省级行政区域高等教育政策创新扩散的动力机制研究——以“双一流”政策为例
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摘要
自2015年《统筹推进世界一流大学和一流学科建设总体方案》颁布以来,各省级行政区域迅速做出反馈,相继出台地方"双一流"建设方案。本文通过对"双一流"政策创新扩散以及各地政府的执行行为研究认为,提高教育政策在地方创新扩散的效率需要:1.重视强制机制在教育政策创新扩散中起到的关键作用;2.学习机制与竞争机制联动,为教育的创新扩散提供动力;3.推行重大教育政策应适度下放权力,为其提供政策创新的空间。
The world-class universities and first-class disciplines are the major strategic decisions introduced after the "211 Project" and "985 Project" to improve the comprehensive strength and international competitiveness of China's higher education.Since the promulgation of the Overall Plan for the Promotion of World-Class Universities and First-Class Discipline Construction in2015, provincial-level administrative regions have quickly made feedback and introduced local Double-First Class construction plans in succession. Through the research on the proliferation of Double-First Class policy innovation and the implementation behavior of local governments, it is believed that to improve the efficiency of education policy in local innovation and diffusion, the following aspects need to be noticed: 1. Paying attention to the key role played by compulsory mechanism in the diffusion of education policy innovation; 2. Laying emphasis on the linkage between the learning mechanism and the competition mechanism to provide impetus for the innovation of education. 3.The implementation of major education policies requires appropriately decentralize power and provide space for policy innovation.
The world-class universities and first-class disciplines are the major strategic decisions introduced after the "211 Project" and "985 Project" to improve the comprehensive strength and international competitiveness of China's higher education.Since the promulgation of the Overall Plan for the Promotion of World-Class Universities and First-Class Discipline Construction in2015, provincial-level administrative regions have quickly made feedback and introduced local Double-First Class construction plans in succession. Through the research on the proliferation of Double-First Class policy innovation and the implementation behavior of local governments, it is believed that to improve the efficiency of education policy in local innovation and diffusion, the following aspects need to be noticed: 1. Paying attention to the key role played by compulsory mechanism in the diffusion of education policy innovation; 2. Laying emphasis on the linkage between the learning mechanism and the competition mechanism to provide impetus for the innovation of education. 3.The implementation of major education policies requires appropriately decentralize power and provide space for policy innovation.
引文
[1]张端鸿.“双一流”:新时期我国院校重点建设政策的延续与调适[J].教育发展研究,2016,(23):71.
[2][7]崔海丽.“双一流”建设中的地方政府竞争行为分析[J].江苏高教,2018,(6):15-19.
[3]张伟.“双一流”建设的价值逻辑与实践路径—基于四省“双一流”建设的系列政策文本分析[J].现代教育管理,2018,(1):15-19.
[4]Boehmke,Frederick J and Richard Witmer. Disentangling Diffusion:The Effects of Social Learning and Economic Competition on State Policy Innovation and Expansion[J].Political Research Quarterly,2004,(57):39-51.
[5]王浦劬,赖先进.中国公共政策扩散的模式与机制分析[J].北京大学学报(哲学社会科学版),2013,(50):19.
[6]定明捷,张梁.地方政府政策创新扩散生成机理的逻辑分析[J].社会主义研究,2014,(3):79.
[8]毛劲歌,刘伟.公共政策执行中的政府绩效评估探析[J].湖南大学学报(社会科学版),2008,(5):68-69.
[9]褚照锋.地方政府推进一流大学与一流学科建设的策略与反思[J].中国高教研究,2017,(8):50.
(1)此处的颁布时间为各省政府颁布的首个与“双一流”相关的政策的时间。
(2)广东省于2018年发布的《关于共同加快推进世界一流大学和一流学科建设的协议》是与教育部共同签署的。
(3)云南省与青海省虽然只在文本中涉及单项一流建设,此处依旧将其归类为一流建设型。
(4)所谓目标较为明确是指明确提出了所要达到目标学科的数量或者比例,但是目标本身较为模糊、笼统;目标指向较为模糊则是指既没有具体的学科数量,目标本身也较为模糊。
[2][7]崔海丽.“双一流”建设中的地方政府竞争行为分析[J].江苏高教,2018,(6):15-19.
[3]张伟.“双一流”建设的价值逻辑与实践路径—基于四省“双一流”建设的系列政策文本分析[J].现代教育管理,2018,(1):15-19.
[4]Boehmke,Frederick J and Richard Witmer. Disentangling Diffusion:The Effects of Social Learning and Economic Competition on State Policy Innovation and Expansion[J].Political Research Quarterly,2004,(57):39-51.
[5]王浦劬,赖先进.中国公共政策扩散的模式与机制分析[J].北京大学学报(哲学社会科学版),2013,(50):19.
[6]定明捷,张梁.地方政府政策创新扩散生成机理的逻辑分析[J].社会主义研究,2014,(3):79.
[8]毛劲歌,刘伟.公共政策执行中的政府绩效评估探析[J].湖南大学学报(社会科学版),2008,(5):68-69.
[9]褚照锋.地方政府推进一流大学与一流学科建设的策略与反思[J].中国高教研究,2017,(8):50.
(1)此处的颁布时间为各省政府颁布的首个与“双一流”相关的政策的时间。
(2)广东省于2018年发布的《关于共同加快推进世界一流大学和一流学科建设的协议》是与教育部共同签署的。
(3)云南省与青海省虽然只在文本中涉及单项一流建设,此处依旧将其归类为一流建设型。
(4)所谓目标较为明确是指明确提出了所要达到目标学科的数量或者比例,但是目标本身较为模糊、笼统;目标指向较为模糊则是指既没有具体的学科数量,目标本身也较为模糊。