我国政府对高校分类指导的协商机制

发布时间：2018-08-27 08:18

【摘要】：多元利益主体对高校发展提出不同的价值主张和利益诉求,高校面临价值冲突问题。在高等教育发展进入大众化阶段之后,高校分类发展成为提高我国高等教育质量的必由路径。要实现有效的分类发展,必须解决多元教育主体的价值冲突问题。如何协调多元主体的利益,如何使分类框架和分类政策体现不同主体的价值主张,为我国高校分类发展带来了新的挑战,同时也带来了新的机遇。从高等教育的职能分化、社会需求、教育发达国家的相关经验几个方面来看,高校分类发展具有必然规律性。但是在实践层面,我国还未出现有效的分类指导机制。目前最具影响力的分类标准就是高校隶属部门的行政级别。但是这是一种单一维度、基于价值一元的分类,仍然不利于高校的职能分化。利用新制度主义社会学理论分析可得,我国高校存在强制性趋同、规范性趋同和模仿性趋同三种组织趋同现象,这与我国政府的制度安排存在密切关系,政府决定了高校的合法性。因此,构建政府对高校分类指导的新机制是必要的。政府与高校之间,高校系统内部都存在价值冲突,但价值冲突是可以缓解或解决的,价值观相冲突的各方可以采用一定的手段达成价值共识。协商就是解决价值冲突,达至价值共识的有效路径。治理理论强调权利去中心化,多元主体共享权利并平等合作,以此理论为指导,我国应形成多元主体对高校的良好外部治理,构建政府与高校良好的合作关系,打破二者管理与被管理、命令与执行的关系。价值协商理论则主张存有分歧的各方平等交流对话,展开论辩,深入了解他人的建议与主张,在对话过程中加深对价值客体的认识,逐步达成共识,然后拟定接下来的共同行动规划。协商参与方可以将各方权利与责任以契约的文本形式明确下来,相互制约,相互监督。美国加利福尼亚州在制定《高等教育总体规划》,欧盟在完成“欧洲高等教育机构分类项目”的过程中都成功应用了协商理念。协商机制的建立是我国政府实现对高校分类指导的关键。协商机制的构建应遵循各方平等自由、共享权利、最终政策体现多元利益的原则。机制的建立还应当有一个稳定的程序,成立一个协调委员会,协商参与方自由阐述自己的主张并逐步明晰要解决的问题,参与者积极互动,各自做出一些妥协和让步,最终制定公认的可操作的政策规划。政府对高校分类指导的制度安排主要包括四个方面,一是高校类型定位,多元主体协商制定指导性的高校分类标准,政府在高校自主定位、社会中介参与分类的前提下进行最终的分类认定；二是多元主体明确划分各自权、责、利；三是高校评估与质量保障,制定多样化的分类评估指标体系,培育公信度高的第三方评估组织,充分利用协约性规则保障教育质量；四是资源配置的方式,在生源、经费、扶持政策方面公平对待各类学校。
[Abstract]:Since the development of higher education has entered the stage of popularization, the classification of higher education has become the only way to improve the quality of higher education in China. How to coordinate the interests of multiple subjects and how to make the classification framework and classification policies reflect the value propositions of different subjects have brought new challenges and opportunities to the development of Chinese universities.
From the perspective of the function differentiation of higher education, the social demand and the experience of the developed countries, the development of the classification of colleges and universities is inevitable. But in practice, there is no effective mechanism to guide the classification of colleges and universities. The single dimension, based on the classification of value monism, is still not conducive to the functional differentiation of colleges and universities. According to the analysis of new institutionalism sociology theory, there are three organizational convergence phenomena: compulsory convergence, normative convergence and imitative convergence, which are closely related to the institutional arrangement of our government, and the government decides the University contract. Therefore, it is necessary to build a new mechanism for the government to classify and guide colleges and universities.
Between the government and universities, there are value conflicts within the University system, but the value conflicts can be alleviated or resolved, and the parties to the value conflicts can reach value consensus by certain means.
Governance theory emphasizes the decentralization of rights, the sharing of rights and equal cooperation among multiple subjects. Guided by this theory, China should form a good external governance between multiple subjects and universities, construct a good cooperative relationship between the government and universities, break the relationship between their management and being managed, and order and execution. The participants in the negotiation can define the rights and responsibilities of the parties in the form of a contract, restrict each other and supervise each other. In California, the European Union has successfully applied the concept of consultation in the process of completing the European Higher Education Institutions Classification Project.
The establishment of consultation mechanism is the key for the government to realize the guidance of colleges and universities by classification. Gradually clarify the problems to be solved, the participants actively interact, make some compromises and concessions, and eventually formulate a generally recognized operational policy plan. The government's system arrangement for the guidance of the classification of colleges and universities mainly includes four aspects. First, the orientation of the types of colleges and universities, multi-subject consultation to formulate guiding standards for the classification of Colleges and universities. Secondly, the multi-subject clearly divides their respective rights, responsibilities and benefits; thirdly, the evaluation and quality assurance of colleges and universities, formulates a diversified classification evaluation index system, fosters a third-party evaluation organization with high credibility, and makes full use of the contractual rules to ensure the quality of education; It is a way of resource allocation, and fair treatment of all kinds of schools in terms of student resources, funding and supporting policies.
【学位授予单位】：山东大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：G647

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