工程管理硕士专业学位质量基准的研究
|
摘要
我国尚处于新型工业化快速发展的早中期,社会经济发展迅猛,对高素质的工程管理人才需求剧增；然而,我国现有的工程管理人才培养体系未能适应这种变化,无法满足这种需求。高质量地规范地培养大批高素质工程管理人才是专业界(企业)对高等教育提出的一个迫切的课题,也是高等教育界必须正视而严肃的问题。
本文在对工程管理、工程管理教育、高等教育质量、专业学位等概念梳理的基础上,研究了国内外工程管理教育后,提出了设置我国工程管理硕士专业学位的设想；借助基准管理(Benchmarking)、布卢姆(Benjamin S. Bloom)教育目标分类、管理者胜任力方法和理念,佐以相应的实证研究,构建了工程管理硕士质量指标和质量基准；最后,针对质量指标和质量基准,提出了若干工程管理硕士培养的质量保证之对策建议。
全文共分为七章。
第1章：引言。本章从我国社会经济发展急需大批高素质工程管理人才,而现有的培养体系却难以满足这样需求的现状,引出本文的关于高素质工程管理人才规范化培养的研究论题,进而提出本文将完成的6项研究任务,并阐明了为完成这些任务的研究思路。
第2章：文献综述：相关概念与理论。在梳理“工程管理”概念的基础上,辩识“工程管理”与“工业工程”、“技术管理”、“项目管理”三者的关系,为提出工程管理硕士的设想清除了概念混乱的障碍。梳理、研究了基准管理(Benchmarking)、质量管理、布卢姆(Benjamin S. Bloom)教育目标分类理论和方法,为后面研究提供了宽厚的理论基础。
第3章：国外工程管理教育概况与相关标准。对国外工程管理教育的基本情况作了较全面的梳理与介绍,着重对美国工程管理及工程管理教育标准进行了重点分析,这些研究对我国工程管理硕士专业学位的设置、质量标准等方面有借鉴作用。
第4章：中国工程管理教育现状与需求分析。本章分析了中国工程管理教育的现状,发现其不足主要表现在：专业定位不够合理、培养目标与标准不够明确、培养模式有待改进三个方面；对工程管理专业毕业生就业难的调查也发现相似结论。究其原因,这些不足主要源自中国工程管理教育未能很好地结合社会经济建设的需求。因此,中国高素质工程管理人才培养应在教育过程中强调与社会需求的接轨、突出实践应用能力的培养；另一方面,在学位制度应增设工程管理硕士专业学位。本章阐明工程管理硕士是工程管理专门人才培养的一个职业型和应用型相结合的硕士研究生层面的专业学位。该学位强调职业性,即符合市场导向和职业胜任的要求,并与应用性相结合。
第5章：中国工程管理硕士质量体系及基准构建。本章首先从管理者职业胜任能力的角度剖析了工程管理人才应具备的主要素质,建立了工程管理硕士质量模型。在此理论假设基础上,围绕这六大方面的胜任要素,对业界进行调查,以了解工程管理领域的实践对工程管理人员胜任素质和人才质量的重点关注方面和重视程度。通过结构方程模型检验工程管理硕士质量模型中主要胜任要素选择的合理性,另一方面通过数理统计方法揭示各胜任要素的重要程度,即权重,进而建立起工程管理硕士质量指标体系。然后,以当前工程管理从业人员在各项质量指标上的表现,以其均值作为工程管理硕士培养质量基准的参考标准。最后,根据布卢姆教育目标分类理论,结合国内外对工程管理人才标准的研究成果,建立了基于教育目标的二维工程管理硕士知识／技能基准。
第6章：工程管理硕士质量保证之对策建议。结合前文的研究成果,本章就保证中国工程管理硕士质量从质量保证制度建设、教育过程关键点质量控制、相关环境保障体系建设、专业界参与四个方面提出了质量基准达标的对策建议。
第7章：结论。概括本文研究的主要成果。
With the rapid development of industrialization, society and economy in China, the demand for high-quality Engineering Management is surging. However, the existing Engineering Management Training System cannot adapt to this change and meet the demand. High-quality and standardized Engineering Management training is an urgent subject to higher education, which must be treated seriously.
Based on the concepts of Engineering Management, Engineering Management Education, Higher Education Quality, Professional Degree, after studying Engineering Management Education home and abroad, this paper proposes the imagine that China offers the Engineering Management Degree. Based on the methods of Benchmarking, Bloom's Taxonomy, Managers'Competency, and according to studies, this paper constructs the quality index and benchmark of Engineering Management Master Degree. Finally, against the quality index and benchmark, this paper proposes several suggestions to ensure the quality of Engineering Management training.
This paper is divided into seven chapters.
Chapter 1:Introduction. The situation that society and economy demands for considerable high-quality Engineering Managers, while the existing training system cannot meet the demand introduces the studying subject on standardized training for high-quality Engineering Management and puts forward the 6 study that will be fulfilled to demonstrate the research ideas of these tasks.
Chapter 2:Review, relevant concepts and theories. Based on the concept of Engineering Management, this chapter tells the relationships between Engineering Management and Industry Management, Engineering Management and Technical Management, and Engineering Management and Project Management, which get rid of obstacle for the imagine of Engineering Management Master degree. Also, to offer theory foundation for further study, this chapter studies the methods and theories of Benchmarking, Quality Management, and Bloom's Taxonomy.
Chapter 3:Introduce the foreign situation of Engineering Management Education and related Standards. This chapter makes an exhaustive induction to the situation of foreign Engineering Management education with emphasis on analyzing the American Engineering Management and Engineering Management Education Standard, which is a source of reference to set up Engineering Management Master Degree and Quality Standard in China.
