利益相关者参与下的高等职业教育办学模式改革研究

发布时间：2018-06-24 04:03

本文选题：高等职业教育 + 利益相关者　；参考：《华东师范大学》2012年博士论文

【摘要】：高等职业教育是一个国家和地区经济社会发展的基石,是其核心竞争力提升的源泉。回溯历史,高等职业教育的发展从未像今天这样受到如此广泛的关注和责难,高等职业教育的改革也从未如今天这样波澜迭起。进入新世纪以来,随着国家和社会对高等职业教育发展的不断重视,我国高等职业教育已经实现了办学规模上的跨越式发展,为全社会培养了大批急需的高技能型人才,为地方经济社会发展提供了有力的人力资源支撑。但由于近年来办学规模急剧扩张,制约高等职业教育发展的办学条件、育人模式、就业水平三大瓶颈的矛盾日益突出,高等职业教育办学中仍存在教育与产业、学校与企业、专业设置与职业岗位对接不够紧密,办学目的定位不清,学校运行机制不顺,尤其是还没有真正建立与践行工学结合的人才培养模式,这些已经成为高等职业教育办学和发展中的瓶颈问题。与此同时,目前对高等职业教育办学模式的研究缺乏清晰的概念界定与科学的分析框架,由此导致了高等职业教育办学实践的混乱。在大力发展职业教育、建立现代职业教育体系、调动行业企业积极性的新的历史起点上,针对我国高等职业教育办学的现实困境,提出高等职业教育办学模式改革的方向,促进高等职业教育办学模式的创新与变革,具有十分重要的意义。本文从利益相关者理论的视角出发,综合运用规范分析和实证分析相结合的方法开展研究,以我国高等职业教育近30年来办学模式改革的实践为分析样本,尝试在影响其办学改革的利益相关者的利益需求、交互、冲突与协调中,理解高等职业教育办学改革的本质和作用机制,并就如何在制度层面延展和深化我国高等职业教育办学改革做了进一步的思考。本文聚焦我国高等职业教育办学改革实践,关注前沿问题,尝试通过系统且独特的视角来尝试回答以下问题：首先,分析我国高等职业教育办学模式为何迫切需要改革?即为什么要改革高等职业教育办学模式?是什么力量在推动高等职业教育办学模式改革的发生、发展和蔓延?不同的利益相关者如何规划和实施改革?他们期望通过改革实现怎样的愿景?与以往改革相比,现阶段高职办学模式改革在哪些方面有所突破?又遭遇了哪些新的矛盾?其次,我国高等职业教育办学模式的改革触及谁的利益?即高等职业教育在办学模式改革过程中都存在哪些利益主体?哪些利益主体直接影响着高等职业教育的办学模式改革?第三,高等职业教育办学模式改革过程中各利益主体之间的利益需求是什么?存在的利益冲突是什么?各利益的均衡与冲突如何促进或羁绊改革的进程?第四,国际范围的高等职业教育办学模式改革给我国的高等职业教育办学改革带来了怎样的影响?在利益多元化趋势显现的中国社会,高等职业教育办学改革面临怎样的挑战?第五,行进中的中国高等职业教育办学改革何以通过制度创新实现发展和超越?基于上述分析逻辑,本研究的主要内容包括如下几个部分：绪论部分就本问的选题的背景、研究意义、研究内容与方法、研究思路以及核心概念进行了提纲挈领式的说明第一部分,即我国高等职业教育办学模式改革的历史分析与现实思考。通过客观描述和系统梳理我国高等职业教育办学的历程,总结经验与教训,探寻历史规律；从历史研究中获得历史规律,并回答我国高等职业教育办学改革都经历了哪些过程?为什么会有今天的办学模式的问题?都存在什么样的问题?应该向着哪些方向去改革等,从而分析利益相关者理论和利益相关者参与下高等职业教育办学模式改革的理论和现实空间。第二部分,即我国高职办学利益相关者的分类与利益需求分析。要研究利益相关者如何影响和制约高等职业教育办学模式改革,就必须首先明白高等职业教育办学的利益相关者到底有哪些?其影响程度的排序等?采用米切尔的分类法,从合法性、合理性、紧迫性三个方面,通过实证调查厘清影响高职院校办学模式的利益相关者都有哪些?影响的程度如何?包括高等职业教育办学利益相关者的内涵、构成及其需求分析：包括高职利益相关者的内涵界定、范围识别、成员构成等。然后分析高职办学过程中各个利益相关者之间的利益需求是什么? 第三部分,即高等职业教育与利益相关者的利益冲突。在上一章实证研究的基础上,分析在高等职业教育办学模式改革过程中,各利益相关者的利益需求之间的冲突是什么?从而了解各利益相关者是如何影响和制约办学模式改革的,从而进一步明确高等职业教育办学模式改革的障碍何在。第四部分,即高等职业教育与利益相关者的利益协调。在分析各利益相关者的利益冲突,运用利益协调理论,分析各利益相关者在高职办学模式改革过程中应当担任什么样的角色,如何参与高等职业教育办学模式改革,寻求高职办学改革过程中各利益相关者的利益均衡点。第五部分,即利益相关者视角下发达国家高等职业教育办学模式改革的经验举要。他山之石,可以攻玉。本章通过选取高等职业教育比较发达的德国和英国,分析其高等职业教育办学模式的典型模式,从利益相关者的角度分析其利益相关者的构成和运行机制,并了解其改革动向,为我国高等职业教育办学模式改革寻求经验借鉴。第六部分,利益相关者参与逻辑下的我国高等职业教育办学模式的对策研究。以多元化的高等职业教育办学模式为基础,借鉴历史经验、国际经验和国内成功经验,结合存在问题,提出我国高等职业教育办学模式改革的方向,并在此基础上具体化为中长期改革的目标、步骤、主要任务、重要措施,以及促进我国高等职业教育办学模式改革的制度环境创新。第七部分,案例研究。选取某市基于利益相关者理论的“政校企”一体化高等职业教育办学模式进行剖析,以验证本文提出的思路的可行性与实际效果。最后,在全部研究的基础上得出本研究的一些初步结论、政策建议和进一步研究的建议。本研究既注重理论性和学术性,更追求理论与实践的结合。在力求对国内外市场经济条件下高等职业教育办学模式进行系统的比较研究的同时,结合我国具体情况,尝试提出适合中国社会主义市场经济发展的高等职业教育办学模式改革的建议。
