习缺乏动力的状况为案例，展示目标导向项目规划理论在解决实际问题中是如何具体应用的。文中将重点介绍目标导向项目规划方法这一科学的管理理论，阐述该方法在项目管理中的重要地位、主要内容及其核心过程，探讨其在大学生学习动力改善项目规划中的具体应用。这也是将目标导向项目规划理论与方法应用于高等教育领域的一次创新尝试。
研究内容及创新点
基于上述研究背景，本书将以A校为案例，对本校部分本科学生、教师和教学管理人员开展了“大学生学习动力、学风状况的调查”，并以案例为基础重点展示目标导向项目规划方法在改善大学生学习动力状况中的具体应用与实施过程，利用目标导向项目规划理论及其知识体系，对当前部分高校大学生学习缺乏动力的状况进行全面分析，对目标导向项目规划方法在大学生学习动力改善中的应用展开讨论。
具体研究内容可归结如下：
A校本科学生学习动力问题分析
A校本科学生学习动力改善目标分析
A校本科学生学习动力改善项目管理体系设计
A校本科学生学习动力改善优选项目实施管理设计研究
本研究的特色和创新点在于：
（1）展示ZOPP方法的主要内容及其核心过程在大学生学习动力改善项目规划案例中的具体应用；
（2）从学习主体、学校、家庭和社会四个方面全面认识和分析影响大学生学习动力的各方面因素，确定子项目；
（3）在研究过程中还初次尝试将AHP研究方法引入多方案选优排序；
（4）将发展性学生评教思想融入“增强师资队伍建设”这一优选项目的监测与评估过程。
研究成果将为目标导向项目规划理论的应用提供一个案例研究展示，并希望能为大学生学习动力改善进行前期项目规划，进一步明确增强大学生学习动力的基础工作，使学生教育管理部门的工作更加有针对性，使提高大学生学习动力的具体工作有的放矢，明确项目开展过程中的各项控制尺度，使大学生学习动力改善工作的推进始终以目标为导向。
技术路线
本研究所依据的技术路线如下所示：
图 本研究的技术路线图
研究范围及其局限性
受资源条件限制，在进行大量文献资料研究的基础上，本研究将仅以A校相关调查数据为案例研究对象，就在校本科大学生的学习动力状况进行研究。此外，受限于篇幅，在提高大学生学习动力这一项系统工程问题上，需要解决的问题和实施的子项目甚多，本书仅能以优选子项目为例，将ZOPP方法的主要内容及其核心过程引入其具体的项目实施规划中，展示目标导向项目规划理论体系的具体应用步骤，以此为参考，为其他子项目的具体实施提供理论依据和框架性的指导。
第二章 目标导向项目规划理论及学习动力理论研究
项目的生命周期及其过程
项目生命周期的含义
所有的项目都可以被划分成若干阶段，并且所有的项目，不论大小，都有一个类似的生命周期结构。在项目管理知识体系(PMBOK)中，项目的生命周期是这样被定义的：它是总体上连续的各种项目阶段的全体，项目阶段的数量和名称由参加项目的机构的控制需要所决定。换句话说，项目经过的所有阶段合在一起就称为项目的生命周期。如下图，任何项目都会经历启动阶段、计划阶段、实施阶段和收尾阶段这样一个过程：
图 项目的生命周期
▲启动阶段
启动阶段是指项目的初始目标和技术规格的发展，在这个阶段中，确定了工作范围，必要资源(如人力、财力、物力)得到识别，并确定重要的组织成员或干系人。
在这一阶段中客户要向承约商或项目承接单位提供需求建议书，承约商接到需求建议书后，根据需求建议书的要求进行项目的识别和构思，最后确定项目方案并进行可行性研究。在项目的启动期，投入的资源相对较少，主要的工作任务就是进行项目识别、项目构思，是纯粹的脑力劳动，所需的人员也较少。在这一期间，所需时间也较短，因为客户产生需求之后，有时并非只向一家单位发出需求建议书，一般的做法是向多个能提供同类产品或服务的单位发出需求建议书，最后从多个回复的承约商中挑选出最佳的并与之签订项目协议，这一过程无异于招标、投标的过程，其间的竞争可能十分激烈。故接到需求建议书的潜在承约商在进行项目构思和提交项目方案时，一般要尽可能提高工作效率，否则就有可能失掉与客户签约的机会。项目的启动期虽然资源投入少、经历的时间较短，但其重要性却是不可估量的。对于承约商来说，它直接决定着是否能取得项目的承建权和管理权。对项目的目标来说，这一阶段提出的项目方案直接决定着未来的蓝图和基本框架。
▲计划阶段
计划阶段要制定详细的项目规范、图表、进度计划以及其他计划。项目的个人负责部分，通常也称为工作包，应该进行分解，指派好任务，并清楚描绘完成任务的流程。
一般来说，承约商的项目方案被客户所接受并签订项目合同之时，便是第一阶段的结束和第二阶段的开始。经过项目启动期，随着一个可交付的成果——项目方案的诞生，项目生命周期即进入第二个阶段。在这一阶段，面对既定的项目方案，所需做的主要工作任务是：制定项目计划书，主要内容包括确定项目工作范围、进行项目工作分解、资源和成本估算、时间估计、进度安排、人员安排等；制定项目规划，主要内容包括进度规划、费用规划、质量管理规划、组织规划、资源配置规划和风险管理规划等。
▲实施阶段
实施阶段要做的是项目的具体工作，开发系统或者生产产品。项目团队的大量工作正是在这个阶段完成，在这个阶段项目的成本迅速攀升。
这一阶段的主要工作，简单地说就是从无到有的实现过程。随着项目规划的完成，项目进入生命周期的第三个阶段。这一期间的主要任务就是执行项目计划书，并进行项目的监督与控制。在这一阶段，有关项目的监督、控制和一系列的管理工作显得异常重要。尽管在项目规划期己制定好了具体的执行方案，但能否达到预期效果还是一个未知数，在具体的执行中可能还会出现这样、那样的偏差，重大的失误还会导致整个项目的失败。因此，在项目的执行期，项目经理能否有效地进行项目的执行、控制、监督和管理，同样决定着项目的成败。
▲收尾阶段
收尾阶段发生在项目移交到客户手中后，资源进行重新配置，项目正式收尾。当具体的子活动完成后，项目的成本和范围迅速减小。
当一个项目的目标已经实现，或者已经明确知道该项目的目标不再需要或不可能实现时，该项目即已到达了它的终点。在这一阶段，主要工作包括项目的竣工、验收、移交、评价、总结、试运转等。凡事都要善始善终，在这一期间项目管理的工作也非常重要。随着项目的接近尾声，这一期间的资源投入迅速下降，这与上一阶段的执行期形成鲜明的对比。
这些阶段是项目团队评价团队绩效和项目整体状况的时间点。但值得注意的是，项目周期仅在项目真正开始后才有意义。项目的开始、计划和时间进度定制、必要工作的实施、项目的完成和人员重置等都是项目生命周期的信号。用生命周期模型来评价项目时，会得到一些关于后续资源需求的提示，也就是说，要开始询问是否有足够的人员、材料和设备来对项目进行支持。比如，当开始准备学期论文时，发现需要一台个人电脑或者雇佣帮手来协助搜集相关主题的资料，因而在计划项目的生命周期时还需要获得与所需资源有关的重要信息。因此，生命周期模型具有双重功能，即确定项目进度计划和项目需求，从而使得项目团队成员可以更好地确定什么时候需要资源以及需要什么资源。
项目管理的五个过程
项目管理是由多个过程组成的大过程，过程是指产生某种结果的行动序列。《PMBoK指导》规定了在项目管理过程中的五个过程组，分别是：启动（Initiation processes）、制定计划（Planning processes）、实施（Executing processes）、控制（Controlling processes）和收尾（Closing processes）。一个阶段内过程的顺序、重叠和强度如下图所示：
图 项目管理的五个过程
上述五个过程组都是会反复发生的，不应被看作是一次性过程，这些过程将在项
目生命周期内随着项目的进一步调整会被多次反复，如图。
图 项目生命周期的各阶段间的衔接图
项目的生命周期体现了项目从产生到完成的内在规律性。不同的项目虽然所经历的时间长短不一，但各个阶段及其特征却是相同的或类似的。在每个阶段结束时，项目经理（project manager）、项目干系人（stakeholder）和项目监督者(supervisor)有机会决定该项目是否继续到下一阶段。项目的各个阶段在项目生命周期内发展的过程中要经过一系列的“交接（handoff）”，一个阶段的结束经常标志着下一阶段的开始。每一个阶段都有专门的、具体的、易于检验的可交付对象（deliverable），这些可交付对象就是一个阶段结束的标志。所有项目的生命周期都具有共同特征：在开始阶段会有启动过程，支出较少，只会对项目进行很少的成员分配；随着项目的开展，支出和人员的使用都会增加，然后到收尾阶段时又会不断减少；在项目开始时，项目成功的潜在机率最小，随着项目在生命期内的开展，其成功的机率不断增大；在项目一开始时风险最大，在项目逐渐进行并且接近结束的时候则越来越小；项目干系人在项目的开始阶段有最多的机会可以影响这个项目，随着项目的开展其影响力也越来越小。
项目规划在项目管理过程中的作用及其重要性
“良好的开端是成功的一半”，项目前期规划对项目成功实现预期效果起着至关重要的作用。项目生命周期划分为不同的阶段，这些项目生命周期的不同阶段构成了一个项目的全过程。根据项目生命周期理论，任何一个项目前后阶段是相互衔接的。由于项目的后续阶段是要以前一阶段的可交付对象和工作作为基础和前提，项目的前一阶段未完成之前不能够开展后续阶段的工作，因此缺乏必要的规划而跨越不同阶段的项目工作都会将上一阶段的问题导入后续阶段，从而造成项目失误或问题的扩大，造成项目管理的混乱和项目损失的扩大。因此，项目前期规划是项目管理过程的重要组成部分，任何一个项目都必须首先进行项目的前期规划。如果规划做不好，或没有合理预期项目进展中可能遇到的问题和困难，临时“抱佛脚”必将导致事倍功半，甚至是整个项目的失败。
在现代激烈的市场竞争条件下，任何选择都具有一定的风险，项目的规划阶段中任何一项决策的失误，都有可能导致整个项目的失败。这是因为：
首先，项目建设一般周期较长、投资较大、风险也较大。
其次，项目建设具有不可逆转性，项目一旦投入建设就要占用大量的人力、财力、物力，如果项目的规划工作没有做好，就会浪费有限的资源，而且会对整个项目的效益及建成后的最终效益产生影响。
另外，通过对新项目的合理规划和管理，可以有针对性地根据现有生产结构决定后续该上哪些项目，从而对一些部门的生产进行扶持和减小盲目性。
因此，项目规划工作是项目管理的首要环节和重要方面，对投资项目能否取得预期的经济、社会效益起着关键作用。
目标导向项目规划的特征、优点和原则
目标导向项目规划法是针对区域经济发展项目(以及其他项目)，在其调查、分析、诊断、项目设计、项目规划、项目实施、项目监测与评估和项目管理过程中，提出的一套理论体系、一套操作工具和一套工作技术。
目标导向项目规划的特征
（1）它是一个工作系统；
（2）它是一个开放系统；
（3）它适用于一个区域经济发展项目规划组，而单人单独使用此方法来制定区域经济发展项目规划则较为困难；
（4）它能够灵活地应用于项目的各个阶段或整个过程；
（5）通过应用此方法，使涉及区域经济发展的方方面面，最终对该区域经济发展达成共识；
（6）用定性的方法指导方向。项目目标可由定性和定量多种方法进行定义，通过定性的方法对项目管理的整个方向起着定性指导的作用；
（7）用定量的方法管理过程。目标导向项目规划方法以目标为中心，围绕这个目标制定工作计划、控制标准，指导工作实施，并纠正偏差，从而达到目标；
（8）项目实施都以细分出来的子项目为中心。
目标导向项目规划法的优点
（1）能准确地把握项目管理的方向，充分了解项目管理的内涵，做好项目基础工作，如：对项目本身的认识、外界对项目的支持、重视程度等，有利于项目管理工作的准备和协调；
（2）组织设置有据可依，部门之间工作关系明确，职责分明、容易协调管理；
（3）项目工作实施执行有较清晰的范围，有利于避免外界不利因素的影响；
（4）在制定工作计划时，有的放矢，避免计划重心不明确、不实用等；
（5）项目控制尺度明确，有利于项目实施和完成；
（6）项目经理在项目涉及人、财、物时有相应的权利，这样，项目各种资源的协调就有了核心；
（7）在项目执行过程中，施工始终围绕各级目标进行，有了明确方向，有利于避免外界不利因素干扰，有利于项目进展和顺利完成。
目标导向项目规划法的原则
（1）在区域经济发展项目规划组与该区域的有关部门之间，只有在制定发展目标上取得共识的前提下，双方的合作才能顺利进行下去。
（2）双方合作的目的是解决或消除该区域现存的问题，使其得到发展。故此，必须找寻产生问题的根源及问题所带来的影响，并从中推断发展的目标。
（3）现存问题及产生的根源不是孤立存在的，他们是与该区域内的人、社区、有关组织机构和政府部门紧密相关的。所以，在分析和解决问题之前，一定要分析在该区域内与之相关的个人、社区机构和部门，他们的问题是什么，什么是他们面临的首要问题，产生问题的原因何在，等等。
目标导向项目规划
目标导向项目规划程序可以表示如下图:
图 目标导向项目规划程序图
参与分析
“参与”的定义并无统一标准，Sewell和Coppock 1977年提出，公众的参与是通过一系列正式和非正式的机构直接参与决策。Uphoff和Esman1990年提出，公众的参与是权力的再分配，即在政治和经济活动中将公众的意见吸收进来，以便更慎重地制定未来的发展。Poppe. M. 1992年提出，参与就是公众自愿和民主地直接参与决策，他认为参与的目的在于建立发展的目标，制定政策，实施发展项目规划并评估经济和社会发展方案；提供发展中所需的人、财、物等；最终共享发展利益。
参与分析目的在于：
1、尊重公众的意愿并建立“参与观”；
2、开发区域自身所有的知识，并鼓励当地群众利用这些知识找准发展的方向及存在的问题；
3、开发群众自身的领导能力；
4、鼓励群众自我组织共同发展；
5、利用当地的组织来确定、计划和实施增加收益的各种活动；
6、增强高效的服务体系，使广大区域内的群众真正受益。
步骤：将区域内发展紧密相关的所有个人、团体、组织、机构和部门列出，并分门别类地研究其在区域内所具有的功能、影响和对发展能做出的贡献大小排序，最终归类为：个人、非官方机构、半官方机构、官方机构等。他们即为项目的参与对象。
问题分析
问题存在于全世界范围内，人人都有问题。问题是现存条件与人们的需要欲望之间的差异。
现存条件使人们不舒服或不愉快，所以人们为改变现状而必须付出艰苦的努力和奋斗。没有问题就不需要项目。毫无疑问，先有问题，再立项来解决问题，而使区域得以发展。项目的失败通常是由于没有对研究区域作充分调查、了解、研究、分析，就匆忙立项。解决问题的妙诀是正确无误地研究区域存在的问题，根据问题确立项目解决其存在问题。
核心问题确定
在众多问题中，有一些问题对核心问题而言较为重要，而另一些问题相对次要一些。之所以称之为核心问题，是因为核心问题是区域发展的关键和“瓶颈”，在所有列举出来的问题之中，各个问题具有不同的重要性，核心问题自然是这些问题中最重要的，它具有广泛的代表性、全面性和关键性，其他问题可能是核心问题的原因或结果，解决了核心问题，其他问题也就迎刃而解。
识别步骤：
1、每位参与者都有不同的问题。在完成参与分析后， 每位参与者将所确定的问题列举出来，写下他们认为是核心问题的问题。需要注意的是：问题的描述一定要以“贬义”的形式出现；核心问题要能够描述整个问题存在的最为关键的问题；这些核心问题并不能自动成为后续项目的目标。
2、对每一个核心问题都将给出一个简短的说明。在下面的讨论中，我们假设核心问题已经确定，针对核心问题的说明都将具体体现参与到项目中的个人、集体和机构的利益。
3、如果关于核心问题的确定不能达成一致，那么：把参与者所列出的问题按照原因——结果的关系排列；再次按照上述标准确定是否能就核心问题达成一致。
4、如果仍不能达成一致意见，那么：常使用头脑风暴法，或者其他决策支持方法；选择最佳决策。
问题“树”的产生
常见的问题逻辑关系有：线性关系、循环关系和“树”的关系三种。“树”的关系是描述因果关系的最佳模式。在案例中也就运用了这种模式进行分析。如前面提到的，问题清单中的其他问题可能是核心问题的原因或结果。所以，在确定了问题清单并分析了核心问题后，大家需要知道各问题间存在什么样的因果关系。问题因果关系的实质在于：“假若——然后”的关系，如：假若学生缺乏学习兴趣，然后学习主体环境不理想就随之发生；假若学习主体环境不理想，然后学习缺乏动力就随之发生；假若学习缺乏动力，然后厌学情绪、精神压力就随之产生等等。运用“树”的关系进行因果分析时，以核心问题为出发点，在其他的问题中寻找造成核心问题的直接原因，在直接原因下面再寻找造成该直接原因的原因，这样重复下去直到找不出新的原因为止。然后，再从余下的问题中寻找核心问题产生的结果，在直接结果下面再寻找导致直接结果的结果，一直重复下去直到找不出新的结果为止。此时，就建立了问题“树”。在问题“树”中，问题的重要性不存在位置上的差异，只反映问题的因果关系。问题“树”内因果关系因为不同的人的学术水平、文化背景、接触面的不同而有不同的看法，因此任何一个问题“树”都不是最全面、最正确的表述，而只是近似的调查研究分析结果，新问题会随着调查的深入而不断产生。
问题矩阵
问题树无法表现问题与问题之间的内部联系，问题矩阵正好弥补了这一不足。问题矩阵的结果反映了诸多问题中哪些问题对于解决根本问题最为有效，哪些信息对于项目的规划更为有利。为了找出所有问题之间的联系，问题矩阵最为有效并能够有助于识别影响最大，最首要需要解决的问题。
优势分析
优势与劣势就如同硬币的两个面，是相对的，又是每个问题都存在的。充分利用问题的固有优势，规避其劣势，将在有效利用资源的前提下保证问题的快速解决，实现可持续发展。
在每个问题后面都存在优势。区域经济发展规划不是简单的重复行动，而必须是具有创新的活动，所以某一区域现存的发展优势应被发掘出来，用于解决区域存在的问题，使发展得以持续下去。
优势分析步骤：
1、在全面深入调查、研究、分析区域的基础上，将该区域可发掘的所有优势排列起来；
2、用参与式的方法，将前面建立起来的区域发展的问题树进一步分析，对遗漏的相关信息、资料、数据作进一步补充，为发掘区域存在的优势做准备；
3、用参与式方法，根据调查结果分析与区域存在问题相对应的发展优势，然后将其分门归类：自然优势类，基础设施优势类，经济基础优势类，财政金融优势类，管理优势类，人力资源优势类，其他类等；
4、划分天然存在优势和获得性优势；
5、利用优势矩阵表确定重要基础优势和重要获得性优势。
发展前景分析
发展前景分析是在某些特定假设条件下，根据现实条件与现状，对未来事物发展方向的一种推断和预测。
发展前景分析由Herman Kahn首次引入到区域经济发展项目规划和管理中来。他在1967年的定义描述为“发展前景分析是事物发展的一种假设的逻辑过程，其目的是为了对事物发展的起因过程和决定性环节进行有建设性的推断和预测”。
目前国际上通用的定义为：事物在特定假设的增长速率下，对事物某些特殊的价值的重要性进行描述分析式的预测推断。
发展前景的类型有两种：有措施发展前景和无措施发展前景。发展前景分析原则如下：
1、前景分析时，应充分考虑事物变化中各作用因子的相互作用和影响；
2、前景分析时，应充分注意事物变化中各作用因子的自然变化规律对事物未来变化发展的作用和影响。
3、前景分析时，应充分彻底地分析各种世界观，各种对未来的期望，各种现存问题的综合作用和影响，使事物的变化发展更为复杂和多样；
4、前景分析时，应对上述所有因素综合分析描述，这些因素对未来情况的影响结果可能受到技术发展或是政治决策的影响；
5、前景分析时，在相同的预测时期内，应根据各作用因子的变化率不同，提出多种发展前景的模式和类型；
6、在对多个发展前景的充分比较和科学决策基础上，找出最适合该区域发展的前景。它将对区域发展项目规划起导向作用，并为决策者在制定发展政策时，提供方向性的理论依据。
项目实施规划
目标分析
当某一区域面临的问题经过广泛深入地分析后，明确的发展目标的建立就变得非常重要。
在某些特殊文化背景的区域，公开地讨论问题很困难，常被视为是不友好的行为。但是公开地讨论正面的东西，比如目标、方向等是可以被接受的，并且能鼓励广大群众参与对问题的探讨。所以目标分析在这些地区是区域发展的重要措施和起点。
目标的确定是未来发展的导航及方向标，目标分析可根据问题分析的结果为依据，来确定解决问题的最佳方案、最佳方向、最佳结果，同时，也是项目设置的基础，即目标导向项目规划的核心。
目标是对未来的描述，是未来打算实现的、解决问题后将达到的未来状态，是未来的方向。目标具有未来性，它受各种因素的影响，是动态的而不是静态的；目标具有方向性，目标确定的准确性直接影响区域发展的方向；目标与问题具有相关性，目标与问题是事物现状与未来的不同描述，是事物在动态变化中的两种不同状态。目标的确定离不开问题的存在，问题为目标的确定打下基础。目标是在问题的基础上确定发展方向，同一问题可能确定出不同的目标，但各个目标有不同的可行性，在确定目标时应选择可行性高的目标。
在问题分析的基础上，将问题翻改为相应的目标，就产生了“目标树”。例如问题是：师资队伍力量薄弱，翻改后的目标即为强化师资队伍力量。将“问题分析”中产生出来的问题“树”上所有的问题从上至下地翻改成目标，这些目标必须是可行的或是有实际操作性的。在进行目标分析时，应进一步对原问题进行检查，看原问题的描述是否清晰，内容是否准确。如果原问题在描述和内容上模糊，必须用参与式的方法对原问题及问题“树”进行再分析，直至清晰准确为止。在以目标为导向进行项目规划设计之前，必须对目标“树”的原因——结果逻辑关系进行再一次检验，如发现其逻辑关系不符合逻辑的，须对问题“树”进行修改，然后再检验目标“树”。一是检验从问题翻改为目标的可行性有多高；二是检验目标间的逻辑关系是否合理；三是检验目标的方向性是否与区域发展的总目标相一致。在完成目标树逻辑关系后，将目标树中的所有目标（不考虑位置高低或重要程度大小）把相似或相近的目标归类，组合成数个或数十个目标群。注意，目标群的划分或建立必须用参与式方法，在项目组内以及项目相关群体内进行充分的研究探讨后才可建立目标群。根据目标群即可确定项目群，目标群目标的实现过程也就是一个项目群的实施过程。
项目选优排序分析
通过目标分析，为问题的解决提供了多个解决方案，但在具体项目实施时要根据财力、人力、物力等因素的限制来确定项目的轻重缓急，只能按项目对解决问题的贡献程度大小分步实施。哪一个项目应该首先实施，这就是多方案选优所要解决的问题。
在本研究中首次尝试使用AHP方法进行项目的多方案选优排序。
层次分析法（Analytic Hierarchy Process,简称AHP）是美国著名运筹学家、匹兹堡大学教授Satty于20世纪70年代中期提出的一种实用的多准则决策方法，它把一个复杂问题表示为一个有序的递阶层次结构，然后通过两两比较，最终综合各层次要素的重要程度，得到诸要素的综合评价值，对决策方案的选取提供依据。它合理地将定性和定量的决策结合起来，按照思维、心理规律把决策过程层次化、数量化。
在很多关于项目选择的研究中发现，使用评分模型等进行决策容易产生技术和管理上的问题，因而针对这些问题提出的AHP方法越来越被广泛应用在项目选择过程中。具体步骤：
（1）确定指标体系并建模：
图 AHP指标体系图例
根据对问题的了解和分析，形成目标层次结构。如图所示，最上层为目标层，中间层为准则层，第三层为方案层。
（2）根据Saaty研究的九级分制进行两两比较矩阵的构造：
（3）综合判断。求解判断矩阵的特征向量ω即为要素的相对重要性向量。
（4）一致性检验。由于客观事物的复杂性和认识的多样性，构造的判断矩阵往往出现不一致，因此，需要通过一致性检验确保偏差在允许的范围内。
项目可行性研究分析
优选项目识别出来后，由于任何项目的投资决策都有其风险性和盲目性，在概念阶段，项目尚是概念上的东西，无论项目好坏、可行与否，团队都还有机会，还可以通过一定方法来纠正它、完善它，所以，需要对项目进行可行性研究。
在项目概念阶段，可行性研究是项目投资决策、设计、实施和评价的重要依据。它是一套完整的项目决策方法，即在项目决策前，通过对项目的工程、技术、经济等因素的调查、分析、研究，对各种可能的建设方案进行论证，并对项目建成后的社会效益、生态效益、经济效益进行预测和评价的科学方法。可行性研究一般包括机会研究、初步可行性研究、详细可行性研究和评价决策四个阶段。由于可行性研究是一门涉及技术学科、经济学科、管理学科和自然学科的综合性边缘学科，所以，在进行项目可行性研究时，要由交叉学科的不同专家共同完成。
项目实施规划
项目实施规划矩阵指的是利用矩阵表现整个项目的实施过程。它回答了一系列问题：为什么实施这个项目；项目预期达到什么目的；怎样实现项目目标；有哪些外部因素会影响项目取得成功；我们怎样评估项目是否取得了成功；我们从哪里获取项目评价所依据的数据等。如下图：
表 项目逻辑框架矩阵表
层次关系
内容概述
客观可验证指标
指标出处
重要假设
项目总目标
项目目标
目标1
目标2
目标n
项目成果
成果1
成果2
成果3
成果n
项目活动
活动1
活动2
活动3
活动n
项目实施逻辑框架矩阵表的结构应由以下十个步骤完成：
1、确定实施项目的总目标；
---从目标树顶端开始自上而下挑选；
---确定项目的总目标；
---如果需要的话，重新回顾一下目标树里的措辞，使之更加准确。
2、项目目标描述了项目预期将会受到的影响和收益，较为精确地描述了项目的未来状态，项目的目标的实现使项目总目标得以实现；
3、实施项目目标所需达到的成果指的是项目经理所必需达到的目标。这些成果合在一起要能保证项目目标顺利实现；
4、确定为达到每项成果所需要开展的项目活动，并确保活动描述清晰；
5、项目活动和成果都被标明了顺序，以便区分相互关系和优先顺序；
6、表格表明了项目结构中各层目标、成果、活动之间的相互因果关系；
7、分别依次确定项目总目标、目标、成果、活动等各层次所需要的假设条件；
8、确定项目总目标、目标、成果、活动等各层次的客观验证指标及其出处；
9、确定实施项目活动成本预算及活动计划方案；
10、检查整个逻辑框架矩阵表的设计。
项目活动的工作分解结构
项目是一步接一步，一个活动接着一个活动完成的，没有特殊的捷径可走。PMBoK将工作分解结构定义为“针对可交付成果对项目要素的分组，它归纳和定义了整个项目范围，每下降一层代表对项目工作做更详细的定义，这些工作可能是产品或者是服务”。重新定义一下的话，工作分解结构其实是对项目范围进行设定的过程，它将项目的总体任务分解成为一组同步的并且越来越明确的任务。该过程的最后结果是一份反映该工作的容易理解的文档。工作分解结构展示了构成整个项目的各个部分，它将项目分解为很小的部分，而每一部分都代表了完成整个项目计划的必要步骤。在项目的开始就对项目成功所需要的要素和任务进行识别是相当困难的，但实际上，这种在任务层面上对活动进行分解能够加强整个项目计划。
工作分解结构有六个主要的作用：
1、反映项目目标。给定项目任务后，工作分解结构能识别达到目标所需要进行的主要工作。工作分解结构中的工作就是项目中需要完成的工作。
2、项目的组织结构图。企业的组织结构图一般用来理解企业的结构（如汇报关系、沟通流程、部门责任人等等）。工作分解结构也为项目提供了同样的逻辑结构，列出了需要关注的关键因素、各种子任务以及活动与活动之间的逻辑关系。
3、为项目中每个部分的成本、进度以及绩效情况建立了标准。工作分解结构中所有的项目活动都能被制定相应的预算和绩效标准，这也是建立容易理解的项目控制方法的第一步。
4、可以用来提供项目的状态信息。一旦确定了要完成的任务以及每项任务的责任分配，就可以确定哪些任务是在进行中，哪些任务是关键但仍处于待定状态，以及谁将为这些任务的状态负责。
5、可以用来改善整个项目的信息交流。工作分解结构不仅说明了如何将项目分解为小的组成部分，同时也显示了这些小的组成部分是如何互相配合来形成一个整体规划方案的。正因为如此，团队成员开始更关注他们的工作是否与整个项目相符，谁将负责他们上游的工作以及他们将会如何影响后面的工作。在团队成员希望活动能够顺利交接的情况下，工作分解结构促进了团队内部的沟通。
6、说明了项目将会被如何控制。项目的一般结构显示了项目控制应该关注的因素。例如项目的目的是要生产一个可交付成果（新产品），还是改进组织内部某个过程或服务（提高效率）。无论是哪种情况，工作分解结构都为项目的控制方法提供了很好的参考。
图 工作分解结构示意图
如上图的工作分解结构示意，第100层代表整个项目。在这一层的下一层（如110、120等）则是支持项目完成的主要可交付成果。在接下来的一层就是工作包（如111、112等）。工作包（work packages）被定义为可以分配给“工作中心”来计划和执行的工作分解的一个组成部分（引自：PMBoK，2000）。也就是说，工作包是工作分解结构的最底层，他由一些短期任务组成，这些任务已经规定好开始时间和结束时间，分配好成本，并且需要耗费一定的资源。由于“工作包”和“任务”都与项目和工作分解结构的建立有关，因而在两者之间常常会有些混淆。实际上，对许多组织来说，这两者之间的区别非常小，因此常常会被项目管理组织替代使用。由于属于使用的本质是一样的，因此对组织的不同部门来说，不管是技术资源还是管理资源，他们的意思是一样的。企业的结算体系为每项活动都分配了工作分解结构代码（WBS codes）和字典（WBS dictionary），这样就可以更精确地分配资源，跟踪活动现在是超出预算还是在预算之内，以及对整个过程进行控制。
项目的监测与评估
项目的监测与评估是指项目管理人员为确保项目顺利进行，根据计划，按预算，按项目所要求的技术性能和规格对所有活动进行的审查、检验和控制的工作。通过项目的监测，项目管理人员应了解项目实施投入物是否按时提供，是否按计划使用，是否按计划产生了效果。如果发现项目的执行与原计划不符，就要采取措施纠正偏差，使其恢复到原已设计好的轨道运行。因此，项目监测与评估的目的就是当项目执行过程中发生偏差时，很快找出问题原因并及时加以解决，以保证项目的成功实施。
简言之，项目的监测好比为项目的持续进行提供一个早期预警系统。项目的监测是项目各阶段不可缺少的一部分，它不能单独在项目整体之外而存在。如果没有项目的监测机制就不能确保项目是否按照计划得以实施或是否存在偏差。项目监测在给定的项目准则和设计指导下衡量和记录项目实施的整个过程，它着眼于项目实施是否按计划进行。
持续的评估也是项目实施的一部分，它起到检验设计、得出结论、采取判断及关注项目实施是否按计划开展等作用。项目评估试图明确项目为什么要按照它开展的方式开展。由于项目评估与项目实际影响的产生有一定的时间的滞后性，并且时间的变化也会带来相应的变化，与项目的监测不同，项目的评估带有专门的目的并且只给出尝试性的结论。
项目监测与评估系统建立的步骤：
1、查阅最初为区域发展提供的相关规划文件，确定规划制定者所希望监测和评估的对象；
2、确定监测与评估所需信息使用者，即谁需要从项目计划方案中获得什么样的信息；
3、确定信息使用者所需的信息，只需要收集对区域发展具有指导价值的信息以及这些将怎样被运用于决策；
4、确定信息来源，即信息将被运用到何处以及能够在什么地方收集到所需信息；
5、建立数据分析方法，即需要持续不断的信息收集，还是专门为某一目的进行开展的调查；以及是否需要计算机的协助；
6、确定信息收集的负责人、具体工作、时间、地点，开展监测评估工作的时间表、参与人员、财务方面的需求等；
7、确定监测评估整体组织系统，即数据信息储存在何处，怎样运用收集的数据，谁能够触及监测评估的结果；
8、明确如何将监测评估结果和建议与项目组进行沟通，是以报告的方式、摘要形式、口头沟通会议的形式，还是别的什么形式。
项目监测与评估方式方法多种多样，对本项目而言，较适宜运用参与式监测与评估方法。
参与式监测是指项目受益者参与检查、记录、收集、加工和交流信息，为项目管理人员和决策组成员提供帮助的监测方式。参与式评估是指项目管理者和受益者小组成员通过对项目管理的系统分析、调整、重新制定政策或目标，重新进行组织机构安排或调配资源的一种方式。参与式监测评估是由项目受益人和管理者共同参与的活动，它是一种自主性的，是在提高人们对自己命运控制力的同时，增加自理能力的一种有效方式。参与式监测评估要求参与者决定监测和评估的领域，选择监评的指标，设计数据收集系统，收集和整理数据，分析结果，并将参与式监评的信息用于目标的实现。
学习动力理论
学习动力的概念
没有动力的学习就像无源之水，动力就好比万物之源。
心理学研究认为，学习动力是各种力量按一定关系组成的一个系统，对学习起着始动、定向、引导、维持、调节、强化的作用。学习动力是学习主体对学习行为价值判断基础上的心理驱动总合，是由学习动机、学习兴趣和学习态度构成的认知系统，学习动力旺盛的学生，源于这三个方面心态都比较积极，形成了相互促进、互为支撑的有机组成。
通过心理学及社会学研究都可看到，人的各种活动都是由一定的动机引起的，动机即目的或期盼，要解决人们行为中“为什么”的根本问题。大学生的学习动机同样来自大学生的学习目的与学习期盼，即来自于大学生“为什么学”这一根本问题。学习兴趣反映了人们对不同知识和技能的关注强度，反映了人们学习客观世界时的选择性，学习兴趣带有明显的个性特点，学习兴趣将解决人们学习中“学什么”的任务。从社会学的研究也可看出，不同时期人们的学习兴趣带有显著的时代特点，因而学习兴趣受到主客观两方面的强烈影响。学习态度讲的是人们学习中的行为倾向和投入程度，反映的是人们对待学习的一种比较稳定的心理状态。学习态度解决的是人们“怎么学”的问题，我们常讲的“学习刻苦、努力，有韧劲，能持之以恒”等等都讲的是学习态度。
由此我们得知，分析大学生的学习动力，就要研究大学生的学习动机、学习兴趣和学习态度，分析大学生学习行为中的“为什么”、“学什么”、“怎么学”等三个方面的存在状态与发展趋势。
学习动力机制
学习动力机制的概念
学习的动力机制是由内在机制和外在机制组成的系统。学习动力机制具有激发学习的积极性，挖掘学习潜能，调节学习活动的作用，以及始动、定向、引导、维持、调节、强化、升华等功能，发挥着系统特有的加乘与整合的效果。
学习动力系统的构成
学习动力系统包括两个子系统，即内部动力系统和外部动力系统。内部动力系统是指存在于人的主观意识之内的、能推动个体从事学习活动的各种力量构成的有机整体。大学生学习的内部动力系统包括学习需要、学习兴趣与爱好、学习动机、理想信念、意志等。外部动力系统指存在于个体外部，能够激发推动个体学习活动的各种要素相互作用构成的整体。它受到外界的激励或压力所推动，包括社会、家庭、学校等因素施予的激励作用。
学习动力机制分析
学习动力机制是指学习动力系统构成要素的相互作用、相互制约、相互影响的方式。大学生学习受内部动力和外部动力共同作用与影响。学习动力系统各个要素相互作用、相互制约，能够激发学生学习的积极性，挖掘学习的潜能，调节学生的学习心理，形成大学生良好的心理适应能力。
内部动力系统是推动学生从事学习活动第一位的主导动力。学生只有具备了学习的需要、学习愿望、学习兴趣、学习动机等内部因素，学习才会表现出积极性、主动性、能动性。内部动力系统中的各个要素，需要、动机、兴趣、爱好、理想信念、意志等各个要素也是相互作用、相互影响的，各个要素对学习活动产生的作用也各不相同。
外部动力是推动学习活动的外部条件。内部动力是主导动力，外部动力通过一定的手段和途径，可以内化为大学生学习的驱动力，变为强大的精神力量。教育者施教的过程中，要有效利用外部动力，强化内部动力。
第三章 A校在校本科学生学习动力状况调研
本书研究阶段恰逢A校教学督导组“大学生学习动力、学风状况的调查”专题调研工作的开展，作者参与了部分调查研究。由于调查由学校层面启动，得到了全校学生管理各部门的支持和配合，调查历时半年，所涉内容详尽、数据真实可靠并具有较强的代表性，对论文的后续研究具有重要的参考价值。
调研目的和任务
“高等教育的发展，必须以科学发展观为指导，切实把重点放在提高质量上，依托制度建设进一步树立全员育人思想和好的作风，规范教师和管理人员教书育人活动和岗位职责；充分调动广大教师和管理人员的积极性；进一步端正学风，调动广大学生的学习积极性和主动向，强化对课堂、试验、社会实践、毕业设计等各教学实践环节的管理，保证教学质量和正常教学秩序。”近年来，校党委、行政的工作要点中进一步明确了加强学风建设方面的要求，并要求作为大事来抓，抓出成效。
如何巩固A校评建创优成果，在原有基础上继续推进A校优良学风建设，是摆在校、院各级领导和相关职能部门面前的一项重要而紧迫的任务。学风建设是一项包含多方面因素的系统工程。调研组在校学生工作领导小组的关心、支持和协调下，在学生处、教务处、图书馆、学生社区、后勤集团等部门和各学院的支持、配合下，在各学院（部）教学督导组的支持、配合下，以基本摸清A校学生当前第一课堂“学习状况”为切入点，对课堂教学、学生出勤率、听课率、作业完成率、作业上交率、晚自习学习情况、学生考试违纪率、补考率、考研率等相关因素进行调研，并对调研结果进行统计、分析，对目前A校学生学风状况有一个正确的认识，并对存在的问题进行进一步探讨研究。
调研的方式和方法
1、围绕第一课堂学生学习及相关情况分别设计“学习情况”问卷调查表（教师用）、“学习状况”问卷调查表（学生用）及“学风情况”问卷调查表（班主任用），分别在三个校区对各学院的教师、学生及班主任进行调查。问卷调查表回收的有效份数为教师194份（大于在岗教师总数的10%），学生1117份（大于在校本科学生总数的5%），班主任95份（大于在任班主任总数的20%），达到了预期的数量要求。（调查问卷样表见附件一）
2、围绕第一课堂学生学习及相关情况分别在三个校区召开了教师、学生及班主任代表座谈会共9次，与会教师代表46人，学生代表66人，班主任代表52人。
3、围绕对学生的教育与管理及如何加强学风建设等问题，分别对学生处、图书馆、学生社区、后勤集团等职能部门的相关领导及13个学院的党委副书记进行了走访、座谈，并进行了工作经验交流。
4、在图书馆、学生社区及后勤集团的支持下，各部门派专人负责分别对三个校区的学生在图书馆、公寓（宿舍）及教室上晚自习情况进行了抽查、统计和分析。
5、在教务处、学生处的支持下，对近三年学生考试违纪率、补考率及考研录取率等情况进行了统计。
6、在各学院教学督导组的支持下，抽查了2006-2007学年学生上课课堂出勤率及听课率情况，并进行了统计和分析。
调研结果的统计与分析
“学习情况”问卷调查表（教师用）的统计与分析
该调查在教学对象分别为一、二、三、四等四个年级的任课教师中进行，各年级教师比例相当。回收有效问卷调查表194份，详细统计结果见附件二，主要问题统计结果如下：
仅有30%左右的教师认为A校学风总体状况很好或较好；仅有超过五成的教师对任课班级学风的评价为很好或较好；有接近一半的学生听课不认真或完全不听课，他们在：
图 教师问卷情况1
平时不听课，考试时又是如何应对的呢？
图 教师问卷情况2
学生做作业是天经地义的事，而高质量完成课程作业的学生仅占22%，有超过30%的学生不能独立完成作业；仅有34%的学生热爱自己的专业；学生旷课、迟到、早退不仅仅发生在个别课堂；学生课堂表现不积极，教学互动、教学相长难以实现。
从统计结果来看，学生课堂纪律松懈，出勤率、听课率有待提高。一方面反映了教师对课堂教学管理不严，教学管理制度有待健全和落实；另一方面，学生听不懂或对内容不感兴趣也一定程度上说明一些教师教学水平、方法亟需改进和提高。
“学习状况”问卷调查表（学生用）的统计与分析
回收有效问卷调查表1117份，主要问题统计结果如下：
回收的问卷在各年级中的比例相当。其中，仅有不到10%的学生表示从不在课堂上做与上课无关的事，大多数学生选择玩手机，听MP3，睡觉，讲小话，看与课程无关的教材或课外书等；学生中普遍存在有选择性地逃课现象，尤其是大四忙于四处应聘、考研、补考等；迟到、早退现象反映了学生对学习和纪律的无视和自我约束能力弱。
图 学生问卷情况1
大学自主时间较多，目的在于培养学生自主学习能力，而绝大多数学生每周用于上自习的时间少于20小时：
图 学生问卷情况2
同学们不上自习的原因是：
图 学生问卷情况3
不上课也不上自习的同学通常把时间花在睡觉、娱乐方面，主要原因依次为：睡觉，搞学生工作，觉得老师讲得不好，沉迷网络。课余时间用来复习、预习的习惯也被他们抛在脑后。
家长们都希望给孩子创造便利的学习环境，一上大学就给孩子配台电脑已成为大多数家庭的一致做法。在我们的调查中，拥有电脑的学生约占一半左右，而他们的电脑用途为：
图 学生问卷情况4
调查中，有通宵上网经历的同学竟达到了70%，触目惊心；迟到的原因多为“起床晚了”，或从事学生活动耽误了。可见，同学们对自己的要求还不够严格，还不能正确地处理好学习与其他工作间的关系。
从调查和日常学生评教结果容易看出，一些学生对有的教师教学方法、能力和责任心、敬业心有看法，学生对教师教学方法满意度不足五成，超过1/3的学生课后与教师无任何交流，教师不布置作业或不批改作业的现象时有发生，而学生对待作业：
图 学生问卷情况5
在专业兴趣方面，近五成学生不喜欢自己所学的专业，因此，缺乏学习动力也就不足为奇了。学生认为影响学习积极性的因素有：
图 学生问卷情况6
“学风情况”问卷调查表（班主任用）的统计与分析
回收有效问卷95份，主要问题统计结果如下：
认为当前A校学风状况较好的仅占50%左右，学风不好的主要问题在于：
图 班主任问卷情况1
学习风气的好坏取决于：
图 班主任问卷情况2
学校所进行的抓学风的各项措施也缺乏有效性和长效性，有关管理制度也难以对学生产生普遍约束力：
图 班主任问卷情况3
图 班主任问卷情况4
在问及对学生爱国热情、诚信意识、集体观念、理想信念方面的评价时，选择普遍集中在“一般”，说明学生的理想信念教育、价值观念、社会责任等方面还须加大培养力度。
统计数据还反映出，班主任在工作中缺乏应有的积极性，工作不完全到位，方法有待改进和创新。
三校区学生晚自习抽查情况统计与分析
在2007年5月中旬，图书馆有专人负责分别在三校区按要求各抽查了两次，共抽查了13个自修室的学生晚自习情况，座位利用率在62%—%。其中A和B校区座位利用率较高，但自习的学生中有近五成是研究生。
07年4、5月份，学生社区中心安排专人负责抽查两次学生宿舍，对三校区的120间公寓和普通宿舍学生晚自习情况进行了抽查，结果如下表：
表 三校区学生宿舍自习情况
校区
时间
普通宿舍学生自习率
公寓学生自习率
A
4月
%
%
5月
85%
%
B
4月
%
%
5月
32%
%
C
4月
%
%
5月
%
67%
总体看来，C校区自习率较高（这也是图书馆座位利用率低的原因之一）。B校区两次抽查结果均不到50%。共同点是高年级学生自习率低于低年级学生，男生自习率低于女生自习率，住公寓学生自习率低于普通宿舍学生自习率（尽管公寓自习条件更加优越）。5月中下旬，后勤集团教室管理中心安排专人负责对三校区教室学生晚自习情况分别进行了两次抽查，共检查了90间教室，统计从教室自习实际出发，教室利用率以一生一桌为单位，即教室容量的50%为满员计算，结果：
表 三校区教室学生自习情况
校区
抽查教室间数
抽查次数（第X次）
利用率
A
30
1
%
2
%
B
30
1
%
2
%
C
30
1
%
2
%
统计结果显示，教室总体利用率偏低。原因之一是同学们认为图书馆自习条件更好，而教室常被选修课占用，但由于图书馆座位有限，在宿舍同学们自习容易互相影响，这造成部分同学无处自习的局面。
2005年以来学生考试违纪率、补考率及考研率情况调查
从四个学期情况看，违纪率相对较低，不可否认是学校抓考风考纪的成效，但监考不严，学生浑水摸鱼的现象仍然存在。补考率均在50%左右，说明相当一部分学生不注意平时的学习积累，靠考前突击是达不到学习合格的要求的，而补考往往又有不同程度的“放水”，学生更愿意也能够通过补考过关。
表 本科生考试违纪率、补考率情况
学年学期
项目
05-06学年上学期
05-06学年
下学期
06-07学年
上学期
06-07学年
下学期
本科生数
20690
20622
21112
21494
期末考试违纪作弊人数
36
33
27
22
期末考试违纪率
%
%
%
%
补考人次
11203
11404
11021
10530
补考率
54%
%
%
49%
补考违纪作弊人数
12
13
15
11
补考违纪率
%
%
%
%
考研方面：
表 本科生考研情况统计
届数
本科毕业生数
考研录取人数
考研录取率
2005
4273
388
%
2006
5177
399
%
2007
5301
422
%
学生考研录取率总体偏低，且呈下滑趋势，这与学校的声誉和地位不相称。与名牌大学高考研录取率和实际的低就业率相比较，考研是“就业”的途径之一，多数就业情况不乐观，说明人才培养不符合社会需求。一些毕业生不选择考研的原因也是出于他们早已厌倦了学习。
学生课堂教学出勤率、听课率抽查情况
06-07学年下学期，各学院教学督导组在听课过程中随机抽查了学生出勤率和听课率，抽查情况见表。
12个学院（部）的教学督查在听课过程中随机抽查了272课次的学生出勤率和272课次的听课率，各学院情况不尽相同，出勤率比较准确，听课率相对模糊，难以准确掌握，但总体情况是出勤率和听课率均不高：半数以上学院的出勤率、听课率大于或等于90%的比例远远小于50%；最为典型的是两次课次出勤率分别为%和8%；个别课次听课率只有40%。抽查中还发现，个别课次课堂管理不严，教师教学水平差，学生纪律松懈，缺课现象严重。即使受纪律约束而到了课堂的学生，也有不少人做与课堂无关的事，讲小话、睡觉等现象屡见不鲜。而那些出勤率、听课率高的课堂上，教师精神状态好，教学水平高，学生对课程感兴趣，教学氛围活跃，课堂纪律好，教学效果也是毋庸置疑的。
表 本科生出勤率、听课率统计
学院（部）
出勤率及对应课次百分比
听课率及对应课次百分比
抽查次数
最高出勤率%
大于90%出勤率课次%
（70-89）%出勤率课次%
70%以下出勤率课次%
最低出勤率%
抽查次数
最高听课率%
大于90%听课率课次%
（70-89）%听课率课次%
70%以下听课率课次%
最低听课率%
A
13
100
60
13
97
64
B
40
10
62
40
95
40
47
C
30
100
50
30
98
40
D
17
100
80
17
100
68
E
46
100
0
72
27
97
62
F
23
100
35
50
15
80
23
100
65
25
10
65
G
47
100
66
47
100
24
49
H
21
21
93
52
I
12
100
0
89
12
98
0
72
J
11
100
80
11
97
76
68
K
8
100
0
8
100
75
40
L
4
100
0
4
100
95
5
0
80
合计
272
272
各类座谈会、走访、问卷调查中涉及学风建设方面的主要问题及建议
A校优良学风建设通过迎评促建，几年来取得了可喜的成绩，这是大家的共识。但在某些方面仍存在不足和问题，有些问题应引起各级领导和相关职能部门的足够重视，认真研究，逐步加以解决。从每学期进行的学生评教、教学检查及此次调研中不难发现：
1、教学管理中存在的问题
（1）课程设置。一些专业培养计划论证不充分，课程设置不尽合理，执行不严肃，随意性大；各年级课程安排时松时紧，课程设置没有兼顾考研及就业的需要，尤其是大四的课程安排得不利于学生考研、就业及部分学生参加补考；因人设课的问题仍然存在；选修课程管理松散，课程设置不合理；一些课程无教材，或教材内容陈旧；上课时间安排不合理。
（2）教学安排。超过60人的大班课，教师不便管理，教学效果不好。
（3）管理制度。学分制不伦不类；学籍管理、学籍处理混乱而滞后，对不合格的学生迁就姑息，无节制的补考无异于“放水”，存在严重的负面影响；课堂考勤流于形式、水分大，尤其是大班上课考勤难度大，考勤记录有失公平。
（4）考风考纪。教师审题不严，有针对性地勾画重点，或直借用往年的考题；考核方式的多样化也使一些科目的考试方式简单化，达不到考核的目的；监考不严，违纪学生侥幸逃脱，作弊现象屡禁不止。这样学生不重视平时知识的积累，靠突击蒙混过关的现象也就不足为奇了。
（5）管理机制。校、院两级教务、学生管理存在“两张皮”现象，权、责不明晰，互相推诿，沟通、协调不利；片面追求及格率、就业率等。
（6）实践教学。实习经费偏低，时间、地点无保障，实习质量差；部分实验设备陈旧，数量有限，实习报告有抄袭现象，加上实习不注重实习过程只注重实习报告，达不到培养动手能力和分析问题能力的目的；一些学院任课教师与实验分离或脱节现象严重，实验教学质量难以保证。
2、教师中存在的问题
（1）培训提高。基层教学研究活动大多流于形式，未认真或很少研究教学及教改方面的问题，很少组织、引导对青年教师的传、帮、带，青年教师普遍反映需要培训、提高和经验丰富的老教师的帮助、指导；教师教学资料购置条件有限。
（2）师德师风。一些教师课上、课下都会出现对学生有负面影响的语言和行为，做不到为人师表；一些教师教学任务重而出现敷衍、应付现象，责任心不强；一些教师只顾科研不注重教学，教学积极性差。
（3）教学管理。学风建设、学生教育管理不只是学生工作部门和班主任的事，教师是课堂教学第一负责人的角色定位不明确，对课堂教学的组织、纪律、考勤应全面负责；部分教师教学能力、水平亟待提高，教学方式、方法亟待创新，仅仅只能依靠点名留住学生，有的学生甚至感叹道：有的“教授”头衔不知怎么来的，他（她）既不会“教”，也不会“授”。
（4）教学评价。学生评教制度有待完善，没有发挥其应有的作用，对教学的促进作用不明显。
（5）待遇。教师普遍反映责任大，待遇低， “教师”很难成为令人尊敬又羡慕的职业，学校也难留住人才。
3、学生教育与管理中存在的问题
（1）队伍建设。学生工作队伍普遍为兼职，工作任务重，业余时间难保证；学生工作队伍培训提高的机会较青年教师更是少之又少，职称、职务、待遇方面的激励政策、机制不完善，落实不到位，从而引起这支队伍的不稳定。
（2）管理机制。学生工作各部门工作职责不明晰，责、权不明晰，管理制度不完善，学生管理职能部门间及与任课教师间沟通不密切，相互推诿、扯皮的情况时有发生；学风建设往往是抓一段、松一段，亟待建立长效机制；学风建设不是仅通过严格早自习、晚自习、课堂考勤把学生困在教室，方式方法有待创新；奖惩制度、贫困学生资助制度有待改进，促进学习和励志作用不突出，滋长学生拜金主义思想；理想信念教育、心理健康教育、职业规划教育不力或滞后；就业信息、渠道不畅。
4、校园文化氛围及环境中存在的问题
（1）高水平学术、文化交流活动较少，不利于学生学习兴趣提高和校园学术氛围营造；一些校园文化活动组织不利，造成学生参与无门，或与学生上课时间冲突的矛盾；校园文化活动有待丰富。
（2）校园环境有待优化，基础设施有待改善，教学资源亟待丰富。尤其是学生宿舍的数量及合理安排，现代化教学设施添置，基本教学条件保障，图书馆图书资源的丰富等方面都应引起有关部门的重视和及时解决。
5、其他（家庭、社会）存在的问题
（1）家庭方面的影响。父母的溺爱和一贯地包办，使孩子缺乏独立意识、自主能力和抵抗挫折的能力，心理防线脆弱；父母把孩子送入大学后，在教育、督促方面也大大松懈，绝大多数家长从不与学校、老师联系，也从不过问孩子在校的表现和学习成绩；片面地望子成龙，不切实际地给予孩子希望，加上教育方式不当引起孩子逆反心理或因压力过大而丧失学习的信心和兴趣。
（2）社会问题和教育体制的影响。高等教育大众化带来的资源紧张、结构失衡、生源质量差异、改革滞后等问题对大学生的影响不可忽视；社会错误的舆论导向，不公平的就业和用人机制，以及尚待健全的人才评价机制都不同程度地影响着在校大学生的学习观念和兴趣取向。
