世界一流大学建设的中国模式及其国际影响
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摘要
在全球化背景下,国家与国家之间从最初的经济竞争转向科学文化领域、国际话语权等软实力的较量。我国处在不同于其他国家的经济社会发展阶段,充分尊重本民族国家的特色与现实是世界一流大学建设的前提条件。基于制度理论与大学建设实践,从国家与世界、历史与未来、大学与社会三大关系探讨世界一流大学建设的中国模式,可以发现国家稳定与大学国际化相协调的全球竞争,政策传统与改革创新相融合的与时俱进,大学自治与社会服务相平衡的权责统一,共同构成中国模式的三维动态模型。不论中国模式还是西方模式,均存在各自的制度优势,且随着时间推移,显现出制度趋同的动态过程。随着中国模式的发展成型,不仅新兴经济体国家可以学习借鉴,对发达国家世界一流大学的未来也会产生深远影响。
In the background of globalization,the economic competitions between different countries have already changed into the competitions for soft power,such as the competition for the international discourse power,as well as the competitions in the areas of science and culture. Considering that China is presently at a stage of social and economic development different from that of other countries,it is a precondition of the building of world-class universities to fully respect Chinese characteristics and realities. This study,based on institutional theories and the practice of building world-class universities,as well as the relationships between the nation and the world,between history and the future,and between universities and society,aims to explore the Chinese mode of building world-class universities. The authors find that the Chinese mode has been built in three dimensions:the global competitions coordinating national stability with the internationalization of universities,the integration of traditional policies and innovations in the new era,and the balance between universities' self-governance and their social services. In fact,the Chinese mode and Western modes have their respective advantages,and these modes tend to converge with the passage of time. As the Chinese mode has come into being,it not only contributes to the building of world-class universities in the emerging economic entities,but also has a far-reaching effect on the future world-class universities in developed countries.
In the background of globalization,the economic competitions between different countries have already changed into the competitions for soft power,such as the competition for the international discourse power,as well as the competitions in the areas of science and culture. Considering that China is presently at a stage of social and economic development different from that of other countries,it is a precondition of the building of world-class universities to fully respect Chinese characteristics and realities. This study,based on institutional theories and the practice of building world-class universities,as well as the relationships between the nation and the world,between history and the future,and between universities and society,aims to explore the Chinese mode of building world-class universities. The authors find that the Chinese mode has been built in three dimensions:the global competitions coordinating national stability with the internationalization of universities,the integration of traditional policies and innovations in the new era,and the balance between universities' self-governance and their social services. In fact,the Chinese mode and Western modes have their respective advantages,and these modes tend to converge with the passage of time. As the Chinese mode has come into being,it not only contributes to the building of world-class universities in the emerging economic entities,but also has a far-reaching effect on the future world-class universities in developed countries.
引文
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[33]周光礼,武建鑫.什么是世界一流学科[J].中国高教研究,2016,(1).
[34]袁振国.双优先:教育现代化的中国模式——为改革开放四十周年而作[J].华东师范大学学报(教育科学版),2018,(4).
[35]Brubacher,J. S. On the Philosophy of Higher Education[M]. San Francisco:Jossey-Bass Inc,Publishers,1977. 13—30.
[36]Bok,D. C. Beyond the Ivory Tower:Social Responsibilities of the Modern University[M]. Cambridge:Harvard University Press,1982. 12.
[38] Ramirez,F. Growing Commonalities and Persistent Differences in Higher Education:Universities between Global Models and National Legacies[A]. Meyer,H. D. Rowan,B. New Institutionalism in Education[C]. Albany:State University of New York Press,2006. 123—141.
[39]何红中,刘志民.中印世界一流大学建设之比较[J].高等教育研究,2011,(7).
[40]王茜,李硕豪.发展中国家高水平大学建设研究——以中国和印度为例[J].研究生教育研究,2011,(4).
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[42]德瓦什·卡普尔,等.中国与印度高等教育改革中的国家角色[J].清华大学教育研究,2015,(3).
[43][45]钱颖一.大学治理:美国、欧洲、中国[J].清华大学教育研究,2015,(5).
[44]欧阳光华.董事、校长与教授——美国大学治理结构研究[D].北京:北京师范大学,2010.
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[2]Hayhoe,R. China's Universities 1895-1995:A Century of Cultural Conflicts[M]. New York and London:Garland Publishing,Inc,1996. 154.
[3]Marginson,S. Higher Education in East Asia and Singapore:Rise of the Confucian Model[J]. Higher Education,2011,(5).
[4]杨东平.关于高等教育的“中国模式”[J].江苏高教,2011,(1).
[5]朴雪涛.大学中国模式:逻辑要义、基本特质与文化效应[J].高等教育研究,2018,(9).
[6][19]Meyer,J. W.,et al. Higher Education as an Institution[A]. Gumport,P.(Eds.)Sociology of Higher Education[C].Baltimore,MD:Johns Hopkins University Press,2007. 187—221.
[7]Peterson,M. W. The Study of Colleges and Universities as Organizations[A]. Gumport,P.(Eds.)Sociology of Higher Education[C]. Baltimore,MD:Johns Hopkins University Press,2007. 147-184.
[8] Clark,B. R. The Higher Education System:Academic Organization in Cross-national Perspective[M]. Berkley:University of California Press,1983. 153—186.
[9] Clark,B. R. Creating Entrepreneurial Universities:Organizational Pathways of Transformation[M]. Oxford:Pergamon Press,1998. 10—65.