Chapter 4:Engineering Management Education situation in China and demand analysis. This chapter analyses the situation of Engineering Management Education in China and points out the shortages:professional orientation is not reasonable, training objectives and standards are not clear, and the training mode need to be improved. Also, this chapter makes an investigation and concludes the employment of graduate of Engineering Management meets the same problems. Deeply, these shortages is due to Engineering Management Education in China cannot meet the demand of Social and Economic development. So Engineering Management training in China should meet the demand of Social and Economic development and emphases on practical application ability, on the other side, Engineering Management Master Degree should be offered. This chapter demonstrates Engineering Management Master should be both professional and practical. The degree should emphases on professional, that is to say, meeting the market demand.
Chapter 5:Construction of Engineering Management Master Quality System and Benchmark. First, from the perspective of managers'professional competency, this chapter analyses the main abilities that Engineering Management should have and builds an Engineering Management Master quality model. Based on the hypothesis, this chapter make an investigation to industry according to the 6 areas of competency element, to understand Engineering Management practice in professional field emphases on which competency Engineer Managers should have and to which extent. Through Construct Equation Model examines the selection of key competency element in Engineering Management Master Quality Model is reasonable or not and through statistics reveals the importance (weights) of competency elements, Engineering Management Master Quality Index System can be built. Then, figure out the performance on each quality index of present Engineering Management employee, and set the mean value to each index as the initial benchmark for Engineering Management Master training. Finally, according to Bloom's taxonomy, and combining with study results of Engineering Management Benchmark home and abroad, two-dimension know/ability benchmark of Engineering Management Master based on education objectives can be built.
Chapter 6:Suggestions to ensure the quality of Engineering Management Master. Combining with the study results in the former content, to reach the standards of quality benchmark, this chapter suggests Engineering Management Master should ensure the following aspects:the construction of Engineering Management Master Quality System, quality control to key education process, construction of relevant environment protection, and the participation of industry.
Chapter 7:Conclusion. This chapter concludes the main results of this paper.
本文在对工程管理、工程管理教育、高等教育质量、专业学位等概念梳理的基础上,研究了国内外工程管理教育后,提出了设置我国工程管理硕士专业学位的设想；借助基准管理(Benchmarking)、布卢姆(Benjamin S. Bloom)教育目标分类、管理者胜任力方法和理念,佐以相应的实证研究,构建了工程管理硕士质量指标和质量基准；最后,针对质量指标和质量基准,提出了若干工程管理硕士培养的质量保证之对策建议。
全文共分为七章。
第1章：引言。本章从我国社会经济发展急需大批高素质工程管理人才,而现有的培养体系却难以满足这样需求的现状,引出本文的关于高素质工程管理人才规范化培养的研究论题,进而提出本文将完成的6项研究任务,并阐明了为完成这些任务的研究思路。
第2章：文献综述：相关概念与理论。在梳理“工程管理”概念的基础上,辩识“工程管理”与“工业工程”、“技术管理”、“项目管理”三者的关系,为提出工程管理硕士的设想清除了概念混乱的障碍。梳理、研究了基准管理(Benchmarking)、质量管理、布卢姆(Benjamin S. Bloom)教育目标分类理论和方法,为后面研究提供了宽厚的理论基础。
第3章：国外工程管理教育概况与相关标准。对国外工程管理教育的基本情况作了较全面的梳理与介绍,着重对美国工程管理及工程管理教育标准进行了重点分析,这些研究对我国工程管理硕士专业学位的设置、质量标准等方面有借鉴作用。
第4章：中国工程管理教育现状与需求分析。本章分析了中国工程管理教育的现状,发现其不足主要表现在：专业定位不够合理、培养目标与标准不够明确、培养模式有待改进三个方面；对工程管理专业毕业生就业难的调查也发现相似结论。究其原因,这些不足主要源自中国工程管理教育未能很好地结合社会经济建设的需求。因此,中国高素质工程管理人才培养应在教育过程中强调与社会需求的接轨、突出实践应用能力的培养；另一方面,在学位制度应增设工程管理硕士专业学位。本章阐明工程管理硕士是工程管理专门人才培养的一个职业型和应用型相结合的硕士研究生层面的专业学位。该学位强调职业性,即符合市场导向和职业胜任的要求,并与应用性相结合。
第5章：中国工程管理硕士质量体系及基准构建。本章首先从管理者职业胜任能力的角度剖析了工程管理人才应具备的主要素质,建立了工程管理硕士质量模型。在此理论假设基础上,围绕这六大方面的胜任要素,对业界进行调查,以了解工程管理领域的实践对工程管理人员胜任素质和人才质量的重点关注方面和重视程度。通过结构方程模型检验工程管理硕士质量模型中主要胜任要素选择的合理性,另一方面通过数理统计方法揭示各胜任要素的重要程度,即权重,进而建立起工程管理硕士质量指标体系。然后,以当前工程管理从业人员在各项质量指标上的表现,以其均值作为工程管理硕士培养质量基准的参考标准。最后,根据布卢姆教育目标分类理论,结合国内外对工程管理人才标准的研究成果,建立了基于教育目标的二维工程管理硕士知识／技能基准。
第6章：工程管理硕士质量保证之对策建议。结合前文的研究成果,本章就保证中国工程管理硕士质量从质量保证制度建设、教育过程关键点质量控制、相关环境保障体系建设、专业界参与四个方面提出了质量基准达标的对策建议。
第7章：结论。概括本文研究的主要成果。
With the rapid development of industrialization, society and economy in China, the demand for high-quality Engineering Management is surging. However, the existing Engineering Management Training System cannot adapt to this change and meet the demand. High-quality and standardized Engineering Management training is an urgent subject to higher education, which must be treated seriously.
