聚集与分散:世界一流学科的分布特征研究
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摘要
世界一流学科在大学类型和学科类型维度上表现出明显的聚集与分散的分布特征。研究发现,世界一流学科在各类大学中的分布存在"长尾现象",尽管有大量的世界一流学科聚集在极少数的世界一流大学中,但分散在各类极具特色的非一流大学之中的世界一流学科数量也与其大致相当。世界一流大学的学科聚集度按照自然科学、工程与技术、社会科学、生命科学与医学、人文艺术学科序列平缓递减,准一流大学和非一流大学的学科聚集度随着学科类型的变化在小范围浮动。回应当前的学科建设工作,世界一流大学建设高校应当遵循优势学科的"聚集效应",重点构建可持续发展的学科生态系统,提升学科建设效率。世界一流学科建设高校需要重新审视其办学定位,基于优势学科整合相关支撑学科,建立具有一定知识广度和深度的学科组织群落。
The world-class disciplines show obvious aggregation and decentralization in two dimensions of university types and discipline types.The author finds that the distribution of world-class disciplines in different types of universities shows a"long tail phenomenon",which means that although many world-class disciplines cluster in the few world-class universities,the number of the world-class disciplines distributed in various featured,non-world-class universities is more or less the same.The discipline aggregation degree in world-class universities is in a slow decline in the sequence of natural sciences,engineering and technology,social sciences,life sciences and medicine,and humanities and arts.The discipline aggregation degree in quasi first-class and non-first-class universities fluctuates slightly according to the change of the discipline types.The author proposes that when facing the current discipline construction work,the world-class universities should follow the"aggregation effect"of the preponderant disciplines with the focus on building a sustainable discipline ecosystem and enhance the discipline construction efficiency.In addition,the author proposes that the world-class construction universities should re-examine their original orientations and build discipline clusters with certain knowledge coverage based on the preponderant disciplines in integration with relevant supporting disciplines.
The world-class disciplines show obvious aggregation and decentralization in two dimensions of university types and discipline types.The author finds that the distribution of world-class disciplines in different types of universities shows a"long tail phenomenon",which means that although many world-class disciplines cluster in the few world-class universities,the number of the world-class disciplines distributed in various featured,non-world-class universities is more or less the same.The discipline aggregation degree in world-class universities is in a slow decline in the sequence of natural sciences,engineering and technology,social sciences,life sciences and medicine,and humanities and arts.The discipline aggregation degree in quasi first-class and non-first-class universities fluctuates slightly according to the change of the discipline types.The author proposes that when facing the current discipline construction work,the world-class universities should follow the"aggregation effect"of the preponderant disciplines with the focus on building a sustainable discipline ecosystem and enhance the discipline construction efficiency.In addition,the author proposes that the world-class construction universities should re-examine their original orientations and build discipline clusters with certain knowledge coverage based on the preponderant disciplines in integration with relevant supporting disciplines.
引文
[1]刘经南.树立大学科建设理念推进一流学科的跨越式发展[J].中国高等教育,2005(Z1):19-20.
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[6]LEE J.Creating World-class Universities:Implications for Developing Countries[J].Prospects,2013,43(2):233-249.
[7]郭桂英,姚琳.关于我国高校办学定位的研究[J].江苏高教,2002(1):59-62.
[8]王小力,彭正霞.世界一流大学的学科布局与选择:基于2015QS世界一流大学学科排名的分析[J].苏州大学学报(教育科学版),2015(4):85.
[9]曹如军.综合与特色:单科性大学发展问题的思考[J].国家教育行政学院学报,2008(4):52-55.
[10][英]托尼·比彻,保罗·特罗勒尔.学术部落及其领地:知识探索与学科文化[M].唐越勤,等译.北京:北京大学出版社,2015:38-41.
[11]武建鑫.超越概念隐喻的学科生态系统:兼论世界一流学科的生成机理[J].学位与研究生教育,2017(9):8-13.
[12]郭中华,黄召,邹晓东.高校跨学科组织实施中存在的问题及对策[J].科技进步与对策,2008,25(1):184-185.
(1)学术界通常将产品销售领域的“长尾现象”称作“长尾分布”,从市场需求角度来看,大多数的流行产品需求集中在“头部”,而分布在“尾部”的需求是个性化的、零散的小量需求,这部分需求在需求曲线上面形成一条长长的“尾巴”,将所有非流行的市场累加起来就会形成一个比流行市场还大的市场。长尾分布的寓意在于强调经济学领域中的“大规模定制”与“个性化需求”同样重要,尤其在“富足经济”时代,消费者更加追求个性化的满足程度。
[2]刘献君.大学之思与大学之治[M].武汉:华中科技大学出版社,2000:17-37.
[3]傅维利,雷云.中美一流学科的校际布局特征及对我国建设一流学科的启示[J].教育科学,2018,34(1):77.
[4]周光礼,武建鑫.什么是世界一流学科[J].中国高教研究,2016(1):65-73.
[5]眭依凡,李芳莹.“学科”还是“领域”:“双一流”建设背景下“一流学科”概念的理性解读[J].高等教育研究,2018(4):23-33.
[6]LEE J.Creating World-class Universities:Implications for Developing Countries[J].Prospects,2013,43(2):233-249.
[7]郭桂英,姚琳.关于我国高校办学定位的研究[J].江苏高教,2002(1):59-62.
[8]王小力,彭正霞.世界一流大学的学科布局与选择:基于2015QS世界一流大学学科排名的分析[J].苏州大学学报(教育科学版),2015(4):85.
[9]曹如军.综合与特色:单科性大学发展问题的思考[J].国家教育行政学院学报,2008(4):52-55.
[10][英]托尼·比彻,保罗·特罗勒尔.学术部落及其领地:知识探索与学科文化[M].唐越勤,等译.北京:北京大学出版社,2015:38-41.
[11]武建鑫.超越概念隐喻的学科生态系统:兼论世界一流学科的生成机理[J].学位与研究生教育,2017(9):8-13.
[12]郭中华,黄召,邹晓东.高校跨学科组织实施中存在的问题及对策[J].科技进步与对策,2008,25(1):184-185.
(1)学术界通常将产品销售领域的“长尾现象”称作“长尾分布”,从市场需求角度来看,大多数的流行产品需求集中在“头部”,而分布在“尾部”的需求是个性化的、零散的小量需求,这部分需求在需求曲线上面形成一条长长的“尾巴”,将所有非流行的市场累加起来就会形成一个比流行市场还大的市场。长尾分布的寓意在于强调经济学领域中的“大规模定制”与“个性化需求”同样重要,尤其在“富足经济”时代,消费者更加追求个性化的满足程度。