近20年我国高校继续教育治理研究的热点与发展
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摘要
高校继续教育治理问题一直为众多学者所关注,不同时期呈现出不同的研究特点。系统深入地分析近20年来我国高校继续教育治理研究的特点,审视与反思高校继续教育治理研究中的问题,对新时代探索高校继续教育治理方案,具有理论价值和现实意义。基于CiteSpace可视化分析工具,对1997-2017年我国"高校继续教育治理"文献的分析发现:我国高校继续教育治理的相关研究,在数量上表现出逐年增长的态势,但理念的创新与质量的提升还需进行持久不断的研究和实践;高校继续教育治理的研究机构基本遍布全国,出现了不少在该领域研究成果颇丰的学者,但机构和学者之间相对独立,没有形成具有整体影响力的研究团队和成果;当前高校继续教育治理研究呈现出发展模式、资源整合、体制机制、法制化建设和治理结构五大热点主题,体现出了市场和政策导向性较强的研究特点,但高质量学术研究成果不多。未来高校继续教育治理要加强政府、高校、社会合作,推动政府实现治理手段的多中心化,鼓励社会第三方专业评价机构介入,形成市场化思维和机制,优化教育资源配置。
The issue of continuing education governance in colleges and universities has always been the focus of many scholars, and different research characteristics have emerged in different periods. The system deeply analyzes the characteristics of the study of continuing education governance, examines and reflects on the problems in the study of continuing education governance in China's colleges and universities in the past 20 years, and has theoretical and practical significance for exploring the governance programs of continuing education in colleges and universities in the new era. Based on the visual analysis tool"CiteSpace", the literature on"Continuing Education Governance in Colleges and Universities"from 1997 to 2017 are analyzed and it is found that the research on the governance of continuing education in colleges and universities in China shows the trend of increasing year by year,while the innovation of the concept and the improvement of quality still needs sustained research and practice. The research institutions for continuing education governance in colleges and universities can be found all over the country, and there have been many scholars with rich research results in this field, but the institutions and scholars are relatively independent which leads to few research teams and achievements with overall influence. At present,the research on continuing education governance in colleges and universities presents five hot topics including the development model, resource integration, institutional mechanism, legalization construction and governance structure, which reflects the characteristics of being market-oriented and policy-oriented, but there are not much high-quality academic research. In the future, the governance of continuing education in colleges and universities should strengthen the cooperation between the government, universities and the society, promote the multi-centered governance of the government, encourage the participation of social third-party professional evaluation agencies,form market-oriented thinking and mechanisms, and optimize the allocation of educational resources.
The issue of continuing education governance in colleges and universities has always been the focus of many scholars, and different research characteristics have emerged in different periods. The system deeply analyzes the characteristics of the study of continuing education governance, examines and reflects on the problems in the study of continuing education governance in China's colleges and universities in the past 20 years, and has theoretical and practical significance for exploring the governance programs of continuing education in colleges and universities in the new era. Based on the visual analysis tool"CiteSpace", the literature on"Continuing Education Governance in Colleges and Universities"from 1997 to 2017 are analyzed and it is found that the research on the governance of continuing education in colleges and universities in China shows the trend of increasing year by year,while the innovation of the concept and the improvement of quality still needs sustained research and practice. The research institutions for continuing education governance in colleges and universities can be found all over the country, and there have been many scholars with rich research results in this field, but the institutions and scholars are relatively independent which leads to few research teams and achievements with overall influence. At present,the research on continuing education governance in colleges and universities presents five hot topics including the development model, resource integration, institutional mechanism, legalization construction and governance structure, which reflects the characteristics of being market-oriented and policy-oriented, but there are not much high-quality academic research. In the future, the governance of continuing education in colleges and universities should strengthen the cooperation between the government, universities and the society, promote the multi-centered governance of the government, encourage the participation of social third-party professional evaluation agencies,form market-oriented thinking and mechanisms, and optimize the allocation of educational resources.
引文
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[2]柴娟娟,李国强,闻建华(2010).我国继续教育法制建设现状分析与策略建议[J].开发研究,(5):131-132.
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[4]褚宏启(2014).教育治理:以共治求善治[J].教育研究,(10):4-11.
[5]刁庆军,吴志勇(2011).推进高校继续教育发展模式的创新与转型--认真落实《国家中长期教育改革和发展规划纲要(2010-2020年)》[J].成人教育,(10):4-6.
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[7]冯国文(2017).高校继续教育“四位一体”校企合作模式的探索[J].中国成人教育,(19):120-123.
[8]侯大铭(2000).论我国继续教育的法制建设[J].中国成人教育,(5):36-37.
[9]胡仲胜(2017).社会参与视角下的高校治理模式改革初探[J].高等建筑教育,(5):6-9.
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[11]李祥(2016).成人教育治理的现代化转向及其理论意蕴[J].继续教育研究,(12):48-51.
[12]刘雅丽(2008).从资源整合角度看继续教育的发展[J].成人教育,(9):44-45.
[13]刘长平(2006).我国继续教育中的校企合作办学模式分析[J].中国远程教育,(6):26-29.
[14]龙献忠(2004).论高等教育治理视野下的政府角色转变[J].现代大学教育,(1):74-77.
[15]马成(2011).基于利益相关者理论的高校继续教育质量管理机制[J].继续教育,(7):21-22,31.
[16]马启鹏(2011).体制创新:高校继续教育转型的制度保障[J].继续教育研究,(6):1-5.
[17]马勇(2017).问题与路径:供给侧改革视域下的高校继续教育转型发展[J].继续教育研究,(5):4-7.