Based on the concepts of Engineering Management, Engineering Management Education, Higher Education Quality, Professional Degree, after studying Engineering Management Education home and abroad, this paper proposes the imagine that China offers the Engineering Management Degree. Based on the methods of Benchmarking, Bloom's Taxonomy, Managers'Competency, and according to studies, this paper constructs the quality index and benchmark of Engineering Management Master Degree. Finally, against the quality index and benchmark, this paper proposes several suggestions to ensure the quality of Engineering Management training.
This paper is divided into seven chapters.
Chapter 1:Introduction. The situation that society and economy demands for considerable high-quality Engineering Managers, while the existing training system cannot meet the demand introduces the studying subject on standardized training for high-quality Engineering Management and puts forward the 6 study that will be fulfilled to demonstrate the research ideas of these tasks.
Chapter 2:Review, relevant concepts and theories. Based on the concept of Engineering Management, this chapter tells the relationships between Engineering Management and Industry Management, Engineering Management and Technical Management, and Engineering Management and Project Management, which get rid of obstacle for the imagine of Engineering Management Master degree. Also, to offer theory foundation for further study, this chapter studies the methods and theories of Benchmarking, Quality Management, and Bloom's Taxonomy.
Chapter 3:Introduce the foreign situation of Engineering Management Education and related Standards. This chapter makes an exhaustive induction to the situation of foreign Engineering Management education with emphasis on analyzing the American Engineering Management and Engineering Management Education Standard, which is a source of reference to set up Engineering Management Master Degree and Quality Standard in China.
Chapter 4:Engineering Management Education situation in China and demand analysis. This chapter analyses the situation of Engineering Management Education in China and points out the shortages:professional orientation is not reasonable, training objectives and standards are not clear, and the training mode need to be improved. Also, this chapter makes an investigation and concludes the employment of graduate of Engineering Management meets the same problems. Deeply, these shortages is due to Engineering Management Education in China cannot meet the demand of Social and Economic development. So Engineering Management training in China should meet the demand of Social and Economic development and emphases on practical application ability, on the other side, Engineering Management Master Degree should be offered. This chapter demonstrates Engineering Management Master should be both professional and practical. The degree should emphases on professional, that is to say, meeting the market demand.
Chapter 5:Construction of Engineering Management Master Quality System and Benchmark. First, from the perspective of managers'professional competency, this chapter analyses the main abilities that Engineering Management should have and builds an Engineering Management Master quality model. Based on the hypothesis, this chapter make an investigation to industry according to the 6 areas of competency element, to understand Engineering Management practice in professional field emphases on which competency Engineer Managers should have and to which extent. Through Construct Equation Model examines the selection of key competency element in Engineering Management Master Quality Model is reasonable or not and through statistics reveals the importance (weights) of competency elements, Engineering Management Master Quality Index System can be built. Then, figure out the performance on each quality index of present Engineering Management employee, and set the mean value to each index as the initial benchmark for Engineering Management Master training. Finally, according to Bloom's taxonomy, and combining with study results of Engineering Management Benchmark home and abroad, two-dimension know/ability benchmark of Engineering Management Master based on education objectives can be built.
Chapter 6:Suggestions to ensure the quality of Engineering Management Master. Combining with the study results in the former content, to reach the standards of quality benchmark, this chapter suggests Engineering Management Master should ensure the following aspects:the construction of Engineering Management Master Quality System, quality control to key education process, construction of relevant environment protection, and the participation of industry.
Chapter 7:Conclusion. This chapter concludes the main results of this paper.
引文
[1]ABET. [EB/OL].[2005-03-12]. http://www.abet.org/.
[2]ABET.2003-2004 Criteria for Accrediting Engineering Programs[EB/OL], [2006-9-30], http://www.abet.org/images/Criteria/E001%2004-05.
[3]Al-Shammari, M.. Assessing the learning experience in a business process reengineering (BPR) course at the University of Bahrain[J].Business Process Management Journal,2005,11(1):47.
[4]Alstete, W.J.. Benchmarking in Higher Education:Adapting Best Practices to Improve Quality[J]. Higher Education Report,1995 (5):141.
[5]Alvear, G.R., Rueda I.P. and Kocaoglu, D.F.. Analysis of Engineering and Technology Management (ETM) Educational Programs[A]. Proceedings of the PICMET'06, Istanbul, Turkey,2006.
[6]American Society for Engineering Management. Graduate Program Certification [EB/OL]. [2006-5-27], http://www.asem.org/members/certific.html.
[7]American Society of Civil Engineers. Civil Engineering Body of Knowledge for the 21st Century:Preparing the Civil Engineer for the Future[EB/OL]. [2004-1-12], http://www.asce.org/professional/educ.
[8]American Society of Civil Engineers. Commentary on the ABET Engineering Criteria for Civil and Similarly Named Programs in the Context of the Civil Engineering Body of Knowledge[EB/OL], [2006-9-23], http://www.asce.org/ professional/educ.
[9]American Society of Civil Engineers. Fulfillment and Validation of the Attainment of the Civil, Engineering Body of Knowledge[EB/OL]. [2005-4-1], http://www.asce.org/professional/educ.
[10]An introduction to QAA [EB/OL]. [2009-11-30]. http://www.qaa.ac.uk/aboutus/ IntroQAA.pdf.
[11]Anderson,L.W.(Ed.), Krathwohl,D.R.(Ed.), Airasian,P.W., Cruikshank, K.A., Mayer,R.E., Pintrieh,P.R., Raths,J. and Wittroek, M.C.. A Taxonomy for Learning,Teaching and Assessing:A revision of Bloom's Taxonomy of Educational Objectives [M]. New York Longman,1994.
[12]Approaches to Teaching, Learning and Assessment in Competence Based Degree Programmes [EB/OL]. [2008-3-19], http://tuning.unideusto.org/tuningeu/index. php? option=content&task=view&id=201.
