高校教育服务公平评价及效应研究
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摘要
高等教育公平是一个广为关注的研究主题。随着我国高等教育大众化进程的不断加快,能否有机会接受高等教育的问题可望得到逐步解决,这样,高等教育公平研究的主要阵地开始从校外转向校内。尤其是在“和谐高校”提出后,高校内部的教育公平问题——如每个学生在大学中是否受到了合适的教育、他们的人格和权利是否得到了尊重、他们是否公平地分享了学校的教育资源、他们的学业及其他行为是否得到了公正的评价等等——更加引起了人们的关注。
但遗憾的是,现有对教育公平的研究:1)大多集中在宏观层面,微观研究明显不足,教育公平中“校内的”内容比“校外的”内容较少受到我国学者的重视;2)研究视角主要集中在教育学和经济学领域,很难从深层次触及学生的内心世界及需要,也很难从实践层面解决高等教育公平问题;3)对教育公平的测量,虽已形成了一些客观指标,但由于缺乏一种理论框架的支撑,现有研究基本是描述性的,而且明显缺乏教育公平的维度,不利于对教育公平进行测量、评价与比较;此外,4)现有研究对教育公平的成因探讨较多,而较少关注教育公平的结果变量。
基于此,本文在“以人为本”构建“和谐高校”的背景下,从学生主观角度出发,自行开发了高校教育服务公平的评价维度和调查量表,分析了高校教育服务公平的人口学差异,并探讨和验证了教育服务公平对学生个体和学校组织的影响效应及作用机制。
研究结论表明:1)高校教育服务公平可以从程序气氛公平、人际对待公平、信息沟通公平、教学服务公平、后勤服务公平和个人成就公平6个维度进行评价,这6个维度具有良好的一阶六因素结构,显示了所开发的量表具有较好的信度和效度。2)性别、年级、专业、学习参与度等个人基本属性是影响大学生高校教育服务公平评价高低的因素,而家庭基本属性,如城乡差距、阶层差距、家庭经济状况以及家庭文化状况等,并不对大学生的高校教育服务公平评价产生显著影响。3)教育服务公平对学生的心理健康、学习行为和学校公民行为具有正向影响,而满意和情感在两者关系中发挥了中介功能。4)教育服务公平、服务质量对学校品牌同时具有直接和间接的正向影响,而满意、信任和忠诚在两者关系中发挥了部分中介功能。研究结论不仅从研究视角、研究内容和研究方法拓宽了高等教育公平研究,丰富了教育公平的测量和效应研究,也为高校的教育服务改革和管理实践提供了一定的理论支持,具有现实的指导意义。
The fairness of higher education is a wide-focused theme in reseach. With the popularization of higher education in our country, it will be available for everyone to get higher education. Thus, the battlefield of our research on fairness of higher education is moving from outside the campus to inside. Especially after the bringing up of "Harmonious Campus", several questions about fairness of higher education inside the campus are arousing concern, including whether every student can get appropriate education, whether their personalities and rights been valued, whether they shared resource of the college fairly, and whether their behaviors in educational achievements and other performances been estimated fairly.
Pity enough, there are still some problems about the research in educational fairness. First, research are mainly focused on the macroscopic aspect, while the microcosmic aspect are somewhat ignored. The inside aspects get less attention than the outside aspect from scholar of our nation. Second, the research is maily focused on the field of science of education and economic, lack of concerning of student's inner world and requires, and it's hard to solve the problem of educational fairness practically. Third, though there are some impersonal measurements, which lack of academic criterion. That the existing research is maily descriptive which is difficult to measure, value and compare the fairness of education. Forth, research nowadays talks the reasons of educational fairness far more than the variables of the results.
Thus, according to the setting of to build Hamonious University, guided by human-centered thinking, this article takes the viewpoints from students, try to bring forward a standard and questionnaire to measure and value educational fairness. This article also includes analysis of the diffrence in demology of college's educational service, and effects of the college's educational sevice fairness on students and the organizations of university.
My research gets the following outcomes: First, the college's educational sevice fairness can be measured by six dimensions, such as procedural fairness, interactional fairness, informational fairness, teaching fairness, logistic fairness and achievement fairness. The questionnaire has eligible psychometric validity and reliability. Second, personal characteristics as gender, age, major, enthusiasm in learning can influence the value of college's educational sevice fairness, otherwise, family characteristics as disparity of urban and rural area, and different estates, and different economical and cultural status of the family show no obvious influence. Educational sevice fairness makes positive effect on students' learning behavior, mental health and other ferformances in campus by the middle function of satisfaction and emotion. Forth, educational sevice fairness and the quality of sevice can influence the college fame positively by the middle function of satisfation, trust, and faithfulness. The conclusion of the research widened the viewpoints, content and method of research on college's educational sevice fairness, and brings some practical instruction to the higher educational reformation and management of university.
