本文選題：高等職業(yè)教育 + 利益相關(guān)者　； 參考：《華東師范大學(xué)》2012年博士論文

【摘要】：高等職業(yè)教育是一個國家和地區(qū)經(jīng)濟社會發(fā)展的基石,是其核心競爭力提升的源泉�；厮輾v史,高等職業(yè)教育的發(fā)展從未像今天這樣受到如此廣泛的關(guān)注和責(zé)難,高等職業(yè)教育的改革也從未如今天這樣波瀾迭起。進入新世紀以來,隨著國家和社會對高等職業(yè)教育發(fā)展的不斷重視,我國高等職業(yè)教育已經(jīng)實現(xiàn)了辦學(xué)規(guī)模上的跨越式發(fā)展,為全社會培養(yǎng)了大批急需的高技能型人才,為地方經(jīng)濟社會發(fā)展提供了有力的人力資源支撐。但由于近年來辦學(xué)規(guī)模急劇擴張,制約高等職業(yè)教育發(fā)展的辦學(xué)條件、育人模式、就業(yè)水平三大瓶頸的矛盾日益突出,高等職業(yè)教育辦學(xué)中仍存在教育與產(chǎn)業(yè)、學(xué)校與企業(yè)、專業(yè)設(shè)置與職業(yè)崗位對接不夠緊密,辦學(xué)目的定位不清,學(xué)校運行機制不順,尤其是還沒有真正建立與踐行工學(xué)結(jié)合的人才培養(yǎng)模式,這些已經(jīng)成為高等職業(yè)教育辦學(xué)和發(fā)展中的瓶頸問題。與此同時,目前對高等職業(yè)教育辦學(xué)模式的研究缺乏清晰的概念界定與科學(xué)的分析框架,由此導(dǎo)致了高等職業(yè)教育辦學(xué)實踐的混亂。在大力發(fā)展職業(yè)教育、建立現(xiàn)代職業(yè)教育體系、調(diào)動行業(yè)企業(yè)積極性的新的歷史起點上,針對我國高等職業(yè)教育辦學(xué)的現(xiàn)實困境,提出高等職業(yè)教育辦學(xué)模式改革的方向,促進高等職業(yè)教育辦學(xué)模式的創(chuàng)新與變革,具有十分重要的意義。 本文從利益相關(guān)者理論的視角出發(fā),綜合運用規(guī)范分析和實證分析相結(jié)合的方法開展研究,以我國高等職業(yè)教育近30年來辦學(xué)模式改革的實踐為分析樣本,嘗試在影響其辦學(xué)改革的利益相關(guān)者的利益需求、交互、沖突與協(xié)調(diào)中,理解高等職業(yè)教育辦學(xué)改革的本質(zhì)和作用機制,并就如何在制度層面延展和深化我國高等職業(yè)教育辦學(xué)改革做了進一步的思考。本文聚焦我國高等職業(yè)教育辦學(xué)改革實踐,關(guān)注前沿問題,嘗試通過系統(tǒng)且獨特的視角來嘗試回答以下問題：首先,分析我國高等職業(yè)教育辦學(xué)模式為何迫切需要改革?即為什么要改革高等職業(yè)教育辦學(xué)模式?是什么力量在推動高等職業(yè)教育辦學(xué)模式改革的發(fā)生、發(fā)展和蔓延?不同的利益相關(guān)者如何規(guī)劃和實施改革?他們期望通過改革實現(xiàn)怎樣的愿景?與以往改革相比,現(xiàn)階段高職辦學(xué)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,我國高等職業(yè)教育辦學(xué)模式的改革觸及誰的利益?即高等職業(yè)教育在辦學(xué)模式改革過程中都存在哪些利益主體?哪些利益主體直接影響著高等職業(yè)教育的辦學(xué)模式改革?第三,高等職業(yè)教育辦學(xué)模式改革過程中各利益主體之間的利益需求是什么?存在的利益沖突是什么?各利益的均衡與沖突如何促進或羈絆改革的進程?第四,國際范圍的高等職業(yè)教育辦學(xué)模式改革給我國的高等職業(yè)教育辦學(xué)改革帶來了怎樣的影響?在利益多元化趨勢顯現(xiàn)的中國社會,高等職業(yè)教育辦學(xué)改革面臨怎樣的挑戰(zhàn)?第五,行進中的中國高等職業(yè)教育辦學(xué)改革何以通過制度創(chuàng)新實現(xiàn)發(fā)展和超越?基于上述分析邏輯,本研究的主要內(nèi)容包括如下幾個部分： 緒論部分就本問的選題的背景、研究意義、研究內(nèi)容與方法、研究思路以及核心概念進行了提綱挈領(lǐng)式的說明 第一部分,即我國高等職業(yè)教育辦學(xué)模式改革的歷史分析與現(xiàn)實思考。