Research on the Growth Experience of Presidents and Scientific Research Performance of Top Universities in China

IF 0.8 4区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Education and Urban Society Pub Date : 2023-01-31 DOI:10.1177/00131245221092748

Zhuguo Li, Lingna Zhong, Yuling Lu

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Abstract

More than half of the presidents in top universities of China have been grown up in their original universities. According to the upper echelon theory, the “indigenization” characteristics of university presidents will have an impact on their cognitive level and thus affect the scientific research performance of universities. Based on data from the National Natural Science Fund Projects and the National Social Science Fund Projects of China from 2007 to 2016, as well as individual characteristics of presidents, this paper empirically investigates the influence of the growth experience of presidents in 115 “Project 211” universities on scientific research performance. The results show that the presidents who grow up from the original universities have a significant negative impact on national fund projects, especially on the national natural science foundation projects. This paper suggest that the reason maybe the insufficient motivation and less access to external resources for native presidents. Some corresponding policy recommendations are proposed for this purpose.

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我国顶尖大学校长成长经历与科研绩效研究

在中国顶尖大学的校长中，有一半以上是在原来的大学长大的。根据上层梯队理论，大学校长的“本土化”特征会对其认知水平产生影响，从而影响大学的科研绩效。本文基于2007 - 2016年国家自然科学基金项目和国家社科基金项目数据，结合校长个体特征，实证考察了115所“211工程”高校校长成长经历对科研绩效的影响。结果表明，原高校校长对国家基金项目，特别是对国家自然科学基金项目有显著的负面影响。本文认为，究其原因，可能是本土校长动机不足、外部资源匮乏。为此提出了相应的政策建议。

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来源期刊

Education and Urban Society Multiple-

CiteScore

3.00

自引率

8.30%

发文量

期刊介绍： Education and Urban Society (EUS) is a multidisciplinary journal that examines the role of education as a social institution in an increasingly urban and multicultural society. To this end, EUS publishes articles exploring the functions of educational institutions, policies, and processes in light of national concerns for improving the environment of urban schools that seek to provide equal educational opportunities for all students. EUS welcomes articles based on practice and research with an explicit urban context or component that examine the role of education from a variety of perspectives including, but not limited to, those based on empirical analyses, action research, and ethnographic perspectives as well as those that view education from philosophical, historical, policy, and/or legal points of view.lyses.