[Abstract]:Higher vocational education is the cornerstone of the economic and social development of a country and region. It is the source of its core competitiveness. Back to history, the development of higher vocational education has never been so widely concerned and censure as it is today. The reform of higher vocational education has never been such a wave. The state and the society have attached great importance to the development of higher vocational education. China's higher vocational education has realized the great leap forward development on the scale of running a school, trained a large number of urgent and highly skilled talents for the whole society, and provided a powerful human resource support for the development of local economy and society. However, because of the rapid expansion of the scale of running schools in recent years The contradiction between the three bottlenecks of higher vocational education is the conditions of running a school, the mode of education and the level of employment. There are still education and industry in higher vocational education. There are still education and industry in higher vocational education, schools and enterprises, professional setting and professional posts are not close enough, the aim of running a school is not clear, the running mechanism of school is not smooth. It has become a bottleneck in the education and development of higher vocational education. At the same time, there is a lack of clear definition and scientific analysis framework for the study of higher vocational education mode, which leads to the confusion of the practice of running higher vocational education. It is of great significance to set up a modern vocational education system and mobilize the new historical starting point of the enthusiasm of the industry enterprises. It is of great significance to put forward the direction of the reform of the mode of higher vocational education and promote the innovation and reform of the mode of running higher vocational education.
