应用型高校产教融合动力研究
发布时间：2018-08-07 09:40
【摘要】：2013年起,为缓解高等教育的结构性矛盾、高等学校发展的同质化倾向、大学生就业难等问题,促进高等教育适应和引领新常态下产业结构优化升级和经济社会发展,政府开始推动部分地方普通本科高校向应用型高校转变。政府发布的《关于加快发展现代职业教育的决定》和《关于引导部分地方普通本科高校向应用型转变的指导意见》等文件指出,以产教融合为突破口,推动部分地方普通本科高校转型发展。于是,深化产教融合——包括宏观层面教育与产业的融合以及微观层面教学活动与生产活动的融合,成为建设应用型高校的核心目标、关键途径和重要内容,也成为新常态下国家经济社会发展的助推器。应用型高校深化产教融合,实质上是一场牵涉多方利益相关主体的跨系统合作,其合作效果取决于外部主体(应用型高校外部的行业、企业和政府)和内部主体(应用型高校内部的学校管理人员、教师和学生)的产教融合动力。然而,应用型高校产教融合的内外部主体并不一定有足够的动力深化产教融合,以致许多应用型高校的产教融合举步维艰,或者华而不实。预调研和经济学分析发现,教育理念含混、利益冲突、资源短缺和制度不完善是造成应用型高校产教融合动力不足的主要缘由。为验证此发现或“猜想”,提出了5大研究假设:(1)应用型高校产教融合动力不足;(2)应用型高校产教融合主体的教育理念对其产教融合动力影响显著;(3)应用型高校产教融合主体的利益获得对其产教融合动力影响显著;(4)应用型高校产教融合主体的资源对其产教融合动力影响显著;(5)应用型高校产教融合的制度对应用型高校产教融合动力影响显著。为验证研究假设,选取访谈法、问卷调查法、文献法等作为搜集和分析资料的研究方法。访谈的对象包括5所应用型高校的学校管理人员、教师和学生以及2家企业的管理人员。调查问卷的发放对象为应用型高校的学校管理人员、教师和学生,共向10所应用型高校发放问卷1800份。搜集的文献包括应用型高校深化产教融合的政府政策文本、学校制度文本、人才培养方案、会议资料与新闻报道等。通过研究资料的综合分析,假设研究的结果和结论为:修正研究假设1,应用型高校深化产教融合动力总体不足。中央政府、学校管理人员和学生的产教融合动力比较充足,地方政府、行业、企业和教师的产教融合动力不够充足。修正研究假设2,“形而下”的教育理念包括教育类型、人才培养目标、教育内容与方法,对应用型高校产教融合动力影响显著。“形而上”的教育理念包括地方普通本科高校转型发展的是非、教育与产业的关系、大学与社会的关系,对应用型高校产教融合动力影响不显著。接受研究假设3,应用型高校产教融合主体的利益获得对其产教融合动力影响显著。产教融合主体的利益获得不足和利益不相容,是应用型高校产教融合动力不足的根源。接受研究假设4,应用型高校产教融合主体的资源对其产教融合动力影响显著。应用型高校在经费、学科专业、师资、场地设备等资源占有上的劣势,极大地制约了其产教融合动力。接受研究假设5,应用型高校产教融合的制度对应用型高校产教融合动力影响显著。应用型高校的人事制度、薪酬制度、教学制度、科研制度、治理机构和非正式制度桎梏了应用型高校产教融合动力。出现以上结果的深层原因是:(1)行业企业的产教融合动力取决于应用型高校产品(人才、技术和社会服务等)的效用,应用型高校提供的产品特色不鲜明,价格和交易费用高,缩减了行业企业深化产教融合的需求和动力。(2)应用型高校的产教融合动力取决于高等教育机会市场的供求关系,我国高等教育机会市场长期供不应求,客观上固化了高等教育的生产者导向,削弱了应用型高校深化产教融合的危机和动力。(3)高等教育系统的“中心-边缘”结构,造成绝大部分优质教育资源流向居于中心地位的重点大学,处于边缘地位的应用型高校办学资源严重短缺,限制了应用型高校产教融合的资源和动力。(4)政府对高校办学自主权的控制,降低了应用型高校深化产教融合的自主性和灵活性,消减了应用型高校产教融合的权力和动力。(5)应用型高校产教融合的主体之间形成了职责不清、监督乏力的委托-代理关系,产教融合的外部主体以及应用型高校的学校管理人员和教师均无需为产教融合的失败负责,弱化了应用型高校产教融合的责任和动力。增强应用型高校产教融合动力的思路有六:其一,秉持开放多元的高等教育理念,坚持以产教融合为突破口建设中国特色的应用型高校,同时审慎把握应用型高校产教融合的“形而上”尺度和“形而下“手段。其二,优化教育资源配置,适当打破高等教育系统“中心-边缘”的金字塔结构,促进经费、师资、政策、社会资本等资源向应用型高校倾斜。其三,厘定政府和高校的权力边界,以下放专业设置权为突破口,放松政府对应用型高校办学自主权的管制。其四,为政府和应用型高校制定相应的责任清单与问责机制,依法追求政府和应用型高校的责任,减少它们在产教融合中的机会主义行为。其五,深化事业单位人事制度改革,建立应用型高校评价体系,以人事制度和评价制度改革为核心,多方面变革相关制度体系。其六,倡导教育情怀,加强产教融合主体的自律意识,发扬其奉献精神,以教师境界、大学精神和教育奉献为载体,“一分为三”地提升应用型高校产教融合动力。综上所述,理念、利益、资源、制度共同构成了影响应用型高校产教融合动力的分析框架,其中理念是先导,利益是根源,资源是基础,制度是关键。理念的困惑、利益的冲突、资源的匮乏和制度的不完善,共同造成了应用型高校产教融合动力不足的结果。增强应用型高校产教融合动力,必须厘清教育理念,依靠外在的制度变革调整利益关系、优化资源配置,凭借内在的精神境界提升化解利益冲突、弥补制度供给不足,让应用型高校产教融合的主体在平衡的权力与责任的约束下,自主自由地深化产教融合。
[Abstract]:Since 2013, in order to alleviate the structural contradictions of higher education, the homogeneity tendency of the development of higher education, the difficult employment of college students, the promotion of higher education to adapt and lead the optimization and upgrading of the industrial structure and the economic and social development under the new normal state, the government has begun to promote the transformation of some local colleges and universities to the applied universities. The decision to accelerate the development of modern vocational education and the guiding opinions on guiding the transformation of ordinary undergraduate colleges and universities in some places point out that the integration of production and education is the breakthrough and the transformation and development of ordinary undergraduate colleges and universities in some places are promoted. The integration of view level teaching activities and production activities has become the core goal of the construction of Applied Colleges and universities. The key ways and important contents have also become the booster of the national economic and social development under the new normal state. The deepening of the integration of production and education in the Applied Colleges and universities is essentially a cross system cooperation involving many stakeholders. The cooperation effect depends on the cooperation effect. In the external subject (external industries, enterprises and governments of applied universities, enterprises and governments) and internal subjects (school administrators, teachers and students in applied universities, teachers and students), the internal and external subjects of the integration of teaching and education in Applied Colleges and universities do not necessarily have enough dynamic strength to deepen the integration of production and education, so that many Applied Colleges and universities produce teaching. The Preresearch and economic analysis found that the