Brain drain in colleges and universities based on organizational behavior and its countermeasures

Talent resources have become the most important strategic resources in the world today. Brain drain has seriously restricted the development of some colleges and universities. Therefore. University leaders should analyze the causes and countermeasures of brain drain from the perspective of organizational behavior, improve the level of organizational managers, deeply understand teachers' needs, help teachers solve practical difficulties, improve teachers' psychological satisfaction, establish a good management system on the basis of truly understanding teachers' actual needs, and retain and make good use of talents.

Keywords: organizational behavior, brain drain in colleges and universities, countermeasures

Talent resources have become the most important strategic resources in the world today, and the role of talents in the competition of comprehensive national strength is becoming more and more prominent. Colleges and universities are the base for training talents and the place where high-level talents gather. A first-class university must have first-class teachers. Therefore, all colleges and universities attach great importance to the construction of teaching staff. Do everything possible to attract talents, stabilize talents, and strive to cultivate a high-level teacher team. However, affected by the current environment, the phenomenon of job-hopping in colleges and universities is spreading, and brain drain has become a bottleneck restricting the development of colleges and universities. It is reported that Qinghai Province has entrusted 160 graduate students. Now there are only 20 people left. Most of the 96 teachers lost from Guiyang Medical College are doctors, masters or professors and associate professors, and more than 40 teachers have been transferred. There is only one professor and one associate professor. Mobile teachers are mainly young and middle-aged teachers. For example, from 1996 to 2000, Xi Jiaotong University transported 599 academic leaders and backbone teachers, including 54 1 person under 45 and 58 over 46, while only 93 backbone teachers were introduced in the same period; Ningxia University lost 186 students in ten years, including 47 backbone teachers 10, academic leaders10, 2 doctors and 83 masters, all under 45 years old. The flow of teachers in other universities is mainly under 45 years old. (Wang Ruju, 2003) In 2004, as of July 2004, there were teachers 1899 in five universities in southern Shaanxi and northern Shaanxi, including professors 1 19, associate professors 540, doctors 17 and masters 6555. From 1992 to the end of 2003, there were 445 talents at all levels in five universities, including 38 professors, 9 associate professors, 23 doctors and 28 masters. (Tian, 2006) Brain drain is not only manifested in domestic employers, but also in foreign countries. The pathology major of Tianjin Medical University has trained more than 40 graduate students, most of whom are very capable young teachers, and most of them have gone abroad to work. A department of Nankai University has left 15 master students to teach, and now 14 people have gone abroad. (Wang Ruju, Wang Tuyin 2003)

First, the characteristics of talent flow

Under the condition of market economy, talent flow is a common social phenomenon, which is conducive to the rational allocation of resources and the optimization of talent structure. However, due to the unbalanced development among regions, industries and schools, the global competition for talents has intensified, and the flow of talents is irregular and disorderly. According to the survey, the main characteristics of brain drain in colleges and universities are as follows. (1) The west flows to the east, the inland flows to the coast, and remote small and medium-sized cities flow to large and medium-sized cities. (2) The teachers of 2)LLZ key universities mainly flow to key universities, research institutes and foreign-funded enterprises, followed by going abroad. Teachers in key universities mainly go abroad. (3) The flow of talents is mostly young and middle-aged teachers under the age of 45. (4) The transferred teachers have higher academic qualifications and titles, while the transferred teachers have lower academic qualifications and titles. ①

Second, the reasons for brain drain

The reasons for the brain drain of high-level talents in colleges and universities are complex and multifaceted. This paper attempts to explore the causes of brain drain in colleges and universities from the perspective of organizational behavior.

(A) the external environment of the organization and brain drain

The influence of the international environment

In the international political environment with the theme of peace and development, the flow of talents is increasing. The integration of the world economy has formed the international market, and China's economy and science and technology are bound to be put into the international environment, so the brain drain is inevitable. Colleges and universities are places where high-level talents gather, and the impact on talent competition in colleges and universities is inevitable. In the era of knowledge economy, the international talent flow mechanism is becoming more and more perfect, and the talent competition is becoming increasingly fierce. "Talent resource is the first resource" 13 is universally acknowledged. Therefore, under the premise that knowledge, intelligence and talent capital have become important features in the era of knowledge economy, many countries in the world have taken various measures to attract talents and participate in talent competition while relying on education to accelerate talent training. By virtue of their strong economic strength, generous treatment and -l~ag scientific research conditions, developed countries have relaxed the restrictions on immigrants' settlement and formed an attraction for high-level and high-tech talents around the world. This imbalance in the development of the world economy makes the developed countries occupy the absolute advantage and initiative in this talent competition, while the developing countries are often in a passive and inferior position due to their own economic development level, talent flow mechanism and many other factors. Our country is facing such an unequal talent competition. For talents whose domestic teaching and scientific research conditions are difficult to meet their own development needs or pursue higher goals, advanced experimental equipment, generous material treatment and relatively relaxed and harmonious academic atmosphere in some foreign universities and research institutes are more attractive. Once given the chance, they will go abroad at all costs. According to statistics, only one-third of them return to China after studying abroad, which makes the international high-level talent flow show the "Matthew effect". (Miao Chunping et al., 2006)

