“双一流”建设背景下大学治理共同体的内涵、诉求及其培育
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摘要
治理共同体是新时代建设世界一流大学和一流学科的强有力保障。治理共同体是一个关系治理系统,同时也是复合共同体、参与共同体和卓越共同体,它的教育诉求表现为:以权力为尊重服务、以合作开拓视野、以教师领导角色提升治理能力、以教学质量创建卓越文化。构建治理共同体需要整体性思维、制定战略规划、达成质量保证的共识、培育自治共治意识和形成平衡机制。治理共同体是大学有效治理的重要理念与行动。
The governance community is a powerful guarantee for the construction of world-class universities and first-class disciplines in the new era. The governing community is a system of relational governance, as well as a composite community, a participating community and a community of excellence. Its educational demands are as follows: respecting power, broadening horizons through cooperation, enhancing governance ability through teachers' leading role, and creating excellent culture through teaching quality. To build a governance community need to think holistically, formulate strategic plans, reach consensus on quality assurance, cultivate the sense of autonomy and cogovernance, and form a balanced mechanism. Governance community is an important concept and action of effective university governance.
The governance community is a powerful guarantee for the construction of world-class universities and first-class disciplines in the new era. The governing community is a system of relational governance, as well as a composite community, a participating community and a community of excellence. Its educational demands are as follows: respecting power, broadening horizons through cooperation, enhancing governance ability through teachers' leading role, and creating excellent culture through teaching quality. To build a governance community need to think holistically, formulate strategic plans, reach consensus on quality assurance, cultivate the sense of autonomy and cogovernance, and form a balanced mechanism. Governance community is an important concept and action of effective university governance.
引文
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[2][美]阿特巴赫.世界级大学领导力[M].姜有国译.北京:中国人民大学出版社,2014:73.
[3][美]拉斯韦尔.权力与人格[M].胡勇译.北京:中央翻译出版社,2013:4-20.
[4][英]哈里斯.教师领导力与学校发展[M].许联,吴合文译.北京:北京师范大学出版社,2007:25.
[5][美]罗本.卓越高等教育指南:大学测评、规划和改进整合方法[M].陈传夫等译.武汉:武汉大学出版社,2015:6.
[6][美]凯勒.大学战略与规划:美国高等教育管理革命[M].别敦荣主译.青岛:中国海洋大学出版社,2005:87.
[7]陈乐.“多样”与“同一”:世界一流大学通识教育理念与实践[J].现代教育管理,2019,(4):43-48.
[2][美]阿特巴赫.世界级大学领导力[M].姜有国译.北京:中国人民大学出版社,2014:73.
[3][美]拉斯韦尔.权力与人格[M].胡勇译.北京:中央翻译出版社,2013:4-20.
[4][英]哈里斯.教师领导力与学校发展[M].许联,吴合文译.北京:北京师范大学出版社,2007:25.
[5][美]罗本.卓越高等教育指南:大学测评、规划和改进整合方法[M].陈传夫等译.武汉:武汉大学出版社,2015:6.
[6][美]凯勒.大学战略与规划:美国高等教育管理革命[M].别敦荣主译.青岛:中国海洋大学出版社,2005:87.
[7]陈乐.“多样”与“同一”:世界一流大学通识教育理念与实践[J].现代教育管理,2019,(4):43-48.