ambiguity of educational ideas, the conflict of interests, the shortage of resources and the imperfect system are the main reasons for the insufficiency of the dynamic integration of the Applied Colleges and universities. In order to verify this discovery or "conjecture", 5 research hypotheses are put forward: (1) the motivation of the integration of teaching and education in the Applied Colleges and universities is not good. (2) the educational concept of the main body of integration of teaching and education in Applied Colleges and universities has a significant influence on the driving force of teaching integration; (3) the benefit of the main body of integration of teaching and education in Applied Colleges and universities has a significant influence on its teaching fusion power; (4) the resources of the integrated main body of Applied Colleges and universities have significant influence on the integration of teaching and education; (5) the integration of teaching and education in Applied Colleges and Universities In order to verify the research hypothesis, the interview method, the questionnaire survey method, the literature method, etc. are selected as the research methods to collect and analyze the data. The subjects of the interview include the school administrators of 5 applied universities, teachers and students and the managers of 2 enterprises. For the school administrators, teachers and students in the applied university, 1800 questionnaires were issued to 10 applied universities. The documents collected included the government policy text, the school system text, the talent training program, the meeting material and the news report. The results and conclusions are as follows: the revised research hypothesis 1, the application type colleges and universities to deepen the overall lack of integration of production and education. The central government, the school administrators and students are more abundant in the integration of production and education, the local government, industry, enterprises and teachers are not enough. The revised research hypothesis 2, "shape and down" education concept includes the education type. The objective of talent training, the content and methods of education have a significant impact on the integration of education in Applied Colleges and universities. The "metaphysical" educational concept includes the transformation and development of local ordinary undergraduate colleges and universities, the relationship between education and industry, the relationship between the universities and the society, and the influence on the integration power of the Applied Colleges and universities. The acceptance of research hypothesis 3 should be accepted. The benefit of the integration subject of teaching integration in the universities and colleges has a significant influence on the motivation of the integration of education. The lack of benefits and incompatibility of the interests of the main body of production and education is the root of the insufficiency of the dynamic integration of the teaching and education in the applied universities. The acceptance of the research hypothesis 4, the resources of the integrated main body of the application type colleges and universities have a significant influence on the motivation of the integration of production and education. The inferiority of the funds, discipline, teachers, and equipment and other resources in the universities and colleges has greatly restricted the driving force of production and education. The acceptance of research hypothesis 5, the system of integration of teaching and education in Applied Colleges and universities has a significant impact on the integration of teaching and learning in Applied colleges and universities. The system of human affairs, salary system, teaching system, scientific research system and treatment of Applied Colleges and universities are governed by the application type universities. The reasons for the above results are as follows: (1) the integration of industry and education depends on the utility of Applied University products (talents, technology and social services). The product features of the Applied Colleges and universities are not distinct, the price and transaction cost are high, and the lines are reduced. Industry enterprises deepen the demand and motivation of integration of production