[13]Babcock, D.L., Englewood Cliffs. Managing Engineering and Technology[M]. NJ:Prentice-Hall,1996:14.
[14]Babcock, Daniel and Lucy C. Morse. Managing Engineering and Technology[M]. NJ:Prentice Hall,2002.
[15]Badawy, M.. Technology Management Education:Alternate Models[J]. IEEE Engineering Management Review,1999,127.
[16]Badawy,M.Developing Managerial Skills in Engineers and Scientists[M]. New York:Van Nostrand Reinhold,1995:11.
[17]Becker, P.R.. A Comparative Analysis of Undergraduate Engineering and Technology Management Education Programs in the United States[A]. Proceedings of the PICMET'07, August 5-9, Portland, OR,2007:1491-1500.
[18]Beder, S.. Beyond Technicalities:Expanding Engineering Thinking[J]. Journal of Professional Issues in Engineering Education and Practice,1999,125(1):12-16.
[19]Bendell, T. Managing Engineering Improvement by Six Sigma, Centre of Quality Excellence [EB/OL]. [2008-06-2]. http://ieeexplore.ieee.org/ie15/9654/30511/ 01408865.pdf?arnumber=1408865.
[20]Bennet, F.L.. What are employers looking for in engineering management graduates? [J]. Journal of Management in Engineering,1987,3(4):267.
[21]Bergeron, H.E.. A Perspective on the Need to Give an Introduction to Engineering Management to All Engineering Students[J]. Leadership and Management in Engineering,2001, 1(1):26-29.
[22]Bologna Process. Wikipedia [online]. [2006-9-12].Available:http://wikiped ia.org/wiki/Bologna process.
[23]Bonasso, S.G.. Engineering, Leadership, and Integral Philosophy[J]. Journal of Professional Issues,2001,127(1):17-25.
[24]Bordogna, J. Tomorrow's Civil Systems Engineer-the Master Integrator[J]. Journal of Professional Issues in Engineering Education and Practice,2001, 124(2),48-50.
[25]Changing the University:the Supporting Role of the Erasmus Thematic Networks [EB/OL]. http://europa.eu.int/comm/education/programmes/socrates/tnp/3yen.pdf
[26]CHEA. Recognition of Accrediting Organizations, Policy and Procedures [J]. European Journal of Law and Economics,1998,25(1).
[27]Council of the European. Education and Training 2010, the Success of the Lisbon Strategy Hinges on Urgent Reforms, Union (2004)[EB/OL].[2005-08-22]. http://ec.europa.eu/education/policies/2010/doc/jir_council_final.pdf.
[28]David Woodhouse. Quality:Making a difference[EB/OL]. [2005-7-20], http://www. catl.uwa. edu.au/publications/ITL/2002/8/quality.
[29]Decker Hains, Mark Evans, Stephen Ressler. Teaching the BOK-Challenges for Faculty and Programs [EB/OL]. [2007-2-22]. http://www.asee.org/activities/ awards/current/bestPapers.cfm.
[30]Den Haag-Nederland. The Future of Accreditation, Quality Assessment and Recognition of Higher Engineering Education in Europe[EB/OL]. [2008-1-28], http://www.hut.fi/Misc/H3E/wg2/report.html.
[31]Education Studies (2000)[EB/OL]. [2006-04-10]. http://www.qaa.ac.uk/academic infrastructure/benchmark/hon2ours/education.pdf.
[32]Engineering Accreditation Commission. ABET, Inc. Criteria for Accrediting Engineering Programs. [EB/OL]. [2006-12-22] http://www.abet.org/Linked%20 Documents-UPDATE/Criteria%20and%20PP/E001%2009-10%20EAC%20Crite ria%2012-01-08.pdf.
[33]Engineering Management Certification International. A Guide to the Engineering ManagementCertification Body of Knowledge (EMC-BOK Guide),2006
[34]EPC. The EPC Engineering Graduate Output Standards [EB/OL]. [2005-9-10]. http://www.engprofc.ac.uk/epc.html.
[35]EUA. EUA's QA Policy Position in the Context of the Berlin Communique [EB/OL]. [2004-12-2]. http://www.eua.be/eua-political-declarations-policy- positions/.
[36]EUA. The Role of Universities in Strengthening Qquality[EB/OL]. [2003-9-8]. http://www.ecaconsortium.net/download.php/?id=33.
[37]European Consortium for Accreditation. Accreditation in the European Higher Education Area [EB/OL]. [2005-06-20]. http://www.aic.lv/bolona/Bologna/ contrib/Statem_oth/ECA_on_Bergen.pdf.
[38]Farr, J. V. and Bowman, B. A.. ABET accreditation of engineering management programs:Contemporary and Futurelissues,1999,4(11),7-13.
[39]Frank, M.. Project-based technology:Instructional strategy for developing technological literacy[J]. Journal of Technology Education,2006,18(1):39-53.
[40]Frank, M.. Teaching Technology Management in a Project-Based Learning Environment A]. Proceedings of the IEMC-Europe 2008, June 28-30,2008, Estoril, Portugal.
[41]Giuliano Augusti. Quality and Recognition in Engineering Education: State-of-the-art Report[EB/OL]. [2007-5-31]. http://www.hut.fi/Misc/H3E/wg2.
[42]Gola, M.M.. Autonomy and Evaluation:Towards a System of Evaluation of Teaching in Universities [EB/OL]. [2009-1-1]. http://www.hut.fi/Misc/H3E/wg2/ documents.html.
[43]Green, P.C.. Building Robust Competencies:Linking Human Resource Systems to Organizational Strategies[M]. San Francisco:Jossey-Bass,1999.
[44]Harvey, L. and Green, D.. Defining Quality[J]. Assessment and Evaluation in Higher Education,1993,18(1):9-3.
