本文選題：中外合作辦學(xué) + 政策��； 參考：《西北農(nóng)林科技大學(xué)》2013年碩士論文

【摘要】：中外合作辦學(xué)始于20世紀(jì)80年代末、90年代初,源頭可以追溯到當(dāng)時人民大學(xué)和復(fù)旦大學(xué)等高校舉辦的中美經(jīng)濟學(xué)、法學(xué)培訓(xùn)班以及天津財經(jīng)學(xué)院和美國俄克拉荷馬大學(xué)聯(lián)合舉辦MBA班的項目,這種合作辦學(xué)當(dāng)時處于雛形階段。后來,隨著辦學(xué)項目與機構(gòu)的增多,國家也相繼出臺了相關(guān)的政策,如2003年3月1日《中華人民共和國中外合作辦學(xué)條例》以及2004年6月2日《中華人民共和國中外合作辦學(xué)條例實施辦法》等,相關(guān)公共政策的出臺,進一步推動了我國的中外合作辦學(xué)事業(yè),辦學(xué)機構(gòu)與項目都得到了相應(yīng)的發(fā)展,為我國高等教育的國際化以及社會主義建設(shè)事業(yè)國際化人才的培養(yǎng)發(fā)揮了重要的作用。然而,在中外合作辦學(xué)具體的政策實施過程中,還存在許多問題,諸如政策內(nèi)容的不明確性、政策缺乏配套,合作盲目、政策執(zhí)行不力,違規(guī)辦學(xué)依然存在、政策實施監(jiān)督不到位、政策的價值取向與辦學(xué)實際有偏差。 為了更好地研究以上政策問題,筆者運用了文獻法、問卷調(diào)查法、案例比較法,訪談法,通過對中外合作辦學(xué)的起源、發(fā)展過程與目前現(xiàn)狀進行了研究,第一次總結(jié)出了合作辦學(xué)經(jīng)歷的四個階段,萌芽階段、發(fā)展階段、調(diào)整和規(guī)范階段。同時把辦學(xué)歷程與辦學(xué)政策有機結(jié)合起來,深入分析了政策的背景條件與現(xiàn)實中的不足,主要表現(xiàn)在政策的環(huán)境條件變化,包括政治、經(jīng)濟、社會文化、國際環(huán)境。另外,政府的多重身份沖突,政府間的利益沖突,以及政府干預(yù)高校事務(wù)太多,高校間的無序與盲目,學(xué)生與家長的弱者地位,所有這些都是辦學(xué)政策存在問題的根本原因。通過研究,筆者在辦學(xué)政策的變革思路與方向上,提出了從五個層面、十三項措施方面進行完善。首先,政府作為合作辦學(xué)政策的公共管理主體,需要認(rèn)清自身的角色,注重發(fā)揮宏觀調(diào)控作用,處理好政府與高校之間的關(guān)系,同時需要分層次開展合作辦學(xué),一是兼顧高校層次差異,強調(diào)重點高校需要在基礎(chǔ)領(lǐng)域大力開展合作辦學(xué)、二是結(jié)合區(qū)域經(jīng)濟差異,達到辦學(xué)專業(yè)合理分配、三是加大優(yōu)先中西部力度,服務(wù)國家協(xié)調(diào)發(fā)展、四是突出樣板辦學(xué)機構(gòu)與項目作用,發(fā)揮示范效應(yīng)。再者,還要提高合作辦學(xué)的信息化程度,抓好現(xiàn)有合作辦學(xué)中監(jiān)管與認(rèn)證兩個平臺的建設(shè),同時拓展申報平臺,健全信息公布制度。最后,探索健全監(jiān)督與評估機制,落實合作辦學(xué)中的評估與處罰兩個機制,強化媒體的監(jiān)督,形成網(wǎng)絡(luò)、報刊、廣播等監(jiān)督的立體化格局,建立行業(yè)評估體系,獨立發(fā)揮第三方的作用。以辦學(xué)政策為突破口,通過不斷的發(fā)展與完善,中外合作辦學(xué)的初衷是可以實現(xiàn)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.
【學(xué)位授予單位】：西北農(nóng)林科技大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：G648.9

【參考文獻】

相關(guān)期刊論文 前10條

1 李毅;;國際視野下中外合作辦學(xué)的治理[J];北京大學(xué)教育評論;2008年02期

2 趙月;;高等教育中外合作辦學(xué)的多維度探討[J];出國與就業(yè)(就業(yè)版);2011年13期

3 王琴;夏青;;關(guān)于中外合作辦學(xué)的再認(rèn)識[J];福建論壇(社科教育版);2010年06期

4 吳堅;楊婧;鐘玉洲;;中外合作辦學(xué)政策發(fā)展分析[J];湖南師范大學(xué)教育科學(xué)學(xué)報;2010年04期

5 金璐;;解讀中外合作辦學(xué)政策[J];高等理科教育;2008年06期

6 耿殿磊;;中外合作辦學(xué)利益相關(guān)者分析[J];高教探索;2007年01期

7 郭鋒;;論提升政府高等教育提供與管理能力[J];國家教育行政學(xué)院學(xué)報;2009年02期

8 陸小兵;王文軍;;中外合作辦學(xué)政策失真的批判性分析[J];國家教育行政學(xué)院學(xué)報;2011年12期

9 江彥橋;中外合作辦學(xué)政策失真及其對策措施[J];復(fù)旦教育論壇;2005年06期

10 孟中媛;;關(guān)于中外合作辦學(xué)發(fā)展策略的思考[J];哈爾濱學(xué)院學(xué)報;2008年07期

，

本文編號：1885359