多重视角下高校辅导员胜任力的模型建构与层级差异——基于一所中外合办高校的质性分析

Model Construction and Hierarchical Differences of University Counselors’ Competencies from Multiple Perspectives—A Qualitative Analysis Based on a Chinese-Foreign Cooperative University

摘要: 本研究基于扎根理论，以一所中外合办高校为案例，通过对8名一线辅导员、3名院系管理者及2名部门管理者的深度访谈，旨在建构该特定情境下高校辅导员的胜任力模型，并探讨不同管理层级对该模型认知的差异。研究发现，该胜任力模型由“动态角色”、“工作素养”和“资源转化能动性”三个核心维度构成，三者之间形成“角色驱动–素养支撑–资源转化”的动态循环。研究进一步揭示了认知层级差异：一线辅导员更关注工作素养中的应急能力与情绪管理；院系管理者关注沟通协调能力与持续发展能力；而部门管理者则更关注动态角色中的陪伴与价值引导。该研究为中外合办高校辅导员的胜任力模型提供了补充，并对其分层培养和专业发展提出了实践参考。

Abstract: Grounded in grounded theory, this study takes a Chinese-Foreign cooperative university as a case example and conducts in-depth interviews with eight frontline counselors, three college-level administrators, and two departmental administrators. It aims to construct a competency model for university counselors in this specific context and to explore the differences in perceptions of this model across different administrative levels. The findings reveal that the competency model consists of three core dimensions: “dynamic role”, “work literacy”, and “resource transformation agency”, which together form a dynamic cycle of “role-driven-literacy-supported-resource transformation”. The study further uncovers hierarchical differences in perception: frontline counselors focus more on emergency response capabilities and emotion management within work literacy; college-level administrators emphasize communication and coordination skills as well as continuous development ability; while departmental administrators pay greater attention to companionship and value guidance embedded in the dynamic role dimension. This research enriches the competency model for counselors in Chinese-Foreign cooperative universities and offers practical implications for their tiered training and professional development.