2. The influence of domestic social environment

China is a country with the largest population and the richest labor resources in the world, but it is not a big country in human resources. The shortage of talents has become a restrictive factor for sustained economic growth, especially for high-level talents. In the past 30 years of reform and opening up, the imbalance and multi-level of regional economic development in China have directly affected the flow of high-level talents in China. It should be said that the flow of talents is inevitable and conducive to economic development. But for underdeveloped areas, the brain drain is serious, which will seriously restrict the development and development of these areas. In the era of knowledge economy, "respecting knowledge and talents" has become a kind of knowledge. All regions, units and universities actively participate in the competition for high-level talents by virtue of their own strength and advantages. Domestic universities have even introduced preferential policies to hire academicians, professors, graduate tutors and introduce doctors at all costs, so there is a trend that universities at different levels are getting higher and higher, and talents are getting higher and higher. In some local colleges and universities, 30-45-year-old backbone teachers have left, so that some disciplines and majors cannot continue. The shortage of educational funds in colleges and universities in China is another reason for the loss of many young and middle-aged backbone teachers. The shortage of education funds has led some colleges and universities to lack confidence in cultivating high-level talents. The improvement of teachers' salary, the renewal of teaching equipment and the development of scientific research projects are all restricted, and the contradiction between the shortage of funds in colleges and universities and the training of high-level talents is prominent.

(B) the organization's internal environment and brain drain

First, the influence of university management system. The organizational structure of China's colleges and universities is a "bureaucratic" structure, which has both vertical power stratification and horizontal division of functions. Although the German sociologist Max? 6? 1 Weber believes that this type of structure is the most suitable human organization, "it is the most reasonable known means to realize the compulsory control of people, and it is superior to any other form in accuracy, stability, rigor and reliability". However, in real life, some colleges and universities have not yet formed a fair talent competition environment and a good talent competition mechanism in talent training and reuse, and failed to fundamentally mobilize the enthusiasm and creativity of all talents. In particular, the current management system and employment mechanism in colleges and universities can not adapt to the new situation of market economy development, and the value of talents themselves can not be well reflected in colleges and universities. For example, in a management system. Basically follow the pattern of planned system. There is a lack of flexibility and autonomy in salary, promotion and talent introduction, and there are also many problems in reward, housing and talent appointment, which greatly dampen the enthusiasm of talents and lead to the loss of talents with high academic qualifications and titles. At the same time, under the influence of this mechanism, it is difficult for colleges and universities to obtain urgently needed talents through market competition. (Ma Dongxiang 2006)

Secondly, some organization managers have serious ideas about the official standard. Management scientist Chester? 6? 1 Barnard proved that the actual position of authority in an organization is at the middle and grass roots, not at the top as most people think. "Power is the communication (command) feature of a formal organization, and its effectiveness is reflected by the identification of the members of the organization who participate in the behavior control process". Nowadays, it is a common phenomenon that schools have become institutions and enterprises, and there are more and more administrative departments, even teaching and research units are set up according to administrative levels. In the eyes of some university leaders, the concept of academic power is lacking, and the role of administrative power, especially administrative cadres, is overemphasized, which leads to the dislocation of some functional departments and the replacement of service functions with command power. Professors and their groups are not paid enough attention, the value of high-level talents is not recognized and respected, their wisdom in running schools is not brought into play, and their enthusiasm is dampened. This will dilute their sense of belonging and the school will gradually lose its appeal. Third, the influence of humanistic environment and academic atmosphere in colleges and universities. In the market economy environment, academic corruption and vulgarization of academic atmosphere have appeared in many colleges and universities to varying degrees. It has greatly hurt the thoughts and feelings of some high-level talents. Judging from the general psychological characteristics and reality of high-level talents in colleges and universities, the vast majority of high-level talents have strong self-esteem, attach importance to prestige, advocate genuine talent and practical learning, and pursue perfect personality. In the pursuit of life value, they often pay more attention to others' appreciation, understanding and respect for their own value and labor. They can rationally establish a more sober point of view in the mutual connection and comparative reference of various things. Due to the bad humanistic environment and academic atmosphere in colleges and universities, some high-level talents feel that they are not valued and cannot realize their self-worth, so they will flow to places suitable for their development whenever they have the opportunity. Furthermore, the influence of living conditions and working and scientific research conditions. Under the environment of market economy, it is impossible for colleges and universities to break away from the basic laws of market supply and demand, value and competition. Judging from the law revealed by Maslow's demand theory, people's survival demand is the most basic and the first. In the market economy environment, high-level talents in colleges and universities are also participants in the market, and they will also pursue the maximization of personal utility. As high-level talents, while expecting to be appreciated, understood and respected by others, they also pursue material conditions and quality of life. In addition, the limited opportunities for further studies and the lack of scientific and reasonable policies for the use of talents have also affected the brain drain of high-level talents in colleges and universities to varying degrees.

(C) the internal factors of the members of the organization and brain drain

The vast majority of college teachers are very dedicated and love their jobs, but some people don't like the profession of college teachers and think it is not suitable for them. These people show strong subjective consciousness and desire for success. They are eager to make use of their energy and knowledge advantages, seize opportunities, find ways suitable for their own development, and achieve something. Secondly, teachers are a sacred profession. To be a competent and popular teacher, you must have a strong sense of responsibility and be loyal to your career. So while making efforts, we should also be willing to sacrifice some of our own interests. However, among the teachers in colleges and universities, there are also many professionals who lack professional ethics, a strong sense of responsibility and blind pursuit of personal interests. They can't resist the temptation of external interests and don't consider the overall situation. It is inevitable that these people will leave. In addition, in the development of market economy, some new social restriction mechanisms and moral norms have yet to be formed and play a role. Therefore, some bad cultural values, such as money worship, opportunism, cynicism, extreme individualism and so on. , will also penetrate into colleges and universities, which will have a negative impact on some people.