and education. (2) the power of integration of teaching and education in Applied Colleges and universities depends on the supply and demand in the opportunity market of higher education. The opportunity market of higher education in China is not in short supply for a long time, which objectively solidifies the producer orientation of higher education and weakens the crisis and motive of deepening the integration of production and education in Colleges and universities. (3) high education The "central and marginal" structure of the educational system has caused most of the high quality education resources to flow to the key universities, and the marginal application type colleges and universities have a serious shortage of resources. (4) the government's control of the autonomy of colleges and universities has reduced the application type. The autonomy and flexibility of the integration of the integration of production and education in Colleges and universities has reduced the power and power of the integration of teaching and education in Applied Colleges and universities. (5) the main bodies of the integration of teaching and education in the Applied Colleges and universities have formed the unclear responsibility, the weak supervision of the principal agent relationship, the external subject of the integration of production and education and the school administrators and teachers of the Applied Colleges and universities. The failure of teaching integration is responsible for the weakening of the responsibility and motivation of the integration of teaching and education in Applied Colleges and universities. There are six ideas to strengthen the integration of teaching and education in Applied Colleges and Universities: first, uphold the concept of open and pluralistic higher education, adhere to the application of Chinese universities with Chinese characteristics with the integration of production and education as a breakthrough, and cautiously grasp the integration of teaching and education in the Applied Colleges and Universities The "metaphysical" scale and "form and down" means. Secondly, to optimize the allocation of educational resources, to break the "central and marginal" Pyramid structure of the higher education system, and to promote the resources, teachers, policies, social capital and other resources to the applied universities. Thirdly, the power boundary of the government and universities is determined. The following professional setting is a breakthrough. To relax the government's control of the autonomy of the school running in Applied Colleges and universities. Fourthly, for the government and the Applied Colleges and universities to formulate corresponding responsibility list and accountability mechanism, pursue the responsibility of government and Applied Colleges and universities according to law, reduce their opportunism in the integration of production and education. Fifth, the reform of the personnel system of the deep institutions and the establishment of an applied university. The evaluation system, with the core of personnel system and evaluation system reform as the core, and many aspects of the system of reform related. Six, advocating educational feelings, strengthening self-discipline consciousness of the main body of production and education, developing its dedication, taking the teacher's realm, university spirit and educational dedication as the carrier, and promoting the integration of teaching and teaching in Applied Colleges and universities "three". As mentioned above, ideas, interests, resources and institutions constitute an analytical framework that affects the motivation of teaching integration in Applied Colleges and universities, in which ideas are leading, interests are the root, resources are the foundation, and the system is the key. In order to enhance the motivation of teaching integration in Applied Colleges and universities, we must clarify the concept of education, adjust the relationship of interests, optimize the allocation of resources, improve the conflict of interests with the inner spiritual realm, make up for the insufficiency of the system supply, and make the main body of the integration of the Applied Colleges and Universities under the restraint of balanced power and responsibility. It is free and free to deepen the integration of production and education.
