基于对高校教师学术不端行为的具体表现、学术共同体的特征和善治基本要素的分析，将善治理论用于学术不端行为治理。从善治理论视角看，教师学术不端行为发生的动因主要包括：功利性的价值观导向；部分教师缺乏专业的学术研究精神、研究能力和学术规则意识；不合理的绩效考核与学术评价制度；缺乏健全的监管机制。为实现学术场域中的善治，遏制学术不端行为，应树立“善”的学术共同体愿景，加强职业生涯全过程的学术道德培养，建立多元主体共同参与的治理体系和严格而长效的学术研究督察机制。

Based on the analysis of the specific manifestations of university teachers’ academic misconduct, the characteristics of the academic community, and the basic elements of good governance, this paper applies the good governance theory to academic misconduct governance. From the lens of good governance theory, the utilitarian values orientation, some teachers’ lack of professional academic research spirit, research ability, and awareness of academic rules, unreasonable performance appraisal and academic evaluation system, and the lack of sound supervision mechanism are mainly accountable for the university teachers’ academic misconduct. To realize the good governance in the academic field and curb the academic misconduct, it is necessary to build the academic community's vision of goodness, strengthen the cultivation of academic ethics throughout the whole career, establish a governance system with the joint participation of multiple subjects, and a strict and long-lasting academic research supervision mechanism.

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湖南省社会科学基金项目“组织道德气氛与积极组织行为的关系研究”（16YBA379）；湖南省教育科学规划课题“高校道德气氛对教师学术不端行为的影响研究”(XJK014BJG010)