通過客觀描述和系統(tǒng)梳理我國高等職業(yè)教育辦學(xué)的歷程,總結(jié)經(jīng)驗與教訓(xùn),探尋歷史規(guī)律；從歷史研究中獲得歷史規(guī)律,并回答我國高等職業(yè)教育辦學(xué)改革都經(jīng)歷了哪些過程?為什么會有今天的辦學(xué)模式的問題?都存在什么樣的問題?應(yīng)該向著哪些方向去改革等,從而分析利益相關(guān)者理論和利益相關(guān)者參與下高等職業(yè)教育辦學(xué)模式改革的理論和現(xiàn)實空間。 第二部分,即我國高職辦學(xué)利益相關(guān)者的分類與利益需求分析。要研究利益相關(guān)者如何影響和制約高等職業(yè)教育辦學(xué)模式改革,就必須首先明白高等職業(yè)教育辦學(xué)的利益相關(guān)者到底有哪些?其影響程度的排序等?采用米切爾的分類法,從合法性、合理性、緊迫性三個方面,通過實證調(diào)查厘清影響高職院校辦學(xué)模式的利益相關(guān)者都有哪些?影響的程度如何?包括高等職業(yè)教育辦學(xué)利益相關(guān)者的內(nèi)涵、構(gòu)成及其需求分析：包括高職利益相關(guān)者的內(nèi)涵界定、范圍識別、成員構(gòu)成等。然后分析高職辦學(xué)過程中各個利益相關(guān)者之間的利益需求是什么? 第三部分,即高等職業(yè)教育與利益相關(guān)者的利益沖突。在上一章實證研究的基礎(chǔ)上,分析在高等職業(yè)教育辦學(xué)模式改革過程中,各利益相關(guān)者的利益需求之間的沖突是什么?從而了解各利益相關(guān)者是如何影響和制約辦學(xué)模式改革的,從而進一步明確高等職業(yè)教育辦學(xué)模式改革的障礙何在。 第四部分,即高等職業(yè)教育與利益相關(guān)者的利益協(xié)調(diào)。在分析各利益相關(guān)者的利益沖突,運用利益協(xié)調(diào)理論,分析各利益相關(guān)者在高職辦學(xué)模式改革過程中應(yīng)當(dāng)擔(dān)任什么樣的角色,如何參與高等職業(yè)教育辦學(xué)模式改革,尋求高職辦學(xué)改革過程中各利益相關(guān)者的利益均衡點。 第五部分,即利益相關(guān)者視角下發(fā)達國家高等職業(yè)教育辦學(xué)模式改革的經(jīng)驗舉要。他山之石,可以攻玉。本章通過選取高等職業(yè)教育比較發(fā)達的德國和英國,分析其高等職業(yè)教育辦學(xué)模式的典型模式,從利益相關(guān)者的角度分析其利益相關(guān)者的構(gòu)成和運行機制,并了解其改革動向,為我國高等職業(yè)教育辦學(xué)模式改革尋求經(jīng)驗借鑒。 第六部分,利益相關(guān)者參與邏輯下的我國高等職業(yè)教育辦學(xué)模式的對策研究。以多元化的高等職業(yè)教育辦學(xué)模式為基礎(chǔ),借鑒歷史經(jīng)驗、國際經(jīng)驗和國內(nèi)成功經(jīng)驗,結(jié)合存在問題,提出我國高等職業(yè)教育辦學(xué)模式改革的方向,并在此基礎(chǔ)上具體化為中長期改革的目標、步驟、主要任務(wù)、重要措施,以及促進我國高等職業(yè)教育辦學(xué)模式改革的制度環(huán)境創(chuàng)新。 第七部分,案例研究。選取某市基于利益相關(guān)者理論的“政校企”一體化高等職業(yè)教育辦學(xué)模式進行剖析,以驗證本文提出的思路的可行性與實際效果。 最后,在全部研究的基礎(chǔ)上得出本研究的一些初步結(jié)論、政策建議和進一步研究的建議。本研究既注重理論性和學(xué)術(shù)性,更追求理論與實踐的結(jié)合。在力求對國內(nèi)外市場經(jīng)濟條件下高等職業(yè)教育辦學(xué)模式進行系統(tǒng)的比較研究的同時,結(jié)合我國具體情況,嘗試提出適合中國社會主義市場經(jīng)濟發(fā)展的高等職業(yè)教育辦學(xué)模式改革的建議。
[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.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2012
【分類號】：G718.5

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