[45]Hauser, J.R.. The House of Quality[J]. Harvard Business Review,1988,66:63-73
[46]Hicks, P. C.,Dawn R. and Jerry, D.. What Are We Teaching Our Engineering Managers [J]. EngineeringManagement Journal,1999,11:1.
[47]Hill, M. and Smith, H. A.. Practice meets theory in technological education:A case of authentic learning in the high school setting[J]. Journal of Technology Education,1998,9(2):29-41.
[48]How to Get a Master's Degree in Engineering Management. [EB/OL]. [2009-05-22]. http://www.worldwidelearn.com/masters-degrees/masters-guide/ engineering-construction/engineering-management.html.
[49]IEEE Editorial. Research and Education Characteristics of the Engineering Management Discipline[J]. IEEE Transactions on Engineering Management, 1990,37(3):172-176.
[50]Gonzalez,J., Wagenaar,R.. Tuning Educational Structures in Europe II-Universities, Contribution to the Bologna Process [EB/OL]. [2009-02-20]. http://www.tuning.unideusto.org/tuningeu/index.php?
[51]Kameoka,S.W., Li M. and Hashimoto,M.. Emerging MOT Education in Japan[A]. Proceedings of the IEMC'03,November2-4,2003, Albany, NY.
[52]Kauko, Dorte Kristoffersen. Benchmarking in the Improvement of Higher Education[EB/OL]. [2008-2-3], http://www.enqa.eu/files/benchmarking.pdf.
[53]Kocaoglu D.F.. Engineering Management Program as Aids in Moving from Technical Specialty to Technical Management[J]. Enginnering Management International,2000,12(1):33-41.
[54]Kocaoglu, D.F.. Engineering Management:Where It Was, Where It Is Now, Where It Is Going[J]. Engineering Management Journal,2009,21(3).
[55]Kocaoglu,D.F.. Technology Management:Educational Trends[J]. IEEE Transactions on Engineering Management,1994,41(4):347-350.
[56]Kocaoglu,D.F.. and Danh,J. Impact of ETM Education on the Graduates' Careers [A]. Proceedings of the PICMET'01, Portland, OR,2001.
[57]Kocaoglu,D.F.. Research and Education in Engineering Management. Research on the Management of Technology:Unleashing the Hidden Competitive Advantage,YRC,Washinson D.C Commission on Engineering and Technical Systems, April 1991.
[58]Kocaoglu,D.F.. Research and Educational Characteristics of the Engineering Management Discipline[J]. IEEE Transactions on Engineering Management, 1990,31:172-176.
[59]Kocaoglu,D.F., Sarihan, H.I., Sudrajat, I. and Hernandez I.P.. Educational Trends in Engineering and Technology Management (ETM)[A]. Proceedings of the PICMET'03, Portland,2003:153-159.
[60]Kopacek, P.Kopacek, Ceccarelli, M., Hajrizi, E. and Stapleton,L.. Mechatronics Management[A]. Proceedings of the IEMC-Europe 2008, June 28-30,2008, Estoril, Portugal.
[61]Kotnour,T. and Farr,J.V.. Engineering Management:Past, Present, and Future[J]. Engineering Management Review,2005,33(3):39.
[62]Ledford,G.E.Jr.. Paying for the skill,knowledge and competencies of knowledge workers[J],Compensation and Benefits Review,1995,27 (4):55-62.
[63]Levin, J. S. The community college as a baccalaureate-degree granting institution[J]. Review of Higher Education,2004,28(1):1-22.
[64]Lindeberg Tobias, Kristoffersen Dorte. A Method for Mutual Recognition [EB/OL]. [2005-3-2]. http://www.enqa.eu/files/mutual.pdf.
[65]LTSN Generic Centre. Does PDP Improve Student Learning? Review of Evidence[EB/OL]. [2009-8-9]. http://www.ltsn.ac.uk/application.asp.
[66]Lund, H. and Jackson, N.. Benchmarking in other HE Systems, Benchmarking for Higher Education [M]. OU Press,2000.
[67]Main Documents:Framework of Qualification for the European Higher Education Area [EB/OL]. [2007-08-12]. http://www.bologna-bergen2005.no/ Docs/00-Main_doc/050218_QF_EHEA.pdf.
[68]Malo, P., Sarraipa, J., Jardim-Goncalves,R. and Steiger-Garcao, A.. Advanced Training in Engineering Management Focusing on the Collaboration Dimension[A]. Proceedings of the IEMC-Europe 2008, June 28-30,2008, Estoril, Portugal.
[69]Mantz Yorke. Assessment Issues Arising from Subject Benchmarking Statement[EB/OL].. [2009-6-8]. http://www.qaa.ac.uk/academic infra.structure/ benchmark
[70]Mantz Yorke. Assessment issues arising from Subject Benchmarking Statements [EB/OL]. [2001-3-31]. http://www.ltsn.ac.uk/generic cen.
[71]Mantz Yorke. Assuring Quality and Standards in Globalised Higher Education[J]. Quality Assurance in Education,1999,7(1):14-24.
[72]Mary Besterfield-Sacre,Larry J.shu and Harvy Wolfe. Defining the Outcomes:A Framework for EC2000[EB/OL].. [2003-7-20]. http://www.ijee.dit.ie/authors/ biograph.html.
[73]Melvyn Dodridge. Engineering Programme Design and Specification-Interpreting and Using the Engineering Benchmark Information[A]. International Conference on Engineering Education, August 18-21,2002, Manchester, UK.
[74]Mirabile, R.J.. Everything You Wanted to Know About Competency Modeling [J]. Journal of Training and Development,1997,51:73-77.
[75]NACUBO. A Prospectus Benchmarking for Process Improvement Higher Education Washington DC[EB/OL]. [1995-9-20]. http://arl.org/stats/arlstat/ comtext97.html.
