地方本科院校转型效果的实证分析:学生发展视角
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摘要
地方本科院校向应用型转型是我国高等教育分类管理和高等教育体系重构的关键,学术界对转型的研究多聚焦于转型的必要性、转型的内涵和转型路径的讨论,对转型效果的探讨较少。本文基于北京大学教育经济研究所2016年全国地方本科院校人才培养与就业调查数据,从学生发展视角,采用倾向值得分匹配法,对地方本科院校转型效果进行实证分析。研究发现:院校转型对学生发展具有明显影响;相比对学生就业的影响,院校转型对学生能力与素质,特别是核心非认知能力的促进作用更明显;相比人文社科类专业,院校转型对理工科类专业学生发展影响更明显;相比私立院校,院校转型对公立院校的学生总体能力与素质发展影响更大。另外,学生发展,尤其是学生的就业状况明显受院校水平的影响。
The application-oriented transformation of Local Undergraduate Colleges and Universities(LOCU) is an important part of the classification management of higher education in China. Pervious research on the transformation have focused on the necessity, connotation and path of the transformation, but less on the effect of the transformation. Based on the 2016 national survey data of LOCU conducted by the Institute of Economics of Education in Peking University, this study conducts an empirical analysis on the effect of transformation of LOCU from the perspective of student development with the Propensity Score Matching(PSM) method. The findings are as follows: the transformation has a significantly positive effect on student development. Compared with the effect on student employment, it has a more obvious positive effect on students' ability and quality, especially the core non-cognitive ability. Compared with the effect on students in humanities and social sciences, the transformation has more much more influence on the development of students in science and engineering related majors. Compared with the effect on students in private institutions, the transformation has a greater impact on the overall ability and quality development of students in public institutions. In addition, the development of students, especially the employment status of students is obviously affected by the features and level of LOCU.
The application-oriented transformation of Local Undergraduate Colleges and Universities(LOCU) is an important part of the classification management of higher education in China. Pervious research on the transformation have focused on the necessity, connotation and path of the transformation, but less on the effect of the transformation. Based on the 2016 national survey data of LOCU conducted by the Institute of Economics of Education in Peking University, this study conducts an empirical analysis on the effect of transformation of LOCU from the perspective of student development with the Propensity Score Matching(PSM) method. The findings are as follows: the transformation has a significantly positive effect on student development. Compared with the effect on student employment, it has a more obvious positive effect on students' ability and quality, especially the core non-cognitive ability. Compared with the effect on students in humanities and social sciences, the transformation has more much more influence on the development of students in science and engineering related majors. Compared with the effect on students in private institutions, the transformation has a greater impact on the overall ability and quality development of students in public institutions. In addition, the development of students, especially the employment status of students is obviously affected by the features and level of LOCU.
引文
(1)程艺,李和平.构建地方应用性高等教育新模式[M].合肥:安徽师范大学出版社,2014.74.
(2)教育部副部长鲁昕.600多所本科院校转做职业教育[EB/OL].http://learning.sohu.com/20140322/n397039059.shtml,2014-03-22/2018-10-12.
(3)新华网.教育部长袁贵仁答记者问[EB/OL].http://news.xinhuanet.com/photo/2016-03/10/c_128789700.htm,2016-03-10/2018-10-12.
(1)能力与素质量表中各题项为对学生能力与素质的陈述,其选项为“很不同意”“较不同意”“较同意”“很同意”,取值分别为1、2、3、4。
(2)父母受教育程度没有直接用受教育年限的原因是对于分类变量,在模型中使用多个虚拟变量,具有更好的实际解释意义。
(3)家庭ISEI指数,即国际社会经济指数,根据父母亲职业编制,本研究选取的是父母职业中更高的一个。
(1)刘振天.地方本科院校转型发展与高等教育认识论及方法论诉求[J].中国高教研究,2014,(6):11-17;张应强.从政府与大学的关系看地方本科高校转型发展[J].江苏高教,2014,(6):61-62;别敦荣.战略规划与高校的转型发展[J].现代教育管理,2015,(1):1-9;钟秉林,王新凤.我国地方普通本科院校转型发展若干热点问题辨析[J].教育研究,2016,(4).