学风问题的新特点及其成因分析
通过以上调查、统计、分析，并结合大量其他相关文献资料调查数据不难看出，目前包括A校在内的部分高校大学生的学风确实存在一些不容忽视的问题，令人堪忧。
学风问题的新特点
当前大学生学风问题表现出许多新特点：
1、涉及面宽。不同于以往学风问题，现在学习懈怠的涉及面更宽。一些成绩好的学生也会不遵守课堂纪律、逃课、抄袭；有的学生平时不努力，靠考前突击蒙混过关；一些学生完全置学习于不顾，自由散漫，学习观念淡薄，不把主要精力放在学习上，学习的主动性、积极性明显降低，他们把大量课余时间花在上网聊天、玩游戏、逛街、会友、娱乐及恋爱中，追求物质享受和感官、心理刺激。
2、学业失败现象较为普遍。谁都知道学习是一项艰苦的脑力劳动，要想取得好成绩就必须付出努力。但在不良学风影响下，学业失败现象较为普遍。据近两年的统计，A校学生期末考试补考率都在50%以上，这是相当惊人的数字，如果老师在出题、阅卷、评分上再严格要求，补考率可能更高。一些入学录取分数很高的学生也会补考、留降级甚至退学。有的学生一个学期补考数门成为家常便饭，目的在于以补考为手段获得学分。这些不求上进、得过且过的心理状态是导致学生学业失败的重要原因。
3、不同年级学生特点不同。大学一年级新生面临新的环境、新的目标、新的求知欲驱动，但由于不能很快适应大学的学习和生活，以往学习上的优势地位被其他同学取代，加上所在学校和所学专业的不理想，容易失去学习热情。而临近毕业的四年级大学生，在求职、升学影响下，学习兴趣发生转移，容易放松对专业课程的学习。二年级、三年级大学生，前失知识新鲜感，后乏求知紧迫感，而且找不到新的兴奋点，学习热情容易呈现疲软态。
4、不同专业学生特点不同。就所学专业而论，不论是理工类还是文史、社科、经管类专业，那些专业化程度较高、实用性较强的专业大学生，在一技之长传统观念驱动下，大学四年容易保持持续的学习热情。相反，那些基础性较强、应用性较宽的专业大学生，常困于高又难成、低又不愿就的心态，学习热情则很难持久不衰。
5、不同家庭经济背景的学生特点不同。家境相对清贫的大学生，生活上的窘迫感，对家人的愧疚感，对社会的责任感，对人生的紧迫感，常使他们渴望用更多的知识改变现状，改变自己的命运。因此，家境相对清贫的大学生常有惊人且持久的学习毅力。当然其中也不乏在心理上不能战胜贫困而荒废学业者。相反，家境相对富有的大学生，生活上的优裕性，对家人的平常心，对社会的责任心，对人生的事业心相对较弱，常使他们满足于现状。因此，家庭相对富有的大学生，常常会难思进取、荒于学业。
6、师生双向不满。学生学习劲头不足，课堂反应不积极，教师常常不满学生的学习态度，抱怨学生学习不努力；同时学生也在抱怨部分教师教学不尽心，教学内容陈旧，教学方法不当。
7、心态矛盾加剧。许多学生感到学习竞争、就业压力大，但又不愿刻苦努力；他们希望学校给他们更多自主安排的时间，但多数学生自主学习和自控能力又很差；他们渴望学习到有用的知识，但从课堂考勤、听课率及选修课选课情况看又不尽如人意……
产生以上问题的原因是多方面的，既是学校的、家庭的、社会的，更是学生个人的。
学风问题的成因分析
20世纪90年代以来，我国由计划经济向市场经济转变，竞争机制引入了各行各业，包括高校这个看似远离尘嚣的环境。而面对既有挑战又有机遇的社会现实，我们的天之骄子——大学生们不但没有因为紧迫感、危机感而愈发努力上进，反而出现了上述令人堪忧的现实情景。管中窥豹，可见一斑，纵观国内各大高校相关的调查数据不难发现，大学生学习动力不足不仅仅是个案，而影响大学生学习动力变化的因素是多方面的：
1、学习主体因素。学习主体的情绪、意志、态度、经历、兴趣、价值观、健康状况等个体特征都会对学习动力产生影响。
（1）失衡的人格结构。按照弗洛伊德的人格结构理论，人格由本我、自我和超我构成。进入大学前，以简单快乐为原则的本我一直处于压抑状态，升入大学后，外界的压力和管束放松了，部分大学生又不能及时建立起新的目标，对未来感到茫然，这时，代表理性的超我力量处于非常软弱的状态下，难以制衡本我的冲动。而此时，遵循现实原则的自我正处于发展中，加之大学自我管理的宽松环境，使缺乏超我约束和监督的自我对本我几乎是有求必应，暴露出本我力量的强大和肆无忌惮，最终表现为学习兴趣转移，自控能力弱，动力不足。
（2）不能合理解压。在就业、学习及考试压力下形成的学习过度焦虑心理作用下大学生们显得心事重重、焦虑不安、呆板固执，学习效率低。他们或者采取强迫学习方式，用超时间、超强度的学习方法强迫自己学习，或者采取回避和退缩等消极方式对待学习，常常在内疚中放弃努力，进而增加焦虑，恶性循环，影响到身心健康。长此以往，容易导致感觉器官活动机能下降、注意力分散、思维迟钝、情绪烦躁、忧郁、易怒、打瞌睡，致使学习错误增多，学习兴趣减弱，学习效率下降，严重的将造成心理失衡。
（3）不当的学习目标。学习目标是推动大学生进行学习的重要动力。所定目标的高低，要适宜自己的基础条件和智力水平，过低过高都不利于学习。内心树立的抱负与期望超过自己的实际素质水平，从而不能专注于适宜的学习评价标准，出现目标与实际的差距，以致造成自我判断失衡，产生对自我的否定，导致学习动力弱化。
（4）狭隘的学习动机。在社会上一些功利主义思想影响下，一些大学生在学习上缺乏社会责任感，学习目的是为了个人价值的实现。在对待个人与社会的关系上，偏重于个人，更多关注个人利益获取，较少思考大学生将来对社会发展的责任，出现个人事业心强而社会责任感弱化，偏离大学学习目标。
（5）对所学专业缺乏兴趣。相当多的学生在高考填报志愿时，盲目地填报热门或勉强服从调剂，对自己所学的专业也只是一知半解，在严峻的就业形势下，更产生了自卑感和挫折感，必然导致学习动力不足。
2、教育系统因素。
可归纳为以下几个矛盾：
（1）成才、择业自主化与社会责任感培养之间的矛盾。高校招生、就业制度的改革使大学生的成才与择业日益自主化，这种变化也逐渐淡化了“学习是党和国家的需要”在大学生心目中的份量。这种改革走向，倡导和促使大学生们更多地依靠自己的努力奋斗而成才，而这种成才与择业自主化的趋势同时也使大学生们对国家和社会的责任感日益减少。
（2）以往教育模式与大学学习要求之间的矛盾。应试性的中小学基础教育造成了大学生们及其家长把考上大学作为唯一奋斗目标，目标一旦实现，便在理想的真空中迷失了自己，家长们也放松了管理；由于大学生们成长的每一个阶梯都是由老师或家长为其选择，因此缺乏自我设计、自我规划能力，大学学习失去了新的动力，思想处在了游离徘徊状态，对大学学习生活不适应；以往教育中形成的“他律”重于“自律”的情况，使学生自制能力没有得到很好的锻炼，在宽松的大学教育模式下，不少学生难免嬉戏无度，荒废学业；当代大学生在成长过程中大都一帆风顺，很少遭遇痛苦和失败，在遇到挫折时往往出现逃避、推诿、自暴自弃，有的甚至在巨大的升学压力下出现心理畸形。
（3）多元的价值取向与主旋律思想教育之间的矛盾。受到各种社会思潮影响而导致大学生人生价值取向日益多样化。他们的价值追求不再以国家和学校提倡的集体主义、共产主义价值观为唯一选择，加上目前思想政治教育的方式、方法亟待创新，内容也亟需与时俱进、贴近学生，这就给高校对大学生进行爱国主义、集体主义、社会主义的主旋律教育提出了难题。
（4）日益壮大的大学生队伍与紧张的教育资源之间的矛盾。近几年，高校大众化教育进程加快，由于资源紧张，师资力量严重不足，为了完成教学任务，对教师选拔、聘任、考核只能放宽条件，特别是有的年轻教师刚毕业，没有经过助教、助课这一重要环节就直接上课，有的甚至同时上几门课，或不能及时得到进修、培养机会，教学能力和水平难以达到要求或没有改观；因为教学资源紧张，许多课程只能采用大班集中授课，教学质量难以保证；由于结构失衡，一些与社会发展不相适应的专业未经改造依然年复一年地招生，使许多学生面临毕业即失业的危险，他们又如何提高自己的专业兴趣呢？生源差异大，不仅使教学难度增大、效率降低、总体成绩水平下降；教学改革滞后，教学内容陈旧，制度激励不力，无法满足学生自主学习的需求；教师待遇得不到提高，个人发展空间有限，缺乏学术氛围，考评机制不健全、不完善，教师不安于教学，积极性弱。
（5）师生关系的矛盾。从终身教育的立场和人类知识的发展来看，教师的职责将越来越少地传递知识，而要越来越多地转向激励思考，培养终生学习能力。然而，教师大多承受的工作、生活压力比较大，课后无暇与学生多做交流指导，甚至顾不上仔细批阅学生的作业；教学和科研脱节，高水平教师难以走到教学与学生管理的前台，学生得不到有力的学业指导和志向激励，内在学习动力得不到升华；更有少数教师存在责任心不强，履行职责不到位的情况，对学生到课情况不闻不问，对学生作业不认真批改，对考场纪律管理不严，助长了不良学风的蔓延……在现实教学管理中，存在着师生关系的许多不和谐。
（6）管理制度制定与执行之间的矛盾。学校在教学与学生管理工作中，针对学生制定了许许多多的规章制度，对促进、激励学生努力学习，规范、约束他们的行为，起到了积极作用，是学校培养、教育、管理学生的“法律”。然而，这些年来“有法不依”、“无法可依”的现象在各高校普遍存在，表面上看是为学校的“和谐”，但实际造成的后果将是更大的不和谐。学籍管理制度，补考、重修制度，学习、教学评价体系等的不完善，管理的不力是高校学风建设步履维艰的又一重要原因。
3、家庭影响因素
家庭是“创造人格的工厂”，家庭合理的期望、关注与培养对个人的学习动力有直接的影响。不同类型的家庭环境对个体个性的形成有不同的影响，个体的未来发展也就不同，个体的好奇心、自尊心、独立性、自制力以及对困难和劳动的态度都和家庭环境有关。家庭的经济地位、政治地位，家庭成员的社会关系、生活态度、行为表现，父母对子女的教育方式以及期望水平等都直接影响学生的心理状况及对学习的态度。
4、社会影响因素。
（1）社会期望。高等教育已成为人们提高与完善自我的重要渠道，成为社会关注的焦点，因而被赋予了许多不恰当的期望。社会希望教育是一座加工厂，应该高速度地生产出人才与技术；学校希望学生都是高素质高智商的材料，稍加锻造就能成才；家长希望自己的儿女出人头地“成龙成凤”。这些希望与认识对学校和学生形成了无形的压力，它评价着学校，指点着教育，强迫着学生，使教育和学习成为了全社会的事情。从而使大学生的学习目标、学习选择、学习兴趣、学习投入受到了方方面面的干扰，影响到学生的学习动力正确和持久地发展，影响到学生的成长、成功、成才。
（2）就业环境。虽然双向选择的就业导向增强了大学生们的择业积极性，但社会上的不良风气，全社会范围内尚未完全形成尊重知识、尊重知识分子的良好氛围，适应市场经济要求的新的劳动用人制度尚未完全建立起来，大学生择业机制尚不健全，就业竞争夹带了一些社会关系的竞争，不合理、不公平的现象依然在一定程度上存在等等因素，都挫伤了大学生学习积极性，使部分大学生采取了“选择性学习”的对策，或觉得读书无用，滋生厌学情绪。
（3）社会氛围。在计划经济向市场经济转变的过程中，社会上拜金主义、享乐主义、功利主义、个人主义、不讲诚信、情绪浮躁等不良风气流行甚广，也在大学生的道德观念、价值取向方面留下了深深的烙印。
第四章 A校本科学生学习动力改善项目规划
项目参与分析
为了全面分析目前导致大学生缺乏学习动力这一问题，并使将来制定的发展计划得到与之相关的各个方面的共同认可，基于前面的分析，影响大学生学习动力的学生、高校、家庭、社会四方面的具有代表性人员都应该参与到下面的讨论中，以保证研究的实用性和可操作性。在本案中，参与者应包括：在校本科学生代表，校方学生教育管理相关部门负责人、学生管理人员代表、教师代表、学生家长代表，以及其他教育事业相关部门负责人。项目的规划是综合以上参与者的意见，具有较强的实用性和可操作性。
表 A校在校本科学生学习动力改善项目的参与分析
参与者
分析内容
学生
高校
家长
社会
特征
17-25岁；思维敏捷，求知欲强；掌握一定的学习方法和基础知识。
学校背景：办学历史悠久的多学科性综合大学。
经济状况不一，父母文化层次、水平不一，教育观念不一。
管理机构或用人单位。
感兴趣的课题
学习感兴趣的、对将来个人发展有益的知识。
培养德智体全面发展的高素质人才。
望子成龙，望女成凤。
为高校人才培养提供有力保障。
问题
所掌握的知识和具备的能力十分有限，自控、自理能力欠缺，较易受周围环境的影响。
人才培养模式有待改善；人才培养能力，尤其是杰出人才培养能力有待提高。
不切实际的期望；普遍不能对孩子进行学业的辅导；远离学校，疏于对子女的管教和督促；与校方沟通有限。
资金、政策支持力度不足；社会思潮的冲击和固有思想的影响难以改变；其他社会问题。
优势
生理上处于学习的最佳时期；接受过系统的教育；没有家庭、工作的负担；掌握一定的学习方法；有可供直接利用的经验、方法。
历史悠久的综合性、多学科性大学，有正确的办学理念、突出的办学特色和丰富的办学经验。
对子女全心全意的爱；人生阅历；掌握一定的教育资源和社会资源。
政策制定者，及利用人力、物力资源和信息的优势。
影响
决定学习动力提高的内在因素。
决定学习动力提高的外在因素。
决定学习动力提高的外在因素。
决定学习动力提高的外在因素。
问题分析
问题识别
在本案例中，导致A校学风状况不理想的各方面问题清单如下：
A 学习主体问题清单
学习主体环境不理想
学习缺乏动力（核心）
学习观不成熟
造成社会负担
对父母和中学教学模式的依赖
生活习惯差
性格怪僻、骄纵
交际能力差
对大学生活看法的理想化
缺乏学习兴趣
成就动机水平低
自主学习能力差
自我激励能力差
人际关系差
环境适应性差
精神压力大
厌学情绪
健康受影响
情绪受影响
危害社会
染上恶习
学习兴趣转移
注意力不集中
旷课
成绩下降
自卑
重修、留级
加重家庭经济负担
毕业、就业难
B 高校问题清单
高校硬件环境不理想
高校软件环境不理想
教师、管理人员素质不理想
资金投入不足
缺乏教师间教管方法的钻研总结、交流
高校扩招
进修、培训机会有限
有限的个人道德素质
评聘机制不科学
家庭负担
待遇不理想
教学管理设施不齐全
教学资源有限
教学管理制度不健全
学习评价体制不健全
人才培养模式不科学
学术氛围不浓厚
个人能力有限
缺乏责任心
缺乏事业心
C 家庭问题清单
家庭氛围不理想
溺爱
疲于教育
缺乏正确引导
不切实际的期望
经济条件有限
缺乏榜样示范
个人教育经历及阅历有限
陈旧的教育观念
D社会问题清单
社会育人环境不理想
就业市场不和谐
人才评价标准不科学
用人制度不完善
尊重知识、人才的氛围未形成
错误的舆论导向
政策、资金缺口
问题“树”的产生和核心问题识别
围绕上述问题清单，参与者经过反复参与调查研究后，发现核心问题为：学习缺乏动力，相应的原因和结果与该核心问题共同建起了问题“树”，详见图。
图 问题树
图 问题矩阵——（因格式所限，此处略）
在问题“树”中，各问题在其中的位置不反映问题的重要程度，只反映问题的因果关系。在众多问题中，有一些问题对核心问题而言较为重要，而另一些问题相对次要一些。利用问题矩阵表可以很好地识别和确定问题的重要性。即：在问题清单中根据问题的因果关系，讨论并进行问题矩阵分析，如图，得分最高的问题即为核心的问题——学习缺乏动力，该问题是造成A校令人堪忧的大学生学习风气之关键和“瓶颈”，抓住了它就抓住了问题的关键。
另外，问题分析还确定出了不同参与者问题清单的核心问题为：
学习主体问题清单的核心问题：
学习主体环境不理想
高校问题清单的核心问题：
高校硬件环境不理想
高校软件环境不理想
家庭问题清单的核心问题：
家庭氛围不理想
社会问题清单的核心问题：
社会育人环境不理想
解决问题的优势分析
A学习动力主体优势清单
生理上处于学习的最佳时期
较为系统的教育背景
无家庭、工作负担
一定的科学学习习惯与方法
B高校（A校）优势清单
A校办学历史悠久，是一所理工结合，兼有经济、管理、文学（含艺术）、法律、教育、哲学、医学等多学科的多学科性综合大学。其办学规模大、层次和类别较为齐全，是重点大学及中国著名大学之一，近年荣获全国 “本科教学工作优秀学校”荣誉称号。
C家庭优势清单
对子女无私的爱
对子女教育的重视
丰富的人生阅历
一定的教育资源和社会资源
一定的经济基础
D社会优势清单
稳定的经济环境和健康的社会环境
政策制定者
人力、物力优势
信息优势
目标导向项目规划及实施规划
目标分析
在问题分析的基础上，将问题翻改为相应的目标，就产生了“目标树”。例如问题是：自我激励能力差，翻改后的目标即为提高自我激励能力。将“问题分析”中产生出来的问题“树”上所有的问题从上至下的翻改成目标，这些目标必须是可行的或是有实际操作性的。在进行目标分析时，应进一步对原问题进行检查，看原问题的描述是否清晰，内容是否准确。如果原问题在描述和内容上模糊，必须用参与式的方法对原问题及问题“树”进行再分析，直至清晰准确为止。在完成上述步骤后，将问题“树”直接翻改成目标“树”，如图。
图 目标树
在完成目标“树”逻辑关系分析后，利用参与式分析方法，在项目组内以及项目利益相关群体内对目标“树”进行充分研究，将目标“树”中的相似或相近的目标归类，就可建立目标“群”，一个目标“群”也就是一个项目“群”：
项目群A：学习动力主体环境改善项目群
1、树立科学学习观子项目
2、提高成就动机水平子项目
3、提高自主学习能力子项目
4、提高自我激励能力子项目
5、改善人际关系协调能力子项目
6、增强环境适应能力子项目
项目群B：高校（A校）育人环境改善项目群
1、增强师资队伍建设子项目
2、稳定适当的招生规模子项目
3、完善教学管理制度子项目
4、健全学习效果评价机制子项目
5、改革人才培养模式子项目
6、营造浓厚的学术氛围子项目
7、丰富教学资源及设施子项目
项目群C：家庭育人环境改善项目群
1、改善家长教育观念子项目
2、提高家长教育能力子项目
3、营造良好的家庭氛围子项目
4、改善家庭经济条件子项目
项目群D：社会育人环境改善项目群
1、相关政策及资金保障子项目
2、建设和谐的就业市场子项目
3、建立科学人才评价标准子项目
4、完善用人制度子项目
5、营造尊重知识、尊重人才的社会氛围子项目
项目描述
学习动力主体环境改善项目群
1、树立科学的现代学习观子项目
21世纪的现代学习观念要求在校大学生必须学会学习，这是现代世界教育的宗旨之一，也是每个在校大学生必须掌握的基本能力，作为一种新的学习理念，学会学习对当代大学生提出了更高的要求。
大学生强劲而持久的学习动力来源于坚定、科学的学习观，只有明确了学习目的，端正了学习态度，意识到一名肩负国家、家庭、社会责任的成年人应自主、自觉、主动地学习，才能获得无穷的学习动力。
2、提高成就动机水平子项目
成就动机是驱动一个人在社会活动的特定领域获得成功、取得成就的内在驱动力。它是直接推动学习的内部动力之一，是学习活动顺利进行的重要条件。
3、提高自主学习能力子项目
自主学习是当今教育研究的一个重要主题。在课程论领域，培养学生的自主学习能力被作为一项重要的课程目标；在教学论领域，自主学习被视为一种重要的教学方法；而在学习论领域，自主学习则被看成一种有效的学习方式。作为一种学习能力，自主学习不仅有利于提高学生的在校学习成绩，而且是其终身学习和毕业发展的基础。
4、提高自我激励能力子项目
挫折和失败不可避免地会降低学生的成就动机，此时必须通过不断地自我激励，以维持强烈的成就动机和高水平的自我效能。
5、改善人际关系协调能力子项目
大学生活是集体生活，良好的人际关系能够营造同学间良性竞争的局面，激发学生的学习动力；反之，则会情绪低落，产生抑郁或其他心理问题，影响学习。
6、增强环境适应能力子项目
大学的学习环境、内容、方式等与过去截然不同，如能克服不适应感，适应并主导大学学习生活，将使学生在劳逸结合的环境下产生源源动力。
高校（A校）育人环境改善项目群
7、增强师资队伍建设子项目
高校教师是办好高等学校的主体，是社会主义教育大军的重要力量。加强师资队伍建设是实现高校人才培养目标的根本保证，是提高教学质量的关键所在，是增强教育质量和学术水平的决定性因素。同时，高校教师更是大学生行为的表率和了解社会的窗口。
8、稳定适当的招生规模子项目
高校招生规模应当因地制宜、区别对待。适当控制招生增长幅度，相对稳定招生规模，这样做，有利于集中必要的财力，改善办学条件，优化育人环境；有利于集中精力，加快学科专业结构调整，深化人才培养模式改革；有利于逐步解决当前高校存在的矛盾和问题，特别是缓解高校毕业生就业的压力，从而实现高等教育的可持续发展。
9、完善教学管理制度子项目
教学管理体制是否完善以及制度执行是否严格也是关系学生学习动力的间接原因。大学生对大学宽松的管理方式不适应，自身约束能力差，学习压力大，加上逃课、违纪也无人过问，容易造成学风涣散，甚至走入恶性循环，彻底失去学习兴趣。
10、健全学习效果评价机制子项目
科学的考核方法，可以督促学生重视平时的学习和积累。学习测量与评定的一个重要功能就是反馈，它起到激励和鞭策的双重作用，使学生正确的认识得到证实，错误的认识得以纠正，混淆的概念得到澄清，提高学习效率。
11、改革人才培养模式子项目
人才培养模式指的是在一定教育思想与教育观念指导下由教育对象、目标、内容、方法、途径、质量评价标准等要素构成并且集中体现为教育教学模式的相对稳定的教育教学组织过程的总称。现代教育观念强调以学生为本，教书育人，知识、能力、综合素质全面发展，突出以学习为中心，改革课程体系、专业设置、教材体系，培养学生学会学习、终身学习的能力，提高学习效果和持续学习动力。
12、营造浓厚的学术氛围子项目
健康良好的校园文化氛围能为大学生带来微妙的影响。营造浓厚学术氛围的重义在于：“一个体现”，“二个促进”和“三个提高”——体现坚持以人为本的理念，促进教学质量和科研水平，提高学校文化品位、提高学校知名度、提高学校的社会辐射功能。
13、丰富教学资源及设施子项目
丰富的教学资源使教师能够便捷地运用最新的教学技术和内容，增加课堂教学容量和质量，提高教学趣味性和实践性，不断满足学生的好奇心和求知欲，增强学习主动性。改善办学条件，提高现有教学设施的利用率，进一步推进多媒体教学和网络教学等现代化教学手段的运用，必将有利于学生学习动力的提高。
家庭育人环境改善项目群
14、改善家长教育观念子项目
家庭教育是人生教育的起点和基石。21世纪是知识经济的时代，我们正处于世界范围内激烈的人才和科技竞争的时期，转变家庭教育观念，探索现代家庭教育的规律，以确保大学生健康成长。
15、提高家长教育能力子项目
教育孩子是一项创造性的劳动，它要求家长具有较强的教育能力，要求家长掌握一定的教育理论知识和教育方法，了解并遵循大学生身心发展的规律和教育规律。家长具有较强的教育能力，这是家庭教育获得成功的前提条件。家长教育能力的提高不是一蹴而就的，而是在不断学习和长期实践的过程中实现的。
16、营造良好的家庭氛围子项目
民主、平等、和谐的家庭气氛能够融合家庭成员，使家长的外在要求转变为子女的内在动力；专断、紧张、冲突的家庭气氛，缺乏良好的情感基础，使家长对子女缺乏影响力。
17、改善家庭经济条件子项目
经济状况好的家庭可以为大学生提供强有力的物质支持。而经济压力易加重学生的心理、生活压力，不同程度地影响学习动力。
社会育人环境改善项目群
18、相关政策及资金保障子项目
教育是推动经济发展和社会进步的重要力量，高等学校是宝贵的资源和财富，这已经逐渐成为全社会的共识。党和政府从政策、资金等方面应加大对教育战线的支持力度，中央政府的倡导和推动，地方政府和社会各界也积极关心、支持，为教育的改革与发展提供了强有力的政策、资金支撑和保障。
19、建设和谐的就业市场子项目
随着大学生就业的全面市场化，大学生就业市场在竞争机制下也不可回避地面临着不和谐因素，“供需失调、结构失衡、产销失控”等市场化弊端带来危机和挑战，不同程度地致使学习动力不足。建设和谐的就业市场，需要积极促进各级政府、高等学校、用人单位及大学毕业生之间的互动与合作，建立健全与高等学校管理体制改革相适应、与社会的发展相匹配，促进大学生就业市场和谐发展的管理模式，不断推动大学生就业市场的发展与进步。
20、建立科学人才评价标准子项目
建立科学的人才评价标准要求我们全面、理性地认识人才市场，打破旧的教育思想和观念的束缚，建立各类人才合理的知识和能力结构标准。片面追求“实用主义”、“功利化”倾向会挫伤人才培养的积极性。
21、完善用人制度子项目
社会不良风气是导致大学生学习动力缺乏的重要原因，适应市场经济要求的新的劳动用人制度尚未完全建立，任人唯亲等现象使部分大学生觉得读书无用，滋生厌学情绪。
22、营造尊重知识、尊重人才的社会氛围子项目
教育的核心是人才，大力提倡尊重知识、尊重人才的社会氛围，制订和完善积极的人才培养政策，营造和谐宽松的社会环境，将有利于人才健康成长。
项目选优排序分析
利用AHP对大学生学习动力改善项目选优排序需要通过以下环节实现：
（1）明确问题，建立具体项目体系。
（2）建立层次结构。根据对问题的了解和分析，形成目标层次结构。如图所示，最上层为目标层，中间层为准则层，第三层为方案层。
（3）构造两两比较判断矩阵。
本书运用特尔斐法(Delphi Method)，即根据参与性的原则挑选项目干系人作为专家，为便于数据结果的协调和统计，选取学习主体代表5名，校方代表5名，学生家长代表5名，毕业生用人单位负责人5名作为数据采集对象代表。其中，代表学习主体方的本科学生来自不同专业，其学习成绩介于好、中、差三类；校方代表均来自教学管理一线，专业覆盖教育学、管理学、社会学、经济学等领域，其中学生教育管理部门负责人1名，具有教授职称同时兼任部门领导，2名具有讲师职称的班主任，2名教师分别具有教授和副教授职称；家长代表均具有较高的文化水平；用人单位负责人来自人力资源管理相关部门，熟知毕业生就业情况。
（4）综合判断。求解判断矩阵的特征向量ω即为要素的相对重要性向量。
（5）一致性检验。由于客观事物的复杂性和认识的多样性，构造的判断矩阵往往出现不一致，因此，需要通过一致性检验确保偏差在允许的范围内。
图 大学生学习动力改善项目层次结构
必须指出的是，在专家四轮反复匿名评分过程中，由于作为项目主要参与者的学习主体方代表和校方代表始终处于对立面，对项目的选优排序意见分歧较突出，导致项目干系人形成了两种主要意见：作为校方意见支持者，坚持认为学习动力不足是由于学生没有充分发挥主观能动性，学习态度不正确；作为学习主体方意见支持者，却坚持认为大学生之所以考入大学后缺乏学习动力主要因素取决于教育系统的各种弊端。两轮评分结束后，双方意见支持者的项目优选排序结果分别如下（计算过程略）：
学习主体方意见支持者
项目优选排序结果：
校方意见支持者
项目优选排序结果：
增强师资队伍建设子项目
树立科学学习观子项目
改革人才培养模式子项目
提高成就动机水平子项目
营造浓厚的学术氛围子项目
改革人才培养模式子项目
树立科学学习观子项目
提高自主学习能力子项目
提高自主学习能力子项目
增强师资队伍建设子项目
改善家长教育观念子项目
提高自我激励能力子项目
提高成就动机水平子项目
改善家长教育观念子项目
提高家长教育能力子项目
营造浓厚的学术氛围子项目
提高自我激励能力子项目
提高家长教育能力子项目
完善教学管理制度子项目
相关政策及资金保障子项目
相关政策及资金保障子项目
完善教学管理制度子项目
丰富教学资源及设施子项目
增强环境适应能力子项目
增强环境适应能力子项目
丰富教学资源及设施子项目
健全学习效果评价机制子项目
改善人际关系协调能力子项目
建设和谐的就业市场子项目
建设和谐的就业市场子项目
稳定适当的招生规模子项目
健全学习效果评价机制子项目
改善人际关系协调能力子项目
营造良好的家庭氛围子项目
营造良好的家庭氛围子项目
建立科学人才评价标准子项目
建立科学人才评价标准子项目
稳定适当的招生规模子项目
改善家庭经济条件子项目
改善家庭经济条件子项目
完善用人制度子项目
完善用人制度子项目
营造尊重知识、尊重人才的社会氛围子项目
营造尊重知识、尊重人才的社会氛围子项目
经过最后两轮激烈讨论，参与四方意见趋于一致：虽然学习动力的提高主要取决于学习主体的内在学习动力的激发，学习动力外在影响因素通过内因起作用，但实践表明，面对目前部分高校大学生缺乏学习动力的状况和高等教育的特点，肩负着高等教育使命与责任的高校应首先发挥其教育功能，运用各种教育手段，通过高校教师的言传身教，潜移默化，把科学的学习观教育贯穿到日常点滴教育中，全方位地激发大学生的学习兴趣，调动其学习积极性。基于此，经过专家四轮反复匿名评分，综合整理意见，最终使专家意见趋向一致，并得出表至表的判断矩阵。（调查表样例见附件三）
表 学习动力改善项目准则层
高校环境
主体环境
家庭环境
社会环境
权重向量
高校环境
1
2
5
7
主体环境
1/2
1
3
5
家庭环境
1/5
1/3
1
2
社会环境
1/7
1/5
1/2
1
λmax= = = =<
表 学习动力主体环境改善项目方案层
学习
观念
成就
动机
自主
学习
自我
激励
适应
能力
人际
关系
权重
向量
学习观念
1
2
4
4
7
8
成就动机
1/2
1
3
3
6
7
自主学习
1/4
1/3
1
2
5
5
自我激励
1/4
1/3
1/2
1
4
5
适应能力
1/7
1/6
1/5
1/4
1
2
人际关系
1/8
1/7
1/5
1/5
1/2
1
λmax= = = =<
表 高校育人环境改善项目方案层
师资
队伍
培养
模式
学术
氛围
管理
制度
资源
设施
效果
评价
招生
规模
权 重
向 量
师资队伍
1
2
4
5
5
6
8
培养模式
1/2
1
3
4
4
5
7
学术氛围
1/4
1/3
1
3
3
4
6
管理制度
1/5
1/4
1/3
1
2
2
4
资源设施
1/5
1/4
1/3
1/2
1
2
4
效果评价
1/6
1/5
1/4
1/2
1/2
1
3
招生规模
1/8
1/7
1/6
1/4
1/4
1/3
1
λmax= = = =<
表 家庭育人环境改善项目方案层
教育观念
教育能力
家庭氛围
经济条件
权重向量
教育观念
1
2
5
7
教育能力
1/2
1
3
5
家庭氛围
1/5
1/3
1
2
经济条件
1/7
1/5
1/2
1
λmax= = = =<
表 社会育人环境改善项目方案层
资金政策
就业市场
人才评价
用人制度
氛围营造
权重向量
资金政策
1
3
4
5
7
就业市场
1/3
1
3
4
5
人才评价
1/4
1/3
1
3
4
用人制度
1/5
1/4
1/3
1
3
氛围营造
1/7
1/5
1/4
1/3
1
λmax= = = =<
表 二级指标相对于总指标的权重
一级指标
A1
A2
A3
A4
二级指标相对于总指标的权重
指标排序
一级指标权重
二级指标
二级指标权重
B1
3
B2
4
B3
7
B4
10
B5
14
B6
17
B7
1
B8
2
B9
4
B10
7
B11
9
B12
13
B13
16
B14
6
B15
11
B16
18
B17
20
B18
12
B19
15
B20
19
B21
21
B22
22
根据上述分值计算及一致性检验得出项目的优选顺序依次为：
增强师资队伍建设项目
改革人才培养模式项目
树立科学学习观项目
提高成就动机水平项目
营造浓厚的学术氛围项目
改善家长教育观念项目
提高自主学习能力项目
完善教学管理制度项目
丰富教学资源及设施项目
提高自我激励能力项目
提高家长教育能力项目
相关政策及资金保障项目
健全学习效果评价机制项目
增强环境适应能力项目
构建和谐的就业市场项目
稳定适当的招生规模项目
改善人际关系协调能力项目
营造良好的家庭氛围项目
建立科学人才评价标准项目
改善家庭经济条件项目
完善用人制度项目
营造尊重知识、尊重人才的社会氛围项目
优选项目可行性分析
需要指出的是，上述选优排序的结果并不意味着增强了师资队伍建设就能根本性地解决改善大学生学习动力这项系统工程，反之，通过前面的问题分析和目标分析我们不难看出，要想根本性地改善大学生学习动力状况，必须开展并实施好上述22个项目。由于篇幅所限，本书仅能以优选子项目——增强师资队伍建设子项目为例，用接下来的篇幅详细展示ZOPP主要内容及其核心过程在项目实施规划中的具体应用，以便全面、完整地为读者展现ZOPP理论体系及其方法流程。同时，优选项目实施规划基本流程和方法也可以应用到其他21个子项目中，为其他子项目的具体实施提供理论参考和框架性地指导。
师资队伍和师资队伍建设的界定
高等学校教师队伍简称高校师资队伍。从广义的角度上看，师资队伍包括任课教师(教师、研究系列)、学生思想政治教师(学生思想政治教育系列)、行政管理人员(教育管理系列)、实验人员(实验系列)、图书管理人员(图书系列)、其他人员(如工程、会计、医院、后勤等)。本书讨论的师资队伍仅限于任课的教师系列和研究系列的教师。
师资队伍管理和建设涉及的范围广、环节多，管理和建设工作不是单一、孤立的，而是一项复杂的系统工程，师资工作的基本环节包括：引进、培养、聘任、考核、流动、晋升、奖惩等，以及各种相关规章制度和政策。文中师资队伍建设，包含了师资队伍管理和建设两方面的内容。
增强师资队伍建设的必要性
高校的根本任务是人才培养，能否培养出一批又一批优秀人才去实现国家腾飞，师资队伍的素质能力起着至关重要的作用。邓小平同志曾指出：“一个学校能不能为社会主义建设培养合格人才，培养德智体全面发展、有社会主义觉悟的、有文化的劳动者，关键在教师。”可见，师资队伍建设是高校建设中一项具有战略地位的紧迫任务，它对于实现“科教兴国”，加快经济建设步伐具有十分重要的意义。
首先，加强师资队伍建设是实施科教兴国战略的必然要求。2 1世纪，世界进入以科技革命和科技创新为标志的知识经济时代，以高科技竞争和高素质人才竞争为核心的综合国力竞争日趋激烈。面对深刻变化的国际局势，党中央适时提出科教兴国战略，高等教育同时迎来了历史发展的黄金时期。世界银行发展报告指出:当前世界财富的64%是由人力资本(即知识资本)构成的。实施科教兴国战略，发展知识经济，人才是事关成败的焦点。而高校教师是高等学校办学的主体，是高等教育发展的首要资源。学校的竞争力来自于教师、学生、建设等各个方面，而教师是核心。“只有一流的教师，才能培育出高质量的学生；离开了高水平的师资队伍，学校的高水平建设是难以想象的”。大凡高质量的一流大学，都必定拥有一支高水平的教师队伍，因为拥有高素质的师资队伍，就拥有了发达的高等教育和人才优势，进而使高校在实现科教兴国战略中争取主动地位。
其次，加强师资队伍建设是知识经济时代的必然要求。知识经济时代条件下，经济增长方式发生根本转变，经济增长的技术含量增加，这意味着产业结构、就业结构的变化和职业转换、知识更新及教育现代化的加速。这些对高校师资队伍的总体数量、整体素质、知识水平、实际能力等方面构成了挑战。
最后，加强师资队伍建设是高等教育改革和发展的必然要求。《中国教育改革和发展纲要》中明确指出:“振兴民族的希望在教育，振兴教育的希望在教师。建设一支具有良好政治业务素质、结构合理、相对稳定的教师队伍，是教育改革和发展的根本大计”。高等教育学科发展，需要雄厚的师资力量的支撑。21世纪以教学内容、课程体系和教学方法改革为重点的教育教学改革，迫切要求教师更新教育观念、知识结构，增强掌握现代化教育手段的能力，获取知识和信息的能力以及知识创新的能力，全面提高素质。
基于上述背景，增强师资队伍建设这一课题具有较强的时代感和现实意义。
增强师资队伍建设的可行性
高校教师队伍是一支可塑性很强的高素质人才队伍。大学教师承担着传播与创造人类文明的职责，他们在平常的工作中更多地与精神文化产品接触，精神文化需要方面的要求相对较高；他们重视教书育人，为人师表，遵守以身作则、循循善诱、诲人不倦、躬行实践，热爱学生，热爱教育事业；他们有真才实学，思想开阔，视野宽广；他们明了国家的教育方针、政策，掌握教育理论和教育教学原则规律，懂得教育教学心理和教育方法；他们直接参与知识创新，具备教育科研能力；他们在不断学习，进取高学历、高水平的同时，也希望有机会最大限度地发挥自己的潜能，在自己的学术领域建功立业，追求学术成就、教育成就；他们的社会地位和价值观决定他们具有敏感的自我意识，具有洁身自好的优良秉性，从而形成了强烈的自尊心、自信心和自强心；他们都是某一学科领域的专家，他们有知识、有能力，他们一方面希望得到国家、社会和人民的重视，另一方面也特别尊重有才识、有胆略、有能力的其他教师。
因此，只要施以适当的政策引导和激励手段，高校师资队伍建设是可以取得令人瞩目的成绩的。
项目实施规划
项目背景
“十五”期间师资队伍建设所取得的成绩
A校办学历史悠久，是一所以工为主，理工结合，兼有经济、管理、文学（含艺术）、法律、教育、哲学、医学等多学科的多学科性综合大学。是云南省规模最大、办学层次和类别较为齐全的重点大学，属中国著名大学之一。经过“十五”计划的实施，A校师资队伍建设情况归纳如下：
师生比例
截至2005年末学校师生比达到1：，基本满足人才培养需要。
表 2002-2005学年师生比统计表
学年
学生数
教师数
师生比
学生总数
折合学生数
专任教师数
外聘教师数
折合教师数
2002-2003
33087
23019
1544
149
2003-2004
35165
1601
233
2004-2005
37714
1675
289
2、学历、学位结构
针对学校地处西部边疆、政府投入不足等实际，通过积极实施师资建设计划，加强高层次人才的引进及在职教师培养，师资的引进与培养工作取得了显著成效。
表 2002-2005学年师资学历、学位结构表
学年
师资总数
博士毕业
硕士毕业
大学毕业
其他
人数
比例%
人数
比例%
人数
比例%
人数
比例%
2002-2003
1482
107
610
759
6
2003-2004
1520
122
668
727
3
2004-2005
1574
137
723
711
3
学年
师资总数
博士
硕士
学士
其他
人数
比例%
人数
比例%
人数
比例%
人数
比例%
2002-2003
1482
107
654
538
183
2003-2004
1520
122
719
531
148
2004-2005
1574
137
783
534
120
3、年龄结构
经过过去20年的努力，学校已形成以中青年为主，老中青相结合的师资队伍。
表 2002-2005学年师资年龄结构表
学年
师资
总数
<=35
36-45
45-55
>=56
人数
比例%
人数
比例%
人数
比例%
人数
比例%
2002-2003
1482
568
601
184
129
2003-2004
1520
305
610
203
102
2004-2005
1574
625
655
210
84
4、职称结构
学校18个主学科均拥有正高专业技术职称评审权及所有系列副高专业技术职称评审权，积极鼓励有突出贡献的青年教师破格晋升高级专业技术职称。
表 2002-2005学年师资职称结构表
学年
师资
总数
教授
副教授
讲师
助教
人数
比例%
人数
比例%
人数
比例%
人数
比例%
2002-2003
1482
210
550
551
171
2003-2004
1520
207
551
541
221
2004-2005
1574
236
540
544
254
5、学缘结构
学校积极引进教师，大力支持教师在职攻读学位，优化学缘结构。
表 2002-2005学年师资学缘结构表
学年
师资
总数
本校学缘
非本校学缘
人数
比例%
人数
比例%
2002-2003
1482
398
1084
2003-2004
1520
369
1151
2004-2005
1574
387
1187
6、主讲教师整体状态
在教学方面，学校始终追求“德高业精、教书育人”的优良教风，规范教学过程，强化教学管理。学校严格执行主讲教师岗位资格认证制度，明确要求、严格管理，截至2007年，符合主讲教师岗位资格的教师达到%；制定实施了《A校关于加强本科教学工作，提高教学质量的意见》和《A校岗位设置办法》，将教授、副教授为本科生授课与专业技术职务晋升、聘用考核挂钩，保证教授、副教授为本科生授课的比例。
学校拥有一支实力雄厚的教学、科研队伍，在 3292 名在职教职工中，具有各类高级专业技术职务人员 1176 人。有中国工程院院士 1 人及兼职两院院士 23 人；博士生导师 112 人，国家级、省级、校级重点学科带头人 110 人；在 1745 名专任教师中，具有教授、副教授职称人员 872 人，具有博士、硕士学位人员 1182 人；有国家级突出贡献专家 5 人，享受国务院政府特殊津贴、云南省政府特殊津贴人员 84 人，云南省有突出贡献的优秀人才 25 人，云南省中青年学术和技术带头人 23 人、后备人才 30 人，云南省技术创新人才 14 人， “ 百千万人才工程 ” 国家级人选 6 人，第四届教育部 “ 高校青年教师奖 ”1 人，教育部新世纪优秀人才支持计划 4 人。
“十一五”师资队伍建设发展要求
云南省政府政策研究室车志敏主任在《新的跨越——云南省“十一五”发展思路和2020年远景目标研究》一书中指出，我省“十五”期间教育状况：……教育事业发展滞后，教育的规模、质量、效益总体上还不能适应人民群众日益增长的教育需求……师资和管理队伍建设不适应教育事业发展的要求……突出问题表现在：学校内部管理体制、机制改革进展较慢，课程结构、教学内容、教学手段、科研体制、评价方式等没有根本性突破，不利于创造性人才的培养。省“十一五”教育发展目标中指出：到“十一五”末期，教育发展水平要达到西部平均水平……根据省政府的统一规划，A校确定要在“十一五”期间实现师资队伍建设规划目标，即：到2010年，建成一支与学校发展规模和人才培养需要相适应，素质优良、结构优化、学历层次高、富有活力的高水平师资队伍。专任教师达到2700人，生师比保持在16：1左右；在教师队伍中具有高职的比例占50%以上，具有硕士、博士学位的比例达到80%以上，其中具有博士学位的比例达到25%以上；建设1-2个优秀创新团队，力争培养或引进1-3名院士，国内领先的学者和学术大师级拔尖人才15名、省内有较大影响的学术技术带头人50名，构筑包括师资人才、科研人才、管理人才的人才高地。
师资队伍建设中存在的问题
高等教育事业发展速度很快，容量也大幅度增长。但是，我们也要看到，从总体上说，高校教师人数、质量仍不满足需求。对A校而言，虽然通过“十五”期间的不懈努力，获得了教育部本科教学评估优秀单位的荣誉，但从长远看，高校师资队伍建设还远远不能适应高等教育改革发展的要求，仍面临着一系列矛盾和困难，存在着一些根本性问题亟待进一步研究和解决。主要表现在以下几个方面：
1、高等教育投资不足。当前我国高等教育整体水平离社会发展目标的差距仍较大，高等教育投资不足，限制了高等教育和师资队伍建设的进一步发展。以2002年为例，中国高等教育所需经费二千五百亿，国家投资一千二百亿，资金缺口近一半。2003年中国国家财政性教育经费占GDP的%，世界平均为%，欠发达国家平均也达4%。所以，中国将加大教育方面的投资，到2010年，教育投资将占全国GDP的5%。作为中国教育的发展目标，到2020年，中国接受高等教育的年轻人将由现在的17%增长到40%。
2、师资队伍数量不能适应高等教育发展的要求。扩大高等学校的办学规模，是我国实现大众化教育的基本要求。近几年来，随着高等学校招生人数的增加，教师队伍数量不能适应高等教育发展的要求表现为现有教师数量不足和教师数量增长率小于高等教育规模的增长率。国际理想的师生比例约为1：14，可见，目前A校这一比例偏高，这种情况一定程度上增加了教师负担，影响了教学质量，影响了教师创新精神的培养。
3、教师队伍结构不能适应高等教育发展的要求，教师队伍学历结构偏低。2005年，A校教师中具有博士学位者只有%左右，具有硕士学位者只有%，2007年专任教师中获得博士、硕士学位的教师比例上升至77%。而早在上世纪90年代美国大学教师中同类人员的比例就分别高达54%和%。此外，教师队伍的年龄结构也有待改善，虽然35岁以下的青年教师高达41%以上，但要适应教学科研需要，还要有个培养提高的过程，且学校发展急需的高水平专业技术人才还相当缺乏。
4、教师队伍素质有待于进一步提高。一方面学科带头人紧缺。近年来，A校十分重视学科带头人的培养，但其数量和质量都存在很大的差距，难以形成完整的梯队结构。骨干教师队伍新老交替形势严峻；教师的国际化程度较低；教学方法缺乏创新；教师的知识结构不能适应科学发展和项目研究开发的要求，不能适应将科研成果有效转化为生产力的要求。另一方面，也存在着部分教师思想境界不高，职业道德和职业情感淡薄，对事业缺乏足够的热情；有的教师缺乏责任感，合作精神较差；有的学风浮躁，急功近利，学术抄袭的现象时有发生。
5、教师队伍不稳定。一些学有所长的、热门专业、社会需求量大或者担任基础课教学的中青年骨干教师和学科带头人不稳定，留不住，严重影响了部分学科和课程的教学和科研工作。教师隐性流失问题突出，由于多种原因，部分教师受聘于社会从事第二职业，使正常的教学、科研工作受到影响。
6、教师的综合能力亟待提高。随着科学技术的发展，学科专业的调整变化，现代教育技术的广泛应用，国际一体化趋势增强，这一系列的变化对教师个体的知识结构、教育教学思想和教学方法等综合素质提出了更高的要求。要求教师具有教学与科研的创新能力、理论联系实际、服务社会的能力、社会交往能力、应用现代信息技术和现代教育手段的能力。但目前教师的能力结构与这一要求尚有较大的差距。
7、有效的用人机制、激励机制、管理体制尚未形成。改革力度还不够大，真正的聘任制还没有建立起来，长期以来人事分配制度上“能进不能出，能上不能下，能高不能低”的弊端仍然存在；人员合理流动、教师资源共享还缺乏有效机制， 而人事分配制度的进一步改革客观上受到社会条件的制约；现行的激励目标体系有待进一步完善，个体激励目标体系不够科学合理，高层次的激励目标较多，中等层次激励目标设置较少；职称评定终身制和对教学效果缺乏有效的评定和激励，致使部分教师只重科研、不重教学，一旦评上教授，就不思进取，不再有新的科研成果，有的教师搞科研不联系生产、管理实际，不注重实践研究，科研成果实用性不强，即便评上教授，也只能称为“论文教授”；年终考核评价、学生评教也常常流于形式，优秀名额评定也成了“轮流坐庄”。
8、缺乏完整、科学的培养和培训体系。由于对中、青年骨干教师和学科带头人的培养和培训重视不够，造成当前高校骨干教师和学科带头人年龄老化，信息化的素质和能力缺乏，影响了高等教育的进一步发展。
9、师资引进有困难。A校地处西部经济欠发达的民族边疆地区，在工资待遇、工作条件等方面，与东部发达省份相比有一定差距。一方面补充更新高素质、拔尖的教师队伍、引进学科带头人存在一些特殊困难；另一方面稳定现有人才有一定难度。
增强师资队伍建设项目实施逻辑框架矩阵表
根据上述项目背景的描述，按照国家教育部《普通高等学校本科教学工作水平评估方案（试行）》（附件四）一级指标“师资队伍”的建设要求，结合项目实施逻辑框架矩阵结构分析方法，对本项目实施所需达到的目标及取得的成果进行分析：
表 增强师资队伍建设项目实施逻辑框架矩阵表
层次关系
内容描述
客观可验证指标
指标的出处
重要假设
总
目
标
增强师资队伍建设
到2010年，建成一支与学校发展规模和人才培养需要相适应，素质优良、结构优化、学历层次高、富有活力的高水平师资队伍。
A校“十一五”师资队伍发展规划目标。
目标制定科学、合理。
项目目标
1、优化师资队伍数量与结构
生师比；
整体结构状态与发展趋势；
专任教师学历、学位、学缘等情况。
教育部本科教学评估指标体系(附件四)。
招生规模可预测；国家经济社会发展稳定；师资供求稳定。
2、提高主讲教师能力与素质
主讲教师资格；
教授、副教授上课情况；
教学水平。
教育部本科教学评估指标体系(附件四)。
主讲教师有提高教学能力与素质的主观愿望。
成果
1、科学的教师资源规划
符合学校改革与发展的要求，科学合理，并有效实施。
教育部本科教学评估指标体系；(附件四)《普通高等学校编制管理规程（草案）》(附件五)；《普通高等学校基本办学条件指标》(附件六)。
相应上级主管部门的政策、经费支持；教师是热爱工作的，如果在适当的条件下，他们渴望发挥自身才能，并愿意对工作负责，主动寻求发挥能力的机会。
2、可持续发展的教师聘任制度
教师结构合理，发展趋势好。
教育部本科教学评估指标体系(附件四)
3、灵活、多层次的师资培训、培养机制
教师教学水平高，科研促进教学成效明显。
教育部本科教学评估指标体系(附件四)
4、行之有效的激励及绩效考核机制
教师工作积极性高，待遇合理，考核公平、公正。
《教育法》；《教师法》。
项目活动
1、收集相关信息
信息搜集全面、准确；师资定编、定岗科学合理，职责明确；相关政策制定科学可行；执行结果各项指标符合教育部评估A类标准。
《教育法》；《教师法》；教育部本科教学评估指标体系；《普通高等学校编制管理规程（草案）》；《普通高等学校基本办学条件指标》。
经费保障；信息获得渠道可靠；政策制定者具备高等教育战略视野；政策制定、执行者能够顺利与教师沟通；政策制定能够满足教师多层次需要。
2、制定一系列政策
3、执行政策
4、执行情况评估
5、政策修订
上表各层次间的逻辑关系如下所示：
图 项目实施规划逻辑关系
项目活动的WBS结构
在项目管理应用过程中WBS是比较重要的内容，它总是处于计划过程的中心，也是制定进度计划、资源需求、成本预算等的重要基础。WBS是一个项目的综合分析工具。
WBS可以编码的形式表示出来，这样有利于信息的传递和交流。编码中每一位数字表示一个分解层次，左起第1位数字之后都为零的编码表示整个项目；第1位数字相同，第2位数字不同，后面数字全为0的编码表示各子项目，其总合构成整个项目；前两位数字相同，第3位数字不同，后位数字为0的编码表示各子项目分解成的工作任务，其总合构成项目的某一子项目，以此类推。在制定WBS编码时，责任和预算也可用同一编码数字制定出来。
增强师资队伍建设项目活动的WBS树形结构如图所示：
图 增强师资队伍建设项目的WBS树形结构
高校建设发展规划一般根据上级教育部门规划每五年制定一次，以一学年为一个周期分步达到五年发展规划最终目标。一学年围绕师资队伍建设进行教师的招聘、定岗、培训、考核等管理工作。本书以一学年（一年，按照52周计算）为一个周期定义项目的WBS字典如下表，WBS字典明确了必须完成的工作以及对工作的详细描述；工作成果的描述和相应规范标准；元素上下级关系以及元素成果输入输出关系等。
表 增强师资队伍建设项目的WBS字典
编码
工作
工作描述
工作成果
结果完成客观验证指标
执行者
负责者
时间
周期
资源投入
1110
搜集有关信息资料
包括师资队伍现状、发展战略目标、社会经济状况、法律法规、 近3 年供需状况等。
符合学校改革与发展的要求，科学合理，并能有效实施的师资规划。
教育部本科教学评估指标体系；《普通高等学校编制管理规程（草案）》；《普通高等学校基本办学条件指标》。
人事处、各教学部门
人事处
2
现有人力、物力，少量资金
1120
师资需求预测
包括数量预测与质量预测。
各教学部门
人事处
1
现有人力、物力，少量资金
1130
师资供给预测
师资流动、人才培养、人才引进预测。
各教学部门
人事处
1
现有人力、物力，少量资金
1140
确定教师资源需求
定编、定岗、定职责。
各教学部门
人事处
1
现有人力、物力，少量资金
1150
制定教师资源规划
根据收集的相关资源做出科学规划。
各教学部门、人事处
主管校领导
2
现有人力、物力，少量资金
1210
新进教师聘任
择优选拔聘任。
教师结构合理，发展趋势好。
