本文選題：高等教育　切入點(diǎn)：高等教育管理　出處：《西南大學(xué)》2013年碩士論文　論文類型：學(xué)位論文

【摘要】：高等教育管理的研究范式是指高等教育管理研究共同體對(duì)高等教育管理研究的本體論、認(rèn)識(shí)論和方法論的基本承諾,是他們所一致接受并遵循的問題、理論和方法的集合,并用于指導(dǎo)高等教育管理研究實(shí)踐。之所以要對(duì)高等教育管理研究范式這一問題進(jìn)行研究和探討,首先是因?yàn)楦叩冉逃芾硌芯恐笇?dǎo)著我國(guó)高等教育管理實(shí)踐,其研究成果為我國(guó)高等教育管理實(shí)踐提供理論指導(dǎo)和實(shí)踐指南,也決定了我國(guó)高等教育發(fā)展的路線和方向；其次在于我國(guó)高等教育管理研究的現(xiàn)狀令人擔(dān)憂,雖然取得了豐富的研究成果,但是也存在對(duì)管理實(shí)踐的解釋乏力,難以指導(dǎo)管理實(shí)踐的問題,形成一個(gè)成熟的研究范式是學(xué)者們共同努力的方向；此外,復(fù)雜性理論為本研究提供了寶貴的理論資源,對(duì)我國(guó)高等教育管理研究范式的確立具有重要的指導(dǎo)意義。本研究所采用是理性思辨基礎(chǔ)上的批判反思的研究策略,采取了定性與定量相結(jié)合的研究方法論。 研究高等教育管理的研究范式,首先需要對(duì)研究的現(xiàn)狀進(jìn)行一個(gè)客觀的充分的了解。本研究選取了人大復(fù)印資料《高等教育》(2008-2012)高等教育管理類的1071篇文獻(xiàn)作為樣本,針對(duì)這些文章所關(guān)注的問題、研究的方法以及研究者進(jìn)行了定量的分析。在作者分布上,高校仍然是研究的主力軍,擁有高級(jí)職稱的作者居多,單純的研究者居多,本領(lǐng)域的研究者居多。在研究領(lǐng)域上,總體以宏觀管理問題研究為主,對(duì)微觀應(yīng)用的問題關(guān)注也開始增多；對(duì)高等教育評(píng)價(jià)的關(guān)注提升到了新的高度,但多數(shù)是實(shí)證研究；對(duì)元高等教育管理問題開始關(guān)注但缺乏重視；對(duì)大學(xué)管理制度的研究上升到了至關(guān)重要的位置；個(gè)別院校形成了研究特色,但大多數(shù)院校還是缺乏自己的研究特點(diǎn)。在研究方法方面,理論思辨法和經(jīng)驗(yàn)總結(jié)法仍然是我國(guó)高等教育管理研究采用的最主要的研究方法,但比例有所下降；實(shí)證研究占據(jù)了重要位置；跨學(xué)科研究方法使用越來越頻繁；個(gè)案研究也進(jìn)入了十分重要的位置；質(zhì)的研究方法、模型分析法、比較研究法和文獻(xiàn)資料分析法運(yùn)用較少。 接下來本研究對(duì)我國(guó)現(xiàn)存的研究范式進(jìn)行了梳理和探討。目前我國(guó)高等教育管理研究主要存在著以下幾種研究范式：從經(jīng)驗(yàn)總結(jié)到學(xué)科理論建構(gòu)的理性思辨范式；科學(xué)管理取向的實(shí)證研究范式；實(shí)踐取向的多學(xué)科研究范式；“文化-人”取向的文化價(jià)值研究范式。思辨研究范式主要包含了經(jīng)驗(yàn)總結(jié)和學(xué)科理論構(gòu)建,該范式指導(dǎo)下的研究雖然取得了相當(dāng)?shù)某删?但是也存在著與實(shí)踐脫節(jié)的弊病。實(shí)證研究范式為我國(guó)高等教育管理研究帶來了許多顯性的、可觀察和可測(cè)量和益處,也提高了管理研究和實(shí)踐的實(shí)效性,但是也因過分注重量化而導(dǎo)致復(fù)雜問題簡(jiǎn)單化并且難以揭示現(xiàn)象背后所蘊(yùn)含的價(jià)值和意義。多學(xué)科研究范式寬闊了研究視域,提升了解決實(shí)際問題的能力,但是也存在著簡(jiǎn)單套用其他學(xué)科理論、缺少對(duì)話和生搬硬套的痕跡。文化價(jià)值范式為研究增加了人情味,也為管理實(shí)踐增加了很多柔性的因子,但是也因其過于理性化和宏大的敘事方式,在實(shí)踐中也被高高掛起。 在對(duì)現(xiàn)有研究范式進(jìn)行反思的基礎(chǔ)上,本研究提出了我國(guó)高等教育管理研究范式的應(yīng)然構(gòu)想——復(fù)雜性范式。高等教育管理是復(fù)雜的。首先,高等教育管理對(duì)象也就是高等教育系統(tǒng)是復(fù)雜的,它由大量要素構(gòu)成,存在著顯著的非線性特征,擁有開放性和環(huán)境依賴性,具有遠(yuǎn)離平衡態(tài)特征,具有多重時(shí)間尺度,具有自組織特征；其次,高等教育管理主體是復(fù)雜的,高等教育管理者是作為復(fù)雜人而存在的,而高等教育組織系統(tǒng)也具有顯著的復(fù)雜性；再次,高等教育的管理過程更是復(fù)雜的。復(fù)雜性研究范式秉承有機(jī)自然觀和主客體耦合的認(rèn)識(shí)趣向,采用融貫的方法論。復(fù)雜性范式的高等教育管理研究,在研究思維上堅(jiān)持非線性思維、關(guān)系思維和生成思維；在研究共同體組成上,堅(jiān)持管理者、研究者和被管理者有機(jī)結(jié)合,本領(lǐng)域研究者和其他學(xué)科領(lǐng)域研究者交叉融通；在研究視域上,要求廣泛開展能指導(dǎo)具體實(shí)踐的中觀層面的研究,選擇那些實(shí)踐著的、熟悉的、體驗(yàn)著的研究領(lǐng)域、問題和視角,重視對(duì)個(gè)案問題的研究,重視對(duì)新領(lǐng)域、邊緣領(lǐng)域的研究,還要打開方法論的研究視域,重視對(duì)元問題的研究；在研究方法上,要采用跨學(xué)科的研究方法,采用思辨與實(shí)證相結(jié)合的研究方法,重視行動(dòng)研究,最終達(dá)到科學(xué)與藝術(shù)的完美結(jié)合。
[Abstract]:The research paradigm of higher education management refers to the management of community higher education on Higher Education Management Research ontology, understanding basic commitment and methodology, they agree to accept and follow the problem, set theory and method, and used to guide the practice of higher education management research. The reason for the study and Discussion on the paradigm of higher education management research this problem, firstly because of the higher education management research guides China's higher education management practice, the research results provide theoretical guidance and practice guidelines for China's higher education management practice, also determines the route and direction of the development of higher education in China; second is the higher education management research present situation is me our concerns, although made great achievements, but also to explain the practice of management is weak, it is difficult to guide the management practice of the problem, the formation of A mature research paradigm is the direction of the joint efforts of scholars; in addition, complexity theory provides valuable theoretical resources for the study has important guiding significance to the establishment of China's higher education management research paradigm. The study adopts strategies of rational critical reflection on the basis of theoretical research, take the method the combination of qualitative and quantitative theory.
