地方本科高校转型中的制度性能动者研究

发布时间：2018-03-24 09:29

本文选题：地方本科高校转型　切入点：合法性　出处：《山东大学》2017年硕士论文

【摘要】：地方本科高校几乎占了我国普通高等学校的半壁江山,此次转型发展是我国高等教育供给侧改革在地方本科高校发展路径方面的体现。地方本科高校转型是一次大学组织变革和制度变迁,制度性能动者的视角可以加深我们对这一问题的认识。从中央和地方政策颁布和实施措施展开的时间段来看,此次地方本科高校转型是从地方自主探索到中央顶层设计,再到地方落实的过程。具体可以分为三个阶段:2000-2010年属于模糊发展期,这一阶段并未明确提出"转型"之说;2010-2013年属于转型探索期,这一阶段只有个别省份的部分高校明确提出转型,并开始自主探索转型路径;2014年至今属于转型试点期。就转型的主体而言,我国地方本科高校的转型类型可分为四种:高校自主探索型、地方自主探索型、中央诱致型和地方政府强制型。就转型要素而言,此次地方本科高校转型分为整体转型和专业群转型两类。总体而言,地方本科高校转型具有诱致性制度变迁和渐进性制度变迁的综合属性。此次地方本科高校的转型主要因为高校人才培养模式无法满足各个利益相关者的要求,遭遇了合法性危机。因此寻求合法性是其转型的基本动力所在。在此次地方本科高校转型中,其合法性主要包括政治合法性、实用合法性、规范合法性和认知合法性。制度性能动者是在制度构建和变迁中起主要作用的个体或组织。在此次地方本科高校转型中主要存在四种制度性能动者:政府、市场、专业人员和高校协会。政府是转型高校合法性的主要来源,尤其是政治合法性和实用合法性。政府主要通过讲话和出台政策来赋予转型高校以政治合法性,同时给予其政策和资源优惠;市场在此次地方本科高校转型中扮演着与政府不同的引导作用,即需求引导。具体通过促使转型高校采取差异化的发展策略来获得合法性和所需资源;专业人员的作用主要是寻求学术与政策之间的转化途径。在此地方本科高校转型中,专业人员主要包括高等教育研究者和高校领导。前者是转型高校认知合法性的重要构建者,同时也能够通过自己的研究成果以及为高校制定发展战略规划的方式来指导高校的转型实践。后者在高校转型中往往起着决定性的作用,究其原因是高校领导对转型高校合法性的认识是其进行转型的前提。具体来说,高校领导对内采取需要传播并强化转型高校的合法性,对外要寻求适合高校发展的机会场域。对于各类高校协会而言,往往采取参与政策制定、搭建交流平台和规范约束的方式来发挥作用。
[Abstract]:Local colleges and universities account for almost half of the total number of colleges and universities in China. This transformation and development is the embodiment of the supply-side reform of higher education in China in the development path of local undergraduate colleges and universities. The transformation of local undergraduate colleges and universities is a university organizational change and institutional change. The perspective of institutional activists can deepen our understanding of this issue. From the time period when the central and local policies were promulgated and implemented, the transformation of local undergraduate colleges and universities is from the local autonomous exploration to the central top-level design. Then to the local implementation process. Specifically, can be divided into three stages: 2000-2010 belongs to the fuzzy development period, this stage does not explicitly put forward the "transition" theory that 2010-2013 belongs to the transition exploration period. In this stage, only some colleges and universities in some provinces have explicitly proposed the transition and started to explore the transition path independently. So far as 2014 belongs to the pilot period of transition. As far as the main body of the transition is concerned, The transformation types of local undergraduate universities in China can be divided into four types: autonomous exploration, local autonomous exploration, central inducement and compulsory local government. The transformation of local undergraduate colleges and universities can be divided into two types: integral transformation and professional group transformation. Overall, The transformation of local undergraduate colleges and universities has the comprehensive attributes of inductive institutional change and gradual institutional change. The transformation of local undergraduate colleges and universities is mainly due to the fact that the talent training model of local colleges and universities cannot meet the requirements of various stakeholders. Having encountered a crisis of legitimacy. Therefore, seeking legitimacy is the basic motive force for its transformation. In this transformation of local undergraduate colleges and universities, its legitimacy mainly includes political legitimacy, practical legitimacy, Normative legitimacy and cognitive legitimacy. Institutional activators are individuals or organizations that play a major role in institutional construction and change. There are four main institutional activators in the transformation of local undergraduate institutions: government, market, market, and so on. The government is the main source of the legitimacy of colleges and universities in transition, especially political legitimacy and practical legitimacy. At the same time, they are given preferential policies and resources; the market plays a different role in guiding the transformation of local undergraduate colleges and universities than the government. That is, demand guidance. The specific way to obtain the legitimacy and the required resources is to promote the differentiated development strategy of universities in transition. The role of professionals is mainly to seek the transformation between academic and policy. In the transformation of local undergraduate colleges and universities, the main role of professionals is to seek the transformation between academic and policy. The professionals mainly include the researchers of higher education and the leaders of colleges and universities. The former is the important constructor of the cognitive legitimacy of the transitional colleges and universities. At the same time, it can also guide the transformation practice of colleges and universities through their own research results and the way of formulating development strategy planning for colleges and universities. The latter often plays a decisive role in the transformation of colleges and universities. The reason is that the university leaders' understanding of the legitimacy of the transitional universities is the premise of their transformation. Specifically, the leaders of colleges and universities need to spread and strengthen the legitimacy of the institutions of transition. For all kinds of university associations, they often take the means of participating in policy making, setting up communication platforms and regulating constraints to play their role.
【学位授予单位】：山东大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G648.4

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