教育部本科教学评估指标体系。
各教学部门
人事处
10
1800万
---2000万元/年
1220
教师续聘
因岗择优聘任。
各教学部门
人事处
2
1230
新进教师培训
岗前培训。
教师教学水平高，科研促进教学成效明显。
教育部本科教学评估指标体系。
各教学部门
人事处、科技处、外事处等
20
1240
在岗培训
能力与素质提升培养。
10
1250
绩效考核
考核实绩、奖惩激励。
教师工作积极性高，待遇合理，考核公平、公正。
《教育法》；《教师法》。
各教学部门
人事处
4
现有人力、物力，少量资金
1310
教师资源规划评估
数量、质量、效果、方案的评估。
社会效益、经济效益以及各方面评价。
教育部本科教学评估指标体系。
校独立评估单位
主管校领导
2
现有人力、物力，少量资金
1320
教师资源规划修订
修订增补规划，为次年师资队伍建设提供依据。
更为科学、合理、有效的师资规划。
教育部本科教学评估指标体系；《普通高等学校编制管理规程（草案）》；《普通高等学校基本办学条件指标》。
各教学部门、人事处
主管校领导
4
现有人力、物力，少量资金
增强师资队伍建设项目实施措施建议
通过项目计划阶段分析不难看出，项目各项活动的落实关键在于强化项目实施过程控制，以有效的措施保障各项项目活动的成效。下面就围绕“增强师资队伍建设项目实施逻辑框架矩阵表”和项目预期成果的实现过程提出几点措施建议。
制定科学的师资规划的措施建议
人力资源规划是根据一个组织的中长期发展战略目标与规划而制定的，它通过对这一组织的人力资源现状分析与需求进行预测，制订出满足该组织的人力资源需求的具体内容、实施步骤与相应政策措施及经费预算，它是一项全面的、长远的、战略性的发展计划及具体业务计划。人力资源规划是实现组织目标和计划过程中必不可少的组成，是联系人力资源管理各职能的纽带，同时也是联系组织整体规划和人力资源管理的纽带。
高校师资队伍建设的首要任务就是根据教师队伍建设的目标任务，以学校发展、学科建设、队伍建设为根本出发点，以教学科研任务为依据，科学地制定教师资源规划，设置师资结构规划和岗位设置方案，即解决需要多少教师，需要什么样的教师，以及这些教师的职责等问题，也即定编设岗。师资规划原则：
一、 师资规划要与学科建设相结合。
学科建设水平是高校办学水平、特色、优势的体现，人才的培养基于学科，学科是人才培养的基本单元。高校人力资源规划，尤其是高校教师的编制设定、岗位设定、职责设定要以学科建设发展为龙头和依据，全面搜集掌握内、外部相关信息，做好教师资源供需预测，有重点地确定各学科师资需求，并结合学科梯队建设和师资队伍建设的短、长期目标进行，真正做到因事设岗，因岗择人，人职相符。
二、师资规划要围绕教师队伍整体结构的不断优化和梯队建设。
教师队伍整体结构的内涵极其丰富，包括数量、年龄、素质、能级等结构，它们并不是各自孤立的，而是相辅相成的。优化师资数量结构，就应合理定编，使教师数量、比例更加合理；就应科学设岗，提高教师的工作效率，进而提高学校的办学效益。教师的能级结构体现了教师的不同学历、学缘、职称层次。优化能级结构，就要尽量吸引高学历优秀毕业生和产业、科研部门的优秀人才到校任教或兼职；就要尽量缩小助教层，形成教授、副教授、讲师的合理比例；就要掌握和遵循教师成长规律，重视优秀青年学科带头人的选拔培养。
师资规划还要注重加强教师梯队建设。合理的教师梯队是按学科专业或某一特定领域组成的，具有一定结构的教师队伍，它由学术带头人、能独立进行并指导他人进行教学科研工作的骨干、助手等组成，其职务、专长、年龄、能级等结构能满足所从事的教学科研等工作的需要。梯队建设，一是要进行调整优化目标和任务，确定教师整体队伍的数量、素质、结构等状况是否合理；二是要明确各个学科的学科带头人的数量、素质、结构等状况，以及选择、培养、优化、建设的目标和任务是否合理。
本书设计了围绕师资整体优化和梯队建设的，以学科建设为核心的师资规划模式如图。在该模式中，管理者可以根据学科发展需要配备学科带头人、开展各项科研和教学工作及确定相关专业教师年龄、数量、学历配备。
图 学科建设导向的师资规划模式
完善可持续发展的教师聘任制度的措施建议
一、改革传统的职称评定制度，实行专业技术职务聘任制度。
改革传统职称评定制度就是将教师任用制度由“身份管理”转向“岗位管理”，由所谓评聘分开转为评聘结合，强化聘任。聘任制的实行有利于高校借助人才市场和社会的人才资源，为我所用，学会在竞争中吸纳人才，在流动中优化队伍，逐步建立起一支高学历、高素质、高要求、高效益的教师队伍；有利于调动教师的教学、科研热情，增强责任感；有利于师资队伍的科学管理和优胜劣汰。实行教师职务聘任制中，尤其在一些特聘岗位、学科带头人、骨干教师岗位人选的遴选招聘中，招聘是关键环节，只有把好招聘质量关，才能保证高素质的、结构优化的具有可持续发展潜力的教师队伍，才能达到聘任制的目的。
二、实行严格的定期聘任，择优上岗。
定期聘任是聘任制的根本特点。被聘用的教师只有经过一定时期的工作后，才能看出他们的教学、科研方面的业绩和师德表现，也只有经过一定时期后，才便于考核续聘。高校要强化政策导向，充分利用教师职务聘任这一政策杠杆，提高对教师队伍的政治、业务素质的考查。日本有的大学在聘用了教授或副教授后，间隔三四年进行一次“业务审查”，通过了“业务审查”继续聘用，通不过的则往往劝其另投门户。美国大学大部分教师采用定期聘任，能享受终身任职制的很少。
完善和强化教师聘任制度首要条件就是加强岗位设置，增强岗位意识，淡化职称概念，引进竞争机制，实行公开招聘，加强履职考核，严格聘后管理，真正做到能上能下。
三、借鉴国外固定编制与流动编制相结合的结构模式，优化结构。
实现师资的可持续发展就应优化结构，打破长期以来在计划经济体制下形成的教师队伍单一、稳定的结构模式，逐步建立和不断完善固定编制与流动编制相结合，促进人才合理流动的结构模式。专兼职教师并用是国外很多大学通行的做法，如日本教育界普遍认为在不影响本职工作的情况下去其他院校兼课兼职，不仅有利于发挥知识分子的积极性，拓展视野，也有利于高校之间的学科交流。日本大学兼职教师的比例一般在30%-40%。在德国和法国，高校教师资源开发和配置的一种重要形式就是专职和兼职相结合的教师队伍。德、法两国从校外科技界、企业界聘请的编外教授、兼职教授和访问教授占教师总数的比例高达50%-60%。美国大学中兼职教师的比例超过40%。聘任兼职教师，有利于充分发挥教师潜力，优化教师资源配置；克服专职教师知识局限性、学缘结构亲近等问题；兼职教师主要承担基础课和实践课的教学工作，为专职教师从事科研、参加培训创造条件；同时，兼职教师的工资成本低，聘任、解雇程序简单，可以节约教育成本，提高办学效益。
建立灵活、多层次的师资培训、培养机制的措施建议
在这个提倡终身学习的学习型社会中，教师能力与素质的不断提高愈发显得格外重要。在师资队伍的培养观念上，倡导按照人力资源管理的模式，把教师的继续教育与个人的职业生涯目标规划结合好，为教师提供良好的个人发展空间，同时也有利于高校师资水平的提高。
在高等教育迅猛发展的今天，对高校教师各方面能力和素质的要求已超出了传统的范畴，被赋予了更为丰富的内涵。
表 新时期高校教师素质与能力结构
一级指标
二级指标
指标内涵
教育
观念
与
职业
道德
现代教育
思想观念
具有全球视野、现代人才观、知识观、终身教育观、可持续发展观、创新观念和竞争观念等，并不断更新，与时俱进，与时代精神同步。
职业道德
为人师表，求真务实，讲求学术道德；热爱教育事业，敬业爱岗；尊重学生，树立教学中的学生主体意识，建立新型的平等、民主、互信的师生关系。
知识素养
文化
知识
具有人文社科知识和自然科学知识兼容并蓄的知识结构和知识基础。
专业
知识
专业基础知识：专业理论基础知识、基本技能、内在联系、必然规律。
专业知识：适应某类职业岗位的职业知识。
相关专业知识：专业发展前沿动态和趋势，交叉学科、边缘学科等。
教育学
科知识
包括帮助教师认识教育对象、开展教育教学活动和进行教育研究三方面的知识。如教育学、心理学、生理学知识等，并能运用学科一般原则、原理指导教学。
能
力
素
质
教学
能力
是教师完成教学计划，实现教学目的，取得教学成效所具有的能力。包括：
课堂教学能力：更新课程内容，课前钻研与设计能力；创新教学方法，课堂安排与调控能力；课后总结与评价。
专业操作技能、示范技能。
信息技术与教学整合能力。
传授知识与品德塑造相结合的能力。
培养学生进行研究性、自主创新性、合作性学习的能力。
科研创
新能力
具有较强的学习能力；具有开拓创新和实践能力；具有使教学与科研相互促进的能力。
沟通交
往能力
善于、乐于与其他师生间的交往和合作。
职业指
导能力
对学生就业、择业和胜任工作起到好的影响，能将职业指导贯穿和渗透到教育教学中。
信息驾
驭能力
信息意识强，善于捕捉、收集、筛选、加工、更新信息，并能运用现代信息和信息技术创造性地组织教学。
形象
塑造
能力
内在人格魅
力塑造能力
思想政治素质：用马克思主义理论武装自己，牢固树立科学的人生观、价值观、世界观。
道德素质：敬业精神、服务意识、师德修养。
外在形象塑
造能力
衣着、言谈、举止等能综合考虑环境、工作、社会地位等因素，塑造优雅知性的外在形象。
基于此，由于教师年龄、学历、成长速度及各方面能力、素质的差异，要根据不同的教师群体的特点，结合新时期对教师提出的新要求，建立灵活、多层次的师资培训、培养机制：
新进校教师培训。新进校教师要做到“三定”，即定导师、定任务、定计划。要通过助教、助研、集体备课等方式，在导师引导下，通过一定时间的培训要使新教师尽快适应教学科研工作要求，尽早完成由学生向教师这一角色的转变，经过考核评定后再走上讲台。
学历教育。师资队伍结构优化的一个重要指标就是教师高学位比例的持续上升。因此，学校应该保证教师培训专项经费，制定切实可行的教师学历提高培养政策，鼓励以在职为主，保证正常教学秩序的同时对各类型教师提出明确的学历提高要求；同时鼓励教师走出本校交流学习，开拓视野，改善学缘结构；充分利用国家留学基金委员会及各部委相关资助政策，积极争取社会各界的支持，资助有条件的青年骨干教师到国外一流大学学习，培养学术带头人。
不定期培训进修。在教师培训、培养方式上，可以学习俄罗斯的轮训制度，每年保证有一定数量的教师参加进修学习，争取每4-6年能对所有教师进行一轮进修培训。改变目前的教师进修基本上全都是学历提高的现状。此类培训进修可以是以提高教师素质、提高教学专业水平、促进教师专业发展为目的，旨在提高教师的科研、实践能力，加强实践环节的培训；亦可是教学能力的培养，开展教育学、心理学、教学技能等方面知识和能力提升的培训，使教师掌握教育教学基本知识和技能，更好地从事教育教学工作。
师德培养。这方面的培养应针对全体专职教师，纳入日常政治学习、业务学习中，同时，根据师资考核结果有针对性地强化，更应鼓励教师自觉培养。首先，师德培养尤其应从教师入校上岗开始，在第一时间让新进校教师树立教书育人、为人师表的从教思想，理解学校的办学思想和理念，融入独特的校风和氛围。同时，在广大教师中树立师德楷模和典范，在教师业务培养过程中不忘师德的潜移默化。其次，学校应从制度上加强对师德的要求，规范教师的日常行为，严格奖惩。此外，建立由学校、教师和学生组成的师德监督检查机制，对教师的师德情况进行监督和评价，鼓励教师严格自律，提高师德修养。
形成行之有效的激励及绩效考核机制的措施建议
一、树立新型工资理念，提高教师待遇。
按需设岗，以岗定薪，竞争上岗，严格考核，优劳优酬是与聘任制相对应的用人和分配制度。聘任制所对应的分配体制应该是有利于调动教职工的积极性，有利于教师队伍，特别是骨干教师队伍的稳定和提高。工资应兼具保障、激励、调节三种职能。
首先，要树立新型工资理念，采用符合高校特点的岗位技能工资制，实现工资从保障型向激励型的转变。岗位技能工资制是以劳动技能、劳动责任、劳动强度和劳动条件等基本劳动要素评价为基础，以岗位工资、技能工资为主要内容的基本工资制度。岗位工资是根据教师所任的职务的责任轻重，所在岗位的劳动强度大小和劳动条件好坏而确定工资水平；技能工资是根据不同岗位、职位、职务对劳动技能的要求和员工所具备的劳动技能水平而确定工资。它有利于贯彻按劳分配的主体原则和调动员工提高技术业务水平的积极性。
其次，要注重教师工资待遇的提高。教师是令人尊敬和向往的职业，其社会地位和待遇的提高，不仅能稳定现有师资队伍，还能吸引更多优秀人才。大学教师也是有生理要求、安全要求、社会需求、尊重要求和自我实现需求的社会人，他们更加渴望从社会的认可中实现自己的价值。因此，实行高薪聘任，做到高水平、高待遇、高竞争，有利于形成高素质教师队伍建设的良性循环，建立起促进优秀人才脱颖而出的体制和机制，形成教师队伍成长的良好环境。
二、发挥高校师资管理的绩效考核职能。
绩效考核是按照一定的标准，采用科学的方法，组织对员工对职务所规定的职责的履行程度进行检查、评定，以确定其工作成绩的一种有效的管理方法。
《教育法》第34条规定：“国家实行教师资格、职务、聘任制度，通过考核、奖励、培养和培训，提高教师素质，加强教师队伍建设”。《教师法》第五章专门就教师考核做出了规定：教师的考核是指各类学校和教育机构以《教育法》、《教师法》为依据，按照关于教师考核规定的考核内容、原则、程序、方法，对教师进行考察和评价，以激励教师忠于职责，为教师的职务聘任、工资晋升、实施奖惩、培养培训等管理工作提供依据。在考核中，应制定科学、明确、可操作的考核标准，采用定期和不定期，定性和定量相结合的方式进行严格考核，建立考核档案。通过考核，认真地甄别人才，慎重地作出聘与不聘的决定。做到公平、公正、客观、合理，并将考核的结果与晋职、分配等个人利益挂钩，作为续聘解聘的重要依据。
项目的监测与评估
对高校而言，旨在增强大学生学习动力的师资队伍建设项目的目的在于提高教师队伍的整体素质和教学能力，使他们能够全身心地投身于教育工作，在教学过程中激发学生的学习兴趣，促进学生对知识的汲取，优化教学效果。对高校教师的教学水平和效果进行综合评价是促进教师发展与学校发展相统一和融合的有效途径，也可以作为增强师资队伍建设项目监测评估的手段。
对于任课教师教学水平高低、教学效果好坏最有发言权的莫过于处于教学主体地位的大学生，而学生评教也是目前被广泛运用于高校教师绩效评价的重要手段之一。学生评教内容包括教师教学态度、教学内容、教学方法与手段、教学投入、教学效果、师德修养等方面。有效的学生评教应体现现代教育思想观念，强化教学服务意识，提高教学质量和学生能力的培养；它作为高校教学质量评价的主要手段之一，应起到导向、调控、激励、诊断、服务等多方面作用。
传统的学生评教多为奖惩性的评教。即以教师过去的教学活动为内容，以学生评价结果为奖惩的主要依据，将结果与教师的个人利益直接挂钩。评价中，注重教师评价前的表现，教师处于被动接受的地位。这种自上而下的评价制度使教师面临管理部门和学生的双重压力，容易引发教师的消极情绪，不利于教师可持续发展和教学相长。此外，这样的评估系统缺乏必要的申诉环节和有效的反馈机能，学生、管理方、教师三方缺乏必要的沟通。
本书结合参与式监测评估的思想和发展性评估的实践经验，对改良传统的学生评教方式进行了初步尝试，以期将“发展性学生评教反馈机制”作为增强师资队伍建设项目的监测评估手段。
发展性学生评教反馈流程设计
20世纪80年代末，以英国为首的一些发达国家倡导一种“发展性评估”方法，广为师生欢迎。发展性评估指基于学校发展目标和学生评教结果，制定教师个人发展计划，将评价结果与教师未来发展方向相联系。它关注教师的未来进步和发展，以促进教师自我完善，推动学校发展为目标。这种评价手段建立在对教师的尊重和信任之上，相信教师具备发展的潜力和改进教学的主观能动性，并为教师的发展提供有利条件，使教师们能更加坦然地接受并利用评教意见，是一种考评者与被考评者双方在互相信任的基础上进行双向沟通的绩效评估活动，较好地体现了参与式监测评估思想，有利于师生关系的改善和教学水平的提高。学生评教只有能使被评教师从评价中学到新的知识，了解如何改进教学并产生改进教学的动机，才能服务于评价的真正目的。作为被评价者的教师，是一群具有较高自尊心但又容易为真理所说服的人，因此在评价中不应处于被动接受评价结果的地位，而应该参与到从评价方案制定、评价指标确定到评价结果反馈等一系列评价过程中。
“发展性学生评教反馈机制”要求高校管理部门、学生、教师共同参与选择评教指标、设计数据收集方法、收集和整理数据、分析结果，并设计结果反馈系统，将评教信息运用于项目实施系统的修正，很快找出问题原因并及时修正项目规划，以促进项目的完善与实施。本书总结并结合A校学生评教实际情况设计的发展性学生评教反馈流程如图所示。
图 发展性学生评教反馈机制图解
发展性学生评教反馈流程运用中需要注意的几个问题：
（1）按照参与式监测评估的要求，要由项目机构组织项目受益者---教师、学生，以及专家、管理部门形成评估小组，共同完成整个评教过程。
（2）发展性学生评教不能背离“学生评教”的初衷，即以学生评教结果为基础。但学生评教的结果不能作为唯一参考依据，有关部门领导、同行和专家评教的意见同样不容忽视。
（3）反馈给被评价教师的结果除了综合评分，改进意见也必不可少。数字反馈信息若辅之以具体的意见、建议，效果就会好得多。可以成立专门的教学专家组通过对多方评教结果的综合归纳，针对不同教师存在的问题，具体问题具体分析，对症下药，提出有针对性地改进意见反馈给教师。
（4）针对专家给出的改进意见和综合评分，以被评价教师为主体，开展“四方双向”座谈会进行意见交换，即开展教师与学生、教师与教师、教师与管理人员、教师与专家的座谈。
教师与学生的座谈有助于拉近师生间的关系，共同面对教与学中存在的矛盾与问题，促进教学水平提高和教学效果改善；教师与管理人员的座谈使双方进行有效沟通、换位思考，增进了解的同时促使管理人员不断改善教学硬件、软件条件，促进师资队伍项目的修正；教师与教师的座谈促进了教师间取长补短，营造先进激励后进，后进赶超先进的良好氛围，激发教师主动改进教学，提高能力的能动性；教师与专家的座谈使教师更好地领会改进意见，提高改进意见和综合评分的接受程度，也为后续的绩效评估结果应用和进一步激励措施的运用提供依据。
（5）建立教师申诉机制给教师更多的人文关怀，若通过“四方双向”座谈交流，被评价教师对评价结果仍存在异议，且经专家组确认确有修正偏差的必要，则对评价结果进行修正，否则进入总结阶段。
（6）只有将取得教师、学生、专家、管理人员认可的结果利用到教师奖惩体系中，才是科学的、客观的、公正的。同时，对整个评教活动效果进行总结，将经验教训作为修订项目实施过程的重要依据，将使我们最终实现项目的根本目标。
第五章 结论、评价及建议
结论
大学生学习动力缺乏的现象在部分高校早已不再是个案，相关文献研究也表明,提高大学生学习动力、增强大学生学习积极性等主题日益受到高校教育工作者的关注，其必要性和紧迫性引发了作者的思考。虽然各高校都在全力为改善大学生学习动力付诸实践，但对大学生学习动力状况的调研表明，当前大学生学风问题仍表现出许多新特点。
本书以A校为案例，在深入学习了目标导向项目规划理论与方法和学习动力机制理论后，尝试沿着目标导向项目规划程序及其核心过程，严格按照科学的技术路线与方法，证明了大学生学习动力的影响因素来源于学习主体、学校、家庭和社会等四个方面，对各方面的具体影响进行了全面、深入分析，罗列出问题清单，形成问题树、目标树、项目群，明确了核心问题——学习缺乏动力，创新地将AHP方法运用到子项目的选优排序。
限于篇幅，同时希望全面展示ZOPP理论方法流程，本书仅就优选项目进行项目实施规划设计。项目实施规划设计中，在综合分析了增强A校师资队伍建设项目背景的基础上，归纳总结了师资队伍建设中存在的主要问题，按照国家教育部《普通高等学校本科教学工作水平评估方案（试行）》一级指标“师资队伍”的建设要求，结合项目实施逻辑框架矩阵结构分析方法，对项目实施所需达到的目标及取得的成果进行分析，建立了增强师资队伍建设项目的WBS树形结构和WBS字典，同时，围绕“增强师资队伍建设项目实施逻辑框架矩阵表”，提出：制定师资规划方面，要与学科建设相结合,要围绕教师队伍整体结构的不断优化和梯队建设；完善可持续发展的教师聘任制度方面，要改革传统的职称评定制度，实行专业技术职务聘任制度，实行严格的定期聘任，择优上岗，优化结构，借鉴国外固定编制与流动编制相结合的结构模式；要根据不同的教师群体的特点，结合新时期对教师提出的新要求，建立灵活、多层次的师资培训、培养机制；要通过树立新型工资理念，提高教师待遇,发挥高校师资管理的绩效考核职能，以保障各项项目活动的成效。
在项目的监测与评估环节，将发展性学生评教这一对高校教师的教学水平和效果进行综合评价的新理念作为增强师资队伍建设项目监测评估的手段，结合A校学生评教实际情况设计了“发展性学生评教反馈流程”。
创新点
本研究的特色和创新点在于：
（1）展示ZOPP方法的主要内容及其核心过程在大学生学习动力改善项目规划案例中的具体运用；
（2）从学习主体、学校、家庭和社会四个方面全面认识和分析影响大学生学习动力的各方面因素，确定子项目；
（3）在研究过程中还初次尝试将AHP研究方法引入多方案选优排序；
（4）将发展性学生评教思想融入“增强师资队伍建设”这一优选项目的监测与评估过程。
研究成果将为目标导向项目规划理论的应用提供一个案例研究展示，并希望能为大学生学习动力改善进行前期项目规划，进一步明确增强大学生学习动力的基础工作，使学生教育管理部门的工作更加有针对性，使提高大学生学习动力的具体工作有的放矢，明确项目开展过程中的各项控制尺度，使大学生学习动力改善工作的推进始终以目标为导向。
难点及建议
由于作者知识、能力和资源所限，文中难免出现一些不够充实或仍有欠缺的地方，如，篇幅所限，无法对22个子项目的实施规划进行完整地展示；在增强师资队伍建设的WBS资源定义中，无法对项目活动时间成本、劳动力成本和资金成本等资源投入进行准确定义；定量的描述与分析仍显不足。
基于上述总结的突出问题，本研究仍有很大的空间值得作者不断研究探讨，正可谓学无止尽。希望各位专家、读者能够不吝赐教，指出研究中的偏颇之处，帮助作者在前进中修正路线，碰撞出思想的火花，进一步推进目标导向项目规划理论与方法的不断创新、突破，拓展其应用领域，取得新的、更加辉煌的学术成果。同时也希望，对提高大学生学习动力方面感兴趣的同行能够沿着本研究的思路，进一步改进、创新，提炼出更加具有可行性的操作方案，使当代大学生真正成为一代栋梁之才，希望有更多的教育工作者来关心大学生的成长与成才！
附件一 调查问卷样表
各位班主任：你们好！
为全面、深入、准确地了解A校学生课堂学习学风问题的现状，我们决定在全校范围内开展此项调研工作。本次调研以无记名形式进行，请将您认同的选项序号填入题后的括号内，请每题都做。衷心感谢您的大力支持！
A校学生处
A校教学督导室
2007年5月
“学风情况”问卷调查表（班主任用）
一、基本情况
1、您所在学院名称（ ）
2、性别（ ） A男 B女
3、年龄（ ） A30岁以下 B31-40岁 C41-50岁 D51岁以上
4、您担任班主任的班级是（ ）
A一年级 B二年级 C三年级 D四年级 E五年级
二、单项选择
1、您认为目前A校学生的学习状况（ ）
A很好 B较好 C较差 D很差
2、您认为学习风气好或差的主要原因在于（ ）
A学校管理的问题 B教师的师德师风 C学生自身的问题 D其他
3、您认为A校学生学风最主要的问题是（ ）
A缺乏学习动力，厌学 B为考试而学
C学习意识不强，迟到、旷课现象严重
D上课不专心听讲，课后不能独立完成作业E安于现状，进取心不强
您对当前大学生的评价
4、爱国热情（ ） A强 B较强 C一般 D较弱 E很弱
5、团结协作精神（ ） A强 B较强 C一般 D较弱 E很弱
6、法制纪律观念（ ） A强 B较强 C一般 D较弱 E很弱
7、艰苦奋斗精神（ ） A强 B较强 C一般 D较弱 E很弱
8、心理素质（ ） A强 B较强 C一般 D较弱 E很弱
9、诚信意识（ ） A强 B较强 C一般 D较弱 E很弱
10、社会责任感（ ） A强 B较强 C一般 D较弱 E很弱
11、创新精神（ ） A强 B较强 C一般 D较弱 E很弱
12、实干精神（ ） A强 B较强 C一般 D较弱 E很弱
13、奉献精神（ ） A强 B较强 C一般 D较弱 E很弱
14、集体观念（ ） A强 B较强 C一般 D较弱 E很弱
15、文明素质（ ） A强 B较强 C一般 D较弱 E很弱
16、理想信念（ ） A强 B较强 C一般 D较弱 E很弱
17、您认真抓过所在班级的早操、早读和晚自习吗（ ）
A评建期间认真抓过一段时间，有效果，但不能持久；
B从未抓过，因为难度太大 C没有必要
18、您对班机课堂考勤情况是否过问，是否清楚（ ）
A经常过问，非常清楚 B不常过问，略知一二 C不过问，不清楚
19、对缺课多的学生，您采取什么措施帮助教育（ ）
A召开班会，批评教育 B个别谈话，帮助教育 C没必要管那么严
20、作为班主任，您对学生缺课多的课程，与任课教师有过交流沟通吗（ ）
A经常交流，主动沟通 B没有交流，没有沟通 C偶尔也交流，沟通
21、您认为学生经常旷课的原因是（ ）
A对课程不感兴趣 B老师讲得不好 C不用听讲，自学就行
22、您认为现行的校规校纪和有关学生管理的规定（ ）
A对学生的不良行为有很好的约束力 B对学生的不良行为有一定约束力
C管得不够严，对学生的不良行为缺少足够的约束力
23、为了做好班级学生工作，您每学期与班上的同学见面交流（班会、个别谈话、深入学生宿舍等）（ ）
A每周都有 B约两周一次 C约每月一次 D学期始末各一次
请您就如何加强班级学风建设提出宝贵意见和建议。
各位同学：你们好！
为全面、深入、准确地了解A校学生课堂学习学风问题的现状，我们决定在全校范围内开展此项调研工作。本次调研以无记名形式进行，请将你认同的选项序号填入题后的括号内，请每题都做。衷心感谢您的大力支持！
A校学生处
A校教学督导室
2007年5月
“学风情况”问卷调查表（学生用）
1、你现在正在（ ）学院（ ）系（ ）专业（ ）年级学习
2、请列出在给你上过课的老师中你认为教学最好的教师及相应的课程
教师：
课程：
3、你一般每周到图书馆、教师及在宿舍自习的次数（ ）
A6次以上 B3-5次 C1-2次 D一次也没有
4、你一般每周用于自习的时间（不含上课、上机及试验）（ ）
A20小时以上 B10-19小时以上 C5-9小时 D4小时以下 E从不自习
5、（可多选）你或你的一些同学很少自习或不自习的原因是（ ）
A无作业，没必要自习 B课堂上已学懂，没必要自习
C课程简单，没必要预习 D没必要复习，考前突击一下就行
6、你是否参加早读（一、二年级学生填写）（ ）
A经常 B偶尔 C从不
7、（可多选）你去图书馆自习的目的是（ ）
A查学习资料 B看杂志 C自习 D上网玩
8、你对给你上课的多数教师教学方法是否满意（ ）
A满意 B不满意 C无所谓
9、你上过的课程中，你是不是对某些课程不感兴趣（ ）
A是 B不是
10、你上课时是否经常使用手机、mp3（ ）
A经常 B偶尔 C从不
11、你上课是否睡过觉（ ）
A经常 B偶尔 C从不
12、如果经常睡觉，原因是（可多选）（ ）
A对上课内容不感兴趣 B教师讲得太差，无吸引力
C听不懂课 D太累了，想睡
13、你上课时是否做与上课无关的事（ ）
A经常 B偶尔 C从不
14、如果是“经常”，原因是（可多选）（ ）
A对上课内容不感兴趣 B教师讲得太差，无吸引力
C听不懂课 D内容简单，课后看一下书就行了
15、你是否有上课迟到的情况（ ）
A经常 B偶尔 C从不
16、你是否有无故旷课情况（ ）
A经常 B主课不缺，认为次要的课会旷课 C从不
17、你或你的同学若有旷课，其原因（可多选）（ ）
A睡觉，懒得上课 B有学生工作或活动，比较忙 C可自主学习，不用听课
D教师讲得太差 E多媒体教学效果差
F上网或玩电脑到深夜或通宵
18、你是否及时做好课程的预习（ ）
A是 B偶尔 C从不
19、你是否及时做好课程的复习工作（ ）
A是 B偶尔 C从不
20、你对老师布置的课程作业完成情况（ ）
A认真 B偶尔抄袭 C经常抄袭 D不完成
21、你自己有电脑吗（ ）
A有 B没有
22、如果有，你的电脑的主要用途（可多选）（ ）
A学习，查资料 B玩游戏 C聊天 D看电影
23、你是否有通宵上网的经历（ ）
A经常 B偶尔 C从不
24、在你的周围有沉迷于网络游戏的同学吗（ ）
A很多 B一般 C很少
25、你的任课老师每周课后是否安排一定时间与同学们答疑、辅导或交流（ ）
A1小时以上 B不足1小时 C从未安排
26、你的任课老师课后与你们沟通、联系的方式是（可多选）（ ）
A固定时间答疑、辅导 B预约时间答疑、辅导
C手机或电话联系 D网络联系 E课后无联系
27、你的任课老师课程作业布置量总体来看（ ）
A太多 B适量 C太少 D无作业
28、多数老师对作业的批改情况是（ ）
A全部批改 B部分批改 C未批改
29、你对你所学的专业（ ）
A不了解，也不喜欢 B了解，喜欢 C了解，但不喜欢
30、你认为你所学专业的就业前景（ ）
A好 B一般 C不好 D不了解
31、你自己或你的部分同学认为，当前影响学习积极性的因素（可多选）（ ）
A不喜欢所学专业 B不喜欢学习某些课程 C部分教师教学水平差
D就业前景不好 E学校学习氛围差 F社会大环境影响 G其他
32、你认为你的班主任（ ）
A很好 B一般 C没什么感觉 D没起什么作用
33、你的班主任每学期与你们的见面交流（ ）
A每周都有 B约两周一次 C约每月一次 D学期始末各一次
请你对如何进一步建设班级优良学风提出宝贵意见和建议。
各位老师：你们好！
为全面、深入、准确地了解A校学生课堂学习学风问题的现状，我们决定在全校范围内开展此项调研工作。本次调研以无记名形式进行，请将您认同的选项序号填入题后的括号内，请每题都做。衷心感谢您的大力支持！
A校学生处
A校教学督导室
2007年5月
“学风情况”问卷调查表（任课教师用）
1、您教学的对象主要是（ ）
A一年级学生 B二年级学生 C三年级学生 D四年级学生 E五年级学生
2、您对A校学生学风的总体评价（ ）
A很好 B较好 C一般 D差
3、您对您任课程班级的课堂学习风气的总体评价（ ）
A很好 B较好 C一般 D差
4、在您的印象中，您任课班级学生对所学专业的态度（ ）
A热爱专业 B不喜欢 C不了解 D无所谓
5、您任课班级学生旷课、迟到、早退现象（ ）
A严重 B较严重 C一般 D很少
6、您授课时学生不听讲或睡觉的原因(可多选)（ ）
A睡眠不足 B天气原因 C听不懂 D对内容不感兴趣 E其他
7、您授课时，学生总体听课情况（ ）
A认真 B较认真 C一般 D差
8、在您的课堂上，学生存在的较多的问题（可多选）（ ）
A睡觉 B讲小话 C做其他与上课无关的事 D不存在上述现象
9、在您的课堂上，学生问答问题及参与讨论的态度（ ）
A积极 B一般 C不积极
10、您所任课程学生出勤率一般为（ ）
A 〉=90% B（80-89）% C（70-79）% D70%以下
11、您所任课程学生到课后的听课率一般为（ ）
A〉=90% B（80-89）% C（70-79）% D70%以下
12、您的学生在学习过程中对教材及你推荐的参考书目、资料利用（ ）
A很充分 B一般 C不充分 D完全不看
13、您上课后，是否安排时间给学生答疑、辅导和交流（ ）
A是 B否
14、您在课后与学生答疑、辅导、交流的方式（可多选）（ ）
A安排时间面对面 B手机或电话联系 C网络交流 D其他 E基本没有
15、您所任课程是否存在以学生平时很少学习而在考试前进行突击的现象（ ）
A普遍存在 B部分学生存在 C很少学生存在 D没有
16、您布置的课程作业学生完成的质量（ ）
A较高 B一般 C较差 D很差
17、您布置的课程作业学生独立完成率（ ）
A〉=90% B（70-89）% C（50-69）% D50%以下
18、您布置的课程作业学生按时上交率（ ）
A〉=90% B（70-89）% C（50-69）% D50%以下
19、您对学生上交作业的批改率（ ）
A100% B70% C50% D30% E10% F不批改
20、您和上课班级的班主任的联系和交流（ ）
A经常 B有一些 C偶尔 D从未
请您对如何进一步建设学校优良学风提出宝贵意见和建议。
附件二 调查问卷表结果统计
“学风情况”问卷调查表（班主任用）结果统计（%）
题号/选项
A
B
C
D
E
F
1
——
——
——
——
——
——
2
59
41
0
0
0
0
3
46
32
19
3
0
0
4
28
19
34
19
0
0
5
2
54
39
5
0
0
6
47
11
37
5
0
0
7
49
13
25
2
11
0
8（1）
13
39
43
4
1
0
（2）
4
18
61
15
2
0
（3）
7
26
54
12
1
0
（4）
2
7
42
37
12
0
（5）
1
12
54
29
4
0
（6）
3
11
65
19
2
0
（7）
0
16
63
21
0
0
（8）
4
19
58
19
0
0
（9）
2
12
58
27
1
0
（10）
1
12
58
24
5
0
（11）
3
29
57
11
0
0
（12）
5
29
60
6
0
0
（13）
5
24
55
16
0
0
9
79
6
15
0
0
0
10
69
31
0
0
0
0
11
18
80
2
0
0
0
12
36
3
61
0
0
0
13
86
8
6
0
0
0
14
11
45
44
0
0
0
15
26
40
32
2
0
0
“学风情况”问卷调查表（学生用）结果统计（%）
题号/选项
A
B
C
D
E
F
G
1
——
——
——
——
——
——
——
2
——
——
——
——
——
——
——
3
22
44
27
7
0
0
0
4
14
39
30
15
2
0
0
5
24
25
30
60
0
0
0
6
23
46
31
0
0
0
0
7
43
39
54
3
0
0
0
8
48
34
18
0
0
0
0
9
79
21
0
0
0
0
0
10
12
65
23
0
0
0
0
11
10
72
18
0
0
0
0
33
39
28
35
0
0
0
12
14
76
10
0
0
0
0
29
32
22
20
0
0
0
13
7
64
29
0
0
0
0
51
42
10
0
0
0
0
14
7
46
47
0
0
0
0
15
53
45
32
38
11
22
0
16
12
57
31
0
0
0
0
17
23
59
18
0
0
0
0
18
28
55
16
1
0
0
0
19
44
56
0
0
0
0
0
33
27
22
27
0
0
0
20
6
63
31
0
0
0
0
21
21
45
34
0
0
0
0
22
26
36
38
0
0
0
0
23
20
23
29
18
32
0
0
24
22
65
11
2
0
0
0
25
49
46
5
0
0
0
0
26
19
52
29
0
0
0
0
27
25
46
24
5
0
0
0
28
44
56
49
34
47
27
15
29
37
33
19
11
0
0
0
30
16
15
33
36
0
0
0
“学风情况”问卷调查表（教师用）结果统计（%）
题号/选项
A
B
C
D
E
F
1
21
26
27
26
0
0
2
2
31
60
7
0
0
3
6
50
37
7
0
0
4
34
13
31
22
0
0
5
3
22
47
28
0
0
6
43
17
28
48
37
0
7
16
40
35
9
0
0
8
26
45
47
18
0
0
9
33
52
15
0
0
0
10
42
39
17
2
0
0
11
28
35
28
9
0
0
12
12
61
20
7
0
0
13
85
15
0
0
0
0
14
54
46
34
22
5
0
15
29
60
9
2
0
0
16
22
64
7
7
0
0
17
22
45
23
10
0
0
18
51
38
10
1
0
0
19
72
12
12
3
0
1
20
26
40
26
8
0
0
附件三 项目选优排序调查表样例
大学生学习动力改善项目优先度调查表
尊敬的专家：
您好！
经前期分析研究，可将影响大学生学习动力的因素分解为学习主体环境因素、高校环境因素、社会环境因素和家庭环境因素，进一步分析如下图“大学生学习动力改善项目层级结构图”，可通过以下22个项目的实施，解决大学生学习动力不足的问题。本调查基于层次分析法，请以您丰富的经验和真实感受，比较两两项目间的重要性程度，并做出相应的选择。
谢谢您的配合！
2008年1月
评分标准
请各位专家根据此评估标准，对同一层次的每对因素进行两两对比。
标度
定义及说明
1
i因素与j因素：两个因素重要度相同
3
i因素与j因素：i因素比j因素略微重要
5
i因素与j因素：i因素比j较重要
7
i因素与j因素：i因素比j非常重要
9
i因素与j因素：i因素比j绝对重要
2 、4、6、8
i因素与j因素：i因素与j因素重要性介于上述尺度之间
9最重要，1最不重要，其他数字介于其中
SHAPE \* MERGEFORMAT
说明：请对左边列和右边列的因素进行两两比较，在您认为合适的权重位置打“√”。
左边列
9：1
8：1
7：1
6：1
5：1
4：1
3：1
2：1
1：1
1：2
1：3
1：4
1：5
1：6
1：7
1：8
1：9
右边列
A1
A2
A3
A4
A2
A3
A4
A3
A4
左边列
9：1
8：1
7：1
6：1
5：1
4：1
3：1
2：1
1：1
1：2
1：3
1：4
1：5
1：6
1：7
1：8
1：9
右边列
B1
B1
B2
B3
B4
B5
B6
B2
B3
B4
B5
B6
B3
B4
B5
B6
B4
B5
B6
B5
B6
左边列
9：1
8：1
7：1
6：1
5：1
4：1
3：1
2：1
1：1
1：2
1：3
1：4
1：5
1：6
1：7
1：8
1：9
右边列
B7
B8
B9
B10
B11
B12
B13
B8
B9
B10
B11
B12
B13
B9
B10
B11
B12
B13
B10
B11
B12
B13
B11
B12
B13
B12
B13
左边列
9：1
8：1
7：1
6：1
5：1
4：1
3：1
2：1
1：1
1：2
1：3
1：4
1：5
1：6
1：7
1：8
1：9
右边列
B14
B15
B16
B17
B15
B16
B17
B16
B17
左边列
9：1
8：1
7：1
6：1
5：1
4：1
3：1
2：1
1：1
1：2
1：3
1：4
1：5
1：6
1：7
1：8
1：9
右边列
B18
B19
B20
B21
B22
B19
B20
B21
B22
B20
B21
B22
B21
B22
附件四
教育部办公厅关于印发《普通高等学校本科教学工作水平
评估方案（试行）》的通知
教高厅[2004]21号
各省、自治区、直辖市教育厅（教委），新疆生产建设兵团教育局，有关部门（单位）教育司（局），部属各高等学校：
为了深入贯彻“巩固、深化、提高、发展”的方针，落实科学的发展观，进一步加强国家对高等学校教学工作的宏观管理和指导，根据近年来开展教学评估工作的实践和研究，我部对2002年印发的《普通高等学校本科教学工作水平评估方案（试行）》进行了修订，现将新的《普通高等学校本科教学工作水平评估方案（试行）》印发给你们，请你们运用评估工作积极地推动学校的教学改革和建设，努力提高人才培养质量。
本次印发的评估方案适用于各类普通高等学校。本方案对医药等科类高等学校在部分指标上有特殊要求，具体标准将另行通知。今年下半年开始被评估的学校，要依据本方案搞好自评工作，并及时将评建工作的进展情况报告我部高等教育司。
附件：普通高等学校本科教学工作水平评估方案（试行）
教育部办公厅
二○○四年八月十二日
普通高等学校本科教学工作
水 平 评 估 方 案
（试 行）
教 育 部
二○○四年八月
目 录
一、普通高等学校本科教学工作水平评估指标体系
二、普通高等学校本科教学工作水平评估指标和等级标准
三、普通高等学校本科教学工作水平评估结论及其标准
四、普通高等学校本科教学工作水平评估方案有关说明
一、普通高等学校本科教学工作水平评估指标体系
一级指标
二级指标
1．办学指导思想
学校定位
办学思路
2．师资队伍
师资队伍数量与结构
主讲教师
3．教学条件与利用
教学基本设施
教学经费
4．专业建设与教学改革
专业
课程
实践教学
5．教学管理
管理队伍
质量控制
6．学风
教师风范
学习风气
7．教学效果
基本理论与基本技能
毕业论文或毕业设计
思想道德修养
体育
社会声誉
就业
特色项目
二、普通高等学校本科教学工作水平评估指标和等级标准
一级
指标
二级
指标
主 要
观测点
参考
权重
等 级 标 准
备 注
A
C
办学指导思想
学校定位
● 学校的定位与规划[注1]
定位准确，学校发展规划科学合理，并有效实施
定位基本准确，有学校发展规划，并付诸实施
[注1] 学校规划包括学校教育事业发展规划、学科专业建设规划、师资队伍建设规划和校园建设规划。
办学思路
● 教育思想观念
● 教学中心地位
具有先进的教育思想观念，办学思路明确，质量意识强
一贯重视本科教学，能正确处理教学与学校其他工作的关系
注重先进教育思想观念的学习与研究，办学思路清晰，有质量意识
重视本科教学，基本能正确处理教学与学校其他工作的关系，第一责任人责任明确
一级
指标
二级
指标
主 要
观测点
参考
权重
等 级 标 准
备 注
A
C
师
资
队
伍
师资队伍数量与结构
● 生师比[注2]
● 整体结构状态
[注3]与发展趋势
● 专任教师中具有硕士学位、博士学位的比例
比附表中合格规定值至少低于2，满足人才培养需要
结构合理，发展趋势好
≥50％
符合附表中合格的规定
结构基本合理
30％～40％
[注2] 生师比的计算方法参见附表说明，其中专任教师是指具有教师资格、专门从事教学工作的人员。
[注3] 分析师资结构中的师资指学校在编的具有教师专业技术职务的人员。
主讲教师
● 主讲教师资格
● 教授、副教授
上课情况
● 教学水平
符合岗位资格[注4]的教师≥95％
教授、副教授近三年内均曾为本科生授课
教学水平高，科研促进教学成效明显
符合岗位资格的教师达85％～90％
55岁（含）以下教授、副教授每学年95％以上为本科生授课
教学过程规范，能保证教学质量
[注4] 符合岗位资格是指：主讲教师具有讲师及以上职务或具有硕士及以上学位，通过岗前培训并取得合格证的教师。
一级
指标
二级
指标
主 要
观测点
参考
权重
等 级 标 准
备 注
A
C
教
学
条
件
与
利
用
教学基本设施
● 校舍状况
● 实验室、实习
基地状况
● 图书馆状况
● 校园网建设
状况
● 运动场及体
育设施
各类功能的教室齐备，很好地满足教学需要；其他相关校舍满足人才培养的需要
各类功能的教学实验室配备完善，设备先进，利用率高，在本科人才培养中能发挥较好作用；校内外实习基地完善，设施能满足因材施教的实践教学要求
管理手段先进，图书馆使用效果好
建设水平高，运行良好，在本科教学中发挥了重要作用
运动场及体育设施（含室内体育场所）满足人才培养需要；有专项训练场地和设施[注7]
生均教学行政用房面积、百名学生配教学用计算机台数、百名学生配多媒体教室和语音教室座位数（个）达到附表的合格规定，教室、实验室、实习场所和附属用房面积以及其他相关校舍基本满足人才培养的需要
实验室、实习场所的配置能满足教学基本要求；生均教学科研仪器设备[注5]值及新增教学科研仪器设备所占比例达到附表中的合格规定
生均图书和生均年进书量（册）[注6]达到附表要求
在本科教学中发挥了作用
有室内体育场所，生均运动场面积≥3平方米，设施基本齐全
[注5] 教学科研仪器设备是指单价高于800元的仪器设备。
[注6] 生均图书和生均年进书量（册）包括校图书馆和院系资料室的图书。
[注7] 有专项训练场地和设施指：有符合学校特点的专项训练场地和体育设施。
教
学
条
件
与
利
用
(续)
教学经费
● 四项经费[注8]占学费收入的比例
● 生均四项经费
增长情况
≥25％，较好地满足人才培养需要
持续增长
20％～23％，基本满足人才培养需要
持平
[注8] 四项经费包括本专科业务费、教学差旅费、体育维持费、教学仪器设备维修费。
专
业
建
设
与
教
学
改
革
专业
● 专业结构与
布局
● 培养方案
专业总体布局与结构合理,有与重点学科相匹配的、有一定影响的优势专业；新办专业的设置满足社会需要，具有学科基础，教学条件好，教学质量有保证，学生满意
培养方案符合培养目标的要求，体现德、智、体、美全面发展，有利于人文素质和科学素质提高，有利于创新精神和实践能力的培养；执行情况好
专业总体布局与结构基本合理；新办专业[注9]设置适应社会需要，教学条件和教学质量基本符合要求
培养方案基本反映培养目标的要求，执行情况较好
[注9] 新办专业是指毕业生不足3届的专业。
一级
指标
二级
指标
主 要
观测点
参考
权重
等 级 标 准
备 注
A
C
专
业
建
设
与
教
学
改
革
(续)
课程
● 教学内容与课
程体系改革
● 教材建设与
选用
● 教学方法与
手段改革
● 双语教学
总体思路清晰，具体计划和配套措施有力，执行良好，改革成效显著，有一定数量的获省部级（含）以上成果奖励（包括教学成果奖、精品课程等）[注10]
有科学的教材选用和评估制度，执行严格，教材选用整体水平高，使用效果好；针对本校的优势学科，有重点支持特色教材编写的规划和措施，成效好，有一定数量的获省部级（含）以上奖励的教材
积极改革教学方法与手段，成效显著；必修课应用多媒体授课[注11]的课时不低于15％，有一定数量自行研制开发的多媒体课件，教学效果好
有实施双语教学的激励措施和政策；适宜的专业特别是生物技术、信息技术、金融、法律等双语授课课程比例[注12]≥10％，教学效果较好；其它专业能积极实施双语教学
有思路、计划和措施，有一定成效
有科学的教材选用和评估制度，主干课程选用同行公认的优秀教材，并注意选用近三年出版的新教材（特别是理工类、财经政法和农林类专业）
注意改革教学方法与手段，多媒体教学技术有一定使用面
重视并积极实施双语教学；双语授课课程达到一定比例
[注10] 省部级（含）以上成果奖励是指近两次评奖中获奖的成果。
[注11] 多媒体授课是指利用多媒体技术授课。多媒体技术是指利用计算机综合处理文字、声音、图像、图形、动画等信息的技术。
[注12]用双语授课课程指采用了外文教材并且外语授课课时达到该课程课时的50％及以上的课程（外语课除外）；双语授课比例是指开设双语教学的课程数占相关专业开设课程总门数的比例。
一级
指标
二级
指标
主 要
观测点
参考
权重
等 级 标 准
备 注
A
C
专
业
建
设
与
教
学
改
革
(续)
实践教学
● 实习和实训
● 实践教学内容
与体系
● 综合性、设计
性实验[注13]
● 实验室开放
时间有保证、措施完善、效果好
注意内容更新，体系设计科学合理，符合培养目标要求，创造条件使学生较早参加科研和创新活动，效果好
有综合性、设计性实验的课程占有实验课程总数的比例≥80％，效果好
实验室开放[注14]时间长，开放范围及覆盖面广,效果好
时间有保证、措施得力、效果较好
基本符合培养目标的要求，实验开出率达到教学大纲要求的90％
有综合性、设计性实验的课程占有实验的课程总数的比例达50％～60％，效果较好
有开放性实验室，有一定效果
[注13] 设计性实验是指给定实验目的要求和实验条件，由学生自行设计实验方案并加以实现的实验；综合性实验是指实验内容涉及本课程的综合知识或与本课程相关课程知识的实验。
[注14] 实验室开放包括开放的范围、时间、内容、对学生的覆盖面等。其中开放的范围包括科研（专业）实验室。
教
学
管
理
管理队伍[注15]
● 结构与素质
● 教学管理及其
改革的研究与
实践成果
[注16]
结构合理，队伍稳定，素质高，服务意识强
研究与实践成果显著，研究成果对教学改革起到促进作用
结构基本合理，素质较高
鼓励教育研究，有一定数量的研究实践成果
[注15] 教学管理队伍包括学校分管教学的校长、教务处等专职教学管理人员、院（系、部）分管教学的院长（主任）、教学秘书等教学管理人员。
[注16] 研究与实践成果是指教学管理调研或咨询报告、论文、专著等。
一级
指标
二级
指标
主 要
观测点
参考
权重
等 级 标 准
备 注
A
C
教
学
管
理
(续)
质量控制
● 教学规章制度
的建设与执行
● 各主要教学环
节的质量标准
● 教学质量监控
管理制度健全，执行严格，效果显著
质量标准完善、合理，体现学校的水平和地位，执行严格
教学质量监控体系[注17]科学、完善，运行有效，成效显著（特别是对毕业论文或毕业设计的质量有得力的监控措施且执行情况良好）
管理制度基本健全，执行较为严格，效果明显
质量标准基本建立，执行严格
教学质量监控体系初步形成（对毕业论文或毕业设计的质量有监控措施），执行情况较好
[注17] 教学质量监控体系包括目标的确定、各主要教学环节质量标准的建立、信息的收集整理与分析（统计与测量）、评估、信息反馈、调控等环节。
学
风
教师风范
● 教师的师德修
养和敬业精神
学校重视师德师风建设，教师严格履行岗位责任，严谨治学，从严执教，教书育人
教师履行岗位责任，从严执教，教书育人
学习风气
● 学生遵守校纪
校规的情况
● 学风建设和调
动学生学习积
极性的措施与
效果
● 课外科技文化
活动
自觉遵守校纪校规，考风优良
措施得力，效果好
校园课外科技文化活动丰富活跃，多数学生积极参与，效果好
能遵守校纪校规，考风良好
有措施，效果较好
有一定的参加人数和活动效果
一级
指标
二级
指标
主 要
观测点
参考
权重
等 级 标 准
备 注
A
C
教
学
效
果
基本理论与基本技能
● 学生基本理论
与基本技能的
实际水平
● 学生的创新精
神与实践能力
水平高
学生的创新精神与实践能力强，有较多的研究实践成果和省部级（含）以上奖励
合格
学生有一定的创新精神与实践能力，有一定的研究实践成果和省部级（含）以上奖励
毕业论文或毕业设计
● 选题的性质、
难度、份量、
综合训练等
情况
● 论文或设计
质量
结合实际，全面反映培养目标要求
质量好
结合实际，基本符合培养目标要求
论文或设计规范，质量合格
思想道德修养
● 学生思想道德
素养与文化、心理素质
措施完善、有效，学生思想道德、文化素质好，心理健康
措施得力，学生思想道德、文化素质较好，心理健康
体育
● 体育
大学生体质健康标准合格率≥97％；群众性体育和竞技体育开展得好
大学生体质健康标准合格率达95％～96％；重视群众性体育，学生养成良好的健身习惯
社会声誉
● 生源
● 社会评价
生源好
社会评价好
生源较好
社会评价较好
就业
● 就业情况
应届毕业生的年底就业率≥80％，就业工作措施得力、效果好
应届毕业生的年底就业率达60％～70％,就业工作有措施、效果较好
特色项目
[注18] 特色是指在长期办学过程中积淀形成的,本校特有的,优于其他学校的独特优质风貌。特色应当对优化人才培养过程,提高教学质量作用大，效果显著。特色有一定的稳定性并应在社会上有一定影响、得到公认。特色可体现在不同方面：如治学方略、办学观念、办学思路；科学先进的教学管理制度、运行机制；教育模式、人才特点；课程体系、教学方法以及解决教改中的重点问题等方面。
