本文選題：第三部門 + 工程教育專業(yè)認(rèn)證��； 參考：《中南大學(xué)》2013年碩士論文

【摘要】：工程教育專業(yè)認(rèn)證是保障工程教育質(zhì)量的重要于段,是工程教育研究的基礎(chǔ)性問(wèn)題。美國(guó)工程教育專業(yè)認(rèn)證作為最成熟、最權(quán)威的工程教育質(zhì)量保障體系,是世界各國(guó)構(gòu)建工程教育質(zhì)量保障體系借鑒的主要對(duì)象之一。目前,學(xué)界對(duì)它的研究多集中在宏觀層面,缺乏恰當(dāng)?shù)难芯恳暯菍?duì)其形成和發(fā)展進(jìn)行深入的分析。因此,將美國(guó)工程教育專業(yè)認(rèn)證置于其特定的歷史文化背景下,從第三部門視角探尋工程教育專業(yè)認(rèn)證的產(chǎn)生和發(fā)展,具有一定的理論意義和實(shí)踐價(jià)值。 美國(guó)工程教育專業(yè)認(rèn)證的形成和發(fā)展有其內(nèi)外動(dòng)力機(jī)制。工程教育數(shù)量和質(zhì)量的矛盾是內(nèi)部動(dòng)力,決定著工程教育專業(yè)認(rèn)證以改進(jìn)工程教育質(zhì)量為使命和目標(biāo)；美國(guó)高等教育自治傳統(tǒng)和分權(quán)管理是生成環(huán)境,決定著工程教育專業(yè)認(rèn)證的第三方認(rèn)證模式；政府、高校、市場(chǎng)等利益相關(guān)者的價(jià)值需求直接推動(dòng)了工程教育專業(yè)認(rèn)證體系的形成,決定著開展工程教育專業(yè)認(rèn)證活動(dòng)時(shí),協(xié)調(diào)利益相關(guān)者之間價(jià)值需求沖突的必要性。縱觀美國(guó)工程教育專業(yè)認(rèn)證的發(fā)展歷程和現(xiàn)狀,可以清楚地發(fā)現(xiàn)其具有顯著的第三部門屬性,如非政府、非營(yíng)利、自治、專業(yè)性、志愿性等。這些屬性特征在美國(guó)的歷史文化背景下,不斷推動(dòng)著美國(guó)工程教育專業(yè)認(rèn)證的發(fā)展壯大。非政府、非營(yíng)利的認(rèn)證機(jī)構(gòu),以其公益性服務(wù)——改進(jìn)教育質(zhì)量為使命和目標(biāo),獨(dú)立開展專業(yè)化、制度化的認(rèn)證活動(dòng),有效地協(xié)調(diào)政府、高校和市場(chǎng)三者間關(guān)系。既保證了認(rèn)證活動(dòng)的獨(dú)立、客觀、公正,提高了工程教育質(zhì)量,維護(hù)了大學(xué)自治和學(xué)術(shù)自由,同時(shí)又滿足了政府、高校和市場(chǎng)的價(jià)值需求,獲得了各利益相關(guān)者的認(rèn)可與支持,這樣一來(lái),認(rèn)證活動(dòng)的權(quán)威性越來(lái)越高、影響力越來(lái)越大,工程教育專業(yè)認(rèn)證也自然會(huì)獲得更大的發(fā)展空間。在工程教育專業(yè)認(rèn)證不斷發(fā)展完善時(shí),其第三部門屬性的內(nèi)涵得以豐富和延伸�？梢哉f(shuō),第三部門屬性助推著美國(guó)工程教育專業(yè)認(rèn)證體系在工程教育和社會(huì)變革中逐漸走向成熟和趨于完善。
[Abstract]:Professional certification of engineering education is important to guarantee the quality of engineering education and the basic problem of engineering education research. As the most mature and authoritative engineering education quality assurance system, American engineering education professional certification is one of the main objects for the construction of engineering education quality assurance system in the world. At present, the academic research on it mainly focuses on the macro level, and lacks a proper research perspective to analyze its formation and development in depth. Therefore, it is of theoretical significance and practical value to study the emergence and development of engineering education professional certification from the perspective of the third department under its specific historical and cultural background. The formation and development of American engineering education professional certification has its internal and external dynamic mechanism. The contradiction between quantity and quality of engineering education is the internal motive force, which determines that the purpose of engineering education professional certification is to improve the quality of engineering education. The value needs of government, university, market and other stakeholders directly promote the formation of engineering education professional certification system, and determine the development of engineering education professional certification activities. The need to reconcile conflicts of value needs between stakeholders. Looking at the development and present situation of engineering education certification in the United States, it can be clearly found that it has significant third sector attributes, such as non-governmental, non-profit, autonomous, professional, voluntary, and so on. Under the historical and cultural background of the United States, these attributes continuously promote the development of the professional certification of engineering education in the United States. Non-government, non-profit certification organization, with its public welfare service-improving the quality of education as its mission and goal, independently carry out specialized and institutionalized certification activities, effectively coordinate the relationship among the government, universities and markets. It not only guarantees the independence, objectivity and impartiality of the certification activities, improves the quality of engineering education, maintains the autonomy of universities and academic freedom, but also meets the value needs of the government, universities and markets, and is recognized and supported by all stakeholders. As a result, the authoritativeness and influence of the certification activities become more and more powerful, and the engineering education professional certification will naturally gain more development space. With the continuous development and perfection of engineering education professional certification, the connotation of the third sector attribute has been enriched and extended. It can be said that the attribute of the third sector promotes the American engineering education professional certification system to mature and perfect gradually in the process of engineering education and social transformation.
【學(xué)位授予單位】：中南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：TB-4;G649.712

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