經合組織高等教育政策研究
發(fā)布時間：2018-09-07 15:33
【摘要】：人性的升華、社會的凈化,都有賴于無私、利他的品德。教育,尤其高等教育作為文明傳承、知識傳授的重要系統(tǒng),天然地承擔著這種凈化的使命。在全球化大背景下,國際組織的教育政策及理念已經對各國教育產生了廣泛而深刻的影響。其中,經合組織(OECD)在高等教育政策領域更是具備了 "無可爭議的品牌識別",相關研究尚且有限。它的"軟權力"與布爾迪厄所稱的"符號權力"頗為相似。本研究對經合組織教育工作發(fā)展歷程、高等教育政策的緣起、政策生成過程、政策文本特征及其對各國高等教育領域的影響作了剖析,并從符號權力的視角分析了其高等教育政策生成與發(fā)揮影響的作用機制。主要研究結論如下:自組織成立至今,教育工作經歷了萌芽期對教育與經濟關聯的求證、初創(chuàng)期的地位認可、發(fā)展期的重新定位,業(yè)已進入成熟期,逐漸成為組織的核心事務之一。高等教育領域的工作,雖然起步稍晚,但也從對高等教育機構管理的關注,不斷拓展、深化,發(fā)展到對質量保障、大學功能、學習成果等各個領域的重視。以項目為依托,涌現出了大量的高等教育出版物(政策文本),承載著經合組織的理念,傳播到各國。教育政策評議項目(高等教育部分)和國際高等教育學習成果評估(AHELO)可行性研究項目,作為經合組織高等教育領域工作的范例,其運行過程較好地展現了項目式運作的優(yōu)勢,同時也完整地詮釋了經合組織高等教育政策生成中的符號權力:符號權力以應需而生為現實基礎;符號結構的形成中倚重知識分子(專家)的獨立性;高效、務實的工作風格是為符號權力的主體結構。通過運用MAXQDA軟件對經合組織23個高等教育政策文本進行分析,發(fā)現這些文本在語氣、內容與價值取向上體現出相似的特征:在高等教育發(fā)展上強調"質量為本",對高等教育功能的定位具有經濟化傾向;注重營造危機感與競爭、革新的氛圍,語氣表述多委婉、縝密而客觀;通過對術語的界定與不斷重復,以及評價權力的使用來強化組織權威。這些特征,凸顯了經合組織政策文本的重要性、客觀性或是權威性,有助于增強其文本內容、觀念乃至相關術語的傳播。以英國、愛爾蘭、美國和中國為案例,各國的媒體報道、學術研究、政策文本與實踐中,均可尋覓到經合組織高等教育政策影響的蹤跡。英國《泰晤士報高等教育副刊》的若干報道中或稱揚或貶損的態(tài)度,有形無形中彰顯著經合組織的影響;愛爾蘭高等教育評議項目更是在很大程度上建構了它當今的高等教育體系。美國由于與經合組織的獨特淵源,一方面對經合組織高等教育政策發(fā)揮著影響,另一方面也可以從媒體報道、政策報告中見到經合組織帶給它的印記。作為非成員國,中國也在逐步引入經合組織高等教育出版物、研究其高等教育政策及項目、積極參與它的高等教育項目,并在高等教育政策制定中表現出采納相關建議及采用有關術語的種種端倪。從符號權力的視角分析,經合組織在高等教育政策領域的符號資本來自經濟資本,由此帶來的影響可謂利弊并存;承載著組織符號結構的高等教育政策文本是借助文化資本生成、籍由社會資本傳播的;這種結構再生產的過程是組織有意引導、各國選擇,再加上歷史趨勢推動三者共同作用的結果。
[Abstract]:The sublimation of human nature and the purification of society all depend on selflessness and altruism. Education, especially higher education, as an important system of civilization and knowledge transmission, naturally undertakes the mission of purification. Under the background of globalization, the educational policies and concepts of international organizations have exerted extensive and profound influence on education in various countries. In the field of higher education policy, OECD has the indisputable brand recognition, and the relevant research is still limited. Its "soft power" is quite similar to Bourdieu's "symbolic power". The main conclusions are as follows: since the founding of self-organization, education has gone through the budding period to verify the relationship between education and economy, the status recognition in the initial period, and the development period. The work in the field of higher education, although started a little late, has been developing from the concern of the management of institutions of higher education to the emphasis on quality assurance, University functions, learning outcomes and other fields. A large number of Higher Education publications (policy texts) carry the OECD concept and spread to all countries. The Feasibility Study Project of Educational Policy Review (Higher Education Section) and International Assessment of Higher Education Learning Achievements (AHELO), as examples of work in the field of higher education in the OECD, has well demonstrated the project-based operation process. At the same time, it fully explains the symbolic power in the formation of OECD higher education policy: symbolic power is based on the need; the formation of symbolic structure relies on the independence of intellectuals (experts); efficient and pragmatic working style is the main structure of symbolic power. Through the analysis of 23 higher education policy texts, it is found that these texts have similar features in tone, content and value orientation: emphasizing "quality-oriented" in the development of higher education, and economic orientation in the orientation of higher education function; paying attention to creating a sense of crisis and competition, innovative atmosphere, multi-euphemistic and meticulous tone of expression. These characteristics highlight the importance, objectivity or authority of the OECD policy text and help to enhance the dissemination of its text content, concepts and even related terms. The impact of the OECD's higher education policy can be traced in academic research, policy texts and practice. The OECD's influence is visibly and invisibly evident in some reports in the British Times Higher Education Supplement, which praised or belittled the OECD's influence, and to a great extent in the Irish Higher Education Review Project. As a non-member country, China is also gradually introducing OECD higher education. Educational publications study its higher education policies and programs, actively participate in its higher education programs, and show signs of adopting relevant proposals and terminology in the formulation of higher education policies. The influence of the latter can be described as both advantages and disadvantages; the higher education policy text bearing the organizational symbol structure is generated by cultural capital and disseminated by social capital; the process of this structural reproduction is the result of the joint action of the organization's intentional guidance, the choice of countries and the historical trend.