三、普通高等学校本科教学工作水平评估结论及其标准
（一）评估结论分为优秀、良好、合格、不合格四种，标准如下：
优秀： A≥15，C≤3，（其中重要项目A≥9，C≤1），D＝0，特色鲜明。
良好： A＋B≥15，（其中重要项目A＋B≥9，D＝0），D≤1；有特色项目。
合格： D≤3，（其中重要项目D≤1）。
（二）本方案二级指标共19项。其中重要指标（黑体字）11项，一般指标8项。二级指标的评估等级分为A、B、C、D四级，评估标准给出A、C两级，介于A、C级之间的为B级，低于C级的为D级。
四、普通高等学校本科教学工作水平评估方案有关说明
（一）普通高等学校本科教学工作水平评估以《中华人民共和国高等教育法》为依据，贯彻“以评促改，以评促建，以评促管，评建结合，重在建设”的原则。通过水平评估进一步加强国家对高等学校教学工作的宏观管理与指导，促使各级教育主管部门重视和支持高等学校的教学工作，促进学校自觉地贯彻执行国家的教育方针，按照教育规律进一步明确办学指导思想、改善办学条件、加强教学基本建设、强化教学管理、深化教学改革、全面提高教学质量和办学效益。
（二）评估方案努力体现国家的教育方针及对高等学校教学工作和人才培养的基本要求，反映各类高等学校教学工作的基本规律及现阶段高等教育教学改革的走势与发展方向，特别强调“三个符合度”，鼓励学校从实际出发，办出特色。
（三）本方案适用于各类普通高等本科院校。根据分类指导原则，本方案的部分指标和标准对医药等科类高等学校有特殊要求的将另做补充说明。
（四）附表
普通高等学校基本办学条件指标合格标准 [摘自教育部教发[2004]2号文]
学校类别
指 标
综合、师范、
民族院校
工科、农、
林院校
语文、财经
政法院校
医学
院校
体育
院校
艺术
院校
生师比
18
18
18
16
11
11
具有研究生学位教师占专任教师的比例(％)
30
30
30
30
30
30
生均教学行政用房
(平方米/生)
14
16
9
16
22
18
生均教学科研仪器设备
值(元/生)
5000
5000
3000
5000
4000
4000
生均图书(册/生)
100
80
100
80
70
80
具有高级职务教师占专任教师的比例(％)
30
30
30
30
30
30
生均占地面积
(平方米/生)
54
59
54
59
88
88
生均宿舍面积
(平方米/生)
百名学生配教学用计算机台数(台)
10
10
10
10
10
10
百名学生配多媒体教室和语音实验室座位数(个)
7
7
7
7
7
7
新增教学科研仪器设备所占比例(％)
10
10
10
10
10
10
生均年进书量(册)
4
3
4
3
3
4
本合格标准备注说明：
① 聘请校外教师经折算后计入教师总数，原则上聘请校外教师数不超过专任教师总数的四分之一。
② 凡教学科研仪器设备总值超过1亿元的高校，当年新增教学科研仪器设备值超过1000万元，该项指标即为合格。
③ 凡折合在校生数超过30000人的高校，当年进书量超过9万册，该项指标即为合格。
④ 凡生师比指标不高于表中数值，且其他指标不低于表中数值的学校为合格学校。
⑤ 办学条件指标测算办法：
⑴ 折合在校生数=普通本、专科(高职)生数+硕士生数×+博士生数×2+留学生数×3+预科生数+进修生数+成人脱产班学生数+夜大(业余)学生数×+函授生数×
⑵ 全日制在校生数=普通本、专科(高职)生数+硕士生数+博士生数+留学生数+预科生数+成人脱产班学生数+进修生数
⑶ 生师比=折合在校生数/教师总数（教师总数=专任教师数+聘请校外教师数×）
⑷ 具有研究生学位教师占专任教师的比例=具有研究生学位专任教师数/专任教师数
⑸ 生均教学行政用房=(教学及辅助用房面积+行政办公用房面积)/全日制在校生数
⑹ 生均教学科研仪器设备值=教学科研仪器设备资产总值/折合在校生数
⑺ 生均图书=图书总数/折合在校生数
⑻ 具有高级职务教师占专任教师的比例=具有副高级以上职务的专任教师数/专任教师数
⑼ 生均占地面积=占地面积/全日制在校生数
⑽ 生均学生宿舍面积=学生宿舍面积/全日制在校生数
⑾ 百名学生配教学用计算机台数=(教学用计算机台数/全日制在校生数) ×100
⑿ 百名学生配多媒体教室和语音实验室座位数=(多媒体教室和语音实验室座位数/全日制在校生数) ×100
⒀ 新增教学科研仪器设备所占比例=当年新增教学科研仪器设备值/(教学科研仪器设备资产总值－当年新增教学科研仪器设备值)
⒁ 生均年进书量＝当年新增图书量/折合在校生数
※ 进修生数指进修及培训时间在一年以上的学生数。
※ 电子类图书、附属医院临床教学人员已在相关指标的定量中予以考虑，测算时均不包括在内。
附件五 普通高等学校编制管理规程(草案)
第一章 总 则
第一条 为了适应社会主义市场经济体制下高等教育改革和发展的需要，规范高等学校编制管理，有效配置教育人力资源,增强学校办学活力，提高学校办学效益和办学水平，根据《中华人民共和国高等教育法》和《中共中央国务院关于深化教育改革全面推进素质教育的决定》，制定本规程。
第二条 本规程适用于国家举办的普通高等学校。
第三条 国家举办的高等学校是培养高级专门人才、发展科学技术文化的国家财政拨款的事业单位。
第四条 高等学校编制管理包括学校机构设置和人员编制管理。
第五条 高等学校的机构设置，人员编制管理应根据高等学校的职能，遵循高等学校办学规律和管理特点，坚持国家总量控制、学校自主管理、规范合理、精简高效的原则，保证高等学校正常运行。
第二章 机构设置
第六条 高等学校内设机构包括党政管理机构和教学、科研组织机构。
第七条 高等学校党政管理机构及其领导职数按规定限额设立和配备（机构限额数及其领导职数见附一），学校党政管理机构由学校在限额内自主确定，机构设置不要求上下完全对应。职能相近的管理机构可以采取多种形式合并或合署办公。
第八条 高等学校校级领导职能，根据学校类别和规模确定。学生规模在3000人以下的学校，校级党政领导职数3～5人；学生规模3000～5000人的学校，校级党政领导职数5～7人；学生规模5000～10000人的学校，校级党政领导职数7～9人；学生规模10000人以上的学校，校级党政领导职数9～11人。
第九条 高等学校内部一般实行校、系二级管理。规模较大的学校可建立二级学院。二级学院和系（所）视管理跨度只能有一级作为管理实体。二级学院内部原则上只设科级管理机构。院、系（所、中心）等教学、科研组织机构设置，由学校根据学科建设和事业发展的需要自行决定。
第三章 人员编制
第十条 高等学校人员编制分类。高等学校的人员编制根据职能、任务和性质不同分为两大类。
一、学校本部编制
（一）基本教育规模编制：基本教育规模编制是指高等学校履行高等教育基本职能，完成国家人才培养任务所必须配备的人员编制，其中包括：
1．教师编制：指为完成高等学校教育任务而配备的从事教学工作、学术研究工作以及学生思想政治教育工作的人员编制。
2．教学辅助人员编制：指为学校教育教学服务而配备的从事实验技术、情报图书资料、学生实习指导和电化教育等工作，以及其他技术后勤服务工作的人员编制。
3．职员编制：指学校中专职从事党务、行政管理、行政事务工作的人员编制。
（二）专职科研编制：指高等学校承担国家重要科学研究任务的专项配置的人员编制，以及国家为批准成立的专门科学研究机构所下达的人员编制。
二、附属单位编制
（一）指学校中实行经济核算管理，逐步社会化或部分社会化的生活后勤服务单位，如教工学生食堂、学生宿舍、绿化卫生等单位的人员编制。
（二）目前高等学校承担公益性社区服务任务的单位，如校医院、附中、附小、幼儿园等单位的人员编制。
（三）医学院校附属的医院人员编制。
第十一条 高等学校人员编制标准
一、高等学校按其职能、任务区分为综合大学、工科院校、师范院校、财经政法院校、农林院校、医药院校、外语院校等七种类型。分别确定相应的编制标准。
二、高等学校基本教育规模编制标准的主要指标、辅助指标分别是生员比和生师比。高等学校基本教育规模人员编制参考标准见附二。
三、高等学校基本教育规模编制的具体拟定，以学校标准生数为基本参数，以学校类别为调整参数，运用数字公式计算。计算办法和数字公式见附三。
四、高等学校各类学生计算为标准生的折算权数分别是：本科、专科生为1，博士研究生、外国留学生为3，硕士研究生为2，研究生班、第二学士学位生、一年以上进修生（干训生）为，夜大生为1／，函授生为1／7。
五、高等学校专职科研编制。以学校研究生培养层次、规模为基本参数，以学校类别、层次以及实际承担的国家专项科研任务和国家批准设置的专门科研机构规模为调整进行参数核定。具体计算办法和计算公式见附四。
六、高等学校附加编制。对于少数重点工科、农林院校的教学实习工厂（农场）、少数承担国家重要科研任务的工业专科学校、中医院校等特殊专业以及其它特殊情况的办学要求，可适当核增附加编制。附加编制原则上不超过学校本部编制总额的1％。
七、高等学校附属单位编制。高等学校中实行经济核算管理的生活后勤服务单位要逐步从学校中规范分离，实现高校后勤逐步社会化后，原则上不再纳入学校事业编制。高等学校所属承担社区服务任务的附属单位编制，根据国家有关主管部门和地方政府颁布的编制标准，结合学校具体情况核定。
第四章 编制管理
第十二条 政府编制主管部门会同教育、财政部门制订高等学校编制管理法规、政策，负责审批高等学校编制；教育行政部门或学校主管部门根据高等学校发展规划提出学校编制建议方案，负责高等学校编制的监督管理。
第十三条 高等学校在执行国家编制法规、政策的前提下，在核定的内设管理机构和人员编制限额范围内，具有校内编制管理的自主权。可以自主确定学校内部管理机构设置，自主安排人员编制的规划使用，自主决定用人形式。
第十四条 凡属涉及学校机构、编制的政策规定和指导性意见，均须由编制主管部门会同教育行政部门下达正式文件，高等学校方可执行。非编制管理部门不得以任何理由和方式直接干预学校编制管理工作。
第十五条 高等学校内部教师和科研人员、教育教学辅助人员、职员等各类人员须形成合理的结构比例，学校教学科研人员和教育教学辅助人员应占学校人员总数的80％以上，其他人员不超过学校人员总数的20％。
第十六条 高等学校人员编制管理综合适用行政手段和经济手段，形成学校自律机制。财政部门在核拨学校人员经费时，要充分考虑编制主管部门核定的编制定员。
第十七条 在高等学校内部管理中，学校应在编制定额范围内，从本校的实际情况出发，按照岗位规模和教职员的标准工作量进行定编和聘用人员，高等学校实行固定人员和非固定人员相结合，专职教师与兼职教师相结合。高等学校推行研究生担任助教、助研、助管工作的制度，提倡和鼓励采取多种方式聘任国内外高等学校、科研机构、产业部门具有相应资格的专家兼职从事教学、科研工作。
第五章 附 则
第十八条 艺术、体育类院校的编制标准，根据本规程原则另行制定。
第十九条 社会力量举办的高等学校和成建制的成人高等学校可参照本规程执行。
第二十条 本规程自颁布之日起实行。原国家教委（85）教计字090号文件即行废止，其它有关文件规定与本规程不符的，均以本规程为准。
第二十一条 本规程由中编办会同教育部、财政部负责解释。
附件六 教育部关于印发
《普通高等学校基本办学条件指标（试行）》的通知
教发［2004］2号
各省、自治区、直辖市教育厅（教委），计划单列市教育局，新疆生产建设兵团教委，有关部门（单位）教育司（局），部属各高等学校：
随着我国高等教育的发展和各项改革的推进，原国家教委1996年发布实施的《核定普通高等学校招生规模办学条件标准》和《“红”、“黄”牌高等学校办学条件标准》（教计[1996]154号）已不再适应当前普通高等学校发展的需要。为此，在委托有关部门进行专题研究、充分征求有关教育管理部门和部分高等学校意见的基础上，对上述标准进行了重新修订，现将修订后的《普通高等学校基本办学条件指标（试行）》（以下简称《基本办学条件指标》）印发给你们，请遵照执行，并就执行过程中应注意的有关事项通知如下：
一、《基本办学条件指标》主要用于普通高等学校核定年度招生规模，确定限制、停止招生普通高等学校，并对普通高等学校办学条件进行监测。《基本办学条件指标》的发布实施，有利于加强宏观管理，逐步建立、健全社会监督机制，有利于促进办学条件改善和保证我国高等教育持续、健康发展。
二、各地、各部门和各普通高等学校要根据经济社会发展需要、国家核定的办学规模以及本《基本办学条件指标》的要求，合理确定普通高等学校的招生规模，以维护正常的教学、生活秩序，保证普通高等教育基本的教学质量和规格。
三、根据指标的用途及其重要性，新修订的《基本办学条件指标》由以下两部分组成：
⒈基本办学条件指标：包括生师比、具有研究生学位教师占专任教师的比例、生均教学行政用房、生均教学科研仪器设备值、生均图书。这些指标是衡量普通高等学校基本办学条件和核定年度招生规模的重要依据。
⒉监测办学条件指标：包括具有高级职务教师占专任教师的比例、生均占地面积、生均宿舍面积、百名学生配教学用计算机台数、百名学生配多媒体教室和语音实验室座位数、新增教学科研仪器设备所占比例、生均年进书量。这些指标是基本办学条件指标的补充，为全面分析普通高等学校办学条件和引进社会监督机制提供依据。同时这些指标还可反映普通高等学校基本办学条件的改善、更新情况，对提高教学质量和高等学校信息化程度等具有积极的指导作用。
四、限制招生、暂停招生普通高等学校的确定：
⒈凡有一项基本办学条件指标低于限制招生规定要求的学校即给予限制招生（黄牌）的警示，以维持基本办学条件不再下滑，并促进其尽快改善办学条件。限制招生的学校其招生规模不得超过当年毕业生数。
⒉凡有两项或两项以上基本办学条件指标低于限制招生规定要求，或连续三年被确定为黄牌的学校即为暂停招生（红牌）学校。暂停招生学校当年不得安排普通高等学历教育招生计划。
五、请各地、各部门将本通知及《基本办学条件指标》尽快转发至所属普通高等学校。原《核定普通高等学校招生规模办学条件标准》和《“红”、“黄”牌高等学校办学条件标准》从本通知发布之日起停止执行。
教 育 部
二○○四年二月六日
Chapter 1 Introduction
Study Background
ZOPP Research in Brief
ZOPP Research Abroad
Management is a soft science. No matter for social and public project, or for economic development project, managers hope to achieve the best management effect through the simplest, most convenient and economical way. As the old Chinese saying goes, preparedness ensures success, unpreparedness spells failure. The role that Project Planning plays is to predict the future, to determine the tasks, to estimate problems encountered and to propose effective programs, principles, measures and means to complete tasks and solve problems, as well as various necessary activities.
As firstly established in Germany, ZOPP is the shortened form of German words Ziel Orietierte Projekt Planung. It also can be abbreviated as OOPP (Objective Oriented Project Planning) or GOPP (Goal Oriented Project Planning) in English. It’s the core composition of Germany Project Management Body of Knowledge. Objective Oriented Project Planning is a set of procedures, instruments and working techniques posed in the process of investigation, analysis, diagnosis, design, planning, implementation, monitoring and evaluation for development projects (as well as other items).
During the World War II, German military army primarily produced and used ZOPP tool for war purpose. ZOPP methods were officially introduced at the GTZ (Deutsche Gesellschaft für Technische Zusammenarbeit) in 1983, and used in design, planning, implementation and management of regional economic development project. Since 1986, the cooperation between the GTZ and the German Federal Ministry for Economic Cooperation (BME) has launched a wide use of the theory. At present, there are two international research project management systems: the European-led system --- International Project Management Association (IPMA), and the US-led system --- Project Management Institute (PMI). In the past 30 years, IPMA and PMI has done a lot of effective work and played a positive role in promoting the modernization of international Project Management. In recent years, more and more social organizations, governments, enterprises have gradually recognized the importance of Project Management and began to put it into use. In some western developed countries, Project Management has been generally used in construction, aerospace, defense, electronics, communications, computer, software development, manufacturing, finance, insurance and other industries, and achieved considerable economic and social benefits.
"ZOPP is an efficient, strict and intensive management measure." Objective Oriented Project Planning method is an open system of work; it can be flexibly applied to all stages of a project or an entire process. Through the application of this method, all aspects involved in regional economic development can reach a consensus on decision making. This approach has many advantages as:
·accurately grasping directions of Project Management;
·fully reflecting connotation of Project Management;
·well implementing basic tasks;
·setting up organizations on the basis of rules;
·identifying inter-departmental responsibilities;
·clarifying project scope;
·targeting to project plan;
·defining criteria of project control;
·well recognizing key tasks of resources coordination;
·helping project managers to reasonably dispose human, financial, and material resources;
·promoting project under the principal of objective oriented;
·working with clear directions.
ZOPP Research in China
Due to the impact of the planned economic system over the past years, internal project planning methods are more single and casual. Some project implementations rely simply on the instructions, ignoring the multi-objective characteristic of project; some projects are hard to be delicate operated because the investors can not afford big amount of investment; some projects are often started hurriedly due to limited management level and managers’ unawareness of the necessity and importance of planning. There is a joke vividly reflected how backward and embarrassing is the level of domestic project planning --- We start digging from one side of the mountain, you start digging from the other side, if we meet, we get one tunnel; if we cannot, we get two tunnels. Thus, failures due to poor project planning, which caused serious damages to economic, cultural, natural resources, are common events. Therefore, we urgently need for the introduction of modern scientific and efficient project planning methods, so as to enhance the awareness of knowledge and skills of project planning, and to promote management system and mechanism innovation.
Research on Undergraduate Study Motivation in Brief
Reasons Why Focus on
For University students, college life is a golden era. This period is also a good chance for self-enrichment and capacity-strengthen. Without any doubt that the main task of this period is to learn. Faced with the development of market economy and the baptism of Internet Age, college campus today is no longer a quiet “ivory tower”. As university students’ social values are in a period of social transformation, their learning concepts and attitudes are affected by social problems and thoughts. Besides, the ideas of higher education and student training model are also in process of changing. In addition to the deepening of higher education structural reform, reform of course system, teaching content, employment system, as well as the recruitment, learning motivation of university students in the new century are directly impacted.
On the way of searching for truth, contemporary college students not only have to face to more opportunities but also have to face to more challenges, not only have to face to more confusion but also have to face to more perplexity. In the fierce conflict of these opportunities and challenges, expectations and perplexity, some university students lost their study motivation. This problem is demonstrated as followed.
1 Some students are not clear about their learning purposes, and they are lack of ambition and plans for university life.
Under the influence of utilitarian thinking, some college students are not sure about their ambition, outlook on life and values. They are also lack of social responsibility. Some of them are not intended to grasp the scientific, as well as cultural knowledge and to enhance their overall quality, but only satisfied with getting the bachelor’s degree and seeking for high-income career and social status. As a result of competitive pressure, some of them would rather throw themselves into a variety of part-time jobs, exhausting a lot of time and energy, than attach importance to theoretical study and research. These behaviors are not only waste of time, but also departure from the learning objectives. A considerable number of university students spend their college life in vain. As their university and life plan is a blank, all the things they can do is just daydreaming and time-wasting.
2 Some students can not adapt to college life and lack of confidence.
University study, which can be concluded as extensive knowledge and higher requirements, is more complex than that in high school. On the contrary, plenty of undergraduates have poor self-learning capacity, and they have long been accustomed to previous nanny-like teaching and management style of high school, teachers, and parents. After entering in university, teacher's instruction completely changes to be more professional in learning content, more challenging in curriculum, more overwhelming in community activities, and more dazzling in outside world … These changes launch great challenges on students’ self-control ability and adaptability, so that they become confused about dealing with study and other distractions. That leads to phenomenon of cramming for exam; frequent absence from elective courses and selective absence from compulsory courses, then, make-up examination becomes common occurrence.
In addition, some students enter the university with many stronger opponents. In fierce competition, it is difficult for them to achieve success. Their self-confidence suffered from critical attack. Because of their fragile endurance, they are always put the blame on their study ability and suffer a crushing defeat. Those from poor families have a strong sense of inferiority and low self-esteem. That undoubtedly affects their confidence of study.
These college students were frustrated by all sorts of unadaptation. Eventually they abandon their studies, transfer interest from study to network games, love affairs, and even picking up bad habits, in the hell, do harm to the society.
3 Some students are not fond of their majors and lack of learning interest.
First of all, as a result of bad performance and enrollment restrictions in the College Entrance Examination, or completing the wishes of parents and other factors, some students lost the chance to choose their ideal school and favorite major. Then, that causes weariness and truancy. Secondly, under the current severe employment situation, many students take "unpopular" or "popular" in account when choosing major, ignoring their own interest and preference. On the one hand, frankly speaking, university-stage study always contains basic tedious professional knowledge. Although some students chose the "hot" major, they have no interest in learning. One another hand, as for social influence and worry about employment, students opted for some "unpopular" professionals stay in a situation of lower motivation.
Suhomlinski, a Soviet Union well-known educational theorist and practitioners said: "every time when educators communicate with their students, they should be able to target to stimulate the motivation deep in each other's heart." The researcher of Central UNESCO, president of 100 Innovative Education Experimental School, professor Meng Guotai also said: "the sign of successful education is to realize self-understanding, self-discovery, self-recognition, self-motivation, self-defeating, self-surpassing, self-shaping, self-evaluation and self-perfection of educational objects." Modern Psychology believes that motivation is the key to excite learning spirit and to achieve success. This shows that the main task of education is to fully inspire and excavate learning motivation. If issues that mentioned before can not be controlled and solved timely and effectively, that will do harm to the growth of undergraduates, and in long term, will also have a far more impact on the development of higher education.
Present Study Situation
Motivation is the power and source of everything. Study without motivation is just as a river without headstream. Modern Chinese Dictionary defines that motivation is a driving force for the various actions of machinery; it is also a force to promote the progress and development of work and career. To be introduced to study, motivation to learn refers to promotion of continuous improvement, stimulation of learning behavior and eventually achievement for desire goals.
Study on Psychological suggests that motivation is a system building up with various forces under certain relationship, playing a role of moving, orientating, guiding, maintaining, adjusting and strengthening upon study activities. Psychologists regard study motivation as a psychological drive on the basis of one’s value toward study. It is a cognitive system consisting of study incentive, interest and attitude. And everlasting dynamic derives from a mutual and positive cooperation of these three aspects. The three factors mutually reinforce each other and supply a good support for each other. That forms motivation system --- an organic component.
From the Management Psychology point of view, there is theory about need, incentive and goal. This theory considers that the college students’ strong desire of self-realization and self-development inspire their needs and wants toward study. Study results in incentive then transform to motivation. The source of students study motivation isn’t simplex, isolated and static, but complex, exoteric and changing. It has been affected by various factors, not only from student himself but also from school, society and family.
Scientific outlook on study requires that during the process of education, educators not only have to mobilize intelligent factors of students, but also have to promote, guide and maintain other non-intelligent factors. Chinese well-known psychologist, Professor Li Hongyu said: "The academic performance is an outcome of both intelligent factors and non-intelligent factors, in which the later plays a decisive role. This is because the vast majority of people on the level of intellectual are more or less the same. Persons with outstanding non-intelligent factors are more likely to achieve tremendous success in academic or career activities. The better do they have non-intelligent factors the more can they fully exploit their intelligence and ability, and what’s more, some intellectual deficiencies can also be compensated by some good non-intelligent factors." The so-called non-intelligent factors here mainly mean motivation, which we talk about usually. Professor Wu Fuyuan from Shanghai University said: "to improve the academic achievements of university students, we should take intelligent development seriously; in the meantime, we should focus on stimulating students’ driving force to learn."
Students learning activity possess characteristics of high autonomous and exploratory. But whether they can strive for exploration of new knowledge and bringing their learning initiative into play depend on whether their study motivation is strong enough.
Previous studies on student motivation mostly focused on psychology, education and other theoretical analysis, or in the form of a survey and working out qualitative analysis about reasons and countermeasures, lacking of quantitative research. These studies usually blamed the reasons of why college students not fond of their study only to students themselves and teachers, while ignoring that the direct impact factors of students study motivation are much more than that. These direct impact factors consist of a wide range of social issues and ask for the whole society's common concern and efforts. In addition, studies leading Objective Oriented Project Planning methods into student study motivation are still rare.
Significance of Applying ZOPP to Undergraduate Study Motivation Improvement
Objective Oriented Project Planning method is an open system of work; it can be flexibly applied to all stages of a project or an entire process. Through the use of this method, all aspects involved in regional economic development can reach a consensus on decision making. Leading this approach into students study motivation improvement project has many advantages as:
·accurately grasping directions of management of the project;
·fully reflecting connotation of Project Management;
·well implementing basic tasks of the project;
·setting up organizations on the basis of rules that specially set for education and management of college students;
·identifying responsibility of inter-departmental;
·clarifying scope of the project;
·targeting to the project plan and tasks of later stages;
·defining control criteria of the project;
·well recognizing key tasks of resources coordination;
·helping project managers to reasonably dispose human, financial, and material resources;
·promoting project under the principal of objective oriented;
·working with clear directions.
Study Purpose
