發(fā)布時(shí)間：2018-03-24 09:29

  本文選題：地方本科高校轉(zhuǎn)型　切入點(diǎn)：合法性　出處：《山東大學(xué)》2017年碩士論文

【摘要】：地方本科高校幾乎占了我國普通高等學(xué)校的半壁江山,此次轉(zhuǎn)型發(fā)展是我國高等教育供給側(cè)改革在地方本科高校發(fā)展路徑方面的體現(xiàn)。地方本科高校轉(zhuǎn)型是一次大學(xué)組織變革和制度變遷,制度性能動(dòng)者的視角可以加深我們對這一問題的認(rèn)識(shí)。從中央和地方政策頒布和實(shí)施措施展開的時(shí)間段來看,此次地方本科高校轉(zhuǎn)型是從地方自主探索到中央頂層設(shè)計(jì),再到地方落實(shí)的過程。具體可以分為三個(gè)階段:2000-2010年屬于模糊發(fā)展期,這一階段并未明確提出"轉(zhuǎn)型"之說;2010-2013年屬于轉(zhuǎn)型探索期,這一階段只有個(gè)別省份的部分高校明確提出轉(zhuǎn)型,并開始自主探索轉(zhuǎn)型路徑;2014年至今屬于轉(zhuǎn)型試點(diǎn)期。就轉(zhuǎn)型的主體而言,我國地方本科高校的轉(zhuǎn)型類型可分為四種:高校自主探索型、地方自主探索型、中央誘致型和地方政府強(qiáng)制型。就轉(zhuǎn)型要素而言,此次地方本科高校轉(zhuǎn)型分為整體轉(zhuǎn)型和專業(yè)群轉(zhuǎn)型兩類。總體而言,地方本科高校轉(zhuǎn)型具有誘致性制度變遷和漸進(jìn)性制度變遷的綜合屬性。此次地方本科高校的轉(zhuǎn)型主要因?yàn)楦咝Ｈ瞬排囵B(yǎng)模式無法滿足各個(gè)利益相關(guān)者的要求,遭遇了合法性危機(jī)。因此尋求合法性是其轉(zhuǎn)型的基本動(dòng)力所在。在此次地方本科高校轉(zhuǎn)型中,其合法性主要包括政治合法性、實(shí)用合法性、規(guī)范合法性和認(rèn)知合法性。制度性能動(dòng)者是在制度構(gòu)建和變遷中起主要作用的個(gè)體或組織。在此次地方本科高校轉(zhuǎn)型中主要存在四種制度性能動(dòng)者:政府、市場、專業(yè)人員和高校協(xié)會(huì)。政府是轉(zhuǎn)型高校合法性的主要來源,尤其是政治合法性和實(shí)用合法性。政府主要通過講話和出臺(tái)政策來賦予轉(zhuǎn)型高校以政治合法性,同時(shí)給予其政策和資源優(yōu)惠;市場在此次地方本科高校轉(zhuǎn)型中扮演著與政府不同的引導(dǎo)作用,即需求引導(dǎo)。具體通過促使轉(zhuǎn)型高校采取差異化的發(fā)展策略來獲得合法性和所需資源;專業(yè)人員的作用主要是尋求學(xué)術(shù)與政策之間的轉(zhuǎn)化途徑。在此地方本科高校轉(zhuǎn)型中,專業(yè)人員主要包括高等教育研究者和高校領(lǐng)導(dǎo)。前者是轉(zhuǎn)型高校認(rèn)知合法性的重要構(gòu)建者,同時(shí)也能夠通過自己的研究成果以及為高校制定發(fā)展戰(zhàn)略規(guī)劃的方式來指導(dǎo)高校的轉(zhuǎn)型實(shí)踐。后者在高校轉(zhuǎn)型中往往起著決定性的作用,究其原因是高校領(lǐng)導(dǎo)對轉(zhuǎn)型高校合法性的認(rèn)識(shí)是其進(jìn)行轉(zhuǎn)型的前提。具體來說,高校領(lǐng)導(dǎo)對內(nèi)采取需要傳播并強(qiáng)化轉(zhuǎn)型高校的合法性,對外要尋求適合高校發(fā)展的機(jī)會(huì)場域。對于各類高校協(xié)會(huì)而言,往往采取參與政策制定、搭建交流平臺(tái)和規(guī)范約束的方式來發(fā)揮作用。
[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.
【學(xué)位授予單位】：山東大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G648.4

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