关于学术生命周期的实证检验与我国学术制度与政策的调整

在目前的学术制度与政策中，年龄与从职期限越来越成为关键性的影响变量。其政策设计所隐含的基本前提或者依据就是学术界广泛流行的学术生命周期现象。目前有关该议题的研究多以西方学者为研究对象，且对于不同学科间的差异性较少顾及，也极少把研究之外的教师其他贡献作为重要的产出变量。本研究试图从纵向研究（选择特定年龄群体）、横向研究（对50多所高校教师进行随机抽样）、聚焦研究（选择小样本的精英人群）三个角度，对我国不同学科教师学术生命周期现象进行扎实的实证研究，以期对我国高校不同学科教师职业展开过程的逻辑和特征予以尽量全面的描述和分析，从而为当前我国学术资助和奖励制度、学术职务聘任和晋升、海外人才引进政策、教师强制退休制度等的完善和调整，提供科学合理的理论依据。

Age and vocational maturity are becoming increasingly pivotal impact variables in contemporary academic systems and policies, behind whose designs is the basic premise of academic life cycle, a phenomenon prevalent in the academia. Nowadays, studies on this topic, mostly subject to western scholars, touch little upon differences between various disciplines, let alone considering faculty's other contributions (apart from research) as significant output variables. Thereby, the author attempts to make a solid empirical study of faculty's academic life cycle phenomena among different disciplines in China from three perspectives: the longitudinal study (selection of specific age group); the cross-sectional study (random sampling of faculty from over 50 universities); the focused study (selection of small elite group). It will give a relatively comprehensive description and analysis of the logic and characteristics of faculty's professional development in China's universities, so as to provide scientific theoretical foundations for the improvement and adjustment of various systems or policies in China, such as academic funding and awarding systems, academic employment, appointment and promotion policies, overseas talents introduction policies, and faculty mandatory retirement systems.