This book focuses on analyzing meaning and significance of Objective Oriented Project Planning methods. It will take university A as an example to show the using steps of ZOPP method on the specific project of enhancing undergraduate study motivation. This book aims to highlight the ZOPP methods as a scientific management theory, expounding its main content, core procedures and important position in Project Management. What’s more, this is an initiative research on the use of ZOPP methods in the field of higher education, a new attempt of the theory.
Study Content & Innovation
Based on the above research background, this book will take university A as an example and launch a questionnaire, which is about study motivation and atmosphere of college students, among part of its undergraduate, teacher, manager and staff, then, identify the improvement of undergraduates study motivation as a project. Under the case study, this book will show you how to use the steps and the whole implementation process of ZOPP method on the project of enhancing undergraduate study motivation. In using ZOPP theory, you will get an overview of the reason why does college students lack of study interest and how to solve the problem effectively.
Specific research content can be summarized as:
Problem Analysis on Undergraduate Study Motivation Improvement Project
of University A
Objective Analysis on Undergraduate Study Motivation Improvement Project
of University A
Project Plan on Undergraduate Study Motivation Improvement Project
of University A
Alternative Project Implementation of Undergraduate Study Motivation
Improvement Project of University A
Characteristics and innovation points of this research can be listed as:
（1）Showing the steps and the whole implementation processes of ZOPP method in applying for the project of undergraduate study motivation improvement;
（2）Comprehensively analyzing the impact factors from four aspects of project participants --- student, school, family and society, then identifying portfolio and subproject;
（3）Firstly attempting to introduce AHP research methods to alternative project decision;
（4）Using the concept of developmental teaching evaluation in the procedures of monitoring and evaluation of the teaching staff construction alternative project.
Research results will help to provide a case display to the theoretical learning and study of ZOPP. This research hopes to do good to the study of undergraduate learning motivation improvement to make a project plan, to get further idea of how to clarify basic steps of undergraduate study motivation improvement project, to enable the works of students education and management departments more targeted, to define criteria and measures that should be followed in project implementation, so that college students motivation improvement project can be always promoted objective-oriented.
Technical Route
The technical route of this research can be summarized as:
Figure Technical Route Diagram
Scope & Limitation
For resource constraints, on the basis of considerable literature review, this study will only take data collected from University A as a case and work out the solution. In addition, as the undergraduate study motivation improvement project is a systematic project and refers to so many subprojects, this book will only do research on project plan of alternative project. Due to limited space, this book can only take the alternative project as an example to show the application of ZOPP methods and its core process in project plan and implementation. We hope these applications can provide a theoretical framework and guidance to the implementation of other subprojects in the future.
Chapter 2 Study on Theories of ZOPP and Learning Motivation
Project Life Cycle and Process
Project Life Cycle
All projects can be divided into several stages, and all of them, regardless of size, have similar life cycle structure. In the Project Management Body of Knowledge (PMBOK), project life cycle is defined as: it is the sum of a variety of project phases; the number and name of a project is determined by the control needs of participants. In other words, all stages of a project make up its life cycle. A simplified model of project life cycle is showed in Figure . It divides life cycle into four distinct phases: initiative, planning, execution, and termination.
Figure Project Life Cycle Stages
▲Initiative
Initiative refers to the development of the initial goal and technical specifications for a project. The main tasks of this stage are scope determination, necessary resources (people, money, physical plant) identification, and determination of important organizational contributors or stakeholders.
At initiative stage，customer provides demands to contractors. After receiving the proposal, contractors should work out project identification and plans, as well as feasibility study as quickly as possible. In the project phase, there is a relatively small amount of input of resources; the main task is to carry out the project identification and project ideas, which are pure mental work and require less human resource. During this period, time required is much shorter, because the customer usually gives his/her needs to different contractors and chooses the ideal and best plan from a number of responses. So, the process equals to a bidding process, which could be very fierce competition. Therefore, contractors should respond as quickly and effectively as they can, otherwise they may lose the opportunity to sign contract with the customer. Although relatively less input of resources and shorter period, the importance of this phase is immeasurable. For contractors, it directly determines whether they can achieve the construction and management right. And for the objective of a project, proposals made in this stage will directly determine the blueprint and basic framework of the project.
▲Planning
Planning is a stage in which all detailed specifications, schematics, schedules and other plans should be developed. Individual pieces of a project, which are often named as work packages and have to be in the charge of someone, should be broke down, assigned, and clearly reflect the procedures of project implementation.
In generally speaking, planning is the end of the first phase and the beginning of the second phase when the customer accepted the commitment to the project proposal and signed project contract. With the birth of project proposal, which can also be called deliverable of the first phase, project life cycle comes to the second phase. In this phase, with the results project proposal, main tasks that needed to be done are: project program, including project scope, work breakdown, resource and cost appraisal, time estimate, scheduling, personnel arrangement, etc.; project plan, including schedule plan, cost plan, quality management plan, organization plan, resource plan and risk management plan.
▲Execution
During execution, actual “work” of the project is performed. In this phase, project system is developed or products are created. A large number of team works are finished in this phase. As Figure above shows, project costs ramp up rapidly during this stage.
In simply speaking, execution stage is a process of realization. With the completion of project planning phase, project life cycle enters to the third phase. The main tasks of this period are project implementation, supervision and control. At this stage, a series of tasks, like project supervision, control and management, seem extremely important. Although the project plan has been made during the second period, whether the expected result can be achieved or not is unknown. A serious mistake can lead to the failure of the entire project, as any deviation could happen during execution. Therefore, in the execution of the project period, project managers’ ability of carrying out, control, supervision and management also determine the success or failure of the project.
▲Termination
Termination occurs when the completed project was transferred to the customer. In this phase, resources are reassigned and the whole project is formally closed out. As specific subactivities are completed, the project shrinks in scope and costs decline rapidly.
When the project objectives have been achieved, or the project managers have clearly aware that the objectives were no longer necessary or cannot be achieved, the project reaches its end. At termination stage, the main tasks include project completion, acceptance, transfer, evaluation, summary, commission and so on. As everything must be started well and ended well, project management is also very important in this phase. When the project drawing to its close, its input declines much rapid than that in the execution phase, in sharp contrast.
These stages are the waypoints at which the project team can evaluate both its performance and the project’s overall status. Remember, however, that the life cycle is significant only after the project has actually begun. The life cycle is signaled by the actual kickoff of project development, the development of plans and schedules, the performance of necessary work, the project completion and personnel reassignment. When we evaluate projects in terms of this life cycle model, we are given some clues regarding subsequent resource requirements of the project. That means we have to make sure whether we have sufficient personnel, materials, or equipment to support the project implementation. For example, when we begin to work on our term paper project, we realize that it is necessary to purchase a PC or employ someone to help with the research. Thus as we make plan for project life cycle, we also have to acquire important information about resources that we will need. The life cycle model, then, serves twofold function for project timing (schedule) and resources plan, which is helpful for team members to work out what resource is needed and what time it is needed.
Five Processes of Project Management
Project management process is composed by a number of major processes， and it refers to actions producing certain results. "PMBOK Guidance" identifies five processes, namely: Initiation, Planning, Executing, Controlling and Closing. The order, overlap and intensity of these five processes are as follow:
Figure Processes of Project Management
The five processes occur repeatedly, and should not be regard as a one-time process. These processes will be repeated during project life cycle as a result of further adjustments. Connections among project processes can be seen in Figure .
Figure Connections among Project Processes
Project life cycle reflects the intrinsic regularity of project from its very beginning to the end. Although different projects experience varying duration, various stages and characteristics of them are more or less the same. At the end of each stage, project managers, project stakeholders and project supervisors have opportunity to determine whether or not to continue to the next stage. Every project has to experience a series of handoff during develop process at all stage of life cycle, and the end of a stage often marks the beginning of the next phase. Every stage has a specialized, specific and easy-tested deliverable, which means the end of the relative stage. Life cycle of all projects have common characteristics: less spending and a few members demanded at the initial stage; increasing expenditures and use of staff with the development of the project, and will decline again at the end stage; less potential chance to success in the very beginning and that will increase with the development of the project; more potential risks in the very beginning and that will getting smaller and smaller as the project carrying out gradually and close to the end; project stakeholders have more opportunities to affect the project in the very beginning and their influence will also get less with the development of the project.
The Importance of Project Planning
"A good start is half the success". Project planning plays a dramatically significant role in achieving the expected result. Project life cycle can be divided into different stages, and these stages constitute the entire project process. According to the project life-cycle theory, these stages are interrelated with each other. As for one phase of a project, the deliverables and tasks of the previous phase are basis and prerequisite of the follow-up phase. The follow-up tasks cannot be start unless the previous phase has finished. Problems of the previous phase could easily be brought to the follow-up phase if lack of necessary project plan or any over-passing exist, which may lead to serious result, like a confusion of project management, or increased lose, even failure of the project. Therefore, project planning is an important component during project management processes, and it’s the first step of project management. If not well planned, or not fully expected to the amount of problems and difficulties that will be encountered, temporary actions are bound to lead to twice the result with the half effort, or failure of an entire project.
In the modern competitive market conditions, any choice has certain risks. If any mistake occurred during the stage of project planning, it is likely to lead to failure of the entire project. This is because:
First of all, project construction is risky and requires a long cycle of time, as well as a great amount of investment in general.
Secondly, project construction is irreversible. Once put in construction, the project will occupy a lot of input of human, financial, material resources. If not well planned, limited resources will be wasted and serious effectiveness will be done on the entire project and upon the ultimate completion of the project.
In addition, how to make the decision of which item or project should be started or selected can be more targeted through rational project planning and management. That will be beneficial for some departments to get support and reduce blindness.
Therefore, project planning is the most important aspect and the primary link of project management. It significantly decides whether the investment can achieve the expected economic and social benefits or not.
Features, Advantages and Principles of ZOPP
Objective Oriented Project Planning is a set of procedures, instruments and working techniques posed in the process of investigation, analysis, diagnosis, design, planning, implementation, monitoring and evaluation for development projects (as well as other items).
Features of ZOPP
（1）ZOPP is a workable system;
（2）ZOPP is an open system;
（3）ZOPP is better to be used by a planning team, as it is difficult to be used to regional economic development project plan single-handed;
（4）ZOPP can be applied flexibly on different planning stages or the whole project process;
（5）ZOPP can help to generate a consensus of different opinions through the planning process;
（6）As project objectives can be defined by both qualitative and quantitative methods, we use qualitative method to guide research, and let it plays the role of qualitative guidance;
（7）Quantitative method is used to manage processes of project. As the central point view of ZOPP is goal-oriented, every activity, like guiding works of implementation, correcting deviations, achieving goals through goal-oriented work plan and controlling standard, should be revolved around it;
（8）Project implementation should be centered on subproject.
Advantages of ZOPP
（1）ZOPP is good at grasping the direction of project management accurately, fully understanding the sense of project management, and basic project activities, such as: project awareness, outside support, importance degree, coordination and preparation of project management;
（2）ZOPP can help to form the condition of evidence-based organization set-up, clear working relationship, defined responsibilities, as well as coordinated management;
（3）ZOPP can help to realize clear-scope of project implementation, and do good to avoid unfavorable factors from outside world;
（4）In formulation of work plans, ZOPP is good at targeting to avoid unclear unpractical focus;
（5）ZOPP is good at identifying project control scale clearly and conducive to project implementation and completion;
（6）Project managers have remarkable right in distribution of project-related human resources, financial materials and goods, so that the coordination of project resources can be done objective-oriented;
（7）In the course of project implementation, construction has always been around the target at all levels with a clear direction; it is conducive to avoid unfavorable factors from outside world and beneficial for the successful accomplishment of the project.
Underlying Principles of ZOPP
（1）Cooperation among project staffs and partner organizations can be much smoother and more productive if all the people and departments involved have a common understanding on their objectives and can express them clearly.
（2）In development cooperation, we try to solve or alleviate problems by tackling them at their roots --- their causes. Therefore, we analyze “problems” and their causes, as well as effects, then deduce feasible and expedient objectives from them.
（3）Problems and their causes do not exist isolated, but they are intimately related to people, groups and organizations. If we want to analyze or solve problems, we have to be able to draw a picture of so called “interest groups, individuals and institutions involved” (stakeholders), make sure what problems do they face to, which is the primary problem, and work out causes of these problems.
Steps of ZOPP
The procedures of ZOPP are briefly showed below:
Figure Procedures of ZOPP
Participation Analysis
There is no united identification to the word participation. Sewell and Coppock posed in 1977 that public participation refers to the direct involvement of the public in decision-making through a series of formal and informal mechanism. Uphoff and Esman posed in 1990 that citizen participation is the redistribution of power that enables the have-not citizens, excluded from the political and economic process, to be deliberately included in the future. Poppe. M. posed in 1992 that participation will be defined as voluntary and democratic involvement of people in decision-making with regard to: setting goals, formulation policies, planning implementation and evaluating economic and social development programs, contributing to development efforts, and sharing the benefits.
Purpose of Participation Analysis:
1、Respect public aspiration and help to develop a more participatory outlook;
2、Develop local knowledge and encourage local people to use their knowledge to decide develop direction as the basis for understanding the issues encountered;
3、Develop leadership within local people;
4、Encourage local people to take over organization themselves;
5、Make use of local organizations to identify, plan and implement income generating activities;
6、Increase the effectiveness of service delivery system, so the local people can benefit from that.
Steps of Participation Analysis:
1、List all of the people, institutions, groups, organizations and departments that related to regional development;
2、Put the function, affection and contribution of these individuals and organizations into different categories;
3、Eventually categorize them as individuals, unofficial, semi-official or official sectors etc. and they are participants of the project.
Problem Analysis
Problems are a universal phenomenon, everyone has a problem. A problem is a statement of a deficiency between what exists now and what people want.
The present situation here becomes unsatisfactory when people decide there is a better alternative situation within their grasp: the “there” is what people will strive towards. There is no need to set project if there is no problem need to be solved. Without any doubt that problem comes first and projects are undertaken in order to solve the problem. Too often, projects fail because groups jump in too soon with an inappropriate solution, and just because they spend little time on studying situation and identifying problems. The secret of solving a problem well is proper problem identification.
Identifying the Core Problem
Among various problems, some problems seem much more important to the core problem, while others seem much less important. The reason why we call it the core problem is because that it is the key and "bottleneck" of regional development. Among problems that listed, every problem has different and specific importance; of course, the core issue is the most important one, as it has features of representation, comprehensiveness and importance. Other problems may be the causes or effects of the core problem, they will be splitted all the way down once the core problem has been chopped open.
Steps of identifying the core problem:
1、Each participant has problems. After participation analysis, everyone of the group, firstly, writes down just one problem which he or she deems to be the core problem. Note that:
--- problems should be expressed as a “negative state”;
---the core problem should pertinently describe the central point of the overall problematic condition;
---the core problem does not automatically turn into the later project purpose.
2、A brief direction will be given for each proposed core problem. In following discussion we pretend to agree on what is the core problem. The prevailing directions should embody the interests of participants of individuals, groups and institutions involved.
3、If agreement cannot be directly reached then:
---arrange problems listed by participants above in the form of causes and effects;
---try again to agree on the core problem on the basis of the above standards.
4、If still can not enter into consensus, then:
---try to use brain-storm, role games, or other decision-making supports methods;
---select the best decision.