【學位授予單位】：華東師范大學
【學位級別】：博士
【學位授予年份】：2017
【分類號】：G649.2
[Abstract]:The sublimation of human nature and the purification of society all depend on selflessness and altruism. Education, especially higher education, as an important system of civilization and knowledge transmission, naturally undertakes the mission of purification. Under the background of globalization, the educational policies and concepts of international organizations have exerted extensive and profound influence on education in various countries. In the field of higher education policy, OECD has the indisputable brand recognition, and the relevant research is still limited. Its "soft power" is quite similar to Bourdieu's "symbolic power". The main conclusions are as follows: since the founding of self-organization, education has gone through the budding period to verify the relationship between education and economy, the status recognition in the initial period, and the development period. The work in the field of higher education, although started a little late, has been developing from the concern of the management of institutions of higher education to the emphasis on quality assurance, University functions, learning outcomes and other fields. A large number of Higher Education publications (policy texts) carry the OECD concept and spread to all countries. The Feasibility Study Project of Educational Policy Review (Higher Education Section) and International Assessment of Higher Education Learning Achievements (AHELO), as examples of work in the field of higher education in the OECD, has well demonstrated the project-based operation process. At the same time, it fully explains the symbolic power in the formation of OECD higher education policy: symbolic power is based on the need; the formation of symbolic structure relies on the independence of intellectuals (experts); efficient and pragmatic working style is the main structure of symbolic power. Through the analysis of 23 higher education policy texts, it is found that these texts have similar features in tone, content and value orientation: emphasizing "quality-oriented" in the development of higher education, and economic orientation in the orientation of higher education function; paying attention to creating a sense of crisis and competition, innovative atmosphere, multi-euphemistic and meticulous tone of expression. These characteristics highlight the importance, objectivity or authority of the OECD policy text and help to enhance the dissemination of its text content, concepts and even related terms. The impact of the OECD's higher education policy can be traced in academic research, policy texts and practice. The OECD's influence is visibly and invisibly evident in some reports in the British Times Higher Education Supplement, which praised or belittled the OECD's influence, and to a great extent in the Irish Higher Education Review Project. As a non-member country, China is also gradually introducing OECD higher education. Educational publications study its higher education policies and programs, actively participate in its higher education programs, and show signs of adopting relevant proposals and terminology in the formulation of higher education policies. The influence of the latter can be described as both advantages and disadvantages; the higher education policy text bearing the organizational symbol structure is generated by cultural capital and disseminated by social capital; the process of this structural reproduction is the result of the joint action of the organization's intentional guidance, the choice of countries and the historical trend.
【學位授予單位】：華東師范大學
【學位級別】：博士
【學位授予年份】：2017
【分類號】：G649.2
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