(2)李宝银.地方新建本科院校转型发展的背景与路径——以武夷学院为例[J].武夷学院学报,2014,(01):1-4;郭树东等.地方本科院校应用型人才培养的实践与探索——以黑龙江工程学院转型发展培养应用型人才实践为例[J].黑龙江工程学院学报,2017,(01):66-69.
(3)邢晖,郭静.经济新常态背景下地方高校转型发展的调查与建议——基于全国27个省份86名地方高校校级领导的调研[J].重庆高教研究,2015,(5):11-14.
(4)阙明坤.民办本科院校向应用技术大学转型的困境与策略——基于全国141所民办本科院校的实证调查[J].复旦教育论坛,2016,(2):79-85.
(5)转型院校的认定参考各省教育厅官方文件公布的转型试点院校名单。
(6)转型院校主要集中于新建本科院校。
(7)由于篇幅限制,相关过程从略。
(8)相关检验具体结果在此省略。
(9)双侧检验下,1%、5%、10%显著性水平对应的t值分别为1.65、1.96和2.58,没有特别指明的情况下显著性影响是指在5%水平。
(10)具体估计结果限制篇幅,在此省略。
(11)具体估计结果限制篇幅,在此省略,如有需要可和作者联系。
(2)教育部副部长鲁昕.600多所本科院校转做职业教育[EB/OL].http://learning.sohu.com/20140322/n397039059.shtml,2014-03-22/2018-10-12.
(3)新华网.教育部长袁贵仁答记者问[EB/OL].http://news.xinhuanet.com/photo/2016-03/10/c_128789700.htm,2016-03-10/2018-10-12.
(1)能力与素质量表中各题项为对学生能力与素质的陈述,其选项为“很不同意”“较不同意”“较同意”“很同意”,取值分别为1、2、3、4。
(2)父母受教育程度没有直接用受教育年限的原因是对于分类变量,在模型中使用多个虚拟变量,具有更好的实际解释意义。
(3)家庭ISEI指数,即国际社会经济指数,根据父母亲职业编制,本研究选取的是父母职业中更高的一个。
(1)刘振天.地方本科院校转型发展与高等教育认识论及方法论诉求[J].中国高教研究,2014,(6):11-17;张应强.从政府与大学的关系看地方本科高校转型发展[J].江苏高教,2014,(6):61-62;别敦荣.战略规划与高校的转型发展[J].现代教育管理,2015,(1):1-9;钟秉林,王新凤.我国地方普通本科院校转型发展若干热点问题辨析[J].教育研究,2016,(4).
(2)李宝银.地方新建本科院校转型发展的背景与路径——以武夷学院为例[J].武夷学院学报,2014,(01):1-4;郭树东等.地方本科院校应用型人才培养的实践与探索——以黑龙江工程学院转型发展培养应用型人才实践为例[J].黑龙江工程学院学报,2017,(01):66-69.
(3)邢晖,郭静.经济新常态背景下地方高校转型发展的调查与建议——基于全国27个省份86名地方高校校级领导的调研[J].重庆高教研究,2015,(5):11-14.
(4)阙明坤.民办本科院校向应用技术大学转型的困境与策略——基于全国141所民办本科院校的实证调查[J].复旦教育论坛,2016,(2):79-85.
(5)转型院校的认定参考各省教育厅官方文件公布的转型试点院校名单。
(6)转型院校主要集中于新建本科院校。
(7)由于篇幅限制,相关过程从略。
(8)相关检验具体结果在此省略。
(9)双侧检验下,1%、5%、10%显著性水平对应的t值分别为1.65、1.96和2.58,没有特别指明的情况下显著性影响是指在5%水平。
(10)具体估计结果限制篇幅,在此省略。
(11)具体估计结果限制篇幅,在此省略,如有需要可和作者联系。