Problem Tree
The logical relationship of problems can be classified as: liner problem sequence, circular problem sequence and tree problem sequence. The tree problem sequence, we call it "tree" only or “problem tree” as well, is the best mode to describe the relationship between problems, and it will be used in this study.
As mentioned above, problems listed in the problem list may be the causes or effects of the core problem. Therefore, after identifying problem list and the core problem, everyone needs to know the cause-effect relationship exist in problems. Substance of the cause-effect-relationship is: "if - then" relationship. For example: if students are lack of interest in learning, then that leads to unsatisfactory learning environment of students themselves; if under a unsatisfactory learning environment, students may be weary of study and lack of study motivation; if students are lack of study motivation, then, that brings about emotional weariness, mental pressure and other serious problems.
Using problem tree to analysis cause-effect relationship, we should begin with the core problem, regarding it as the starting point, searching for problems that directly cause the core problem, and then searching for other problems that directly cause the direct causes of the core problem. Repeat like this until no new cause can be found any more. Thus, a problem tree is finally established. In problem tree, there are no differences of importance among the position of each problem，only cause-effect relationship exist. The cause-effect relationship shows in problem tree can be extremely different because of different academic level, cultural background, communication scope of different people. So, no problem tree can be state to the most comprehensive and correct extent, only approximate results of analyzes and investigation can be worked out. New problems will come into being as the investigation pushed on.
Problem Matrix
Problem tree can not reflect the internal linkages among issues at all. Problem matrix happens to made up for this shortfall. The results of problem matrix analysis give the answer to the questions of which is the most effective issue for solving the fundamental problem, and what information is more favorable for project planning. In order to find all the linkages among all the problems, problem matrix is the most effective tool which can help to identify the problem with the greatest influence and urgency.
Potential Analysis
Advantages and disadvantages are just as the two sides of a coin. They are relative, and exist in every problem. Taking full use of the inherent advantages of a problem and evading its weaknesses will help to settle the problem rapidly and guarantee an efficacious use of resources, realizing sustainable use of resources.
Behind each problem there also live potentials. Since development planning is not only simple “reaction”, it must also be creative and imaginative. Therefore the district planner needs to ascertain all the potentials which may exist in the region to solve all of the problems and gain sustainable develop.
Steps of potential analysis:
1、First of all, list all of readily known potentials under various all-round investigations, study and analyze that taken in district;
2、Make further study of problem tree that has been build above. Then, use participation method to supplement information, material and data neglected, and prepare for potential analysis;
3、Analyze regional problem oriented potentials according to previous investigation and participation method, then categorize these potentials into natural potentials, fundamental facility potentials, economic base potentials, financial potentials, management potentials, human resources potentials and so on;
4、Divide those potentials into basic potentials and derived potentials;
5、Identify the most important basic potential and the most important derived potential by applying potential matrix.
Scenario Analysis
Scenario analysis is one of several possible narrative forecasting techniques which predict future statement of affairs on the basis of present conditions and extrapolated forecasts of future conditions under specific assumptions.
Scenario analysis was firstly introduced into district planning by Herman Kahn who describes it as “a hypothetical sequence of events constructed for the purpose of focusing attention on causal processes and decision points” in 1967.
Nowadays, a definition generally used around the world is “scenario” typically consists of a set of statements about the magnitude of certain variables given particular assumed rates of growth.
There are two basic types of scenarios, state scenario and status-quo scenario. Principals of scenario analysis are as follow:
1、Scenario analysis should focus in a heuristic manner on how different events, actions and activities are expected to interact with each other;
2、Scenario analysis should highlight the natural consequences these actions and inter-relationships are likely to produce in the future;
3、Scenario analysis should consider different perspectives, issues and thoughts and determine how these are likely to affect the future project state of the development region;
4、Scenario analysis should put all these above elements into a coherent narrative statement which describes the image of the future to which the consequences of technological development or political choices can be related.
5、Scenario analysis should produce alternative scenarios according to different variation rate of impact elements in a same forecast period;
6、Upon the basis of full comparison and scientific decision, an optional scenario which will fit regional development well should be selected. This optional scenario will play a leading role in regional development project planning, and give theoretical foundation for policy making of managers.
Project Plan
Objective Analysis
After extensively analyzed the problems which the region focuses, it is important to set objectives.
In some places with special cultural backgrounds, it is not always possible to openly discuss problems which are often considered impolite. Positive factors such as goals and objectives are much more possible to be discussed and often encourage people to be more creative. So, objective analysis may be a logical starting point for the planning process in these places where problem discussion is a taboo.
Objective establishment seems like direction or navigation beacon for future development. Object analysis can determine the best option, the best direction and the best result of problem solving, in line with the result of problem analysis; in the meantime, it’s a basis of setting up project and the core of ZOPP as well.
An objective is a description of future or wanted situation. Objective is specific result desired. Objective has the feature of future. As affected by various factors, it is dynamic rather than static. Objective has the feature of orientation; its accuracy will directly impact on the direction of regional development, it is bound up with problem. Problems and objectives are different states of dynamic changing of affairs. Objective is a description of the future and problem is a description of the present. Objective can not be separated from problem and problem lays a foundation to objective. Objective aims to determine development direction on the basis of problem. Same problems may engender different objectives, but different objective have different viability. So objective with the highest feasibility should be chose to target to.
The hierarchy of problem (problem tree) can be transformed into a hierarchy of objective, thus create objective tree. For example, problem of “weak teacher staff” can be changed to the objective of “enhance teacher staff”. All the problems in problem tree should be transfer to objectives, pay attention that all the objectives should be feasible and can be operated practically. In objective analysis, the problems worked out in problem analysis should be checked again for their description and content. If the problem is not well described or vague, a problem reanalysis should be taken under the method of participation.
Before Objective Oriented Project Planning, a recheck on if-then logic relationship of objective tree should be taken. Revision should be carried out if any relationship between tow objectives is not logical. Firstly, we should check the feasibility of objective; secondly, whether the logic relationship between objectives is logical; thirdly, whether the direction of objectives is the same as that of the overall regional development.
After logical analysis, we can categorize similar objectives into a group, neglecting their position and importance. That forms number of objective groups. Pay attention that the identification of objective group should follow the participation method which requires full discussion among stakeholders. Then portfolio can be identified according to objective groups, and the process of objective realization is the process of portfolio implementation.
Alternative Project Analysis
Objective analysis provides a number of solutions for problem solving. But, as the financial, human, material resources of a project are limited, which solution or objective is more important and urgent for problem solving should be identified. And all the objectives have to be realized step-by-step, according to their contribution to the problem. Which solution (objective) should be taken first is the problem that alternative project analysis solved.
In this research, AHP will be firstly used to alternative project analysis.
AHP (Analytical Hierarchy Process) is a quantitative method developed by Satty, a famous operational professor at Pittsburg University, in the mid-1970s. It is designed to solve multi-criteria decision problems. In many circumstances, we have to comparing several alternatives on the basis of a same set of attributes. This is a model which we control all of the info but we have to trade-off many factors. The main issue is how to assign relative weights across alternatives, as well as for attributes. People have been found to be more consistent when they do pairwise comparisons than when they just try to assign relative weights.
AHP was used to address many technical and managerial problems frequently, associated with decision making through scoring models. Relative research of this kind can be found easily. So that AHP is widely used in the process of project. AHP method is a four-step process.
（1）Build indicator system and establish hierarchy structure;
Figure AHP Hierarchy Structure
Build up hierarchy structure according to problem analysis. The highest Hierarchy is: goal; the middle Hierarchy is: criteria; and the lowest Hierarchy is: alternatives (indicators), as depict in the Figure .
（2）Make pairwise comparisons
（3）Synthesize judgments —— a process of calculating the priority of each criterion in terms of its contribution to the overall goal.
（4）Check for consistency --- a key step in making pairwise comparison. We can measure the degree of consistency, and revise pairwise comparisons if unacceptable.
Feasibility Study
Feasibility study is necessary after alternative project analysis. As investment activity is a process of risky and blind like decision-making. On the stage of planning, project is on the conceptual phase and it is just an idea. Thus the project team still have chance to correct it, improve it, no matter it is good or bad, feasible or not.
On the conceptual stage, feasibility study of a project is a logic guidance of project investment decision-making, design, implementation and evaluation. It is a set of project decision-making method. That means feasibility study is a scientific methodology of investigating, analyzing, studying technological and economic factors of the project, demonstrating all the possible construction schemes, evaluating and predicting the social, ecological and economic benefits after finishing project, before project decision. Feasibility study typically includes the opportunity study, preliminary feasibility study, detailed feasibility study and decision-making. It is a comprehensive cross-disciplinary subject which touches upon subjects of technology, economics, management as well as natural sciences, so that experts from cross-disciplinary fields should all be involved in it together.
Project Planning Matrix
Project planning matrix presents the whole project in one matrix. It answers the questions of:
---why the project should be carried out;
---what the project is expected to achieve;
---how the project can achieve these goals;
---which external factors are crucial for the success of the project;
---how we can assess the success of the project;
---where we will find the data required to assess the success of the project.
As you can see in the table below:
Table Project Planning Matrix
Relationship
Specific content
Indicators
Indicator sources
Important assumptions
Project Overall Goal
Project Objectives
Objective 1
Objective 2
Objective n
Project Results
Output 1
Output 2
Output 3
Output n
Project Activities
Activity 1
Activity 2
Activity 3
Activity n
We produce a Project Planning Matrix in ten steps:
1、Identify the overall goal of the project;
---start from the top and work downwards;
---decide on “overall goal” and project purpose(s);
---if necessary, review the wording in the objective tree and make it more accurate.
2、Project purpose(s) describes the intended impacts or the anticipated benefits of the project as a precisely stated future condition. The project purpose contributes to achieve the overall goal;
3、The results/outputs are expressed as objectives which the project manager must achieve and sustain. Their combined impact must be appropriate, necessary and sufficient to achieve the project purpose(s);
4、We write down those activities which are necessary to achieve the results/outputs, noting that to ensure clarity;
5、Activities and results/outputs are given consecutive, related numbering. The number can be used to indicate the sequence of events or the priorities;
6、The column should be able to describe the relationship of objectives, results and activities;
7、Determine the important assumptions of overall goal, objectives, results and activities;
8、Determine the indicators and their sources of overall goal, objectives, results and activities;
9、Work out project implementation budget and plan;
10、Check for the whole matrix again.
Work Breakdown Structure
There is no magic formula; projects get completed step by step, activity by activity. According to the Project Management Body of Knowledge (PMBoK), a Work Breakdown Structure (WBS) is “a deliverable-oriented grouping of project elements which organizes and defines the total scope of the project. Each descending level represents an increasingly detailed definition of a project component. Project components may be products or services.” To rephrase the PMBoK definition, the Work Breakdown Structure is a process that sets a project’s scope by breaking down its overall mission into a cohesive set of synchronous, increasingly specific tasks. The end result is a comprehensive document reflecting this careful work. The WBS lays out the individual building blocks that will construct the project. Visualize the WBS by imagining it as a method for breaking a project up into “bite-sized”, each representing a step necessary to complete the overall project plan. It can be challenging at the project’s start to envision all the elements or component tasks needed to realize the project’s success, but the effort to “drill down” into the various activities at the task level actually can reinforce the overall picture of the project.
There are six purposes of the Work Breakdown Structure:
1、It echoes project objectives. Given the mission of the project, a WBS identifies the main work activities that will be necessary to accomplish this goal or set of goals. What gets mentioned in the WBS is what gets done on the project.
2、It is the organization chart for the project. Organization charts typically provide a way to understand the structure of the firm (who reports to whom, how communication flows evolve, who has responsibility for which department, and so forth). A WBS offers a similar logical structure for a project, identifying the key elements (tasks) that need attention, the various subtasks, and the logical flow from activity to activity.
3、It creates the logic for tracking costs, schedule, and performance specifications for each element in the project. All project activities identified in the WBS can be assigned their own budgets and performance expectations. This is the first step in establishing a comprehensive method for project control.
4、It may be used to communicate project status. Once tasks have been identified and responsibilities for achieving the task goals are set, you can determine which tasks are on track, which are critical and pending, and who is responsible for their status.
5、It may be used to improve overall project communication. The WBS not only dictates how to break the project into identifiable pieces, it also shows how those pieces fit together in the overall scheme of development. As a result, team members become aware of how their component fits into the project, which is responsible for providing upstream work to them, and how their activities will affect later work. This structure improves motivation for communication within the project team, as members wish to make activity transitions as smooth as possible.
6、It demonstrates how the project will be controlled. The general structure of the project demonstrates the key focus that project control will take on. For example, is the project based on creating a deliverable (new product) or improving a process or service (functional efficiency) within the firm? Either way, the WBS gives logic to the control approach and the most appropriate control methods.
Figure Work Breakdown Structure
As in the figure above, the 100 level identifies the overall project. Underneath this level (., 110, 120 etc.) are the major deliverables that support the completion of the project. Underneath these deliverables are the various work packages (., 111, 112 etc.) that must be completed to conclude the project deliverables. Work packages are defined as WBS elements of the project that are isolated for assignment to “work centers” for accomplishment (PMBoK, 2000). That is, work packages are the lowest level in the WBS, composed of short-duration tasks that have a defined beginning and end, are assigned costs, and consume some resources. There sometimes arises confusion as to the distinction made between “work package” and “task”, as they relate to projects and the development of the WBS. In truth, for many organizations, the difference between the terms and their meanings is actually quite small; that is, they are often used interchangeably by the project management organization. The key here is to be consistent in applying the terminology, so that it means the same thing within different parts of the organization, whether they are technical or managerial resources. A company’s accounting function assigns WBS codes and WBS dictionary to each activity to allocate costs more precisely, to track the activities that are over or under budget, and to maintain financial control of the development proves.
Project Monitoring and Evaluation
Project monitoring and evaluation is all the review, inspection and control activities of the project managers, in order to ensure the smooth conduct of the project, according to the plan, budget, and set technical performances and standards. Through project monitoring and evaluation, project managers can aware of whether the inputs that implementation of the project required is supplied on time, whether the resources are used in accordance with the plan, whether produce the planned effect. If any deviation was found, necessary measures should be taken in time to ensure that the project has been restored to the original designed orbit. Therefore, in the conducting process, when deviations occur, the aim of project monitoring and evaluation is to find out and solve problems as quickly and promptly as possible, in order to ensure the successful implementation of the project.
Monitoring in its simplest meaning is an early warning system to facilitate the activation and continuation of a project as intended. Monitoring is an integral component of a project; it cannot be considered in isolation from the remaining project components. Without a monitoring mechanism, it is unknown whether the planned project is activated as planned or whether it has deviated. Basically, monitoring accepts the policy and project design as given, it measures and records progress of implementation and focuses on the compliance with the plan.
On-going evaluation is done within the project. It used to challenge the design, draw conclusions, make judgments and focus on the relevance. It tries to determine why things happen the way they do. Contrast to monitoring, it is ad hoc partial and can only produce tentative results because of time lags before the full impact emerges and because of variations due to time. As there is time lags between project evaluation and actual influence of the project, contrast to monitoring, project evaluation only provides attemptative conclusion with specific purposes.
Steps to develop a monitoring and evaluation system:
1、Identify what the planner should monitor and evaluate by examining the planning documents produced to initiate development in the region;
2、Determine the information users of monitoring and evaluation, that is who will need what information from or about the program or policy;
3、Determine the information needs of the users, only collect information which will be needed to guide the development of the region, and how will the information be used in decision-making process;
4、Determine the sources of information, that is where the data will be applied to and where they can be collected;
5、Establish the method of data analysis. That means whether continuous data collection is needed, or ad hoc surveys; whether a computer will be used or not;
6、Define who will do what, when and where. That means establishing staff and financial requirements, as well as frame of time when monitoring or evaluation should be taken place;
7、Determine the overall organization system which explains where the data will be stored, how it will be used, who has access to the results;
8、Make sure how the findings and recommendations will be communicated, either in report format, simple summary sheets, or in verbal communication meetings, etc...
There are various ways and means of Project Monitoring and evaluation. For this study, it is more appropriate to use Participatory Monitoring and Evaluation method.
Participatory monitoring means that the project beneficiaries are involved in information inspection, recording, collecting process as well as exchanging. It is a monitoring pattern of giving help to project managers and decision-maker. Participatory evaluation refers to the project managers and benefited team members’ involvement in system analysis, restructuring, policies or objectives reaction. It is a way of organization rearrangement and resources reassignment. Participatory monitoring and evaluation is kinds of free activities of the project managers and beneficiaries. It is a good way for managers and beneficiaries to raise the awareness of destiny, at the same time, enhancing self-care ability. Team members of Participatory monitoring and evaluation are required to decide areas of monitoring and evaluation, select indicators, design data collection system, collect and sort out data, analysis results, and put information to use.
Theory of Study Motivation
Conception of Study Motivation
Study without motivation is just as a river without headstream. Motivation is the power and source of everything.
Psychological studies suggest that motivation is a system builds up with various forces under certain relationship, playing a role of moving, orientation, guidance, maintaining, adjusting and strengthening upon study activities. Psychologists regard study motivation as a psychological drive on the basis of one’s value toward study. It is a cognitive system consists of study intention, interest and attitude. And everlasting dynamic derives from a mutual and positive cooperation of these three aspects. These three factors mutually reinforce each other and support each other. That forms motivation system --- an organic component.
From both views of psychology and sociology study, we can conclude that human activities are caused by their intention. Intention means purpose or expectation to some extent, and aims to solve the fundamental problem of “why” in people's behavior. Study intention of university students also comes from their learning purposes and expectations, and comes from the fundamental issue of “why we should study”. Study interest reflects different intensity of concern in learning knowledge and skills, reflecting selectivity in learning the objective world. Study interest has strong personality with the target to solve the "learning what" task for people. Besides, from a viewpoint of sociological study, study interest shows remarkable characteristics of times at different stages. Therefore, subjective and objective factors strongly influent study interest. Learning attitude reflects behavioral tendency, attentive degree and relatively stable state of mind. Learning attitude solve the problem of "how to study”. We often use words like hard study, having tenacity and persistence to express attitudes towards learning.
From studies above we find that if we want to analyze university students’ learning motivation, it is necessary to discuss learning intention, interest and attitude towards learning. It’s also essential for us to discuss the state and orientation of problems as why, what and how to study through learning behaviors.
Study Motivation Mechanism
Conception of Study Motivation Mechanism
Study motivation mechanism is a system consists of internal dynamic mechanism and external dynamic mechanism. Motivation mechanism has effects of stimulating learning enthusiasm, tapping learning potential and regulating learning activities, what’s more, it has functions of initiating, orienting, guiding, maintaining, adjusting, enhancing and sublimating. It plays a unique integral and synergistic role of system.
Construction of Study Motivation System
Study motivation system can be divided into internal dynamic motivation system and external motivation system, according to where it comes from. Internal study motivation means personal needs, existing in people’s subjective consciousness, consist of the various forces of learning promoting activities and forming an organic entirety. It includes study demand, interest, intention, ideal, faith, will and so on. As for external study dynamic, it comes from the outside, consist of factors that inspiring, supervising and restricting student learning activities through internal motivation. External study motivation is affected and stimulated by various factors from school, society and family.
Study Motivation Mechanism Analysis
Study Motivation Mechanism means the interaction, mutual restraint and mutual effects of the constituent elements of motivation system. Student’s study behavior is impacted by internal and external motivation factors. The interaction and mutual effects of the various motivation system elements will stimulate learning enthusiasm, tap learning potential, regulate learning mentality, and form good psychological adaptability of college students.
Internal study motivation system is a dominant drive to push students forward to focus on learning activities. Only when the students’ internal factors, as learning demands, desire, interest and intention, are stimulated, can they show their enthusiasm and initiative in learning. The various elements, like needs, motives, interests, hobbies, ideals and faith, of internal study motivation system play mutual effect upon one another, and their impact on study activities also varies.
External study motivation system is an external drive to promote learning activities. Internal motivation is the dominant driving force; external motivation plays a part through certain means and ways, which can be transformed into great driven force and powerful spiritual strength. When conducting the education process, it is necessary for educators to make full use of external motivation and strengthen internal motivation.
Chapter 3 A Survey on Undergraduate Study Motivation Condition of University A
The questionnaire, which is about study motivation and atmosphere of college students, was just taking place when this study begun. And one of the authors took part in it fortunately. As it was held by school A, with the support and cooperation of all departments of student affairs, the questionnaire lasted nearly six months and detailed contexts as well as reliable data were obtained. Data of the survey are representative and will be important references in the following study.
Purpose & Assignment of the Survey
"The development of higher education must be guided by the concept of scientific development. It should practically focus on quality improving and rely on policy construction to establish all-around thought of education and good working style. The higher education development is responsible for standardizing activities and responsibilities of teachers and managers, for fully mobilizing the enthusiasm of teachers and management staffs, for further straightening out the atmosphere of study, for stimulating students learning enthusiasm, for strengthening the management of classroom, test, social practice, and graduate design, and for ensuring teaching quality and regular order of teaching." In recent years, leaders of University A have clearly pointed to requirements of further strengthening the atmosphere of study, and have tried every best to conduct it as a priority, focusing on its effects.
Questions of how to consolidate the achieved progresses of these years, how to push continuous construction of excellent study atmosphere forward on original basis, become urgent tasks for leaders at all levels and relevant functional departments of University A. Construction of study atmosphere is a systematic project that contains a variety of factors. The research group targeted to basic condition of undergraduate study condition and took survey on listening rate, attendance rate, homework-completion rate, condition of individual study, test cheating rate, make-up examination rate, rate of passing postgraduate entrance examination and so on, under the concern and coordination of managers, under support and facilitation of the Student Affair Department, the Teaching Affair Department, the Library, the Student Community, the Logistics Group, as well as Teaching Supervision Department of each faculty. The research group had a clear recognition of study atmosphere of University A and did further research on existed problems after results collection and analysis.
Means & Method of Survey
1、Firstly, we do research among part of teachers, undergraduates and conductors of the three campuses of University A, in using designed questionnaires. 194 pieces of effective questionnaires of teachers (equal to more than 10% of total number of teachers that on the job), 1117 pieces of effective questionnaires of undergraduates (equal to more than 5% of total number of undergraduates), 95 pieces of effective questionnaires of conductors (equal to more than 20% of total number of conductors) were collected. The results fulfilled the expected requests. The sample questionnaire can be seen in annex I.
2、Secondly, we do research among some of teachers, students and conductors of the three campuses of University A, in the form of forum. The forums were held for 9 times, and 46 teachers, 66 students, 52 conductors attended.
3、Thirdly, we carried out interview and working experience exchanging among some leaders of Student Affair Department, Teaching Affair Department, Library, Student Community, Logistics Group, as well as vice-secretary of Communist Party of some faculties, on issues of how to improve learning atmosphere and management.
4、Fourthly, under the support of Library, Student Community and Logistics Group, we carried out spot checks on individual study attendance rate of student in library, classroom and dormitory.
5、Fifthly, collected and analyzed data of test cheating rate, make-up examination rate, and rate of passing postgraduate entrance exam in the past three years, under the support of the Student Affair Department and the facilitation of the Teaching Affair Department.
6、Finally, collected and analyzed the condition and data of listening and attendance rate of semester 2006-2007, under the concern and coordination of the Teaching Supervision Department of each faculty.
Findings & Statistics
Findings & Statistics of Questionnaire for Teacher
Questionnaires for teacher were held among part of the teachers who were giving lectures for students of grade one to grade four, with an equivalent proportion each grade. 194 valid questionnaires were collected. Detailed statistical results can be seen in annex II, and the main results are as follows:
Only 30 percent of teachers thought that the overall study atmosphere of University A can be described as “very good” or “good”; more than half of the teachers described the study atmosphere of the classes they were teaching as “very good” or “good”. In their impression, half of the students were not concern on their study in class, they were:
Figure Findings of questionnaire for teacher (1)
How can those students pass final examinations if they were not concern about their lectures at ordinary times?
Figure Findings of questionnaire for teacher (2)
Well done homework on time is a matter of course for college students. But there were only 22 percent of them can complete their homework in high-quality; more than 30 percent of students could not independently accomplish their assignments; the proportion of student who loves his or her major accounted for only 34 percent; phenomenon of cutting class, late for class, leaving early from class are not individual case; students performed positively; it was difficult for teachers to carry out interaction with students in class…
From the statistical results, the test cheating rate, the attendance rate and the rate of listening were quite low. On the one hand, the survey reflected teachers’ poor management for their classes. The management system and disciplines of the university need to be strengthened and improved, too. On the other hand, some students seemed very hard to understand or not interested in what their teachers were talking about in class. This condition also means that some of the teachers’ teaching standards and methods need urgent improvement and enhancement, to some extent.
Findings & Statistics of Questionnaire for Student
1117 effective questionnaires for student were collected and the main results are as follows:
The number of questionnaires that were given to each grade was nearly the same. Only less than 10 percent of students said that they did nothing but listen to their teachers in class; most of the students said that, in class, they were usually playing cell phone, listening to MP3, sleeping, talking, or reading extra-curricular materials, etc.; truancy was widespread, especially among senior students who were busy finding jobs or attending various examinations; phenomenon of late for school or leave early reflect students’ weak self-restraint, as well as their ignorance for learning and weak disciplines of school.
Figure of questionnaire for student (1)
There is so much free time for cultivating self-study ability of university students, while, in the survey, the vast majority of students only spend less than 20 hours per week for individual study.
Figure of questionnaire for student (2)
The reasons why students do not like self-study are:
Figure Findings of questionnaire for student (3)
Without attending class or taking self-study, students usually spend their time on sleeping or entertainment. The main reasons are as follow: want to sleep; need to help teachers with some student management affairs or be engaged in recreational and sports activities; do not like the way their teachers giving lectures; indulge in network. The habit of reviewing or previewing has been caste away by most of them for a long time.
Parents always hope to create an excellent learning environment for their children. Preparing PC for kids the day he or she become university student has become a consistent practice of the majority of families. In our survey, there were about half of the students have computers of their own, and they used their computers to:
Figure of questionnaire for student (4)
In our survey, the portion of student who had experienced overnight internet reached 70 percent. That’s startling. The reason for being late for class was always "getting up late," or “being engaged in student activities”. Obviously, students are not very strict to their own, and they are not able to correctly handle the relationship between their learning and other affairs.
From our survey and teaching evaluation hold every semester, it is easy to see that some students regarded that there are several problems with teaching method, ability and sense of responsibility of teachers. Less than half of the students were satisfied with the teaching methods of teachers, and more than 30 percent of the students never communicated with their teachers after class. Besides, many teachers were never giving or marking homework, and students’ attitude towards homework is:
Figure of questionnaire for student (5)
In the survey, almost 50 percent of students were not fond of their majors. Therefore, it’s not surprise for lacking of study motivation. Students believe factors that impact study motivation can be summed up as following:
Figure of the Questionnaire (for students) (6)
Findings & Statistics of Questionnaire for Conductor
95 valid questionnaires for conductor were collected, and results of some main issues are as follows:
Only half of the conductors regarded the study atmosphere of University A as “very good”, and they concluded problems as:
Figure of questionnaire for conductor (1)
Main reasons for good study atmosphere concluded by conductors are:
Figure of questionnaire for conductor (2)
Measures for study atmosphere improvement carried out by the university are lack of effectiveness and long-term function. What’s more, present management system and regulations are difficult to take effect to all students.
Figure of questionnaire for conductor (3)
Figure Findings of questionnaire for conductor (4)
When asked about the students’ patriotic zeal, sense of honesty and trustworthiness, collective ideas, ideals and beliefs, the conductors’ choices generally concentrated in "general". The result illustrates that the ideals, beliefs, values and social responsibilities of students are need to be improved urgently.
Statistical data also show that conductors are lack of necessary enthusiasm, not fully in place, and methods they used need to be improved and innovated.
Findings & Statistics of Individual Study at Night
In mid-May 2007, the library arranged a team of staff to hold two spot-checks in libraries of the three campuses separately, as the survey required. The check was held in 13 self-study rooms, and the seat utilization rate reached to -62%. Among the three campuses, the seat utilization rate of Campuses A and B was much higher. But almost half of the students taking self-study there were postgraduate students.
In April and May 2007, the Student Community arranged a team of staff to hold two spot-checks in ordinary dormitories and student flats of the three campuses separately, as the survey required. Totally 120 dormitories were checked and the condition of students taking individual study at night in their dormitories is as follows:
Table Students of the Three Campuses Taking Individual Study at Night in Dormitories
Campuses
Time
Rate of Individual Study at Night in Ordinary Dormitory
Rate of Self-study in Student Flat
A
April
%
%
May
85%
%
B
April
%
%
May
32%
%
C
April
%
%
May
%
67%
Generally speaking, dormitories and flats in Campuses C had a higher rate of individual study at night, which is the reason why library there had a low utilization rate. The results of spot checks held in Campus B were both nearly 50 percent. Common characteristics are: low-grade students like to take individual study than high-grade students; girls like to take individual study than boys; students live in ordinary dormitories like to take individual study than students live in flats, although more favorable conditions for flat study. In mid-May 2007, The Classroom Management Center of the Logistics Group arranged a team of staff to hold two spot-checks in classrooms of the three campuses separately, as the survey required. Totally 90 classrooms were checked. Take the reality of classroom utilization into account, considering one student use one table (with two seats) when he or she takes individual study (that means full use of a classroom equals to 50 percent of its capacity), the results of the spot checks are:
Table Students of the Three Campuses Taking Individual Study in Classrooms
Campuses
Quantity of Classroom
Time of Spot-check
Utilization Rate
A
30 Classrooms
First Time
%
Second Time
%
B
30 Classrooms
First Time
%
Second Time
%
C
30 Classrooms
First Time
%
Second Time
%
Statistical data show that the overall classroom utilization rate is low. That’s because students prefer library, and classrooms are often occupied by selective courses. But because of limited seating capacity in the library, and mutual disturbance in the dormitories, some students have no place to study.
Findings & Statistics of Test Cheating Rate, Make-up Examination Rate, Rate of Passing Postgraduate Entrance Examination
From 2005 till now, discipline-breaking during test has happened much less than before. The effectiveness of examination atmosphere construction taken by University A is undeniable. But the phenomenon of students cheating in exam still exists as for poor supervision and requirement of teachers during tests. The rate of taking make-up exam accounted for about 50%. It indicates that a considerable number of students usually pay no attention to the knowledge accumulation in ordinary times. Thus, they can not achieve the objective requirement of courses. They usually rely on pre-exam review to pass exams. In addition, make-up exam tends to be very easy to let them pass without difficulties. That makes students more willing to pass “barriers” through make-up examination.
Table Findings of Test Cheating Rate and Make-up Examination Rate in 2005, 2006 and 2007
Academic Year& Semester
Items
Academic Year 2005-2006 Semester 1
Academic Year 2005-2006 Semester 2
Academic Year 2006-2007 Semester 1
Academic Year 2006-2007 Semester 2
Number of Undergraduate
20690
20622
21112
21494
Number of Students Breaking Discipline in tests
36
33
27
22
Rate of Students Breaking Discipline in tests
%
%
%
%
Number of Students Taking Make-up Exam
11203
11404
11021
10530
Rate of Students Taking Make-up Exam
54%
%
%
49%
补考违纪作弊人数Number of Students Breaking Discipline in Make-up Exam
12
13
15
11
Rate of Students Breaking Discipline in Make-up Exam
%
%
%
%
In the aspect of passing the Postgraduate Entrance Examination:
Table Findings of the Rate of Passing Postgraduate Entrance Examination
Year of Graduation
Number of Graduates
Number of Postgraduate Enrollment
Admit Rate of Postgraduate
2005
4273
388
%
2006
5177
399
%
2007
5301
422
%
The overall admit rate of postgraduate seems very low, even with a downward trend, which is not commensurate with the University A’s reputation and status. Compared with the high admit rate of postgraduate and actually low employment rate of some famous universities, taking the Postgraduate Entrance Examination is one of the ways of “being employed”. Low employment rate proves that our graduates can not meet the needs of society, to some extent. One of the reasons why some of the graduates don’t taking Postgraduate Entrance Examination is that they are weary of learning long ago.
Findings & Statistics of Rate of Listening and Attendance Condition
In the second semester of academic year2006-2007, Teaching Supervision Department of each faculty held spot check on rate of listening and attendance condition of students. Results of the spot check can be seen in table .
12 Teaching Supervision Departments of 12 faculties held 272 times of spot checks totally. The rate of listening and attendance condition varies from faculty to faculty. The attendance rate is more accurate as the rate of listening condition is relatively vague and much harder to collect. But the overall situation is not very optimistic: the proportion that about half of faculties’ rate of listening and attendance overpass or equal to 90% is far less than 50%; the most typical number were % and 8%, a very low attendance rate; sometimes there were only 40 percent of students listening to their teachers. From spot checks we also found that some teachers with poor teaching standards were not very strict with their students, thus, student were relaxed or not attended. Even if restrained by discipline and sited in classroom, some students were chatting to each other, sleeping or doing their personal thing which has nothing to do with the courses. And in those classes with a high rate of listening and attendance condition, teachers were spiritual with high level of teaching standards, and their students were interested in what they were talking about. Teaching and learning atmosphere was active in this kind of classes and teaching effect is also beyond any doubt.
Table Findings of Spot Checks on the Rate of Listening and Attendance Condition
Faculty
Attendance Rate
Listening Rate
Times of spot check
The Highest Rate
Percentage of >90%
Percentage of（70-89）%
Percentage of <70%
The Lowest Rate
Times of spot check
The Highest Rate
Percentage of >90%
Percentage of（70-89）%
Percentage of <70%
The Lowest Rate
A
13
100
60
13
97
64
B
40
10
62
40
95
40
47
C
30
100
50
30
98
40
D
17
100
80
17
100
68
E
46
100
0
72
27
97
62
F
23
100
35
50
15
80
23
100
65
25
10
65
G
47
100
66
47
100
24
49
H
21
21
93
52
I
12
100
0
89
12
98
0
72
J
11
100
80
11
97
76
68
K
8
100
0
8
100
75
40
L
4
100
0
4
100
95
5
0
80
Total
272
272
Problems and Suggestions of Forums and Interviews
It is a consensus that University A achieved great progress during the preparing period of National Evaluation in 2005. However, in some respects, there are still shortcomings and problems. Some problems and shortcomings should be solved seriously and promptly. From this survey and teaching effect evaluation hold every semester, it is not difficult to find following problems.
1、Problems in Teaching Management
（1）Curriculum Set-up
The teaching programs of some majors were not fully discussed. Curriculum of these majors did not set up quite rational and have not been seriously executed. Curriculum arrangement of low-grades sometimes is very loose that students with bad self-management ability had nothing to do with the great amount of free time. On the contrary, curriculum arrangement of high-grades sometimes is so tight that undergraduates have to handle with busy classes instead of finding jobs, preparing for postgraduate entrance exam, make-up exams, etc.. Curriculum should not be arranged according to the needs of certain teacher, but base on educational needs. Besides, selective courses were not well arranged, too. Some courses had no proper textbooks or their textbooks were out of date...
（2）Teaching Arrangement
Large-sized class with more than 60 students is not convenient for teacher to give consideration to everyone, and that must lead to bad teaching effect.
（3）Management Regulations
Credit system seems lame. The management of one’s status as a student is confusing and punishment to student breaking regulation is lagged. Endless make-up examinations are equivalent to toleration, as there is a serious negative impact; taking notes for classroom attendance become formalism, especially for some large-sized classes, it’s extremely hard and unfair to take class attendance recorder.
（4）Atmosphere and Discipline of Taking Exam
Teachers did not carefully check the test paper; they cut down difficulty degree of exam deliberately by outlying key points or straightly using the test paper of previous years; examination diversification result in oversimplification; evaluation purposes are hard be achieved; supervision is not so strict that students who are cheating could escape from punishing. Bad atmosphere and discipline of taking examination cause bad habit of relying on lucky instead of ignoring knowledge accumulation at ordinary times.
（5）Management Mechanism
Management mechanism of teaching affair department and student affair department established in both levels of university and faculty is not well coordinated and functioned. Responsibilities of each other are not clear enough, and there are problems with communication between them. What’s more, the management mechanism unilaterally seeks for passing rate and employment.
（6）Practical Teaching
Internship here is hard to achieve the designed purpose of cultivation because of funding shortage, unfixed time and place, outmoded and limited training equipment, and focusing on the result rather than the process. Some experiments and practical trainings are hard to be carried forward as for some teachers are deficient in practical knowledge.
2、Problems of Teachers
（1）Training
Grass-roots level teaching and research activities becomes a mere formality, never or hardly do research on teaching method improvement; never or hardly teach or guide those young teachers the way to be experienced professor; young teachers generally reflected in the forums that they need training and help from experienced teachers; teaching and learning materials for teachers are limited.
（2）Morality and Conduct of Teacher
Some teachers’ words or behaviors in classes and out of classes are harmful for their students; some of them can not behave as a teacher; Some of them with big burden of teaching assignment and weak sense of responsibility are usually muddle through their work; some of them pay attention to scientific research only, never love teaching.
（3）Teaching Management of Teacher
Study atmosphere construction and student daily management is not tasks of conductors and Student Affair Departments only. The role of teacher as the first responsible person to class should be clarified. Teacher should take charge of organization, discipline, attendance rate of class comprehensively. Some teachers’ teaching ability need to be improved. They cannot urge students to stay in classroom only by taking attendance recorder. Many students wonder that how did those bad teachers gain the title of “professor” as they can not even teach.
（4）Teaching Evaluation
The system of teaching evaluation marked by student needs to be improved. It does not play its expected role in promoting teaching activity.
（5）Treatment
Teachers generally reflected in the interviews that there are great gap between their responsibility and income. The occupation of "Teacher" can not be both distinguished and admirable. Universities like that are too hard to retain the talent.
3、Problems in Student Education and Management
（1）Staff Allocation
Staff for student daily management is always part-time. These staffs have to be suffered from students’ daily affairs, as well as teaching, as for minimizing cost of human resources. Therefore, they are busy with heavy burden of tasks, little leisure time, less training opportunities. In addition to unimproved promotion policy and mechanism. This team of staffs is very instable.
（2）Management Mechanism
Different levels of student management departments usually operate with unclear duties, responsibilities, rights and flawed management system. Without fully communication, inter-departmental argument and prevarication occur from time to time. Efforts for study atmosphere establishment are deficient in long-term measures and persistence. Effective mechanism for study atmosphere establishment need to be innovated, in stead of strict self-study all day long and taking classroom attendance record in order to trap students in the classroom only. Reward and punishment system is easy to provoke into money worship and still have space to be improved, as its role in promoting learning motivation and inspiring aspiration is extremely limit. Besides, education of ideal, belief and mental health is ineffective and lag to some extent. There are problems with employment information system, too.
4、Problems in Campus Culture and Environment
（1）The shortage of high-level academic and cultural exchanges is not conducive to stimulate student’s interest in learning, to enhance and create an academic atmosphere on campus. A number of campus cultural activities were not well organized. In addition that those compulsory courses are usually held in conflict with these activities, as a result, it’s difficult for students to find time to participate in. Moreover, campus cultural activities need to be enriched.
（2）Campus environment requires to be optimized; infrastructure needs to be improved; and teaching resources demand to be enriched. Relevant departments should attach importance especially to unreasonable arrangement of the number of student hostels, to the purchasement of modern teaching facilities, to the insurance of basic teaching conditions, to the enrichment of library resources, and to resolve them in a timely manner.
5、Other Problems Existed in Family and Society
（1）Problems Existed in Family
The thinking and practice of spoiling children, getting everything ready for them are common understanding of most present parents. That leads to shortage of independence, autonomy, the ability to resist frustration, and psychological strength of their kids. After sending their children into university, parents are greatly relaxed in family education and supervision. The vast majority of parents had never been to school to contact with teachers or ask for the performance and learning achievement of their kids. They also place unrealistic expectation on their kids. Together with inappropriate family education and influence, it’s not strange that students study with serious psychological pressure as well as psychological inversion, and ultimately loose their study interest and confidence.
（2）Impact from Social Problems and Educational System
The impact of social problems, such as resource constraint, structural imbalance, different student quality, reform lags, brought about by higher education popularization, can not be ignored. The wrong direction of public opinion, unfair employment and employment mechanism, as well as undeveloped personnel evaluation mechanism affect college students’ learning concepts and interest orientation to various degrees.
Distinguishing Features and Causes of Problems above
Through the above investigation and statistical analysis, combined with a large number of other relevant literature survey, it is not difficult to work out the solution that there are problems indeed with study atmosphere of many present universities of China, including University A. The condition is really considerable.