[76]NAE (the National Academy of Engineering), Greatest Engineering Achievements of the 20th Century, DC[EB/OL]. [2008-9-20]. http://www. greatachievements.org/?id=3882.
[77]Nichols, J.O.. The Departmental Guide and Record Book for Student Outcomes Assessment and Institutional Effectiveness[M]. New York:Agathon Press,1991.
[78]Normam Jackson. Benchmarking in UK HE:An Overview [J]. Quality Assurance in Education,2001,9(4):218-235.
[79]Norman Jackson. Connecting Teachers'and Students'Learning through Personal Development Planning[EB/OL].. [2009-2-20]. http://ltsn.ac.uk/genericcentre/ projects/Personal Development Planning/.
[80]Parry,S.B.. Just What Is a Competency?And Why Should You Care?[J], Training,1998, (6):58-64.
[81]Patricia Weeks. Benchmarking in Higher Education:An Australian Case Study [J]. Innovations in Education and Teaching International,2000,37(1):59-67.
[82]Phillipes, J.. International Academic Standards and Accreditation,In A Knowles (ed.)International Encyclopedia of Higher Education,San Francisco:Jossey-Bass Publishers,1978.
[83]Primiano Di Nauta. Accreditation Models in Higher Education Experiences and Perspectives[EB/OL]. [2007-11-2]. http://www.enqa.eu/eventitem.lasso?id=87 &cont= pasteventDetail.
[84]Principles to Promote Quality Enhancement [EB/OL]. [2009-2-20]. http://ltsn.ac. uk/genericcentre/proj ects/quality enhancement.
[85]Proudfoot, J.T., Brian G. S. and Alan Nesbitt. Relating to the Engineering Benchmark Statements [J]. International Journal of Electrical Engineering Education,2005,42(1):52-62.
[86]QAA. The Quality Assurance Agency for Higher Education [EB/OL]. [2005-06-2]. http://wwwqaa.ac.uk/academicinfrastructure/FHEQ/defau2005.
[87]Quality Assurance Agency for Higher Education (QAA). Subject Benchmark statements-Enginnering[EB/OL]. [2009-2-20]. http://www.qaa.ac.uk/crntwork/ benchmark/benchmarking.htm.
[88]Roger Ellis. Quality Assurance for University Teaching[M]. Open University Press,1993:33-35.
[89]Russell, J.S., Stouffer, B., and Walesh, S.G.. Closure of "The First Professional Degree:A Historic Opportunity"[J]. Journal of Professional Issues in Engineering Education and Practice,2001a,127(4) 199-201.
[90]Russell, J.S., Stouffer, B. and Walesh, S.G.. The First Professional Degree:A Historic Opportunity[J]. Journal of Professional Issues in Engineering Education and Practice,2001b,126(2),54-63.
[91]San Francisco, Berrett Koehler, Tosey,P.. Teaching on the edge of chaos [EB/OL], [2002-12-31]. http://ltsn.ac.uk/genericcentre/projects/curriculum/.
[92]Sinthavalai,R. and Memongkol, N. A.. Case of FMEA Implementation in the Educational Sector and Integration with CRM and QFD Concepts[A]. Proceedings of the IEMC-Europe 2008, June 28-30,2008, Estoril, Portugal.
[93]Spencer L.M. and Spencer,S.M.. Competence at Work:Models for Superior Performance [M]. New York:Wiley,1993.
[94]Spencer, L.M. and McClelland D.C.. Competency Assessment Methods:History and State of the Art[M]. Boston:Hay-McBer Research Press,1994.
[95]Standards and Guidelines for Quality Assurance in the European Higher Education Area [EB/OL]. [2006-06-01]. http://www.bologna-bergen2005.no/ Docs/00-Main_doc/050221_ENQA_report.pdf.
[96]Steiger,J.H.. Structure Model Evaluation and Modification:An Interval Estimation Approach [J]. Multivariate Behavioral Research,1990,25:173-180.
[97]Subject Benchmark Statements [EB/OL]. [2006-04-18]. http://www.qaa.ac.uk/ academic infrastructure/benchmark/default.asp.
[98]Taily.2nd European Workshop on Assessment of Engineering Programs:towards a Common Approach and a Permanent Observatory[EB/OL]. [2007-05-12]. http://www.hut. fi/Misc/H3E/wg2/EWAEP2-summary. doc.
[99]Thamhain, H.J.. Engineering Management[M]. New York:Wiley,1992:8-9.
[100]The Compatibility Working Group. Report of Quality Assurance Agency for Higher Education and Engineering Professors'Council Joint Working Group on the Compatibility Between the QAA Subject Benchmark Statement for Engineering and the EPC Engineering Graduate Output Standard [EB/OL]. [2009-2-20].http://www.qaa.ac.uk/crntwork/benchmark/mast/compat%2Dsumma ry.htm.
[101]The Engineering Professors Council. The EPC Engineering Graduate Output Standard, Output Standards and Professional Body Accreditation [EB/OL]. [2002-12-20]. http://www.epc.ac.uk/publications/standards/index.php.
[102]The EPC Engineering Graduate Output Standard, an Employer-group Interpretation, Report of the Employers'Working Group [EB/OL]. [2005-6-20] http://www. epc. ac.uk/publications/standards/index.php.
[103]The EPC Engineering Graduate Output Standard, Exemplar Benchmarks for IEng, Report of the Professional Bodies'Working Group [EB/OL]. [2002-12-20] http://www. epc. ac.uk/publications/standards/index.php.
[104]The European Commission. ECTS2 European Credit Transfer System, Socrates [EB/OL]. [2006-8-30], http://europa.eu.int/comm/education/programmes/Socrates/ects-en.html.