[18]毛金波,胡锐(2010).论高校继续教育发展模式与创新策略[J].继续教育,(12):15-17.
[19]宁峰(2009).创新高校继续教育学院管理模式的理论思考[J].继续教育研究,(11):120-122.
[20]宋秋云(2015).高职院校继续教育政企培训品牌建设探析[J].北京财贸职业学院学报,(2):52-55+47.
[21]王爱义(2004).探索高校继续教育发展新模式[J].继续教育,(12):33-35.
[22]王冠(2008).继续教育资源整合与创建学习型社会研究[J].继续教育,(7):12-14.
[23]闻建华(2008).我国继续教育立法现状及相关问题思考[J].宁波大学学报(教育科学版),(3):130-132.
[24]熊华军,刘鹰(2004).法规保障下的法国继续教育及其启示[J].现代教育科学,(7):79-81.
[25]杨学祥,张魁元,侯建军(2016).高等学校继续教育体制与机制创新--以北京大学继续教育体制与机制改革为例[J].继续教育,(1):3-6.
[26]俞可平(2000).治理与善治[M]北京:社会科学出版社:8-9.
[27]张娴(2014).高校成人高等教育内部治理制度建构研究--以深圳职业技术学院成人高等教育内部治理制度为例[J].成人教育,(7):42-43.
[28]赵成,陈通(2005).治理视角下的大学制度研究[J].高等教育研究,(8):18-22.
[29]周艳辉(2010).高校继续教育资源整合的现状、问题及对策探讨[J].继续教育研究,(2):1-3.
[30]Borner,K.,Chen,C.M.,&Boyack,K.W.(2003).Visualizing Knowledge Do Mains[J].Annual Review of Information Science and Technology,37(5):84-86.
[2]柴娟娟,李国强,闻建华(2010).我国继续教育法制建设现状分析与策略建议[J].开发研究,(5):131-132.
[3]陈清洲,吴毅华,李建华(2007).论高校继续教育资源整合的创新[J].高等函授学报(哲学社会科学版),(9):40-45.
[4]褚宏启(2014).教育治理:以共治求善治[J].教育研究,(10):4-11.
[5]刁庆军,吴志勇(2011).推进高校继续教育发展模式的创新与转型--认真落实《国家中长期教育改革和发展规划纲要(2010-2020年)》[J].成人教育,(10):4-6.
[6]方光荣,易长发(2006).关于普通高校继续教育的现状及其发展的思考[J].高等函授学报(哲学社会科学版),(1):4-5,38.
[7]冯国文(2017).高校继续教育“四位一体”校企合作模式的探索[J].中国成人教育,(19):120-123.
[8]侯大铭(2000).论我国继续教育的法制建设[J].中国成人教育,(5):36-37.
[9]胡仲胜(2017).社会参与视角下的高校治理模式改革初探[J].高等建筑教育,(5):6-9.
[10]李丽珊,蒋志湘(2011).简述我国继续教育现状加强继续教育立法工作[J].成人教育,(1):41-43.
[11]李祥(2016).成人教育治理的现代化转向及其理论意蕴[J].继续教育研究,(12):48-51.
[12]刘雅丽(2008).从资源整合角度看继续教育的发展[J].成人教育,(9):44-45.
[13]刘长平(2006).我国继续教育中的校企合作办学模式分析[J].中国远程教育,(6):26-29.
[14]龙献忠(2004).论高等教育治理视野下的政府角色转变[J].现代大学教育,(1):74-77.
[15]马成(2011).基于利益相关者理论的高校继续教育质量管理机制[J].继续教育,(7):21-22,31.
[16]马启鹏(2011).体制创新:高校继续教育转型的制度保障[J].继续教育研究,(6):1-5.
[17]马勇(2017).问题与路径:供给侧改革视域下的高校继续教育转型发展[J].继续教育研究,(5):4-7.
[18]毛金波,胡锐(2010).论高校继续教育发展模式与创新策略[J].继续教育,(12):15-17.
[19]宁峰(2009).创新高校继续教育学院管理模式的理论思考[J].继续教育研究,(11):120-122.
[20]宋秋云(2015).高职院校继续教育政企培训品牌建设探析[J].北京财贸职业学院学报,(2):52-55+47.
[21]王爱义(2004).探索高校继续教育发展新模式[J].继续教育,(12):33-35.
[22]王冠(2008).继续教育资源整合与创建学习型社会研究[J].继续教育,(7):12-14.
[23]闻建华(2008).我国继续教育立法现状及相关问题思考[J].宁波大学学报(教育科学版),(3):130-132.
[24]熊华军,刘鹰(2004).法规保障下的法国继续教育及其启示[J].现代教育科学,(7):79-81.
[25]杨学祥,张魁元,侯建军(2016).高等学校继续教育体制与机制创新--以北京大学继续教育体制与机制改革为例[J].继续教育,(1):3-6.
[26]俞可平(2000).治理与善治[M]北京:社会科学出版社:8-9.
[27]张娴(2014).高校成人高等教育内部治理制度建构研究--以深圳职业技术学院成人高等教育内部治理制度为例[J].成人教育,(7):42-43.
[28]赵成,陈通(2005).治理视角下的大学制度研究[J].高等教育研究,(8):18-22.
[29]周艳辉(2010).高校继续教育资源整合的现状、问题及对策探讨[J].继续教育研究,(2):1-3.
[30]Borner,K.,Chen,C.M.,&Boyack,K.W.(2003).Visualizing Knowledge Do Mains[J].Annual Review of Information Science and Technology,37(5):84-86.
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