Distinguishing Features of Problems above
Current study atmosphere of college student shows many new features:
1、Wide Involvement
Different from the previous condition, problems of study atmosphere nowadays have wider coverage. Some students with good performance also break down disciplines of classes; some are absent from classes that they hate or copy others’ homework; some are spending time in vain in normal times and seek for help at the last moment before test; some indulge in online chatting, games playing, shopping, entertainment and love affairs, pursuing for material enjoyment and mental stimulation, turning a deaf ear to their study instead of strive all their energy to it.
2、More Academic Failures
Everyone knows that learning is a hard mental task. Efforts must be made to achieve good results. However, under the influence of unsatisfactory study atmosphere, academic failures become more common among undergraduates. According to statistics over the past two years, the rate of student taking make-up exam is always above 50% in University A, which is a quite astonishing figure. And this figure will be much higher if teachers raise their requirement for drawing up and marking test papers. The students with good performance in the entrance examination still take make-up exam, what’s more, some of them fail to go up to the next grade or even come down to the last grade. Make-up exam becomes routine task for some students who aim to obtain credits through make-up exam which is usually much easier. They never seek to go forward. The state of muddling along is the key reason for more academic failures.
3、Students in Different Grade with Different Characteristics
University freshmen face with new environment, new goals, new knowledge driven force, but once they can not adapt quickly to the University study and life, their previous learning advantages will be frustrated by other students. Together with resentfulness for school and major, it is easy for them to lose learning enthusiasm. Condition for senior students is more or less the same. They are just close to graduation, and most of them are busy in finding jobs or going for further study. Under the influence of interest transference, it is easy for them to be relaxed in learning. For sophomores and junior students, they lost curiosity for knowledge which was very strong at the time when they became university students , meanwhile, it’s also very early for them to be in a sense of urgency, as there are one or two years for them to stay in the “ivory tower”. Without study enthusiasm, weak state must attack.
4、Students in Different Major with Different Characteristics
Considering major, no matter for students major in Science, Literature or Economics, once driven by traditional thinking of being equipped by professional skills, the more practical and specialized major they are major in, the more likely do they maintain relatively high study motivation. In contrast, those who’s major is much more basic and widely-applied are probably being trapped in awkward situation of being unfit for a higher post but unwilling to take a lower one, therefore their learning motivation will be hard to last for comparatively long time.
5、Students in Different Economic Backgrounds with Different Characteristics
Students from poor families are much likely to be eager to change the status quo by hard study, as for a sense of distress, a sense of self-accusation, a sense of commitment and a sense of pressure. Therefore, students with poor economic backgrounds often have surprising and everlasting willpower. Of course, there are many losers who cannot overcome poverty and abandon their study. On the contrary, students from relatively wealthy family are much likely to be satisfied with the status quo, as for relatively weak sense of distress, sense of self-accusation, sense of commitment and sense of pressure. Therefore, students with good economic backgrounds are much harder to keep forging ahead and eventually abandon their study.
6、Teachers and Students are Both Dissatisfied with Each Other
Teachers often complain about negative response and bad performance in class of some students; at the same time, students also complain that a part of teachers are not dedicated enough on teaching, and grumble over out-of-date teaching content and inappropriate teaching methods.
7、Aggravated Mentality conflicts
Many students still do not want to study hard even they feel that learning competition becomes more and more fierce and employment pressure becomes more and more great. They want more spare time from school, but the majority of them cannot well arranged their time as for poor self-learning and self-control ability. They are eager to learn useful knowledge, but the situation of attendance rate and listening rate is not satisfactory...
Reasons of the problems that mentioned above are from many aspects. They are not only from school, family, society, but even from students themselves.
Causes of Problems above
Since 1990s, as China's transformation from planned economy to market economy, competition mechanism has been introduced to all sectors, including colleges and universities which seems far away from the hubbub of city life. Confront with both challenges and opportunities of social reality, undergraduates, the God love, should be more serious to their study because of the sense of urgency and crisis, but the reality is as astonishing just as above. It’s easy for us to imagine the whole condition of study state of most university students nowadays from case study above. We can conclude that lack of study motivation is not just individual case of University A, and factors are as follow:
1、Factors of Students
Individual characteristics, like emotion, will, attitude, experience, interest, values and health condition, will all have impact on learning motivation.
（1）Imbalanced Personality Structure
In accordance with Freud's theory of personality structure, personality is formed of id、ego and superego. Before entering into university, id, which base on a simple principle of happiness, is in suppression. After entering into college, under the relaxed external pressures, several college students can not set new goals for the future and feel like living in the darkness. At that time, superego, on behalf of rational strength, is in a very weak state and is difficult to restrict the impulse of id. In the meantime, id, which follows the principle of self-reality, is in development. Coupled with liberal self-management, ego that lacks of restrain and control from superego, almost fulfilled whatever id asked for. This condition reveals unscrupulous and powerful strength of id, and ultimately manifests as learning interest transference, weak self-control ability and intention shortage.
（2）Unreasonable Ways to Release Pressure
Pressures of employment, learning and examination form excessive anxiety. Students with excessive anxiety appears anxious, stiff, stubborn, inefficient, and in a pensive mood. They may be reluctant to learn, by using method that cost so much time and energy, or in evasive and regressive attitude. They are more probable to drop in learning in guilt, thus, anxiety increased. In long term, that leads to vicious cycle and affects mental and physical health. That is easy to lead to functional decline in sensory activities, distraction, thought retardation, emotional irritability, depression, irritability, drowsy, and result in increased errors, decreased study interest and inefficiency, eventually bring about serious psychological imbalance.
（3）Improper Goals
Objective is the main study driving force for college student. The level of the objective should fit one’s own condition and intelligence. It is not good for learning if objective set impractically. If vision and expectation deep in heart go beyond one’s actual quality, he or she will be too hard to focus on appropriate learning evaluation standards. A gap between the target and the reality then emerges and leads to imbalanced self-judgment, as well as self-deny, finally, harms motivation.
（4）Narrow-minded Motivation
Under the influence of utilitarian thinking of the society, a number of university students are lack of social responsibility. All of their study purposes are about realization of personal value. In dealing with the relationship between individual and society, they always emphases on individual, paying more attention to personal benefit acquisition, scarcely thinking about the responsibility for social development. Thus, the sense of social responsibility of college students are weakened and deviated from the learning objectives greatly.
（5）Deficient Study Interest
A considerable number of students who knew little about the major they selected the so-called hot major blindly or obeyed adjustment of enrollment reluctantly, before entering into university. When graduate in the severe employment situation, they feel themselves inferior and frustrated, eventually bound to lead to motivation shortage.
2、Factors of Education System
Factors of Education System can be categorized into the following contradictions:
（1）Contradiction exists in the independent employment or becoming useful person and the sense of social responsibility cultivation. The problem of what kind of job to take and what kind of talent to be is more independent than it was before, as for college enrollment and employment reform. Such changes gradually reduce the weight of the idea of learning for fulfilling the needs of the party and the country, in students’ mind. The trend of such reforms advocates and promotes college students to rely more on their own to strive to be talent. But like a coin with two sides, the trend of such reforms also decreases students’ responsibility to the state and society.
（2）Contradiction exists in previous education mode and requirements of university study. Examination-oriented education mode in primary and secondary school led students and their parents setting university as the only goal to be successful. Once realized, students will be in an ideal vacuum and parents will be careless about their kids. As every growing step was chosen by teachers or parents, students are lack of ability of self-design and self-planning. They are hard to maintain new impetus. Their ideas are just pacing up and down in a free state, and it is too hard for them to adjust to university study and life. Some students are much accustomed to be regulated by other people than by themselves. This condition was formed so early in previous education mode that students’ ability of self-control had not been well trained. Under this circumstance, many students spend time in vain and abandon their studies. Most of contemporary college students was growing up smoothly, rarely encountered any suffering and failure. When frustration occurs, they will escape, prevaricate, or give up. Some of them will even suffer from psychological deformity as for enormous pressure from competition.
（3）Contradiction exists in multi - element valued and main theme ideological education. By the impact of various social trend of thought, the values of undergraduates are diversified. Students are pursuing not only for values of collectivism and communism that advocated by the state and school. In addition that present ideological and political education methods need to be innovated, and the content need to be more practical, difficulties are posed to patriotism, collectivism, socialism, as well as main theme education for undergraduates.
（4）Contradiction exists in growing number of students and limited teaching resources. In recent years, colleges and universities speed up the educational popularization. Because of limited human resources and abundant teaching assignment have to be implemented, requirements for selection, appointment, assessment of teacher, especially for some young teachers, are less restricted. Some fresh graduate teachers directly give lectures to students without being teaching assistants; some are even teaching 2 or 3 subjects in the same semester; most of them are so hard to get education and training opportunities timely that their teaching ability improved slowly. As a result of teaching resources limitation, many courses can be held in large-sized classes only, and teaching quality is difficult to ensure. As for structural imbalance, some majors that are incompatible with the social development demands are keep enrolling year after year. Many students major in this kind of majors will face the risk of unemployment after graduation. How can they raise their study interest? Besides, different student qualities will not only increase teaching difficulties, but also reduce teaching efficiency and overall performance of students. Students’ needs are far from implementing as for lagged teaching reform, obsolete teaching content, and ineffective stimulation. Meanwhile, teachers are also not content with teaching as for low income, limited develop space, lack of academic atmosphere and imperfect evaluation mechanism.
（5）Contradiction exists in the relationship between student and teacher. From the viewpoint of lifelong education and knowledge development, teacher’s responsibility will divert to inspire thinking and cultivate lifelong study ability more and more, rather than knowledge dissemination. However, as most teachers are bearing the burden of work and livelihood, it is nearly impossible for them to communicate with students and mark their homework after class. Teaching and research are out of touch. Teachers of high level can hardly come to the front desk of teaching and management. Students are hard to obtain academic guidance and motivation; intrinsic motivation is hard to be raised to a higher level. There are event a small number of teachers, without a strong sense of responsibility, paying no attention to the performance of students, exerting poor management on examination halls and fostering the spread of bad study atmosphere ... In reality of teaching management exists many inharmonious factors.
（6）Contradiction exists in regulation formulation and implementation. In the process of management, university managers formulate many regulations which play a positive role in promoting and encouraging students to study hard, and to constraint their behavior. These regulations equal to law for cultivation, education and management. However, the condition of conducting without law or without considering the law is prevalent in many colleges and universities. It is harmonious on the surface, but that will result in greater disharmonious. Reasons that bring about difficulty in study atmosphere amelioration are imperfect management system, make-up system, teaching evaluation system and ineffective management.
3、Factors of Family
Family seems like a factory creating personality of people. Reasonable expectation, attention and cultivation of family have a direct impact on study motivation of children. Different types of family environment have different kinds of impact on the formation of individual personality and future development. Individual's curiosity, self-esteem, independence, self-control, as well as attitude toward difficulties and work have undeniable relationship with family environment. The economic status, political status of family, social relationship of family members, attitude to life, behaviors of parents, education method and expectation towards children have direct impact on the psychological conditions and learning attitude of children.
4、Factors of Society
（1）Social Expectation
Higher education has become an important channel for self-perfection, and has become a focus of concern. Therefore, it has been given a lot of inappropriate expectations. The community expects higher education to be a factory that produce talent and advanced technology; colleges hope the students to be equipped with all-around quality; parents wish their children to become successful. These expectations and awareness, which play the role of evaluating universities, giving directions to education, compelling students, form an invisible pressure for universities and their students, and make education and study to be an assignment of the whole society. So the learning objectives, options, interest and input of students are disturbed by all aspects of factors. These factors will also do harm to the enduring development of students’ study motivation, what’s more, do harm to the growth and success of them.
（2）Employment environment
Although two-way oriented employment policy enhance the enthusiasm of job choosing, the study enthusiasm of college students is also affected by factors of negative social trend, unformed satisfactory social atmosphere of respecting to knowledge and talent, unimplemented labor employment system, imperfect employment mechanism, unreasonable and unfair phenomenon existed. As a result, some university students study selectively or regard learning as useless. Then, emotional weariness breeding.
（3）Social atmosphere
During the period of transformation from the planned economy to the market economy, unhealthy social climate of money worship, hedonism, utilitarianism, individualism, integrity deficiency and emotional impetuous have been popularized widely. That left a deep imprint on moral values and value orientation of college students.
Chapter 4 Undergraduate Study Motivation Improvement Project Planning for University A
Participation Analysis
In order to comprehensively analyze issues that above, and project plan of improving undergraduate study motivation be accepted by stakeholders, deputies of student, family, university and society, which have impact on undergraduate study motivation, should be involved in the following research, based on the previous analysis. That is the only way to ensure the practicality and maneuverability of the research. In this case, participants should include: representatives of students, leaders and staffs working in the relevant social departments, teachers, as well as representatives of parents. Integrated over the views of these participants, the following project planning process will have strong practicability and maneuverability.
Table Participation Analysis on Undergraduate Study Motivation Improvement Project of University A
Participant
Content
Student
College
Parent
Society
Characteristics
Between 17 to 25 years old; with strong thirst for knowledge; acquire certain learning methods and amount of basic knowledge.
Background: a comprehensive multi-disciplinary university with long history.
Varying economic conditions, different education level and concepts.
Management agencies or employers
Topics of interest
Interested in the knowledge that are interesting and will be useful in the future.
Training all-round developed and high-qualified talent.
Think highly of their kids.
Providing strong support to talent cultivation.
Problems
Limited Knowledge and abilities; lack of the ability of self-control and self-management; too easy to be affected by distractions.
Talent education mode needs to be improved; capacity of cultivating talent, especially outstanding talent needs to be improved.
Unrealistic expectations; generally can not give guidance to their kids in study; too far away from school to supervise kids; limited communication with the school.
Fund and policy support; unchangeable impact from inherent social thought; other social problems.
Advantages
Physiologically in the best period of study; received systematic education; without burdens of work and family; acquire certain learning methods; with certain experiences available for direct use.
A comprehensive multi-disciplinary university with long history, scientific idea of running school, highlighted characteristics and rich experience.
Deep love for their children; life experience; acquiring a certain amount of educational and social resources.
Policy-makers; have the advantage of human resources, material and information.
Impact
Intrinsic factors of study motivation
Extrinsic factors of study motivation
Extrinsic factors of study motivation
Extrinsic factors of study motivation
Problem Analysis
Problem Identification
In this case, problems that lead to unsatisfactory study atmosphere of University A can be listed as follow:
部分黑体强调：
A Problem List of Student
unsatisfactory intrinsic environment of student
lack of study motivation (core)
immature learning value
bring about heavy social burden
too dependent on education model of family and middle school
different habits
eccentric and arrogant
poor communication ability
idealized view of college life
lack of interest in learning
low levels of achievement motivation
poor self-learning ability
poor self-stimulation ability
poor interpersonal relationships
poor environmental adaptability
great mental stress
emotional weariness
bad health
bad mood
dangerous to the society
bad habits
transferred learning interests
disconcentrated
absent from class
down going performance
inferiority
usually take make-up exam and fail to go up to the next grade
heavier family financial burden
hard to graduate and find job
B Problem List of University
unsatisfactory environment of
university hardware
unsatisfactory environment of
university software
unsatisfactory quality of teacher and manager
lack of capital investment
shortage of teaching experience communication and training
college expansion
limited chance for further education and training
limited personal moral quality
unscientific evaluation mechanism
heavy family burden
low salary
deficient teaching management facility
limited teaching resources
unsound teaching management regulations
unsound study evaluation system
unscientific training model
weak academic atmosphere
limited individual capacity
lack of sense of responsibility
lack of professionalism
C Problem List of family
unsatisfactory family atmosphere
doting
tired of education
lack of proper guidance
unrealistic expectation
limited economic condition
lack of model demonstration
limited education and experience
old-fashioned education concept
D Problem List of the society
unsatisfactory social environment
disharmonious job market
unscientific evaluation standard of the talent
imperfect human resource system
unformed atmosphere of Respect for knowledge and the talent
wrong direction of public opinion
policy and funding gap
Problem Tree and Core Problem Identification
Around the list of issues that mentioned above, participants involved investigated repeatedly and eventually found that the core issue is: lack of study motivation. Corresponding causes and results of the core issue form the problem tree of Figure -(1-5).
Figure -1 Problem Tree of Student
Figure -2 Problem Tree of University
Figure -3 Problem Tree of Family Figure -4 Problem Tree of Society
Figure -5 Problem Tree as a Whole
Figure Problem Matrix（ellipsis）
In problem tree, the positions of issues do not reflect their importance, but only reflect the cause-effect relationship. Among the various problems, some problems are relatively more important to the core issue, while others are relatively minor. Identification and determination for the importance of the issues can be oversimplified by using problem matrix. That means to take cause-effect relationship into account when analyzing problem matrix, and issue with the highest scores is the core issue. As in figure , problem with the highest score is the core problem --- lack of study motivation. This core issue is the key and "bottleneck" of the worrisome study atmosphere of University A. Grasping the core problem equals to grasping the key of the whole problem.
In addition, problem analysis also helps us to identify the core issue of problem list of each participant:
Core Problem of Student Problem List:
Unsatisfactory intrinsic environment of student
Core Problem of University Problem List:
unsatisfactory environment of university hardware
unsatisfactory environment of university software
Core Problem of Family Problem List:
unsatisfactory family atmosphere
Core Problem of Social Problem List:
unsatisfactory social environment
Potential Analysis
A Advantage List of Student:
Physiologically in the best period of study
With systematic education background
Without burdens of work and family
Certain scientific study habits and methods
B Advantage List of University A:
University A is a comprehensive multi-disciplinary university with long history. With the current 21 faculties (schools), covering the fields ranging from science, engineering and economics to management, arts, law and education, it offers a complete list of degree programs including PH. D., MS., MSEHG., MENG, MA, BS, BSENG and BA, as well as other programs including post-doctor, preparatory, continuing education, vocational training and Chinese language training for international students. It is one of the well-known universities in china with a large scale, and won the national "Outstanding Undergraduate University" in recent years.
C Advantage list of family:
Selfless love for their children
Attention to their children's education
Wealth life experience
Educated well or to some extent, with certain social resources
A certain degree of economic foundation
D Advantage list of society
Stable economic environment and healthy social environment
Policy-makers
Human resources and material advantage
Information superiority
Project Plan
Objective Analysis
The hierarchy of problems (problem tree) can be transformed into a hierarchy of objectives (objective tree) and the set of objectives are analyzed. For example, the problem of “weak self-stimulation ability” can be transformed to the objective of “enhancing self-stimulation ability”. All the problems in problem tree should be transformed to objectives, pay attention that all the objectives should be feasible and operated practically. In objective analysis, the problems worked out in problem analysis should be checked again for their description and content. If the problem is not well described or it is vague, a problem reanalysis should be taken under the method of participation analysis. After the procedures above, problem tree can be transformed to objective tree directly, like Figure -(1-5)
Figure -1 Objective Tree of Student --- Project Group A
Figure -2 Objective Tree of University --- Project Group B
Figure -3 Objective Tree of Family --- Project Group C Figure -4 Objective Tree of Society --- Project Group D
Figure -5 Objective Tree as a Whole
After logical analysis, study on objective tree will be conducted among project group and teams involved in using participation analysis. Categorizing similar objectives into a group forms an objective group. An objective group is a project group.
Subproject ——改为Subproject
Project Group A: Project Group of Improving Intrinsic Environment of Student
1、Scientific Modern Study Value Establishment Subproject
2、Achievement Motivation Improvement Subproject
3、Self-study Ability Improvement Subproject
4、Self-encouragement Improvement Subproject
5、Social Interaction Coordination Ability Improvement Subproject
6、Adaptability Improvement Subproject
Project Group B: Project Group of Improving Environment of University (University A)
1、Teaching Staff Construction Subproject
2、Proper Enrollment Scale Stabilization Subproject
3、Teaching Management and Regulation Execution Improvement Subproject
4、Study Evaluation System Improvement Subproject
5、Education Mode Reform Subproject
6、Campus Atmosphere Improvement Subproject
7、Teaching Material and Facility Enrichment Subproject
Project Group C: Project Group of Improving Environment of family
1、Parent Education Concept Improvement Subproject
2、Parent Education Ability Improvement Subproject
3、Family Atmosphere Improvement Subproject
4、Economy State Improvement Subproject
Project Group D: Project Group of Improving Environment of society
1、Policy and Fund Support Subproject
2、Harmonious Employment Market Construction Subproject
3、Scientific Talent Evaluation Standard Establishment Subproject
4、Personnel Policy Improvement Subproject
5、Knowledge and Talent Respect Atmosphere Improvement Subproject
Project Description
Project Group of Improving Intrinsic Environment of Student
1、Scientific Modern Study Value Establishment Subproject
Modern Study Value in the 21st century asks college students to learn how to study, which is one of the purposes of modern education, the basic ability college students must be equipped, as well as a new learning concept. It raises a higher demand for college students nowadays.
Strong and everlasting study motivation derives from one’s steadfast faith and proper view of the world, life, value and study. One cannot acquire inexhaustible power and study consciously, automatically and independently unless realizing the responsibility of family, society and the country.
2、Achievement Motivation Improvement Subproject
Achievement motivation is a drive for people to acquire success. It’s an internal drive and inspiration for study promotion, a necessity of ongoing study.
3、Self-study Ability Improvement Subproject
Self-study is one of the important educational topics of today. On the area of curriculum theory, cultivating students’ self-learning ability is regarded as an important curriculum goal; in the field of teaching theory, self-study is regarded as a significant teaching method; and in the field of learning theory, self-study is regarded as an effective learning method.
Ability of self-study is not only conducive to improve academic performance of students but also the basis of their life-long learning and development.
4、Self-encouragement Improvement Subproject
Failure and frustration would cut down achievement motivation unavoidably. A high-level of self-encouragement maintains a high-level achievement motivation and self-appraisal.
5、Social Interaction Coordination Ability Improvement Subproject
College life is collective. Well relationship and benign competition among classmates would exert beneficial influence on students; otherwise, distract their attention from study, make them in bad mood, and lead to serious mental illness.
6、Adaptability Improvement Subproject
The learning environment, contents and methods in university are different from that in middle school. Well adaptability would help student to arrange college life properly and inspire everlasting study motivation.
Project Group of Improving Environment of University (University A)
7、Teaching Staff Construction Subproject
The group of teaching staff is the mainstay of good colleges and universities. It’s an important force for socialism education. Strengthening the construction of teaching staff is the fundamental guarantee for achieving college training objectives, the key to enhance the quality of education, the decisive factor to advance the quality of education and academic standards. At the same time, university teachers are also the model for students to learn from, and the window for students to know the real world from.
8、Proper Enrollment Scale Stabilization Subproject
College enrollment scale should be suited to differing conditions in terms of locality. Proper control of enrollment growth rate and relatively stable enrollment will help to concentrate necessary financial resources, to improve teaching conditions, and to optimize the education environment. Stabilize enrollment scale will also be conducive to restructure professional disciplines and deepen the reform of personnel training model. It will be conducive to solve current problems and questions, especially to ease the pressure on the employment of college graduates, so as to achieve the sustainable development of higher education.
9、Teaching Management and Regulation Execution Improvement Subproject
Whether strict or not, the teaching management and regulation execution is a direct factor that affects student study motivation. Some college students are not used to the free management style of university, in addition to low level of self-control, high learning pressure, as well as attracting no attention when breaking down disciplines, it’s easy for them to be suffered from vicious circle and lost study interest.
10、Study Evaluation System Improvement Subproject
Scientific assessment and efficacious evaluation system are necessary. Scientific study evaluation is an efficient way for students to evaluate how firm they master the knowledge and to clarify confused concepts. One of its functions is feedback. Obviously, undergraduates will be stimulated to study hard to achieve higher praise and become interested in learning in the process of taking exams.
11、Education Model Reform Subproject
Education model refers to a series of teaching processes; under the guidance of a certain educational thoughts and ideas consist of education targets, objectives, contents, methods, approaches, quality evaluation criteria and so on. Modern education thoughts and ideas stand for student-oriented and all-round development of knowledge, ability, as well as overall quality of student. They also center on study and advocate reform of curriculum, major setting, as well as textbook system. Students are cultivated to be equipped with the skills of learning and lifelong learning ability under the guidance of modern education thoughts and eventually, their study effectiveness and motivation will be improved.
12、Campus Atmosphere Improvement Subproject
Well campus atmosphere and healthy college culture will exert a subtle influence on students. The meaning of creating a well campus atmosphere can be expressed as "one embodiment", "two promotion" and "three enhancements". “One embodiment” stands for embodying the idea of people-oriented; "two promotion" stands for promoting the quality of teaching and scientific research; "three enhancement" stands for enhancing culture quality, visibility, as well as social radiation function of university.
13、Teaching Material and Facility Enrichment Subproject
Abundant teaching material enhances teaching facilities, advanced technology and latest knowledge more accessible to teachers to make their classes more knowledgeable, interesting, practical and attractive. Improving the running condition of schools, raising the utilization ratio of modern teaching methods will act upon study interest of students to some extent.
Project Group of Improving Environment of family
14、Parent Education Concept Improvement Subproject
Family education is the starting point and the cornerstone of life-long education. The 21st century is an era of knowledge-based economy, thus we are in a fierce worldwide competition of science, technology and talent. Changing the concept of family education, exploring the law of modern family education is necessary for ensuring the healthy growth of University Students.
15、Parent Education Ability Improvement Subproject
Education is a creative work. It requires parents to be equipped with strong educational capacity, a certain amount of knowledge in educational theory and proper education methods. It also requires educators to be acquainted with physical and mental development law and education law. Of course, parents are not possible to be equipped with strong educational capacity at once, but what they have to do is try their best to be equipped like that, and keep on learning through continuous practice.
16、Family Atmosphere Improvement Subproject
Democratic, equal and harmonious atmosphere would help to unite family members and transform parents’ request to study motivation of children, whereas parents would have little impact on their kids under an autocratically, strained and conflictive family atmosphere.
17、Economy State Improvement Subproject
Good economic condition would be a great material support for study; bad family condition would pile both psychological and economic pressure on children and distract them from learning.
Project Group of Improving Environment of society
18、Policy and Fund Support Subproject
Education is the main force for economic development and social progress, therefore, higher education is regard as valuable resources and wealth. All of these views have gradually become a society-wide consensus. The Party and governments give great policy and funding support to education. Advocated and promoted by the Central Government, local governments and all parts of society also concern about and support the development of higher education positively, providing effective policies and strong funding support for education reform and development.
19、Harmonious Employment Market Construction Subproject
With a comprehensive market-oriented trend of university student’s employment, under the effect of competition mechanism, job market of undergraduates unavoidably face to many disharmonious factors. Market defects, like imbalanced supply and demand, structural uneven, out-of-control production and marketing, bring about market crisis and challenge, and lead to insufficient study motivation. To build a harmonious employing market, interaction and cooperation between all levels of government, universities, employing units and university graduates should be actively promoted. And employing market management models, which will well match the reform of higher education management, promote the harmonious and continuous development of undergraduate’s employment, should be formed and improved.
20、Scientific Talent Evaluation Standard Establishment Subproject
Establishing scientific talent evaluation standard asks for comprehensive, rational understanding of the talent market. We should break down the bond of old education concept, set up criteria for reasonable knowledge and ability structure of all kinds of talent. One-side pursuit for "pragmatism" and "utilitarian" will frustrate initiative of talent training.
21、Personnel Policy Improvement Subproject
Unhealthy social climate are main reasons for students’ lack of study motivation. New personnel policy that fit for the demands of market economy has not fully set up. Crony leads the point of view that some college students regard reading as useless, and gives rise to emotional weariness.
22、Knowledge and Talent Respect Atmosphere Improvement Subproject
Talent is the core of education. Advocating an atmosphere of knowledge-esteem, implementing positive cultivation policy and creating a harmonious environment will greatly benefit the talent.
Alternative Project Analysis
Using AHP to analyze the factors of undergraduate study motivation, we should follow processes below:
（1）Define problems, and build indicator system;
（2）Establish hierarchy structure. Build up hierarchy structure according to problem analysis, the highest hierarchy: goal; the middle hierarchy: criteria; and the lowest hierarchy: alternatives (indicators), as depict in Figure .
（3）Make pairwise comparisons
Delphi Method was used in this research. In order to collect data according to the principle of participation, we chose representatives of students (with different performances), university A (1 manager with the title of professor from student affair, 2 conductors with the title of lecturer, 2 teachers with the title of assistant professor, and they are study in different fields like Education, Management, Sociology, Economics), parents (with different educational background) and managers of some enterprises to be our stakeholders.
（4）Synthesize judgments —— the process of calculating the priority of each criterion in terms of its contribution to the overall goal.
（5）Check for consistency---a key step in making pairwise comparisons, testing for the consistency of the pairwise judgments. We can measure the degree of consistency, and revise pairwise comparisons if unacceptable.
It should be noted that, in the process of anonymous scoring, experts repeated for four times. As for the main participants, representatives of school and students, stayed in opposite standpoint from beginning to end and maintained different ideas about the sequence of subprojects, we got two different results after the second round of anonymous scoring. From the viewpoint of supporters of the school, the reason that students’ are lack of study motivation is due to their learning concept and attitude. From the view point of supporters of undergraduates, the reason lies in various disadvantages exist in the education system. Let’s show you the result after the second round:
viewpoint of supporters of undergraduates
viewpoint of supporters of the school
Teaching Staff Construction Subproject
Scientific Modern Study Value Establishment Subproject
Education Mode Reform Subproject
Achievement Motivation Improvement Subproject
Campus Atmosphere Improvement Subproject
Education Mode Reform Subproject
Scientific Modern Study Value Establishment Subproject
Self-study Ability Improvement Subproject
Self-study Ability Improvement Subproject
Teaching Staff Construction Subproject
Parent Education Concept Improvement Subproject
Self-encouragement Improvement Subproject
Achievement Motivation Improvement Subproject
Parent Education Concept Improvement Subproject
Parent Education Ability Improvement Subproject
Campus Atmosphere Improvement Subproject
Self-encouragement Improvement Subproject
Parent Education Ability Improvement Subproject
Teaching Management and Regulation Execution Improvement Subproject
Policy and Fund Support Subproject
Policy and Fund Support Subproject
Teaching Management and Regulation Execution Improvement Subproject
Teaching Material and Facility Enrichment Subproject
Adaptability Improvement Subproject
Adaptability Improvement Subproject
Teaching Material and Facility Enrichment Subproject
Study Evaluation System Improvement Subproject
Social Interaction Coordination Ability Improvement Subproject
Harmonious Employment Market Construction Subproject
Harmonious Employment Market Construction Subproject
Proper Enrollment Scale Stabilization Subproject
Study Evaluation System Improvement Subproject
Social Interaction Coordination Ability Improvement Subproject
Family Atmosphere Improvement Subproject
Family Atmosphere Improvement Subproject
Scientific Talent Evaluation Standard Establishment Subproject
Scientific Talent Evaluation Standard Establishment Subproject
Proper Enrollment Scale Stabilization Subproject
Economy State Improvement Subproject
Economy State Improvement Subproject
Personnel Policy Improvement Subproject
Personnel Policy Improvement Subproject
Knowledge and Talent Respect Atmosphere Improvement Subproject
Knowledge and Talent Respect Atmosphere Improvement Subproject
After the forth round anonymous scoring and intense discussion among participants, all of the viewpoints entered into consensus. Although the improvement of undergraduate study motivation depends on the stimulation of student intrinsic motivation, and the extrinsic motivation will take effect through the intrinsic motivation, practices and experiences still tell us that university should play a part in education and take the responsibility of talent cultivation. Experts considered that teachers should stir up students by personal example, verbal instruction, unobtrusive influence, and pass on scientific modern study value to them throughout day-to-day education. Based on this, after four-round anonymous scoring and opinion convergence, we worked out table to (Sample scoring sheet can be seen in Annex III)
That formed Table.
Table Goal
Apt. A1
Apt. A2
Apt. A3
Apt. A4
W1
Apt. A1
1
2
5
7
Apt. A2
1/2
1
3
5
Apt. A3
1/5
1/3
1
2
Apt. A4
1/7
1/5
1/2
1
λmax= = = =<
Table A1
Apt. B1
Apt. B4
Apt. B2
Apt. B3
Apt. B5
Apt. B6
W2
Apt. B1
1
2
4
4
7
8
Apt. B4
1/2
1
3
3
6
7
Apt. B2
1/4
1/3
1
2
5
5
Apt. B3
1/4
1/3
1/2
1
4
5
Apt. B5
1/7
1/6
1/5
1/4
1
2
Apt. B6
1/8
1/7
1/5
1/5
1/2
1
λmax= = = =<
Table A2
Apt. B7
Apt. B8
Apt. B9
Apt. B10
Apt. B11
Apt. B12
Apt. B13
W3
Apt. B7
1
2
4
5
5
6
8
Apt. B8
1/2
1
3
4
4
5
7
Apt. B9
1/4
1/3
1
3
3
4
6
Apt. B10
1/5
1/4
1/3
1
2
2
4
Apt. B11
1/5
1/4
1/3
1/2
1
2
4
Apt. B12
1/6
1/5
1/4
1/2
1/2
1
3
Apt. B13
1/8
1/7
1/6
1/4
1/4
1/3
1
λmax= = = =<
Table A3
Apt. B14
Apt. B15
Apt. B16
Apt. B17
W4
Apt. B14
1
2
5
7
Apt. B15
1/2
1
3
5
Apt. B16
1/5
1/3
1
2
Apt. B17
1/7
1/5
1/2
1
λmax= = = =<
Table A4
Apt. B18
Apt. B19
Apt. B20
Apt. B21
Apt. B22
W5
Apt. B18
1
3
4
5
7
Apt. B19
1/3
1
3
4
5
Apt. B20
1/4
1/3
1
3
4
Apt. B21
1/5
1/4
1/3
1
3
Apt. B22
1/7
1/5
1/4
1/3
1
λmax= = = =<
Table Weighs of alternatives relative to criteria
Criteria
A1
A2
A3
A4
Weighs of alternatives relative to criteria
Order
W1
Alternatives
W2-W5
B1
3
B2
4
B3
7
B4
10
B5
14
B6
17
B7
1
B8
2
B9
4
B10
7
B11
9
B12
13
B13
16
B14
6
B15
11
B16
18
B17
20
B18
12
B19
15
B20
19
B21
21
B22
22
According to calculation above and check for consistency, final result of alternative project analysis is:
Teaching Staff Construction Subproject
Education Mode Reform Subproject
Scientific Modern Study Value Establishment Subproject
Achievement Motivation Improvement Subproject
Campus Atmosphere Improvement Subproject
Parent Education Concept Improvement Subproject
Self-study Ability Improvement Subproject
Teaching Management and Regulation Execution Improvement Subproject
Teaching Material and Facility Enrichment Subproject
Self-encouragement Improvement Subproject
Parent Education Ability Improvement Subproject
Policy and Fund Support Subproject
Study Evaluation System Improvement Subproject
Adaptability Improvement Subproject
Harmonious Employment Market Construction Subproject
Proper Enrollment Scale Stabilization Subproject
Social Interaction Coordination Ability Improvement Subproject
Family Atmosphere Improvement Subproject
Scientific Talent Evaluation Standard Establishment Subproject
Economy State Improvement Subproject
Personnel Policy Improvement Subproject
Knowledge and Talent Respect Atmosphere Improvement Subproject
Feasibility Study of the Alternative Subproject
What should be noted is that caring out teaching staff construction cannot solve the systematic problem of improving study motivation of undergraduate thoroughly. On the contrary, through the front problem analysis and objective analysis we can easily conclude that the only way to fundamentally improve the situation is to develop and implement the above-mentioned 22 items. Due to limited space of this research, we can only take the alternative project --- Teaching Staff Construction Subprojects as an example to show the application of ZOPP methods and its core procedure from project plan to monitoring and evaluation. We hope the plan of alternative subproject can provide a theoretical framework and guidance to the implementation of other 21 subprojects in the future.
Definition of Teaching Staff Construction
Teachers and staffs of colleges and universities are referred to teaching staffs. From broad sense of view, teaching staff includes teacher of teaching and research series, teachers of ideological and political education series, administrator, staff of experimental series, staff of library series, other staffs (such as staffs in engineering, accounting, hospital, logistics, etc.). The teacher of teaching and research series will be discussed only in this research.
The assignment of teaching staff management and construction is wide-ranged and multi-linked. It’s not single, isolated, but rather complex. It includes works of brain gain, training, assessment, mobility, promotion, reward, punishment, as well as relevant regulations and policies establishment. In this research, management and construction of teaching staff will be discussed.
Necessity of Teaching Staff Construction
The fundamental task of university is talent cultivation. Whether talents can be trained batch after batch to devote to and achieve national growth is determined by the educational capacity and quality of teaching staff. Comrade Deng Xiaoping once pointed out: "whether the graduates can be workers qualified all-round-developed capacity, socialism consciousness and cultural knowledge lies in the quality of teacher." Visibly, teaching staff construction is an urgent strategic task in college construction. It plays a significant role in the realization of the strategy of invigorating the country through science, technology and education, and in accelerating the pace of economic development.
First of all, to strengthen the teaching staff construction is an inevitable requirement for the implementation of the strategy of invigorating the country through science, technology and education. In 21 century, the world has entered the era of knowledge economy with marks of technology revolution and innovation. Comprehensive national strength competition that center on high-tech competition and talent competition becomes more and more fierce. Faced with profound changes in international situation, the Party's Central Committee puts forward a timely strategy of invigorating the country through science, technology and education, thus ushered a golden era for the development of higher education. World Bank Development Report pointed out that about 64% of the current world's wealth is composed of human capital (intellectual capital). The success of knowledge economy development and implementing the strategy of invigorating the country through science, technology and education is determined by talent. However, teaching staff is the main body and head resources of the construction of higher education. The competition strength of a university stems from teaching staff, student, construction and other aspects, while the teaching staff is the key. "High-qualified students can only be cultivated when they have first-class teachers; the high standard construction level of university is unimaginable without the high level teaching staff." Generally, high-qualified first-class universities are bound to have a team of teachers with advanced standard, which means developed higher education and talent advantages. In this condition, colleges and universities will strive for an initiative status in achieving the strategy of invigorating the country through science, technology and education.
Secondly, strengthening teaching staff construction is an inevitable requirement of knowledge economy era. Under the conditions of knowledge economy era, economic growth has changed essentially and technological content of economic growth increased. That means variation of industrial structure, employment structure and acceleration of occupational changes, knowledge renewal, as well as education modernization. These factors pose a great challenge for overall quantity and quality of teacher.
Finally, strengthening teaching staff construction is an inevitable requirement of higher education reform and development. The Educational Reform and Development Program of China clearly pointed out: “the hope of national revitalization lies in education, and the hope to revitalize education lie in teachers. Build up a team of teaching staff equipped with all-round quality and relatively stable quantity is a fundamental plan of educational reform and development.” Higher education discipline development needs strong support of teaching staff. In the 21 century, teaching reform, which center on reform of teaching content, curriculum system and teaching methods urgently, requires teachers to update education concept and knowledge structure, to enhance the ability of education modernization, to obtain capacity of knowledge and information, to improve quality comprehensively.
Base on the above background, enhancing the construction of teacher staff has a strong sense of the times and practical significance.
Feasibility of Teaching Staff Construction
Teaching staff of university and college is a high-qualified team with strong plasticity. University teachers undertake the duties of human civilization dissemination and creation. Their assignments usually have more contact with spiritual and cultural products; their spiritual and cultural needs are relatively higher. They attach importance to teaching, conduct as a teacher, guide students step by step, never tired in persuading, practice norms of morality, and love their students. They are genuine talent with open mind and vision. They understand the educational policy of the country, master educational theory and teaching principles. They understand education psychology and methods very well. They directly participate in knowledge innovation, qualify capabilities of education and scientific research. They never stop learning and achieving for further education, meanwhile, they hope to have the opportunity to maximize their potential, to make great progress in their academic fields, and to pursuit academic achievement, as well as educational achievement. Their social status and values determine that they have a sensitive self-consciousness and can control themselves well, so as to stay far away from immorality. These outstanding features form strong sense of self-esteem, self-confidence and self-strengthening of college teachers. They are all experts of certain subjects. On the one hand, they want to be taken seriously by the country and people around; and on the other hand, they also think highly of those teachers with particular ability, insight and courage.
Therefore, college teaching staff construction will achieve remarkable results as long as imposing appropriate policy guidance and stimulation measures.
Project Plan
Project Background
Progresses Made During the 10th Five-year Program
University A is a comprehensive multi-disciplinary university with long history. With the current 21 faculties (schools), covering the fields ranging from science, engineering and economics to management, arts, law and education, it offers a complete list of degree programs including PH. D., MS., MSENG., MENG, MA, BS, BSENG and BA, as well as other programs including post-doctor, preparatory, continuing education, vocational training and Chinese language training for international students. It is the biggest among universities of Yunnan province and one of the well-known universities in china with a large scale. After the implementation of the 10th five-year program, recent condition of its teaching staff construction is just as follow:
1、Teacher-student Proportion
Up till the end of 2005, teacher-student proportion of University A reached 1:, which basically meet the needs for talent training.