[105]The QAA:An Introduction[EB/OL]. [2005-12-30]. http://www.qaa.uac/ aboutus.
[106]Thissen, W., Enserink, B. and van der Lei,T.. Teaching Problem Formulation in Technology, Policy and Management Education:A Systems Approach[A]. Proceedings of the IEMC-Europe 2008,June 28-30,2008,Estoril,Portugal.
[107]Tuning Educational Structures in Europe Ⅱ-Universities, Contribution to the Bologna Process[EB/OL]. [2009-2-20]. http://www.tuning.unideusto.org/ tuningeu/index.php?
[108]Using the QAA Engineering Benchmark as an Aid to Course Development[EB/OL].[2009-2-20].http://www.engsc.ac.uk/an/tqe/benchmarking. asp
[109]Wang D. and Wang Y.. Evolution and Development of engineering management education in China[A]. Proceedings of the IEMC-Europe 2008, June 28-30,2008,Estoril,Portugal.
[110]Warren Houghton. Connecting Teachers'and Students'Learning Through PDP[EB/OL]. [2009-2-20]. http://www.ltsn.ac.uk/genericcentre/index.asp.
[111]Wheatley,M., San Francisco,Berrett Koehler. Leadership and the New Science[EB/OL]. [2009-2-20]. http://aysps.gsu.edu/academics/courses/syllabi/ paus8851_spring04_willis.pdf.
[112]Whittaker, J.. Designing an engineering management program[J]. Engineering Management Conference-Managing in a Global Environment, 1992:150-2.
[113]William, J. L.. What is Engineering Management?[J]. Engineering Management,2001,48(1).
[114]Woodhouse David. The Quality of Quality Assurance Agencies, INQAAHE-Quality Assurance/Accreditation in the EmergingEuropean Higher Education Area:a possible scenario for the future-Guy Haug-European Journal of Education, Vo138,No3/2003.
[115]Yuki, G.A.. Leadership in Organizations [M], Englewood Cliffs, NJ:Prentice Hall,1989.
[116]Yurtseven, M.K., Agaran,B. and Buchanan,W.W.. A. Critical Review of Engineering and Technology Management Programs and Some Suggestions for Improvement[A]. Proceedings of the PICMET'03, July 20-24, Portland, OR, 2003.
[117]安心.高等教育质量保证体系研究[M].兰州：甘肃教育出版社,1999.
[118][美]安德森等主编,谭晓玉,袁文辉等译.布卢姆教育目标分类学40年的回顾[M].上海：华东师范大学出版社,1998.
[119][美]布卢姆等编,罗黎辉等译.教育目标分类学—第一分册：认知领域[M].上海：华东师范大学出版社,1986.
[120]毕家驹.国家学位标准要与时俱进[J].高教发展与评估,2006,22(6)：31-34.
[121]毕家驹.进入21世纪的英国高等教育质量保证体系[J].交通高教研究,2004(4)：10-13.
[122]毕家驹.进入21世纪的英国高等教育质量保证体系[J].中国高等教育评估,2001,(3)：10-13.
[123]毕家驹.进入21世纪的英国学科基准[J].中国高等教育评估,2002,(3)：31-35.
[124]毕家驹.进入21世纪的英国学术资格框架[J].高教发展与评估,2005,21(5)：31-34.
[125]毕家驹.欧洲高等教育区的新进展[J].交通高教研究,2004,(6)：27-31.
[126]别敦荣,陶学文.我国专业学位研究生教育质量保障体系的反思与创新[J].国内高等教育教学研究动态,2010(1)：10-16.
[127]伯顿·克拉克著.王承绪等译.高等教育系统——学术组织的跨国研究[M].杭州：杭州大学出版社,1994：311-315.
[128]陈谷纲,陈秀美.专业学位研究生教育的质量观[J].学位与研究生教育,2006,(7)：28-32.
[129]陈劲.最佳创新公司[M].北京：清华大学出版社,2002.
[130]陈可义.基于工作流的质量管理系统研究摘[D].哈尔滨理工大学工学硕士学位论文,2008.
[131]陈平辉.现代教育评价方法的研究[J].东华理工学院学报(社会科学版),2004,23(3)：27-31.
[132]陈威等.高等教育质量保证模式的起源和发展[J].中国轻工教育,1999(4)：15-16.
[133]陈以一.我国工程专业评估工作亟待加快——兼读ABET2004-2005评估年度准则[J].高等工程教育研究,2004,(5)：49-52.
[134]陈玉琨.教育评价学[M].北京：人民教育出版社,1999：7.
[135]陈越.建构主义与建构主义学习理论综述[EB/OL]. [2010-06-20]. http://www.being.org.cn/sikao/constructivism.htm.
[136]陈振明.政府再造—西方新公共管理运动述评[M].北京：中国人民大学出版社,2003：30.
[137]成虎.工程管理概论[M].南京：东南大学出版社,2004.
[138]崔蕾.企业中层管理者胜任力研究[D].南京航空航天大学硕士论文,2006.
[139]杜江,刘宏菊.一类不完全评价模型及其迭代校正算法研究[J].系统工程理论与实践,2000,20(2)：1-6.
[140]杜娟,赵曙明.服务行业管理者胜任力对绩效的影响研究[J].南京社会科学,2008,(5)：31-37.
[141]范文曜,马陆亭.国际视角下的高等教育质量评估与财政拨款[M].北京：教育科学出版社,2004：7.
[142]高海霞.消费者的感知风险及减少风险行为研究——基于手机市场的研究[D].浙江大学博士学位论文,2004：65,79.
[143]国家教育部.高等学校本科专业目录(统计用)[EB/OL], [2006-6-5], Availableat http://www.stats.edu.cn/tjbz/bkzyml.htm.
