美国研究型大学跨学科学术组织的建制基础及样态创新
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摘要
重视跨学科研究已成为世界知名研究型大学的共性特质。美国研究型大学的跨学科研究活动发端较早,但其发展进程中受到了传统院系组织架构的阻碍。为突破发展壁垒,美国研究型大学以解决复杂性问题为逻辑起点,创新性地构建了"托管式""独立建制式""矩阵式""学院内嵌式"和"无学科边界式"五种跨学科学术组织形态。这种跨学科组织的构建思想和实践经验值得我国研究型大学借鉴。
Emphasis on interdisciplinary research has become a common feature of world-renowned research universities. American research universities started interdisciplinary research activities earlier than other countries. However, interdisciplinary research is hindered by the traditional discipline-based organization structure during its development process. In order to break through the organizational barriers, American research universities take complex problems solving as the logical starting point, innovatively create five kinds of organizational forms of interdisciplinary research, which are the "hosting model", "independent model", "matrix model", "inner-school model" and "boundaryless model". The construction idea and practice of interdisciplinary organization are valuable for research universities in China.
Emphasis on interdisciplinary research has become a common feature of world-renowned research universities. American research universities started interdisciplinary research activities earlier than other countries. However, interdisciplinary research is hindered by the traditional discipline-based organization structure during its development process. In order to break through the organizational barriers, American research universities take complex problems solving as the logical starting point, innovatively create five kinds of organizational forms of interdisciplinary research, which are the "hosting model", "independent model", "matrix model", "inner-school model" and "boundaryless model". The construction idea and practice of interdisciplinary organization are valuable for research universities in China.
引文
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[2]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].唐跃勤,蒲茂华,陈洪捷,译.北京:北京大学出版社,2015:53-56.
[3]KLEIN J T.Crossing boundaries:knowledge,disciplinarities and interdisciplinarities[M].Charlattesville,US:University of Virginia Press,1996:32.
[4]LATTUCA L R.Creating interdisciplinarity:interdisciplinary research and teaching among college and university faculty[M].Nashville,US:Vanderbilt University Press,2001:1-10.
[5]National Academy of Sciences.Facilitating interdisciplinary research[R].Washington D.C.:National Academies Press,2005.
[6]埃德加·莫兰.复杂性思想导论[M].陈一壮,译.上海:华东师范大学出版社,2008:7-10.
[7]KLEIN J T.Interdisciplinarity:history,theory and practice[M].Detroit,US:Wayne State University Press,1990:122.
[8]LYALL C.A short guide to designing interdisciplinary research for policy and practice[EB/OL].(2008-01-01)[2015-12-15].http://www.issti.ed.ac.uk/.
[9]SáC M.Interdisciplinary strategies’in U.S.research universities[J].Higher Education,2008,55(5):537-552.
[10]文少保,杨连生.美国大学跨学科研究组织变迁的路径依赖[J].科学学研究,2010(4).
[11]The University of Chicago.Affiliated laboratories[EB/OL].[2015-12-15].http://www.uchicago.edu/research/labs/.
[12]RHOTEN D.Interdisciplinary research:trend or transition[J].Items&Issues,2004,5(1/2):6-11.
[13]The Pennsylvania State University.Social science research institute institutes and centers[EB/OL].[2015-12-16].http://www.ssri.psu.edu/institutes-centers.
[14]Duke University.An interdisciplinary community[EB/OL].[2015-12-18].https://interdisciplinary.duke.edu/about/institutes-centers-and-initiatives#schoolbasedcenters.
[15]JANTSCH E.Inter-and transdisciplinary university:a systems approach to education and innovation[J].Higher Education Quarterly,1970,1(1):403-428.
[16]Rockefeller University.University overview&quick facts[EB/OL].[2015-12-18].http://www.rockefeller.edu/about/.
[17]WEICK K E.Educational organizations as loosely coupled systems[J].Administrative Science Quarterly,1976,21(1):1-19.