但遗憾的是,现有对教育公平的研究:1)大多集中在宏观层面,微观研究明显不足,教育公平中“校内的”内容比“校外的”内容较少受到我国学者的重视;2)研究视角主要集中在教育学和经济学领域,很难从深层次触及学生的内心世界及需要,也很难从实践层面解决高等教育公平问题;3)对教育公平的测量,虽已形成了一些客观指标,但由于缺乏一种理论框架的支撑,现有研究基本是描述性的,而且明显缺乏教育公平的维度,不利于对教育公平进行测量、评价与比较;此外,4)现有研究对教育公平的成因探讨较多,而较少关注教育公平的结果变量。
基于此,本文在“以人为本”构建“和谐高校”的背景下,从学生主观角度出发,自行开发了高校教育服务公平的评价维度和调查量表,分析了高校教育服务公平的人口学差异,并探讨和验证了教育服务公平对学生个体和学校组织的影响效应及作用机制。
研究结论表明:1)高校教育服务公平可以从程序气氛公平、人际对待公平、信息沟通公平、教学服务公平、后勤服务公平和个人成就公平6个维度进行评价,这6个维度具有良好的一阶六因素结构,显示了所开发的量表具有较好的信度和效度。2)性别、年级、专业、学习参与度等个人基本属性是影响大学生高校教育服务公平评价高低的因素,而家庭基本属性,如城乡差距、阶层差距、家庭经济状况以及家庭文化状况等,并不对大学生的高校教育服务公平评价产生显著影响。3)教育服务公平对学生的心理健康、学习行为和学校公民行为具有正向影响,而满意和情感在两者关系中发挥了中介功能。4)教育服务公平、服务质量对学校品牌同时具有直接和间接的正向影响,而满意、信任和忠诚在两者关系中发挥了部分中介功能。研究结论不仅从研究视角、研究内容和研究方法拓宽了高等教育公平研究,丰富了教育公平的测量和效应研究,也为高校的教育服务改革和管理实践提供了一定的理论支持,具有现实的指导意义。
The fairness of higher education is a wide-focused theme in reseach. With the popularization of higher education in our country, it will be available for everyone to get higher education. Thus, the battlefield of our research on fairness of higher education is moving from outside the campus to inside. Especially after the bringing up of "Harmonious Campus", several questions about fairness of higher education inside the campus are arousing concern, including whether every student can get appropriate education, whether their personalities and rights been valued, whether they shared resource of the college fairly, and whether their behaviors in educational achievements and other performances been estimated fairly.
Pity enough, there are still some problems about the research in educational fairness. First, research are mainly focused on the macroscopic aspect, while the microcosmic aspect are somewhat ignored. The inside aspects get less attention than the outside aspect from scholar of our nation. Second, the research is maily focused on the field of science of education and economic, lack of concerning of student's inner world and requires, and it's hard to solve the problem of educational fairness practically. Third, though there are some impersonal measurements, which lack of academic criterion. That the existing research is maily descriptive which is difficult to measure, value and compare the fairness of education. Forth, research nowadays talks the reasons of educational fairness far more than the variables of the results.
Thus, according to the setting of to build Hamonious University, guided by human-centered thinking, this article takes the viewpoints from students, try to bring forward a standard and questionnaire to measure and value educational fairness. This article also includes analysis of the diffrence in demology of college's educational service, and effects of the college's educational sevice fairness on students and the organizations of university.
My research gets the following outcomes: First, the college's educational sevice fairness can be measured by six dimensions, such as procedural fairness, interactional fairness, informational fairness, teaching fairness, logistic fairness and achievement fairness. The questionnaire has eligible psychometric validity and reliability. Second, personal characteristics as gender, age, major, enthusiasm in learning can influence the value of college's educational sevice fairness, otherwise, family characteristics as disparity of urban and rural area, and different estates, and different economical and cultural status of the family show no obvious influence. Educational sevice fairness makes positive effect on students' learning behavior, mental health and other ferformances in campus by the middle function of satisfaction and emotion. Forth, educational sevice fairness and the quality of sevice can influence the college fame positively by the middle function of satisfation, trust, and faithfulness. The conclusion of the research widened the viewpoints, content and method of research on college's educational sevice fairness, and brings some practical instruction to the higher educational reformation and management of university.
引文
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