本文選題：高校創(chuàng)業(yè)教育 + QFD　； 參考：《天津大學(xué)》2010年博士論文

【摘要】： 20世紀(jì)80年代以來(lái),世界高等教育進(jìn)入了以提高質(zhì)量為核心目標(biāo)的時(shí)代。1996年聯(lián)合國(guó)教科文組織也將“質(zhì)量、針對(duì)性和國(guó)際化”作為高等教育的主題詞正式發(fā)表在關(guān)于高等教育變革與發(fā)展的文件中。在國(guó)際金融危機(jī)導(dǎo)致的嚴(yán)峻就業(yè)形勢(shì)下,提高創(chuàng)業(yè)教育質(zhì)量以擴(kuò)大就業(yè)機(jī)會(huì)的強(qiáng)烈社會(huì)訴求,使得創(chuàng)業(yè)教育質(zhì)量評(píng)價(jià)成為當(dāng)前教育理論和實(shí)踐的熱點(diǎn)問(wèn)題。然而,國(guó)內(nèi)現(xiàn)行的以“學(xué)校滿意度”為標(biāo)準(zhǔn)的質(zhì)量評(píng)價(jià)體系難以客觀真實(shí)地反映社會(huì)需求的狀況。因此,克服“學(xué)校滿意度”評(píng)價(jià)標(biāo)準(zhǔn)的弊端,構(gòu)建面向社會(huì)需求的高校創(chuàng)業(yè)教育質(zhì)量評(píng)價(jià)體系,對(duì)于推動(dòng)我國(guó)創(chuàng)業(yè)教育的健康發(fā)展具有重要的理論和實(shí)踐意義。 本文基于QFD對(duì)高校創(chuàng)業(yè)教育質(zhì)量進(jìn)行評(píng)價(jià)研究,主要內(nèi)容如下: 一是將QFD理論引入了高校創(chuàng)業(yè)教育質(zhì)量評(píng)價(jià)領(lǐng)域。QFD作為一種面向設(shè)計(jì)的、基于結(jié)構(gòu)化過(guò)程的質(zhì)量控制方法,在高校創(chuàng)業(yè)教育中的基本環(huán)節(jié)和流程包括:招生宣傳(商業(yè)廣告)——招生(引進(jìn)原料)——在校教育(加工生產(chǎn))——畢業(yè)考核(產(chǎn)品檢驗(yàn))——畢業(yè)分配(產(chǎn)品出廠)——用人單位的使用及畢業(yè)生信息反饋(質(zhì)量跟蹤)。 二是構(gòu)建了基于QFD的高校創(chuàng)業(yè)教育質(zhì)量評(píng)價(jià)體系。該體系包括2個(gè)子系統(tǒng)、5項(xiàng)一級(jí)指標(biāo)、16項(xiàng)二級(jí)指標(biāo)和57項(xiàng)三級(jí)指標(biāo),涵蓋了組織支持、創(chuàng)業(yè)教育環(huán)境、教學(xué)活動(dòng)、學(xué)生、創(chuàng)業(yè)教育延展活動(dòng)等方面的情況。 三是建立了基于QFD的DEA-AHP-FAHP高校創(chuàng)業(yè)教育質(zhì)量綜合評(píng)價(jià)模型。根據(jù)基于QFD的高校創(chuàng)業(yè)教育質(zhì)量評(píng)價(jià)體系內(nèi)容,吸取DEA法、AHP法和FAHP法的優(yōu)點(diǎn),提出了一種DEA-AHP-FAHP綜合評(píng)價(jià)法:在篩選顯性與非顯性指標(biāo)體系的投入與產(chǎn)出指標(biāo)時(shí),采用DEA法;在計(jì)算顯性指標(biāo)下的二級(jí)指標(biāo)時(shí),采用AHP法;在計(jì)算顯性指標(biāo)、非顯性指標(biāo)及其二級(jí)指標(biāo)的權(quán)重時(shí),采用FAHP法;最后得到總的權(quán)重,以實(shí)現(xiàn)對(duì)創(chuàng)業(yè)教育質(zhì)量的綜合評(píng)價(jià)。 四是運(yùn)用基于QFD的高校創(chuàng)業(yè)教育質(zhì)量評(píng)價(jià)體系和DEA-AHP-FAHP綜合評(píng)價(jià)模型進(jìn)行了模擬分析,并對(duì)山東省部分高校創(chuàng)業(yè)教育質(zhì)量進(jìn)行了評(píng)價(jià)。
[Abstract]:Since the 1980s, the world's higher education has entered an era in which the core goal is to improve quality. In 1996, the United Nations Educational, Scientific and Cultural Organization (UNESCO) will also "quality," As the theme words of higher education, pertinence and internationalization are officially published in the document on the reform and development of higher education. Under the severe employment situation caused by the international financial crisis, the strong social appeal to improve the quality of entrepreneurship education in order to expand the employment opportunities makes the evaluation of the quality of entrepreneurship education become a hot issue in the current educational theory and practice. However, the current quality evaluation system based on school satisfaction is difficult to reflect the social needs objectively and realistically. Therefore, it is of great theoretical and practical significance to overcome the shortcomings of the evaluation standard of "school satisfaction" and to construct a quality evaluation system of entrepreneurship education in colleges and universities, which is oriented to the social needs, for promoting the healthy development of entrepreneurship education in China. The main contents of this paper are as follows: firstly, qfd theory is introduced into the field of quality evaluation of entrepreneurship education in colleges and universities. Qfd is a kind of design-oriented. Based on the quality control method of structured process, The basic links and processes of entrepreneurship education in colleges and universities include: enrollment publicity (commercial advertisement)-enrollment (introduction of raw materials)-school education (processing and production)-graduation examination (product inspection)-graduation distribution ( The use of employers and graduate information feedback (quality tracking). Second, the quality evaluation system of entrepreneurship education in colleges and universities based on qfd is constructed. The system consists of 2 subsystems, 5 primary indicators, 16 secondary indicators and 57 tertiary indicators, covering organizational support, entrepreneurial education environment, teaching activities, students, entrepreneurship education extension activities, and so on. Thirdly, the comprehensive evaluation model of DEA-AHP-FAHP university entrepreneurship education quality based on qfd is established. According to the content of quality evaluation system of college entrepreneurship education based on qfd, and absorbing the advantages of DEA method and FAHP method, a comprehensive evaluation method of DEA-AHP-FAHP is put forward: when selecting the input and output indexes of dominant and non-dominant index system, DEA method is adopted; AHP method is used to calculate the secondary index under dominant index, FAHP method is used to calculate the weight of dominant index, non-dominant index and its secondary index, and the total weight is obtained in order to realize the comprehensive evaluation of the quality of entrepreneurship education. Fourthly, the quality evaluation system of entrepreneurship education based on qfd and DEA-AHP-FAHP comprehensive evaluation model are used to simulate and analyze the quality of entrepreneurship education in some colleges and universities in Shandong Province.
【學(xué)位授予單位】：天津大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2010
【分類號(hào)】：G647.38

【引證文獻(xiàn)】

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本文編號(hào)：2112166