更具体说，是为何"非升即走"只在国内高校的青年教师里"大行其道"？ "非升即走"制度，作为高校人事管理制度中的一项常见政策，自在国内引入起，就频频引发热议。青年 教师群体，在规定的聘期内若未能达到晋升要求（如发表论文、申请课题、完成教学任务等），则不再 续聘（走人）。 诸如末位淘汰、绩效考核不达标则辞退等，这类竞争淘汰制度在学界之外，比如企业界，并不罕见。为 什么同样是"不达标就走人"，在企业中被普遍接受，甚至被视为企业经营的有效手段，而在高校中，却 引发如此大的争议和反对？ 更进一步看，为什么这类高度竞争性的淘汰机制，尤其在高校青年教师群体中能够运转，而很少在其他 高知职业群体中大规模推行（如同在高校的行政人员，其他领域如医生、律师、企业研发工程师等）？ 淘汰，为何只在学界"争议满满"？ 其二，企业中的淘汰往往是结构性的、周期性的，或是针对个别表现不佳的员工，很少出现像高校这样 大规模、高比例的淘汰。例如，某985高校曾在一年内招聘近百名预聘制教师，6年后仅不到20%获得长 聘。这种淘汰规模，在企业中往往是由于业务调整，通常早有预期。 其三，即便同样是"淘汰"，社会对企业"淘汰"接受度相对高。企业是以盈利为 ...

美国哈佛大学是"非升即走"制度的起源地，也曾因该制度错失英才。美国科学家维克托·安布罗斯，就 曾因研究过于"超前"，未能在哈佛大学拿到终身教职，转投其他高校继续其研究，2024年获得诺贝尔生 理学或医学奖。 "非升即走"制度并非一无是处。建立"能者上、平者让、庸者下、劣者汰"的用人机制，依然符合高校发 展需求。但要让其更好地发挥作用，必须进行改革与完善。多所高校高调取消"非升即走"，不是回 到"大锅饭"，而是对异化现象的集体纠偏。竞争可以有，但不应只剩竞争。从"淘汰焦虑"到"护航成 长"，拐点已至。 然而，高产出也伴生高争议。一是评价标准失衡。晋升标准过度依赖论文数量和项目级别，形成"唯论 文""唯帽子"导向，同时教学、社会服务等职能被边缘化；二是淘汰压力过大。有的高校聘期淘汰率超 过90%，1个编制要招来10多位博士"赛跑"，被质疑"割韭菜"，还有的高校"临时涨价"，中途改变聘期前 约定的晋升标准，教师们永远不知道做到什么程度才能达标；三是学术生态扭曲。部分高校对青年科研 人员"重考核轻培养"，以"数"代评，以"走"代管，这会催生大量"短平快"研究，甚至滋生数据造假、论 文挂名等学术不端行为。 博士生过剩、 ...

Core Viewpoint - The health crisis among young university teachers is alarming, with over 90% of university teachers showing abnormal health conditions and nearly 70% in a sub-healthy state [1][2]. Group 1: Health Issues - A study from Peking University indicates that the detection rates of chronic diseases such as hypertension and hyperglycemia among teachers have been rising annually from 2014 to 2018 [2]. - Compared to other age groups, university teachers have a significantly higher abnormal rate for tumor-related diseases, with thyroid and breast nodules detected at rates 9.95% and 7.42% higher, respectively [4]. - The psychological health of university teachers is also concerning, with nearly 25% of scientific workers experiencing depressive symptoms and over 50% showing anxiety symptoms, which is higher than in other industries [6][9]. Group 2: Workload and Stress - The average weekly working hours for university teachers have increased to 45 hours, with some top-tier universities reporting up to 59 hours [5]. - A significant portion of the stress faced by university teachers stems from research and publication demands, with 88% of teachers experiencing moderate to severe stress [12]. - The competitive academic environment has led to a blurring of work-life boundaries, with many teachers working through traditional breaks and holidays [13]. Group 3: Historical Context and Trends - The health crisis among university teachers, particularly young ones, has been a long-standing issue, with previous studies indicating that 70% of intellectuals were on the brink of "overwork death" as early as 2006 [11]. - The current pressures faced by young teachers are exacerbated by a tightening job market and increasing expectations for academic output, leading to a higher incidence of health issues among younger faculty [15]. Group 4: Policy and Reform - Recent policy initiatives aim to alleviate the burdens on young researchers, emphasizing the need for a balanced approach to academic responsibilities [20][21]. - Some universities are exploring reforms such as eliminating the "non-promotion means dismissal" policy and promoting more humane evaluation methods [21].