进入21世纪以来，高等院校培养了大批有知识、有素质的优秀人才，但缺乏实 践能力，与社会中生产一线紧缺的应用型、复合型、创新型人才的要求不相符，因此， 毕业生就业难、就业质量低、企业劳动力短缺的问题普遍存在。所以，高校的人才供 给与社会需求的矛盾日益凸显，高校应用型转型已经迫在眉睫。 本文在中国高校应用型转化的背景下以C学院为对象，运用人力资源管理、组织 行为学的相关理论和方法展开研究。本文主要采用文献研究法、问卷调查法和案例分 析法的研究方法，对C学院教师特征、教师变革反应现状、教师变革反应问题原因进 行了深入分析，并针对教师的变革反应提出切实有效的引导对策。 通过问卷调查和教师访谈，本文调研发现认为高校有必要变革的被调查者占总数 的70%，认为不必要的仅有2.62%；大概76%的被调查支持高校变革，对变革持沉默 态度的占17%左右，仅有7%的被调查者反对变革；在整个变革过程中对变革看法总是 发生变化的占24.89%，经常发生改变的占36.68%，较少的占19.65%，很少的占12.23%， 几乎不发生改变的占6.55%。说明C学院应用型转型得到广泛支持，且伴随变革的进 行教师的看法大多也在产生变化，所以，C学院需要注意引导变革沉默和反对行为， 随时关注教师不同时期的变革反应，制定合理的变革政策，从推动学院顺利转型。 在实证调研的基础上，本文进一步分析了C学院教师变革反应问题的原因，从个 人层面和组织层面分别归因。个人层面主要是变革心理准备不充分；教师素质与高校 应用型转化需求存在偏差；教师难以突破心里舒适区；利益驱动力不强。组织层面大 致分为以下五点：缺乏变革文化的宣传和营造；变革规划不充分，变革过程激进；变 革管理粗糙，制度不健全；变革配套不足，缺乏政策支持；民主参与不足，沟通渠道 单一。 基于以上原因，结合C学院的实际情况，提出了相应的引导对策：加强变革文化 建设，提升教师变革认知水平；加强变革参与，引导教师变革支持行为；加强变革管 理，有效控制变革进程；加强变革配套管理，助推学院转型；加强变革沟通，引导变 革沉默；建立冲突处理机制，规避变革抵制。 通过本文的写作，可以发现高校应用型转型并不是一帆风顺的，在各个方面都存 在着这样那样的问题，这说明在变革过程中我们还是忽视了组织环境和组织成员的内 在需要，对变革的实质认识的还不够彻底、客观。希望本文能为C学院应用型转化过 程中教师管理、人力资源管理、变革管理提出具有科学性、针对性和可操作性的建议 和参考，为学院的持续稳定发展和成功转型提供借鉴。从而使教师接受新的教学观念、 实践新的教学观念，推动高校应用型转型的整体发展。 本文的写作仍然存在诸多不足，在分析深入度与数据数量上有所欠缺，需要进一 步划分在校人员的年龄、职务、职称、学历等因素，并将这些因素叠加对比，做出更 加精准的数据分析，从而为变革提供更加有针对性的建议。针对高校的分类不同，可 能产生不同的变革反应，希望今后的研究者能增加样本量，对不同地区、类型的高校 的变革反应展开研究，更加深入地了解中国高校应用型转型的整体趋势，提供具有普 适性的引导对策。 关键词：高校教师；应用型转化；变革反应；变革应对 ABSTRACT Sinceenteringthe21stcentury,collegesanduniversitieshavecultivatedalarge numberoftalentedpeoplewithknowledgeandquality,butlackofpracticalability,which isnotinlinewiththerequirementsofpractical,compositeandinnovativetalentsinthe productionoffirst-lineshortageinsociety.Therefore,theproblems,forexample,the employmentofgraduatesisdifficult,thequalityofemploymentislow,andtheenterprise laborforceisatshortage,arewidespread.Asaresult,thecontradictionbetweentalent supplyandsocialdemandisincreasinglyprominentandtheapplication-oriented transformationofcollegesanduniversitiesisimminent. Underthebackgroundofapplication-orientedtransformationofChinesecollegesand universities,thispapertakescollegeCastheobject,andstudiesbymeansoftherelevant theoriesandmethodsofhumanresourcemanagementandorganizationalbehavior.This papermainlyadoptstheliteratureresearchmethod,thequestionnairesurveymethodand thecaseanalysismethodtocarryonthethoroughanalysistotheteachercharacteristic,the currentsituationofteachertransformationreaction,thereasonofteacherchangereaction onquestionsofcollegeCandalsoputsforwardpracticalandeffectiveguiding countermeasuresforthechangeresponseofteachers. Basedonquestionnairesandteachers'interviews,it'sfoundbasedonthissurweythat 70%oftherespondentsbelievedthatcollegesanduniversitiesneededtochange,andonly 2.62%oftherespondentsarguedthatitwasunnecessary;about76%oftherespondents supportedthechnageofcollegesanduniversities,about17%oftherespondentsweresilent aboutthechange,only7%oftherespondentsopposedthechange;inthewholeprocessof change,thenumberofpeoplewhoalwayschangedtheirviewsonchangewas24.89 percent,36.68percentofthemchangefrequently,19.65percentofthemwererelativelyfew, 12.23percentofthemwerefew,and6.55percentofthemhadhardlychanged,whichshows thattheapplication-orientedtransformationofcollegeCiswidelysupported,andmostof theteachers'viewsarechangingwiththechange.Therefore,thecollegeCshouldpay attentiontothesilenceandoppositiontothechange,payattentiontotheteachers'reaction