From the perspective of stakeholder theory, this paper makes a comprehensive study of the combination of normative analysis and empirical analysis, taking the practice of the reform of the mode of running a school for the last 30 years in China's higher vocational education as an analysis sample, trying to understand the interest demand, interaction, conflict and coordination of the stakeholders that affect the reform of its running school. The essence and mechanism of the reform of vocational education is further thought on how to extend and deepen the reform of Higher Vocational Education in China at the institutional level. This paper focuses on the reform practice of Higher Vocational Education in our country, pays close attention to the frontiers and tries to answer the following questions through a systematic and unique perspective: first, Why do we need to reform the mode of running higher vocational education in China? Why should we reform the mode of running a school for higher vocational education? What is the power to promote the reform of higher vocational education mode, develop and spread? How do different stakeholders plan and implement the reform? What they expect to realize through the reform Compared with previous reforms, what are the breakthroughs in the reform of higher vocational school mode at present? What new contradictions have encountered? Secondly, who is the benefit of the reform of the mode of running higher vocational education in China? Which is the interest subject in the reform process of higher vocational education? Which interests are directly affected by the interests of the higher vocational education The reform of the mode of running a school for higher vocational education? Third, what are the interests of the interests among the stakeholders during the reform of higher vocational education mode? What is the conflict of interests? How to promote or fetter the reform process of the balance and conflict of the interests? Fourth, the reform of the mode of running higher vocational education in the international scope What is the impact of the reform of Higher Vocational Education in China? What are the challenges facing the reform of Higher Vocational Education in Chinese society with the trend of diversification of interests? Fifth, how can the reform of higher vocational education be developed and surpassed by institutional innovation in the course of China's higher vocational education? Based on the above analysis logic, this study The main contents include the following parts:
The introduction introduces the background, significance, contents, methods, research ideas and core concepts of this question.
The first part is the historical analysis and realistic thinking of the reform of higher vocational education mode in China. Through the objective description and systematic review of the course of running higher vocational education in China, summing up experience and lessons, exploring historical rules, obtaining historical laws from the historical research, and answering the reform of Higher Vocational education in our country all experienced the experience. What are the processes? Why are there problems in the mode of running a school today? What kind of problems are there? Which direction should be reformed to analyze the theory and the practical space of the stakeholder theory and stakeholders to participate in the reform of the mode of running higher vocational education.
The second part is the classification and interest demand analysis of the stakeholders in Higher Vocational Schools in China. To study how stakeholders influence and restrict the reform of higher vocational education mode, we must first understand what the stakeholders in higher vocational education have in the end, and the sorting of the degree of its influence, and so on, by using Mitchell's classification method, From three aspects of legitimacy, rationality and urgency, what are the influences of the stakeholders that affect the mode of running a school in higher vocational colleges, including the connotation, composition and needs of the stakeholders of higher vocational education, including the definition, scope identification, and member structure of high vocational stakeholders Then, what is the interest demand among various stakeholders in the process of higher vocational education?
The third part is the conflict of interests between the higher vocational education and the stakeholders. On the basis of the previous empirical research, what is the conflict between the interests and needs of the stakeholders during the reform of higher vocational education mode, and how to influence and restrict the reform of the school running mode by the stakeholders? And further clarify the obstacles to the reform of the running mode of higher vocational education.
The fourth part, the interests of higher vocational education and stakeholder coordination. In the analysis of the interests of the stakeholders in the conflict of interests, the use of interest coordination theory, analysis of the various stakeholders in the process of higher vocational school reform process should take the role of how to participate in the reform of Higher Vocational education model, to seek higher vocational education reform The balance of interest of all stakeholders during the process of revolution.
The fifth part, the experience of the reform of higher vocational education mode in the developed countries from the perspective of stakeholder, can be used to analyze the typical model of higher vocational education mode by selecting the more developed German and British higher vocational education, and analyzing its interests from the angle of stakeholders. We should understand the structure and operation mechanism of the customs and understand its reform trend and seek experience for the reform of the running mode of Higher Vocational Education in China.
The sixth part, based on the diversified higher vocational education mode of running a school based on the pluralistic higher vocational education model, and combining the historical experience, the international experience and the domestic successful experience, combined with the existing problems, put forward the direction of the reform of the higher vocational education mode in China, and this foundation is based on this basis. It will be concretely transformed into the goals, steps, main tasks, important measures, and institutional environment innovation of promoting the reform of the running mode of Higher Vocational Education in China.
The seventh part, case study, selected a city based on stakeholder theory, "political school enterprise" integration of higher vocational education model to analyze, in order to verify the feasibility and practical effect of the ideas proposed in this paper.
Finally, on the basis of all the research, some preliminary conclusions, policy suggestions and suggestions for further research are drawn up. This study not only pays attention to the theoretical and academic nature, but also seeks the combination of theory and practice. It makes a systematic comparative study on the model of Higher Vocational Education under the conditions of market economy at home and abroad. In the light of China's specific conditions, we try to put forward proposals for the reform of the running mode of higher vocational education suitable for the development of China's socialist market economy.
【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2012
【分类号】：G718.5

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