中外合作办学政策的变革研究

发布时间：2018-05-13 23:36

本文选题：中外合作办学 + 政策　；参考：《西北农林科技大学》2013年硕士论文

【摘要】：中外合作办学始于20世纪80年代末、90年代初,源头可以追溯到当时人民大学和复旦大学等高校举办的中美经济学、法学培训班以及天津财经学院和美国俄克拉荷马大学联合举办MBA班的项目,这种合作办学当时处于雏形阶段。后来,随着办学项目与机构的增多,国家也相继出台了相关的政策,如2003年3月1日《中华人民共和国中外合作办学条例》以及2004年6月2日《中华人民共和国中外合作办学条例实施办法》等,相关公共政策的出台,进一步推动了我国的中外合作办学事业,办学机构与项目都得到了相应的发展,为我国高等教育的国际化以及社会主义建设事业国际化人才的培养发挥了重要的作用。然而,在中外合作办学具体的政策实施过程中,还存在许多问题,诸如政策内容的不明确性、政策缺乏配套,合作盲目、政策执行不力,违规办学依然存在、政策实施监督不到位、政策的价值取向与办学实际有偏差。为了更好地研究以上政策问题,笔者运用了文献法、问卷调查法、案例比较法,访谈法,通过对中外合作办学的起源、发展过程与目前现状进行了研究,第一次总结出了合作办学经历的四个阶段,萌芽阶段、发展阶段、调整和规范阶段。同时把办学历程与办学政策有机结合起来,深入分析了政策的背景条件与现实中的不足,主要表现在政策的环境条件变化,包括政治、经济、社会文化、国际环境。另外,政府的多重身份冲突,政府间的利益冲突,以及政府干预高校事务太多,高校间的无序与盲目,学生与家长的弱者地位,所有这些都是办学政策存在问题的根本原因。通过研究,笔者在办学政策的变革思路与方向上,提出了从五个层面、十三项措施方面进行完善。首先,政府作为合作办学政策的公共管理主体,需要认清自身的角色,注重发挥宏观调控作用,处理好政府与高校之间的关系,同时需要分层次开展合作办学,一是兼顾高校层次差异,强调重点高校需要在基础领域大力开展合作办学、二是结合区域经济差异,达到办学专业合理分配、三是加大优先中西部力度,服务国家协调发展、四是突出样板办学机构与项目作用,发挥示范效应。再者,还要提高合作办学的信息化程度,抓好现有合作办学中监管与认证两个平台的建设,同时拓展申报平台,健全信息公布制度。最后,探索健全监督与评估机制,落实合作办学中的评估与处罚两个机制,强化媒体的监督,形成网络、报刊、广播等监督的立体化格局,建立行业评估体系,独立发挥第三方的作用。以办学政策为突破口,通过不断的发展与完善,中外合作办学的初衷是可以实现的。
[Abstract]:Sino-foreign cooperation in running schools began in the late 1980s and early 1990s. The source can be traced back to the economics of China and the United States held by universities such as Renmin University and Fudan University at that time. The law training course and the MBA program of Tianjin Institute of Finance and Finance and Oklahoma University were in their infancy at that time. Later, with the increase in the number of projects and institutions running schools, the state also issued related policies one after another. For example, the regulations of the people's Republic of China on Sino-foreign Cooperation in running Schools on March 1, 2003, and the measures for the implementation of the regulations of the people's Republic of China on Chinese-foreign Cooperation in running Schools on June 2, 2004, and the promulgation of relevant public policies, It has further promoted the Sino-foreign cooperation in running schools in our country, and the educational institutions and projects have been developed accordingly, which has played an important role in the internationalization of higher education and the cultivation of internationalized talents in socialist construction. However, there are still many problems in the implementation of the specific policy of Sino-foreign cooperative education, such as the ambiguity of the policy content, the lack of matching policies, the blind cooperation, the weak implementation of the policy, and the existence of illegal running schools. The policy implementation supervision is not in place, and the value orientation of the policy deviates from the practice of running a school. In order to better study the above policy issues, the author used the methods of literature, questionnaire, case comparison and interview to study the origin, development process and current situation of Sino-foreign cooperative education. For the first time, it summarizes the four stages of cooperation in running a school: budding stage, developing stage, adjusting and standardizing stage. At the same time, combining the course of running a school with the policy of running a school organically, the paper analyzes the background conditions of the policy and the deficiency in reality, which is mainly reflected in the changes of the environmental conditions of the policy, including political, economic, social and cultural, and international environment. In addition, the multiple identity conflicts of the government, the conflicts of interests among the governments, too many government intervention in university affairs, disorder and blindness among colleges and universities, and the weak status of students and parents are all the fundamental reasons for the problems existing in the school running policies. Through the research, the author puts forward the improvement from five levels and thirteen measures on the reform thought and direction of the school running policy. First of all, the government, as the main body of public administration of cooperative school-running policy, needs to recognize its own role, pay attention to the role of macro-control, handle the relationship between the government and colleges and universities, at the same time, it needs to carry out cooperation in running schools in different levels. The first is to take into account the differences in the levels of universities and colleges, and to emphasize that key colleges and universities need to vigorously carry out cooperative education in basic fields. The second is to combine regional economic differences to achieve a reasonable distribution of specialties in running schools, and third, to increase the priority of the central and western regions and serve the coordinated development of the Fourth, highlight the role of model schools and projects, play a demonstration effect. Furthermore, it is necessary to improve the information level of the cooperative school running, to do a good job in the construction of the two platforms of supervision and certification, to expand the application platform and to perfect the information publishing system. Finally, we should explore and improve the mechanism of supervision and evaluation, implement the two mechanisms of evaluation and punishment in cooperation in running schools, strengthen the supervision of the media, form a three-dimensional pattern of supervision, such as network, newspapers and periodicals, and broadcast, and establish an industry evaluation system. Play an independent role as a third party. Through continuous development and perfection, the original intention of Sino-foreign cooperation in running schools can be realized.
【学位授予单位】：西北农林科技大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G648.9

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