The research paradigm of higher education management research, the research status about the first need to make an objective understanding. This study selected the copy data of Higher Education (2008-2012) > > 1071 references of higher education management as a sample, the concern for these problems, research methods and research carried out quantitative analysis. In the distribution of authors, the university is still the main force in the study, the author with senior technical titles are on only the majority, researchers in the field of the majority. In the field of research, the main research overall to macro management problems, focus on the application of the micro problems also began to increase; to improve evaluation the attention of higher education to a new level, but most empirical research on higher education management; Yuan began to pay attention to but lack of attention; the study of college management system up to. Important position; individual colleges and universities have formed research characteristics, but most schools still lack of its own characteristics. In terms of research method, theoretical analysis method and experience summary method is still the main research method of higher education management research in our country by, but the proportion declined; empirical research occupies an important position; Interdisciplinary research the method used more and more frequently; case study also entered into a very important position; the qualitative research method, model analysis, comparative study and literature analysis method to use less.
The following are discussed and explored the existing research paradigm in China. At present, China's higher education management research mainly exist the following research paradigm: from experience to theory and practice of rational thinking paradigm; empirical research paradigm orientation of management science; multidisciplinary research paradigm of practice orientation; "culture" the cultural value orientation of research paradigm. Theoretical research paradigm mainly includes the construction experience and theory research under the guidance of the paradigm has made considerable achievements, but there are also disadvantages and practice. Empirical research paradigm for the study of higher education management in China has brought a lot of explicit, observable and measurable and the benefits, also improves the effectiveness of management research and practice, but also caused by excessive attention to quantitative complicated problem and it is difficult to reveal the phenomenon The value and meaning behind it. The multidisciplinary research paradigm has broad horizon, to enhance the ability of solving practical problems, but there are also simple to apply theories of other disciplines, the lack of dialogue and derivative traces. The paradigm of cultural value adds to the human study, but also adds a lot of flexibility factor for the practice of management, but also because of too rational and grand narrative, in practice it is inaccessible.
Based on the reflections on the existing research paradigm, this study puts forward the conception of ideal -- the complexity paradigm paradigm of China's higher education management research. Higher education management is complex. Firstly, the higher education management object that higher education system is complex, which is composed of a large number of elements, there are significant nonlinear characteristics, with openness and environment dependence, has the characteristic of far from equilibrium state, with multiple time scales, with self organizing feature; secondly, the subject of higher education management is complex, the management of higher education is to exist as a complex one, and the higher education organization system has significant complexity; thirdly, the management of higher education is more complex. The complexity paradigm uphold the organic view of nature and the subjective and objective understanding of the coupling trend, using the method of coherence theory. Higher education management paradigm of complexity Science research, adhere to the non-linear thinking in research thinking, thinking and thinking in the formation; the research community composition, adhere to the combination of managers, researchers and managers, the researchers in the field of research and other disciplines cross financing; in research field, wide research can guide the practice of the middle level the choice of those practice, familiar with the research experience, problems and perspectives, pay attention to the case study of the problem, pay attention to the new field of research, the edge field, but also to open the methodology of the research perspective, research and attention to the problem; in the research method, using research methods interdisciplinary, the theoretical research methods combined with empirical attention, action research, ultimately achieve the perfect combination of science and art.

【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：G640

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