【学位授予单位】：西南大学
【学位级别】：博士
【学位授予年份】：2017
【分类号】：G647
，
本文编号：2169623
[Abstract]:Since 2013, in order to alleviate the structural contradictions of higher education, the homogeneity tendency of the development of higher education, the difficult employment of college students, the promotion of higher education to adapt and lead the optimization and upgrading of the industrial structure and the economic and social development under the new normal state, the government has begun to promote the transformation of some local colleges and universities to the applied universities. The decision to accelerate the development of modern vocational education and the guiding opinions on guiding the transformation of ordinary undergraduate colleges and universities in some places point out that the integration of production and education is the breakthrough and the transformation and development of ordinary undergraduate colleges and universities in some places are promoted. The integration of view level teaching activities and production activities has become the core goal of the construction of Applied Colleges and universities. The key ways and important contents have also become the booster of the national economic and social development under the new normal state. The deepening of the integration of production and education in the Applied Colleges and universities is essentially a cross system cooperation involving many stakeholders. The cooperation effect depends on the cooperation effect. In the external subject (external industries, enterprises and governments of applied universities, enterprises and governments) and internal subjects (school administrators, teachers and students in applied universities, teachers and students), the internal and external subjects of the integration of teaching and education in Applied Colleges and universities do not necessarily have enough dynamic strength to deepen the integration of production and education, so that many Applied Colleges and universities produce teaching. The Preresearch and economic analysis found that the ambiguity of educational ideas, the conflict of interests, the shortage of resources and the imperfect system are the main reasons for the insufficiency of the dynamic integration of the Applied Colleges and universities. In order to verify this discovery or "conjecture", 5 research hypotheses are put forward: (1) the motivation of the integration of teaching and education in the Applied Colleges and universities is not good. (2) the educational concept of the main body of integration of teaching and education in Applied Colleges and universities has a significant influence on the driving force of teaching integration; (3) the benefit of the main body of integration of teaching and education in Applied Colleges and universities has a significant influence on its teaching fusion power; (4) the resources of the integrated main body of Applied Colleges and universities have significant influence on the integration of teaching and education; (5) the integration of teaching and education in Applied Colleges and Universities In order to verify the research hypothesis, the interview method, the questionnaire survey method, the literature method, etc. are selected as the research methods to collect and analyze the data. The subjects of the interview include the school administrators of 5 applied universities, teachers and students and the managers of 2 enterprises. For the school administrators, teachers and students in the applied university, 1800 questionnaires were issued to 10 applied universities. The documents collected included the government policy text, the school system text, the talent training program, the meeting material and the news report. The results and conclusions are as follows: the revised research hypothesis 1, the application type colleges and universities to deepen the overall lack of integration of production and education. The central government, the school administrators and students are more abundant in the integration of production and education, the local government, industry, enterprises and teachers are not enough. The revised research hypothesis 2, "shape and down" education concept includes the education type. The objective of talent training, the content and methods of education have a significant impact on the integration of education in Applied Colleges and universities. The "metaphysical" educational concept includes the transformation and development of local ordinary undergraduate colleges and universities, the relationship between education and industry, the relationship between the universities and the society, and the influence on the integration power of the Applied Colleges and universities. The acceptance of research hypothesis 3 should be accepted. The benefit of the integration subject of teaching integration in the universities and colleges has a significant influence on the motivation of the integration of education. The lack of benefits and incompatibility of the interests of the main body of production and education is the root of the insufficiency of the dynamic integration of the teaching and education in the applied universities. The acceptance of the research hypothesis 4, the resources of the integrated main body of the application type colleges and universities have a significant influence on the motivation of the integration of production and education. The inferiority of the funds, discipline, teachers, and