[10] Boer,H. D,et al. On the Way Towards New Public Management? The Governance of University Systems in England,the Netherlands,Austria,and Germany[A]. Jansen,D. New Forms of Governance in Research Organizations[C]. Dordrecht:Springer Netherlands,2007. 137—152.
[11] Marginson,S.,Rhoades,G. Beyond National States,Markets,and Systems of Higher Education:A Glonacal Agency Heuristic[J]. Higher Education,2002,(3).
[12]Meyer,J. W.,Rowan,B. Institutionalized Organizations:Formal Structure as Myth and Ceremony[J]. American Journal of Sociology,1977,(2).
[13] Dimaggio,P. J.,Walter,P. The Iron Cage Revisited:Institutional Isomorphism and Collective Rationality in Organizational Fields[J]. American Sociological Review,1983,(2).
[14] Dobbins,M.,Knill,C. Higher Education Policies in Central and Eastern Europe:Convergence towards a Common Model?[J]. Governance,2009,(3).
[15][24]Dobbins,M.,Knill,C. Higher Education Governance and Policy Change in Western Europe[M]. London:Palgrave Macmillan,2014. 52、171.
[16] Hackl,E. The Intrusion and Expansion of Community Policies in Higher education[J]. Higher Education Management,2001,(3).
[17] Bleiklie,I. Towards European Convergence of Higher Education Policy?[J]. Higher Education Management,2001,(1);Witte,J. Change of Degrees and Degrees of Change:Comparing Adaptations of European Higher Education Systems in the Context of the Bologna Process[D]. University of Twente. Enschede,2006;Rakic,V. To Converge or Not Converge:The European Union and Higher Education Policies in the Netherlands,Belgium,Flanders and Germany[J]. Higher Education Policy,2001,(3).
[18]Jacques,M. When China Rules the World:The Rise of the Middle Kingdom and the End of the Western World[M]. London:Penguin Press,2009. 63.
[20]俞可平.中华人民共和国六十年政治发展的逻辑[J].马克思主义与现实,2010,(1).
[21] Edwards,J. Challenges and Opportunities for the Internationalization of Higher Education in the Coming Decade:Planned and Opportunistic Initiatives in American Institutions[J].Journal of Studies in International Education,2007,(11).
[22]俞菀.剑桥大学校长眼中的大学使命:造福社会服务全人类[EB/OL]. http://www.jyb.cn/world/hwsj/201104/t20110410_424497.html.
[23]陆根书,康卉.我国“985工程”大学高等教育国际化政策分析[J].高等工程教育研究,2015,(1).
[25]胡德鑫.我国世界一流大学建设的历史演变、基本逻辑与矛盾分析——基于历史制度主义的分析范式[J].教育发展研究,2017,(Z1).
[26]谢维和,陈超.中国教育改革发展的政策走向分析——20世纪80年代中期以来中国教育政策数量变化研究[J].清华大学教育研究,2006,(3).
[27]俞可平.民主是个好东西[M].社会科学文献出版社,2006.序言.
[28]唐景莉,等.扩大办学自主权:有序激活人财物的资源配置和管理效度[J].中国高等教育,2016,(Z2).
[29]刘向兵,周蜜.我国公立高校内部经费配置中校院关系模式变革的案例研究[J].中国高教研究,2017,(1).
[30]Li M,Yang R. Governance Reforms in Higher Education:A Study of Institutional Autonomy in China[A]. Varghese,N. V. and Martin,M. Governance Reforms in Higher Education:A Study of Institutional Autonomy in Asian Countries[C]. Paris:International Institute for Educational Planning,UNESCO,2013. 69—85.
[31] Kerr,C. The Uses of the University[M]. Cambridge:Harvard University Press,1972. 1—29.
[32][37]上官剑,李海萍.“外生性”与“内生性”:中西方大学起源之比较[J].高等教育研究,2007,(6).
[33]周光礼,武建鑫.什么是世界一流学科[J].中国高教研究,2016,(1).
[34]袁振国.双优先:教育现代化的中国模式——为改革开放四十周年而作[J].华东师范大学学报(教育科学版),2018,(4).
[35]Brubacher,J. S. On the Philosophy of Higher Education[M]. San Francisco:Jossey-Bass Inc,Publishers,1977. 13—30.
[36]Bok,D. C. Beyond the Ivory Tower:Social Responsibilities of the Modern University[M]. Cambridge:Harvard University Press,1982. 12.
[38] Ramirez,F. Growing Commonalities and Persistent Differences in Higher Education:Universities between Global Models and National Legacies[A]. Meyer,H. D. Rowan,B. New Institutionalism in Education[C]. Albany:State University of New York Press,2006. 123—141.
[39]何红中,刘志民.中印世界一流大学建设之比较[J].高等教育研究,2011,(7).
[40]王茜,李硕豪.发展中国家高水平大学建设研究——以中国和印度为例[J].研究生教育研究,2011,(4).
[41] John,M. India Plans to Create 20 “World-class”Universities[EB/OL]. https://www.timeshighereducation.com/news/india-plans-to-create-twenty-world-class-universities.
[42]德瓦什·卡普尔,等.中国与印度高等教育改革中的国家角色[J].清华大学教育研究,2015,(3).
[43][45]钱颖一.大学治理:美国、欧洲、中国[J].清华大学教育研究,2015,(5).
[44]欧阳光华.董事、校长与教授——美国大学治理结构研究[D].北京:北京师范大学,2010.
[46][47]马万华.全球化、全球参与和世界一流大学建设应关注的问题[J].华中师范大学学报(人文社会科学版),2014,(2).