tothechangeindifferentperiods,formulatereasonablechangepolicies,andmakethe smoothtransformationofthecollege. Onthebasisofempiricalresearch,thispaperfurthermakesananalysisofthecauses ofteachers'reactiontochangeincollegeC,andascribesthemfromtheindividuallevelto theorganizationallevel.Individuallevelismainlyinadequatepreparationforchange psychology;existingdeviationbetweenteachers'qualityandtheneedsof application-orientedtransformationincollegesanduniversities;difficultyforteachersto breakthroughthecomfortzoneoftheirhearts;andweakdrivingforceforinterests. Theorganizationallevelisroughlydividedintothefollowingfivepoints,suchaslackof propagandaandconstructionofculturesofchange;inadequateplanningforchangeand radicalprocessofchange;roughmanagementofchangeandimperfectsystem;inadequate matchingofchanges,lackofpolicysupport;inadequateparticipationindemocracyand singlecommunicationchannel. Onthebasisofempiricalresearch,thispaperfurthermakesananalysisofthecauses ofteachers'reactiontochangeincollegeC,andascribesthemfromtheindividuallevelto theorganizationallevel.Individuallevelismainlyinadequatepreparationforchange psychology;existingdeviationbetweenteachers'qualityandtheneedsof application-orientedtransformationincollegesanduniversities;difficultyforteachersto breakthroughthecomfortzoneoftheirhearts;andweakdrivingforceforinterests.The organizationallevelisroughlydividedintothefollowingfivepoints,suchaslackof propagandaandconstructionofculturesofchange;inadequateplanningforchangeand radicalprocessofchange;roughmanagementofchangeandimperfectsystem;inadequate matchingofchanges,lackofpolicysupport;inadequateparticipationindemocracyand singlecommunicationchannel. Throughthewritingofthispaper,itcanbefoundthattheapplication-oriented transformationofcollegesanduniversitiesisnotsmooth,therearemanyproblemsinall aspects,whichshowsthatwestillignoretheinherentneedsoforganizationalenvironment andorganizationalmembersinthecourseofchange,andourunderstandingoftheessence ofchangeisnotthoroughandobjective.Therefore,itishopedthatthispapercanprovide scientific,targetedandoperablesuggestionsandreferencesforteachers'management, humanresourcemanagementandchangemanagementintheprocessof application-orientedtransformationofCcollege,andprovidereferenceforthecontinuous andstabledevelopmentandsuccessfultransformationofthecollegesothatteacherscan acceptnewteachingconcepts,practicenewteachingconcepts,andpromotetheoverall developmentofapplication-orientedtransformationincollegesanduniversities. Therearestillmanydeficienciesinthewritingofthispaperandtherearesome shortcomingsintheanalysisofdepthandthequantityofdata,whichisnecessarytofurther dividethefactorsofage,position,professionaltitle,educationalbackgroundofstaffon campusandcomparethesefactorswitheachothertomakemoreaccuratedataanalysis, thusprovidingmoretargetedrecommendationsforchange.Inviewofthedifferent classificationofcollegesanduniversities,differentchangereactionsmayproduce.Itis hopedthatresearchersinthefuturecanincreasethesampleamountandcarryoutresearch onthechangeresponsesofdifferentregionsandtypesofcollegesanduniversities,havem- oreindepthunderstandingoftheoveralltrendofapplication-orientedtransformationof Chinesecollegesanduniversitiesandprovideauniversalguidancecountermeasures. Keywords:teachersofcollegesanduniversities，application-orientedtransformation， changereaction，changecountermeasures I 目录 摘要......