Table Teacher-student Proportion During 2002 -2005
Academic Year
Number of Student
Number of Teacher
Proportion
Totally
Converted
Professional Teacher
Teacher Employed outside
Converted Totally
2002-2003
33087
23019
1544
149
2003-2004
35165
1601
233
2004-2005
37714
1675
289
2、Structure of Qualification and Degree Acquired
For the reality of being located in the western frontier and inefficient governmental investment, University A also made great progress in brain gain and training through the implementation of teacher development program.
Table Structure of Qualification and Degree Acquired During 2002-2005
Academic Year
Total Number of Teacher
The Number of Getting Doctoral Qualification
The Number of Getting Master’s Qualification
The Number of Getting Bachelor’s Qualification
Other Conditions
Number
Proportion
%
Number
Proportion
%
Number
Proportion
%
Number
Proportion
%
2002-2003
1482
107
610
759
6
2003-2004
1520
122
668
727
3
2004-2005
1574
137
723
711
3
Academic Year
Total Number of Teacher
The Number of Getting Doctoral Degree
The Number of Getting Master’s Degree
The Number of Getting Bachelor’s Degree
Other Conditions
Number
Proportion
%
Number
Proportion
%
Number
Proportion
%
Number
Proportion
%
2002-2003
1482
107
654
538
183
2003-2004
1520
122
719
531
148
2004-2005
1574
137
783
534
120
3、Age Structure
Through the efforts of the past 20 years, University A has formed an age structure that combined with old, mid-aged and young teachers, in which those young teachers play an important part.
Table Age Structure During 2002-2005
Academic Year
Total number of teacher
<=35
36-45
45-55
>=56
Number
Proportion
%
Number
Proportion
%
Number
Proportion
%
Number
Proportion
%
2002-2003
1482
568
601
184
129
2003-2004
1520
305
610
203
102
2004-2005
1574
625
655
210
84
4、Title Structure
18 main subjects of the School have qualification of granting titles for professors and vice-professors of all series. And University A always encourages young teachers who have made outstanding contributions to make an exceptional promotion of professors’ titles.
Table Structure of Title During 2002-2005
Academic Year
Total Number of Teacher
Professor
Vice Professor
Lecturer
Assistant
Number
Proportion
%
Number
Proportion
%
Number
Proportion
%
Number
Proportion
%
2002-2003
1482
210
550
551
171
2003-2004
1520
207
551
541
221
2004-2005
1574
236
540
544
254
5、Structure of Graduation from Inside or Outside School
University A gave strong support for teachers searching for further study, and tried best to optimize the structure of graduation from inside or outside school.
Table Structure of Graduation from Inside or Outside School During 2002-2005
Academic Year
Total number of teacher
Graduation from Inside School
Graduation from Outside School
Number
Proportion
%
Number
Proportion
%
2002-2003
1482
398
1084
2003-2004
1520
369
1151
2004-2005
1574
387
1187
6、The Overall State of Teacher
University A requires teachers to be equipped with high morality, exquisite teaching level, asks them to impart knowledge and educate people, besides, the school regulate teaching process and strengthen management to create good teaching atmosphere. Strict enforcement for teaching qualification system has been executed for many years, and the proportion of qualified teacher has reached % until 2007. The development and execution of "Opinions of strengthening undergraduate teaching quality" and "Measures of setting position" link title promotion up to teaching, so as to ensure the proportion professors and vice-professors giving lectures for undergraduate students.
New Requirement for Teaching Staff Construction of the 11th Five-year Program
Che Zhimin, the director of Policy Research Office of Yunnan Province once pointed out in his book A New Leap – a study on the develop idea for the period of the 11th five-year program and long-term objectives of 2020 of YN that the educational state of YN in the period of the 10th five-year program was: education development lagged; the size, quality, efficiency of education can not fulfill the growing needs of people in general... ... teaching staff construction can not fulfill the growing needs of educational development... ... The core problem can be described as slow progress in internal management, as well as mechanism reform; and course structure, teaching content, teaching methods, research system, evaluation methods are not conducive to creative talent cultivation. One of the provincial educational development goals of the 11th five-year program are: to reach the average educational development level of the west till the end of the 11th five-year program......
According to the plan of the provincial government, University A set the teaching staff development target in the period of the 11th five-year program as:
Build up a team of teaching staff that can fit the needs of development scale of the school and talent cultivation, by the year 2010;
Train the team to be vigorous, well accomplished, structural optimized, with higher educational background;
Keep the number of full-time teachers to about 2,700;
Maintain the student-teacher proportion to around 16:1;
Keep the proportion of professor to more than 50%;
Maintain the proportion of gaining master’s and doctor’s degrees over 80%, of which the proportion of teacher with doctors’ degree reach 25 % or more;
Build 1 or 2 outstanding innovation teams;
Strive to cultivate or gain 1-3 academicians, 15 leading masters of China in certain research fields, and 50 experts taking the lead of academic and technology aspects;
Build a talent highland of teaching, research and management.
Problems in Teaching Staff Construction
Higher education is developing with a high speed and capacity. However, we should also be noted that, generally speaking, the number and quality of college teachers does not meet the demand of the society. For University A, although great efforts have been made during the period of the 10th five-year program and gained the commendation of the National Education Department, for the long term, its construction of teaching staff is still far from requirements of higher education development and reform, still facing a series of contradictions and difficulties. Fundamental issues that need further study and resolve can be manifested in the following areas.
1、Higher education investment is insufficient. The current overall level of China's higher education is far behind the social development goals. Insufficient investment in higher education limits further construction of higher education and teaching staff. Take the condition in 2002 as an example, the development of higher education required investment of 250 billion Yuan. The country invested for about 120 billion. A big funding gap existed. In 2003, the national fiscal spending on education increased to % of GDP, compared with the world average level of %, and 4% in those less developed countries. Therefore, China should increase investment in education. By the year 2010, investment in education will be increased to 5% of GDP. As for the goals of education development, by 2020, the proportion of Chinese young people accessing to higher education will reach 40% from the current 17%.
2、The number of teacher can not meet the requirement of higher education development. Expanding enrollment scale of universities and colleges is the basic requirement of realizing popular education. In recent years, as for enlarged admission, the growth rate of teacher could not keep pace with that of higher education. International ideal teacher-student ratio is about 1:14. We can see that this proportion in University A now is not quite satisfactory. That means heavy burdens for teachers and that affect the teaching quality and innovation spirit cultivation of teachers.
3、The structure of teaching staff can not adapt to the requirements of higher education development. The proportion of teacher obtaining master’s and doctor’s degree were very low. This proportion in 2005 was % and % separately. And in 2007, proportion of teacher gaining both degrees of master and doctor increased to 77%. As early as in the 1990s, proportion of teacher obtaining master’s and doctor’s degree in American University reached highly to 54% and % separately. In addition, the age structure of teacher also needs to be improved. Although about 41% of teachers under 35 years old, there is still a long way to go to adapt to teaching and research requirement. Besides, talent with high-level is still needed for development of school.
4、Quality of teaching staff needs to be further improved. On the one hand, academic leaders are extremely inadequate. In recent years, University A took academic leader cultivation seriously. But big gap still existed in the quantity and quality of it and it is still difficult to form a complete structure of echelon. The situation of the young replacing the old is rigorous. Teachers are not fully internationalized and lack of innovation in teaching methods. Their knowledge structure can not adapt to the scientific development, project research, and requirements of transferring scientific research into effective productivity. On the other hand, there are also some teachers with low level of professional ethics, enthusiasm, sense of responsibility and cooperation spirit. Some of them are impetuous, and eager for quick success and instant benefit. What’s more, the phenomenon of academic plagiarism occurs from time to time.
5、Brain drain. Those young or middle aged backbones and academic leaders teaching basic courses, which major in popular professions with big social demand are not satisfied. That seriously drives impact on teaching and research activities of some subjects and courses. The problem of brain drain is prominent. For a variety of reasons, many teachers are engage in part-time-job so often that the normal teaching and research works are affected.
6、Teacher’s comprehensive capacity needs urgent improvement. The development of science and technology, adjustment of professional disciplines, a wide range of modern educational technology applications and the trend toward international integration set higher demands for teacher's knowledge structure, teaching ideas and teaching methods. These changes requires teachers to be equipped with innovative ability of teaching and research, ability of combining theory with practice, ability of giving service to the community, social intercourse skills, ability of applying modern information technology and modern educational tools. However, there is still a big gap between these requirement and present situation.
7、Effective employment mechanism, incentive mechanism, management system have not yet been formed. Reforms have not completely executed and a real appointment policy has not yet been established. Malpractices of personnel distribution policy still exist. An effective mechanism is still deficient for the rational flow of personnel and teaching resources sharing. But further reform of personnel and distribution system is restricted by social conditions. Individual incentive system is not scientific and rational enough, as there are too much high-level goals and medium-level incentives goals are not set enough. Life-time title assessment system and ineffective teaching evaluation cause many problems: some teachers pay so much attention to scientific research than teaching; some of them never do research after gaining the title of professor; some of them do not attach importance to practice, how can they do research practically; some professors can only be referred to as "professor of papers"; year-end appraisal often put on an act, and in some faculties, evaluation of the excellent rotates among their members.
8、Training and cultivation system is not integral and scientific. Insufficient emphasis on cultivation of the young backbone teachers and academic leaders result in aging, lack of information application ability, eventually affect the further development of higher education.
9、It’s hard to attract excellent teachers. University A is located in economic less developed western minority remote and border area. The level of wages and working conditions is much lower than that in some eastern provinces. On the one hand, it’s hard to update and replenish teaching staff with high-quality; on the other hand, it’s hard to stabilize present team.
Construction of Teaching Staff Subproject Planning Matrix
Based on the above description of project background, in accordance with the indicators for teaching staff construction in the “General Assessment Program for Undergraduate Education (Trial)” (Annex VI) and method of project planning matrix, objectives and results of the project implementation can be analyzed as:
Table Construction of Teaching Staff Subproject Planning Matrix
Logical Relationship
Description
Indicators
Means of Verification
Important Assumptions
Overall Goal
enhance the construction of teaching staff
Building up a team of teaching staff that can fit the needs of development scale of the school and talent cultivation, by the year 2010; training the team to be vigorous, well accomplished, structural optimized, and to obtain higher educational background.
Teaching staff development goals of University A during the period of the 11th five-year program
Scientific and rational goal settled
Project Purposes
1、optimize the quantity and structure of teaching staff
Student-teacher proportion;
overall structure and trends;
Qualification, degree, graduation school of full-time teachers.
Index system of “General Assessment Program for Undergraduate Education (Trial)” (Annex IV)
Predictable Enrollment scale; stably developed economic and social condition; stable demand of teacher supply.
2、enhance the capacity and quality of teachers
Teacher’ qualification; proportion of Professors and associate professors giving lectures; Teaching level.
Index system of “General Assessment Program for Undergraduate Education (Trial)”
Teachers with subjective desire to improving teaching ability and quality.
Project Results
1、
scientific planning for teaching staff
Meet the needs of reform and development; rational and effective.
Index system of “General Assessment Program for Undergraduate Education (Trial)” (Annex IV); "Authorized Strength management for Colleges (draft)" (Annex V); "Ordinary Indicators of Teaching Conditions of Colleges." (Annex VI)
Policy, funding support from corresponding higher-level department; teachers love their work and their sense of responsibility can be inspired; they can seek opportunities to show their capacity initiatively.
2、 sustainable employment system in university
With a reasonable structure and good development trend.
Index system of “General Assessment Program for Undergraduate Education (Trial)”
3、flexible, multi-level training and training mechanism for teachers.
Teachers are good at teaching, which has an obvious effect with research.
Index system of “General Assessment Program for Undergraduate Education (Trial)”
4、effective incentive mechanism and performance evaluation
Teachers act with high motivation; proper salary standard; fair and impartial assessment.
"Education Law"; "Teachers’ Law"
Project Activities
1、information collection
Gathering information comprehensively and accurately; rationally assigned; clarified responsibilities; scientific and feasible policy-making; achieving grade “A” in implementing evaluation of the Ministry of Education.
"Education Law"; "Teachers’ Law";
Index system of “General Assessment Program for Undergraduate Education (Trial)”; "Authorized Strength management for Colleges (draft)"; "Ordinary Indicators of Teaching Conditions of Colleges."
Financial insurance; reliable information channels; policy makers with strategic vision of higher education; policy makers and executors can communicate with teachers well; policy can be made to meet the different needs of teachers.
2、policy making
3、policy execution
4、execution evaluation
5、policy revision
上表各层次间的逻辑关系如下所示：
Logic relationship among the overall goal, project purposes, results and activities can be described as:
Figure Relationship
Work Breakdown Structure
In project management application, WBS is a very important content. It is always at the center of the planning process, and the foundation of schedule plan, resource requirement and cost estimate. WBS is an integrated tool of project analysis.
WBS can be expressed in the form of coding. So, that is conducive to information transmission and exchange. Every number of a code shows each level of project process. The overall goal can be expressed by number 1-9 as the first figure and followed by 0; each subproject of the overall goal can be expressed like that in the first number from the left, with number 1-9 for the second figure and followed by 0; each task of certain subproject can be expressed the same way in the first and second figures from the left, with number 1-9 for the third figure and followed by 0. That is analogous. Project responsibility of each department (person) and budget of each task can also be expressed by different number.
The Work Breakdown Structure of Teaching Staff Construction Subproject can be described as:
Figure Work Breakdown Structure of Teaching Staff Construction Subproject
Colleges and universities make plans of construction and development once every five years, in accordance with the plan of higher education sectors. The plan regards one academic year as a cycle and strives to achieve the ultimate objective of development step-by-step. In an academic year, plan of teaching staff construction are around employment, appointment, cultivation and evaluation. The WBS dictionary in this research takes one academic year (one year, calculated in accordance with 52 weeks) as a period to define the project. It defines detailed assignments that should be completed; defines results and corresponding standards; defines relationships of different levels and relationships among factors that input and output.
Table WBS dictionary of Teaching Staff Construction Subproject
Code
Tasks
Task Description
Task Results
Indicators
Executants
Responsible Department
Weeks
Investment
1110
Collect Information
Including information about teaching staff status quo, objectives of development strategy, socio-economic situation, laws and regulations, supply and demand situation of past 3 years.
A rational, effective, and feasible teaching resources plan which will meet the needs of educational development and reform.
Index system of “General Assessment Program for Undergraduate Education (Trial)”; "Authorized Strength management for Colleges (draft)"; "Ordinary Indicators of Teaching Conditions of Colleges."
Personnel Department; Each relative faculty.
Personnel Department
2
Existing human resource and material; fund.
1120
Predict Resource Demand
Demand of quality and quantity
Each relative faculty
Personnel Department
1
human resource and material; fund.
1130
Predict Resource Supply
Including supply of quantity and quality, teacher mobility, brain gain.
Each relative faculty
Personnel Department
1
human resource and material; fund.
1140
Determine Resource Demand
Setting quota, post and responsibility.
Each relative faculty
Personnel Department
1
human resource and material; fund.
1150
Make Resource Plan
Make scientific plan according to the collection of related resources
Personnel Department; Each relative faculty.
President or Vice President charged in.
2
human resource and material; fund.
1210
Appointment for new teachers
Merit-based selection and appointment
Teachers a reasonable structure, good development trend
Index system of “General Assessment Program for Undergraduate Education (Trial)”
Each relative faculty
Personnel Department
10
1800
---2000 million Yuan per year
1220
Renewal
Put quality before quantity
Each relative faculty
Personnel Department
2
1230
Pre-job training
Rookie training
High level of teaching, scientific research to promote the effectiveness of teaching and learning significantly
Index system of “General Assessment Program for Undergraduate Education (Trial)”
Each relative faculty
Personnel Department; Scientific Research Department; Foreign Affair Department.
20
1240
On-job Training
Ability and quality training
10
1250
Performance Evaluation
Performance appraisal, incentive reward and punishment.
Teachers are motivated and get reasonable standard of salary; assessed fairly and impartial.
"Education Law"; "Teachers’ Law";
Each relative faculty
Personnel Department
4
human resource and material; fund.
1310
Resource Plan Evaluation
Quantity, quality, effectiveness, program evaluation.
Social, economic as well as various aspects of the evaluation.
Index system of “General Assessment Program for Undergraduate Education (Trial)”
Independent evaluation unit of the school
President or Vice President charged in.
2
human resource and material; fund.
1320
Resource Plan Revision
Add amendment to the plan for future.
More scientific, reasonable, and effective.
Index system of “General Assessment Program for Undergraduate Education (Trial)”
Personnel Department; Each relative faculty.
President or Vice President charged in.
4
human resource and material; fund.
Suggestions on Realizing Expected Results of PPM
Through the stage of project planning analysis, it is not difficult to see the implementation of project activities lies in strengthening process control, which ensures the effectiveness of each project activity by conducting effective measures. In the following space, let’s give some suggestions on how to achieve the expected results of project plan matrix above.
Suggestions on Scientific Planning for Teaching Resource
Human resource plan is based on organizational long and medium-term strategic objectives and development plan. It is required to meet the organizational human recourse needs and wants and make out human recourse content, implementation steps; relative polices and measures, as well as fund budget by forecasting organizational human resource status quo and demands. It’s a comprehensive, long-term, strategic development plan and a specific business plan. Human resource plan is an essential component during processes to achieve organizational goals, a link to keep contact with various human resource management functions, a tie to keep contact with the whole organizational plan and human resource management.
The main assignment of teaching staff construction of a college is to formulate teaching resource plan, teaching resource structure plan and position set-up plan, on the basis of the target and tasks of teaching staff construction, fundamentally starting from the needs of school development, disciplinary construction, team building, and in the light of assignment of teaching and studying. An effective teaching resource plan can not only solve problems like how many teachers are needed, what kinds of teachers are needed and what they will do, but also help to set up authorized strength and position. Principles of making teaching resource plan are:
1 First of all, teaching resource plan should be integrated with disciplinary construction.
The level of disciplinary construction embodies the level, features, and advantages of running a university. Talent cultivation is based on disciplines, and discipline is a basic unit of talent cultivation. Making a human resource plan of college, especially setting jobs, duties for college and university teachers should base on disciplinary construction, collecting internal and external relevant information, properly forecasting teaching resource supply and demand, and focusing on the needs of teachers of various subjects. Besides, teaching resource plan should consider disciplinary team building, short-term and long-term goals of teaching staff construction, so as to set job according to affairs, to choose teacher who fit for the job, and to keep teaching resources construction in harmony with the needs of disciplinary construction.
2 Secondly, teaching resource plan should center on the overall continuous optimization of teaching staff and team building.
With a rich connotation, the overall structure of teaching staff includes number, age, quality, and energy level etc.. All the factors are not isolated, but rather complementary to each other. To optimize the quality and structure of teaching resource means to set the number of job reasonably, so as to make the number and proportion of teacher more reasonable. To optimize the quality and structure of teaching resource means to set post responsibility, so as to improve the effectiveness of running a college. Teachers’ levels of energy reflect their different levels of qualification, graduation and title. To optimize energy level, we should try our best to attract graduates from famous universities and talents from industry and scientific research departments; we should minimize the number of assistant, at the same time, form a proper proportion of professors, associate professors and lecturers; we should grasp and follow the growth law of teaching resource; we also have to attach great importance to the selection and cultivation of outstanding young academic leaders.
Making teaching resource plan should also focus on strengthening the construction of teacher echelon. Reasonable teacher echelon is based on certain discipline or a particular field, with a certain structure, consists of pioneers in scientific research and backbones or assistants who can independently finish and guide others to engage in teaching and research work. In addition, the duty expertise, age and energy level of members in teacher echelon should meet the needs of their teaching and research work. In order to well establish teacher echelon, we should firstly try to adjust and optimize objectives and tasks, ensuring whether the overall number, quality, structure of teachers are reasonable; secondly, we should clarify whether the overall number, quality, structure, as well as selection, cultivation, optimization, construction targets and tasks of scientific pioneers are reasonable.
This research designs the model of teaching resource planning around overall optimization and team-building, targeting to the core of disciplinary construction. In the model, it is convenient for managers to allocate scientific pioneers in accordance with the development of disciplinary construction, carrying out various tasks of research and teaching, and defining the age, number, and qualification of teachers that will be equipped. (Dept. stands for Department; BD stands for Bachelor’s Degree; MD stands for Maters’ Degree; VP stands for Vice President.)
Figure Disciplinary Construction Oriented Model of Teaching Resource Planning
Suggestions on Improving Sustainable Employment System in University
1 Firstly, we should reform traditional employment system and carry out employment system of professional post.
To reform traditional appointment system means to transfer "identity management" to "position management", by transferring the so-called condition of separating evaluation and appointment to the condition of combining them. Employment system of professional post will be good for colleges and universities to take advantage of the talent market and social human resources. It will help colleges and universities to attract talents through fierce competition, to optimize recent teacher’s team, to establish an effective team which is highly educated, qualified, demanded. This kind of employment system will do good to stimulate teachers’ enthusiasm of teaching and research, to strengthen their sense of responsibility. It also will be conducive for the management and development of teaching staff. When carrying out employment system of professional post, particularly in selecting the number of ad hoc positions, academic leaders and backbones, the link of recruitment is a key stage, as the link stage can guarantee highly-qualified, structural optimized teaching staff with sustainable potential, in order to achieve the purpose of the system.
2 Secondly, we should carry out appointment regularly and strictly, following the principle of selecting only those who are outstanding.
Carrying out appointment regularly is the fundamental characteristic of employment system of professional post. The performance and ethics of teachers employed can be clarified only after they have finished a certain amount of work, and only after a certain period of time can they be evaluated and reemployed. Colleges and universities should strengthen the policy orientation, make full use of the appointment policy to improve the political and professional quality of teaching staff. Some universities in Japan held “professional examine” every three or four year among professors or associate professor employed, then reemploy those who can pass the examine. In American universities, a small amount of teacher is employed under the tenure system; most of them are appointed regularly.
Improving and strengthening post setting, enhancing sense of post, diluting concept of title, bringing in competition mechanism, implementing open recruitment, enhancing duty performance, assessment and management are primary requirements for improving and strengthening employment system of professional post.
3 Finally, we should optimize the structure of appointment by drawing on foreign experience of combining both fixed and mobile establishment.
To achieve sustainable development of teaching staff, we should optimize recent single and stable structure, which formed for a long period of time under the planned economic system, and gradually establish an appointment model combining both fixed and mobile pattern, promote rational flow of talent. Using both part-time and full-time teacher is a usual practice of most foreign universities. Japanese education sectors generally consider that it is beneficial for teachers to do some part-time job outside their own colleges under the circumstance of well implementing their duties, as that’s a good way to expand their field of vision and bring their enthusiasm into play, and that is also a conducive way for interdisciplinary exchange among colleges. The proportion of teachers taking part-time job in Japan is generally about 30% or 40%. In Germany and France, an important configuration form of teaching resource is using both full-time and part-time teachers. The proportion of German and French universities employing the surplus personnel, part-time professors, visiting professors from the fields of industry, business, science and technology accounts for as high as 50% -60%. The proportion of part-time teachers in American universities is more than 40%. Employing part-time teachers is good for giving free rein to their potential and optimizing teaching resource allocation; it’s also good for overcoming problems like limited knowledge and shortsighted view of full-time teacher. Part-time teachers are mainly responsible for basic courses and practice training of students, whereas full-time are mainly responsible for scientific research and training. As part-time teachers cost less than the full-time, and their appointment, dismissal processes are simple, pattern of employing both part-time and full-time teacher benefit university for its cheap cost and effectiveness.
Suggestions on Establishing Flexible, Multi-level Training Mechanism for Teachers
In the society promoting lifelong learning, it becomes more and more important to continuously enhance teachers’ capability and quality. For the cultivation concept, a pattern integrating continuing education and personal career goal, in accordance with human resource management model, is proposed. This pattern provides teachers not only with personal development spaces, but also chances to improve personal quality.
Rapid development in higher education today puts many new requirements in front of teachers today. Many of these requirements go beyond traditional areas and give more rich connotations to the development of teacher.
Table New Quality and Ability Structure of College Teacher Nowadays
First Grade Indicator
Second Grade Indicator
Connotation of Indicator
Education Concept & Professional Ethics
Modern Education Concept
with a global perspective, modern view of talent and knowledge, lifelong education concept, sustainable development concept, concept of innovation and competition;
to advance with the times.
Professional Ethics
conduct as a teacher; search for the truth and academic ethics; love their work; respect for students; regard student as a customer in teaching process; establish an equal, democratic and mutual type of teacher-student relationship.
Knowledge obtained
Culture Knowledge
With a knowledge structure of both social science and natural science.
Professional Knowledge
Basic professional knowledge: basic professional theory, basic skills, internal links, inexorable law.
Professional knowledge: knowledge for certain occupation.
Relevant professional knowledge: professional cutting-edge development trend, interdisciplinary, borderline subject.
Educational Knowledge
including knowledge of identifying education object, launching education activity and conducting educational research. Such as pedagogy, psychology, physiology, etc., and ability to use general principles to guide teaching.
Ability & Quality
Teaching Ability
Ability to complete teaching plans, realizing teaching purpose, and achieving teaching effectiveness. It mainly includes:
classroom teaching ability --- course content update ability, pre-class study and design ability, innovative ability, classroom arrangement and regulation ability, after-class evaluation ability; professional skills, demonstration skills; information and technology integration ability; ability of passing on knowledge and shaping morality; ability to equip students with capacity of independent innovation and cooperative learning.
Research and Innovation Ability
with strong learning ability, innovative and practical ability, ability to mutually promote teaching and scientific research.
Communication Skills
good at and delight in communication, as well as cooperation with students.
Vocational Guidance Ability
be able to guide students to find proper jobs, to begin with vocational career and to be competent; be able to carry out vocational guidance infiltrate and throughout the teaching process.
Ability to Use Information
with strong information awareness and good at capturing, collecting, screening, processing, updating information; be able to organize teaching processes in using information technology.
Shaping Ability
Personality Shaping Ability
Ideological and political quality: Marxist theory; firmly established view of life, values, and the world.
Moral quality: professionalism, service consciousness, ethics and accomplishment as a teacher.
Outward Appearance Shaping Ability
Considering factors of environment, work, social status, etc., when getting on cloth, giving speeches and behaving; trying to shape an intelligent and elegant external image.
Based on ability required and different age, education experience, growth, capacity of different teacher, we should establish a flexible, multi-level training mechanism for them.
Training for New Teacher New teachers should determine three things: instructor, task and plan. They would be better to transform as quickly as possible from the role as a student to a teacher, by taking assignments of teaching and research assistant. After a period of training, under the guidance of their instructor, then, they can give lecture to students.
Academic Education One of the indicators of teaching staff structure optimization is continue rise in proportion of teacher who obtain further degree. Therefore, universities should ensure special funds and relative policy for further study of teacher to encourage job-based academic education, which ensure normal teaching order of the school. At the same time, it would be better to encourage teachers to learn more from other schools and to open up horizons. Policy and funds of China Scholarship Council, relative departments and various circles of society also can be used for oversea-study of teaching staff.
Irregular Training As for the way training, we can learn from Russia's rotation system, which ensure that a certain number of teachers can be trained every year, and all of the teachers can be trained for at least once every 4-6 years. That will help to change current situation of too many teachers participate in further academic education but few people stay at school to maintain teaching order. Irregular training is beneficial for enhancing the quality of teachers, improving professional teaching standards, promoting professional development of teachers. The aim of it can be set to improve teachers’ study and practical ability; the aim of it also can be set to help teachers to be equipped with knowledge of education, psychology and teaching, so that they would have basic knowledge and skills to be better engaged in the work of education and teaching.
Teaching Morality Cultivation All of the full-time teachers should be involved in the cultivation of teaching morality. It should be brought into day-to-day political and business study and strengthened according to the result of relative assessment. It also should become conscious self-cultivation of teacher. Morality cultivation is better to be started at the moment when a teacher comes into university initially. Firstly, teacher should be taught the way to be a good and competent teacher. At the same time, morality models should be set to stimulate them all the time. Secondly, the ethics requirements of universities should be strengthened to regulate the day-to-day conduct of teachers and to strict punishments as well as rewards. In addition, supervision and inspection mechanism which plays the role of monitoring and evaluating teachers’ ethics, carried out by the university, teachers and students, is an effective way of self-encouraging and self-management.
Suggestions on Forming Effective Incentive and Performance Evaluation Mechanism
1 A new salary concept should be set up and payment standard is better to be increase the payment for teacher.
The personnel and distribution mechanism with content of demand-oriented post establishment, post-oriented salary, competition for post, strict work-oriented assessment and distribution system is a corresponding mechanism of appointment. As payment plays the role of insurance, stimulation and regulation, this kind of distribution system should be conducive to mobilize the enthusiasm of teachers, especially to the enhancement and stability of the backbone, and conducive for teaching staff construction.
First of all, we must establish a new salary concept which aims to pay for teachers according to their skills and realizes the change from the type of protection to stimulation. The new payment mechanism mainly consists of post-oriented salary mechanism as well as skill-oriented salary mechanism, set up in accordance with working skill, responsibility, intensity and condition. The post-oriented salary mechanism is determined on the basis of different responsibilities, intensity and conditions of different posts. The skill-oriented salary mechanism is determined on the basis of different requirements for different posts, and teaching skills teachers obtained. These two mechanisms are good for carrying out the main principle of distributing according to performance and mobilizing initiatives to enhance the level of teaching skills.
Secondly, we should pay attention to increase the payment for teacher. With a high social status, the occupation of teacher is distinguished and attractive. The incensement of their salary will be helpful not only to stable the existing teaching staff, but also to attract more talents to join the team. University teachers also have demands for good health, safety, communication, respect and self-realization. Therefore, improving the level of their payment will be conducive to the formation of high-quality teaching staff, to the virtuous circle of teaching staff construction, and to the formation of a favorable environment for their growth.
2 We should make full use of the management function of performance appraisal.
Performance appraisal carries out according to certain criteria and scientific methods, by organizing a team to evaluate whether staffs have fulfilled their duties. It’s an effective evaluation method.
The 34th stipulates of the Education Law says that the state put the mechanism of teachers’ qualification, duty and appointment into practice; tries every best to improve teachers’ quality and teaching staff construction by appraisal, reward, cultivation and training. In chapter 5, the Law formulates the requirements of teachers’ performance appraisal specially, which indicates that all types of schools and educational institutions should follow the relative requirements of the Education Law and the Teacher's Law to evaluate teaching performance in accordance with the evaluation content, principles, procedures and methods, focusing on motivating their responsibility loyalty and providing foundation for their employment, salary promotion, rewards, punishments, as well as training. During evaluation, rational, scientific and clear standards should be set; regular and irregular, qualitative and quantitative assessment should be executed strictly; assessment files should be documented. The determination of whether to employ certain teacher or not can be make out by serious evaluation. The most important standard of using the results of performance appraisal is to evaluate fairly, impartially, objectively and reasonably.
Project Monitoring & Evaluation
For colleges and universities, teaching staff construction project aims to improve the overall quality and ability of teacher, to enable them to be fully engaged in education, to enhance their ability of stimulating student’ s interest during the process of teaching, and to optimize the effectiveness of teaching. Holding a comprehensive evaluation on teaching effect is an efficacious way to promote the development of both teachers and colleges. It also can be used as a means of monitoring and evaluation of the teaching staff construction subproject.
In the teaching process, students stay in the dominant position. They are most qualified to evaluate teaching effect and teachers’ performance. So, it’s not surprise that the means of teaching evaluation carried out by student can be an important way of teachers’ accomplishment evaluation, and can be widely used in the field of higher education. This effective means includes evaluation of teaching attitude, content, method, input, result, ethics and so on. An effective teaching evaluation should reflects modern educational ideas and concepts, and can be a good way of strengthening service awareness, improving teaching quality and cultivating student ability. As one of the most important quality evaluation method, it plays multiple roles of guidance, control, incentive, diagnosis and service.
Traditional teaching evaluation carried out by student was always reward or punishment oriented. It targeted to past teaching activities of teachers, rewarded or punished them only in accordance with the results given by student evaluation, and directly linked the results with teachers’ personal interests. During the process of evaluation, traditional teaching evaluation focused more on the former performance of teachers, and teachers were staying in the position of passive acceptance. This kind of evaluation executed from top to bottom and posed teachers under the pressures both from school and students, and easily led to a negative mood of teachers. Past practice proved that, traditional teaching evaluation carried out by student was not conducive to sustainable development of teachers, and was not conducive for both sides of teacher and student to benefit from teaching process. In addition, such evaluation system lacked necessary links of appeal and effective feedback function. There was no communication among the three parties of student, administrator and teacher involved.
This book tries to combine ideas of participatory monitoring and evaluation with practical experience of developmental evaluation, making a preliminary attempt on the improvement of traditional teaching evaluation carried out by student, with a expectation to apply the “feedback mechanism of developmental teaching evaluation (carried out by student)” to be an assessment tool of the monitoring and evaluation stage of teaching staff construction subproject.
Feedback Mechanism of Developmental Teaching Evaluation (carried out by student) Design
In the end of 1980's, some developed countries, headed by Britain, advocated a developmental evaluation approach, which was widely welcomed by teachers and students at that time. The developmental evaluation is implemented on the basis of the development goals of school and the result of evaluation carried out by student, and formulates a personal development plan for teachers. The developmental evaluation concerns about the future of teachers, and aims to help them to make progress and realize the goals of the school. Such evaluation tool bases on the respect and confidence for teachers, believes that they have potential to improve teaching initiative, and provides favorable conditions for the development of teachers. Under this evaluation system, teachers can accept the results more frankly. The developmental evaluation is a two-way communication evaluation activity, and well reflects the idea of participatory monitoring and evaluation. It’s conducive to the improvement of teacher-student relationship and teaching level. The evaluation really works only when teachers acquiring new knowledge and skills (about how to improve teaching effect). As the role of being evaluated, teachers can be regard as a group with high self-esteem and convinced by the truth. So teachers should not be in a status of passive acceptance, but be involved from the very beginning of the evaluation to the end of it.
The “feedback mechanism of developmental teaching evaluation (carried out by student)” requires the participation of departments, students and teachers of a college. All of the participants should be involved in procedures of assessment design, indicators design, data collection, data arrangement, results analysis and feedback system design. Besides, they should be involved in identifying the causes of problems and revise the project planning timely in order to promote the improvement and implementation of the project. This book summarizes and combines the actual situation of University A, and designs the “feedback mechanism of developmental teaching evaluation (carried out by student)” as follow.
Figure Feedback Mechanism of Developmental Teaching Evaluation (carried out by student)
Issues should be concerned in the feedback mechanism of developmental teaching evaluation (carried out by student)
（1）In accordance with the requirements of participatory monitoring and evaluation, the staff involved in the whole process should include all the project beneficiaries --- teachers, students, experts, as well as management departments. That would be better for all the project beneficiaries to form an evaluation team to carry out the evaluation.
（2）The feedback mechanism must not deviate from the original incentive of evaluating teaching, which is based on the results of teaching evaluation. However, the results of teaching evaluation can not be used as the only reference; ideas of relevant departments, colleagues and experts can not be ignored, too.
（3）Evaluation results feedback to teachers should include integrated score and improvement suggestions. It would be more effective to do like that. A special expert group should be set up for data synthesis and problem analysis, so as to give some targeted suggestions for teachers to improve their teaching skills.
（4）On the phase of “evaluation data and improvement suggestion exchange”, forums between teachers, students, managers and experts, which base on evaluation scores and recommendations and target to the development of teacher, should be hold for better communication.
Teacher-student forum helps to narrow the gaps between teachers and students, makes them to face to contradictions and problems exist in the process of teaching and learning, so as to promote the standard of teaching and improve teaching effectiveness. Teacher-manager forum helps to carry out an effective communication between teachers and managers. That will lead to transposed thinking, lead to continuously improvement of teaching and learning hardware, software conditions, and at the same time, help to adjust the planning of teaching staff construction project. Teacher-colleague forum is good for discussions between teachers, and it provides a chance for them to learn from each other. It’s also good for creating a healthy atmosphere to inspire teachers to take the initiative to improve teaching skills. Teacher-expert reform not only plays an effective role in better understanding and exchanging improvement suggestions, but also be helpful for follow-up results applications and providing further use of incentives.
（5）The establishment of defending mechanisms for teachers gives more humane care for them. If the four forums above can not play a part in evaluation results acceptance, and the experts also ask for necessary amendments, then a rectification should be carried out. Otherwise, enter to the termination stage.
（6）Only when all the evaluation results were accepted by teachers, students, experts and managers can they be used in the system of rewarding and punishment for teachers. At the same time, a summary should be made to sum up the experiences and lessons, which can be used in the implementation of the project objectives.
Chapter 5 Solution, Appraisal & Suggestion
Solution
Lack of study motivation is not just individual case of University A, or only exists in a small amount of universities. Relevant literatures show that the topic of improving college students’ study motivation become more and more important, and acquires so much attention of educators. The necessity and urgency for solving the problem initiate the thinking of author. Although many colleges and universities take in effort to improve learning motivation of their students, studies reflect that current study atmosphere of college students shows many new features.
This study carries out under serious learning and research on the theory of ZOPP and study motivation mechanism. It follows the procedures of ZOPP and its core processes and takes university A as an example to identify the improvement of undergraduate study motivation as a project. Then, comprehensively analyze the motivation impact factors from four aspects of project participants --- student, school, family and society, in using ZOPP method. Some important procedures of ZOPP method, like problem list, problem tree, subproject and portfolio, are showed in this research. And the core problem is identified as lack of study motivation. What’s more, AHP method is applied to alternative project analysis innovatively.
As the undergraduate study motivation improvement project is a systematic project and refers to so many sub-portfolios, this book only takes research on Project Plan of alternative project. In addition, due to limited space, this book can only take the alternative project as an example to show the application of ZOPP methods and its core processes in project plan and implementation. In the process of project plan, under a comprehensive analysis on the background of enhancing teaching staff construction of University A, this research summarizes the main problem. In using the method of project planning matrix, it also analyses the objectives and results of the implementation of project plan according to the indicators of teaching staff in the "General Level of Undergraduate Education Assessment Program (Trial )", which formulated by the Education Ministry of China. The process of establishing WBS and WBS dictionary of alternative project is showed in this book. Suggestions on realizing expected results of project planning matrix are summarized as: planning for teaching resource reasonably; improving sustainable development in teacher employing system; establishing flexible and multi-level training mechanism for teachers; forming effective incentive mechanism and performance evaluation.
In project monitoring and evaluation, this research takes developmental teaching evaluation, which is a new concept in teaching level and effect assessment, as a way of the monitoring and evaluation of teaching staff construction subproject. Combined with the actual situation of University A, this research designs the "Feedback Mechanism of Developmental Teaching Evaluation (carried out by student)".
Innovation
Characteristics and innovation points of this research can be listed as:
（1）Showing the steps and the whole implementation processes of ZOPP method in applying for the project of undergraduate study motivation improvement;
（2）Comprehensively analyzing the impact factors from four aspects of project participants --- student, school, family and society, then identifying portfolio and subproject;
（3）Firstly attempting to introduce AHP research methods to alternative project decision;
（4）Using the concept of developmental teaching evaluation in the procedures of monitoring and evaluation of the teaching staff construction alternative project.
Research results will help to provide a case display to the theoretical learning and study of ZOPP. This research hopes to do good to the study of undergraduate learning motivation improvement to make a project plan, to get further idea of how to clarify basic steps of undergraduate study motivation improvement project, to enable the works of students education and management departments more targeted, to define criteria and measures that should be followed in project implementation, so that college students motivation improvement project can be always promoted objective-oriented.
Difficulties and Suggestions
For the limitation of knowledge, ability and resource, there is bound to be some shortages and deficiencies existing in this book. For example, as for the limited space, this book cannot display all the implementation of 22 Subprojects; in the WBS dictionary of teaching staff construction subproject, it cannot carry out a precise definition on time, labor and cost; quantitative descriptions and analysis are still insufficient.
Based on the above outstanding shortages and deficiencies, there is still study space for further research. Research in this area is endless. As many problems require further study and discussion, we hope this book will stimulate more research in this field. For those imperfections, please don’t be hesitate to tell us. We also hope to raise the interest of other colleagues to keep on studying along the ideas of this study, and work out more improvement means and feasible programs for solving the problems and improving the study motivation of undergraduates. We would like to have more educators to be concerned about the growth of university students.
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