equipment and other resources in the universities and colleges has greatly restricted the driving force of production and education. The acceptance of research hypothesis 5, the system of integration of teaching and education in Applied Colleges and universities has a significant impact on the integration of teaching and learning in Applied colleges and universities. The system of human affairs, salary system, teaching system, scientific research system and treatment of Applied Colleges and universities are governed by the application type universities. The reasons for the above results are as follows: (1) the integration of industry and education depends on the utility of Applied University products (talents, technology and social services). The product features of the Applied Colleges and universities are not distinct, the price and transaction cost are high, and the lines are reduced. Industry enterprises deepen the demand and motivation of integration of production and education. (2) the power of integration of teaching and education in Applied Colleges and universities depends on the supply and demand in the opportunity market of higher education. The opportunity market of higher education in China is not in short supply for a long time, which objectively solidifies the producer orientation of higher education and weakens the crisis and motive of deepening the integration of production and education in Colleges and universities. (3) high education The "central and marginal" structure of the educational system has caused most of the high quality education resources to flow to the key universities, and the marginal application type colleges and universities have a serious shortage of resources. (4) the government's control of the autonomy of colleges and universities has reduced the application type. The autonomy and flexibility of the integration of the integration of production and education in Colleges and universities has reduced the power and power of the integration of teaching and education in Applied Colleges and universities. (5) the main bodies of the integration of teaching and education in the Applied Colleges and universities have formed the unclear responsibility, the weak supervision of the principal agent relationship, the external subject of the integration of production and education and the school administrators and teachers of the Applied Colleges and universities. The failure of teaching integration is responsible for the weakening of the responsibility and motivation of the integration of teaching and education in Applied Colleges and universities. There are six ideas to strengthen the integration of teaching and education in Applied Colleges and Universities: first, uphold the concept of open and pluralistic higher education, adhere to the application of Chinese universities with Chinese characteristics with the integration of production and education as a breakthrough, and cautiously grasp the integration of teaching and education in the Applied Colleges and Universities The "metaphysical" scale and "form and down" means. Secondly, to optimize the allocation of educational resources, to break the "central and marginal" Pyramid structure of the higher education system, and to promote the resources, teachers, policies, social capital and other resources to the applied universities. Thirdly, the power boundary of the government and universities is determined. The following professional setting is a breakthrough. To relax the government's control of the autonomy of the school running in Applied Colleges and universities. Fourthly, for the government and the Applied Colleges and universities to formulate corresponding responsibility list and accountability mechanism, pursue the responsibility of government and Applied Colleges and universities according to law, reduce their opportunism in the integration of production and education. Fifth, the reform of the personnel system of the deep institutions and the establishment of an applied university. The evaluation system, with the core of personnel system and evaluation system reform as the core, and many aspects of the system of reform related. Six, advocating educational feelings, strengthening self-discipline consciousness of the main body of production and education, developing its dedication, taking the teacher's realm, university spirit and educational dedication as the carrier, and promoting the integration of teaching and teaching in Applied Colleges and universities "three". As mentioned above, ideas, interests, resources and institutions constitute an analytical framework that affects the motivation of teaching integration in Applied Colleges and universities, in which ideas are leading, interests are the root, resources are the foundation, and the system is the key. In order to enhance the motivation of teaching integration in Applied Colleges and universities, we must clarify the concept of education, adjust the relationship of interests, optimize the allocation of resources, improve the conflict of interests with the inner spiritual realm, make up for the insufficiency of the system supply, and make the main body of the integration of the Applied Colleges and Universities under the restraint of balanced power and responsibility. It is free and free to deepen the integration of production and education.
【学位授予单位】：西南大学
【学位级别】：博士
【学位授予年份】：2017
【分类号】：G647
，
本文编号：2169623
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