[144]国家教育部.教育部关于印发《普通高等学校本科专业目录(1998年颁布)》、《普通高等学校本科专业设置规定(1998年颁布))>等文件的通知,教高[1998]8号,1998.
[145]国务院学位办.授予博士硕士学位和培养研究生的学科专业简介[M],国务院学位委员会办公室、教育部研究生工作办公室编,北京：高等教育出版社,1999.
[146]顾明远.高等教育的多样化与质量的多样性[J].中国高等教育,2001,(9)： 17-18.
[147]顾明远.教育大辞典.上海教育出版社,1990.
[148]郭垒.当前我国高等教育质量观综述[J].国家教育行政学院学报,2008(8)：65-70.
[149]国家教育发展研究中心.2002年中国教育绿皮书[M].北京：教育科学出版社,2002.
[150]侯杰泰,温忠麟,成子娟.结构方程模型及其应用[M].北京：教育科学出版社,2004.
[151]胡弼成.高等教育质量观的演进[J].教育研究,2007(4)：52-55.
[152]黄福涛.高等教育改革模式的比较研究[J].高等教育研究,1997,(3)：93-97.
[153]黄启兵.毛亚庆.从兴盛到衰落：西方高等教育中的全面质量管理[J].比较教育研究,2008(3)：56-60.
[154]黄印宝.我国专业学位教育发展的回顾与思考(上)[J].学位与研究生教育,2007,(6)：4-8.
[155]黄印宝.我国专业学位教育发展的回顾与思考(下)[J].学位与研究生教育,2007,(7)：26-31.
[156]柯常青.对美国高等教育鉴认制度的探析与思考[J].中国高等教育2004,(1)： 15-16.
[157]寇有志.美国工程技术教育专业鉴定制度的特色与借鉴[J].高等教育与学术研究,2006,(6)：24-26.
[158]乐云,罗晟,何清华.新型工业化进程中的工程管理学科建设[J].高等工程教育研究,2007,(4)：78-80.
[159]雷金火.新时期高等教育质量建设的几个问题探讨[J].中州大学学报,2006,23(3)：88-90.
[160]李福华.高等教育质量：内涵、属性和评价[J].现代大学教育,2003(2)：18-19.
[161]李越,叶赋桂,蓝劲松.跻身世界一流大学的学术基准[J].教育发展研究,2002,(12)：50-53.
[162]李智伟.中层管理者胜任力模型的结构分析[J].河南商业高等专科学校学报,2007,20(2)：50-51.
[163]林健.高等学校人才培养全面质量管理探析[J].高等教育研究,2001,(6).
[164]刘凡丰.反思美国高校全面质量管理[J].清华大学教育研究,2001,(1)：146-151.
[165]刘凡丰.欧美高等教育管理的基准法述评[J].比较教育研究,2002,23(8)：59-61.
[166]刘怀伟.商务市场中顾客关系的持续机制研究[D].博士学位论文,浙江大学,2003：139.
[167]刘晖.高等教育大众化进程中的教育质量评估问题——兼论英国高等教育质量监督与评估的经验和启示[J].外国教育研究,2001,28(3)：42-46.
[168]刘尧.西方高等教育质量评估的现状和发展趋势[J].民办教育研究,2006(3)：49.
[169]刘忠学.英国高等教育质量保证体系的发展及现状分析[J].比较教育研究,2002,(2)：38-42.
[170]卢纹岱SPSS for Windows统计分析[M].北京：电子工业出版社,2002.
[171]马丁,特罗.从精英向大众高等教育转变中的问题[J].外国高等教育资料,1999,(1).
[172]帕特里夏·基利等.公共部门基准管理：突破政府绩效的瓶颈[M].北京：中国人民大学出版社,2002.
[173]潘懋元.高等教育大众化的教育质量观[J].江苏高教,2000,(1)：6-10.
[174]彭剑峰,刘军,张成露.管理者能力评价与发展[M].北京：中国人民大学出版社,2005.
[175]茹宁.欧美高等教育基准法研究及其启示[J].宁波大学学报(教育科学版),2003,25(5)：14-19.
[176]阮爱芳.跨国公司中层管理者胜任力模型初步探究[D].华东师范大学硕士论文,2008.
[177]沈玉顺,卢建萍.制定教育评价标准的若干方法分析[J].高等师范教育研究,2000,12(2)：21-26.
[178]时勘.基于胜任特征模型的人力资源开发[J].心理科学进展,2006,14(4)：586-595.
[179]孙卫军.管理科学与工程类专业人才培养模式研究[D].天津大学硕士论文,2005.
[180]史雅翼.线形结构方程模型评价指标的应用[J].中国医院统计,2001,8(4)：237-238.
[181]谭光兴,欧敏.基于产品质量理论的高等教育质量观[J].教育学术月刊,2008,(9)：50-52.
[182]陶西平.教育评价辞典[M].北京：北京师范大学出版社,1998.
[183]汪明霞,马涛,朱军文.美国工程认证委员会《工程类本科专业2005-2006年度认证标准》解读[J].化工高教研究,2006,23(1)：16-20,29.
[184]汪应洛,王能民.我国工程管理学科发展的战略思考[J].科学中国人2007,(7)：15-15.
[185]汪应洛等.创新型工程管理人才培养和教育研究报告[R].2008.
[186]王承绪等编译.学术权力——七国高等教育管理体制比较[M].杭州：浙江教育出版社,1989：185-193.
[187]王莉华.高等教育的四种质量观[J].江苏高教,2008,(1)：20-22.
[188]王沛民,孔寒冰.努力培养21世纪的中国工程师[J].中国工程科学,2001,3(6)：19-23.
[189]王沛民,顾建民,刘伟民.工程教育基础工程教育理念和实践的研究[M],杭州：浙江大学出版社,1994.
[190]王沛民.研究和开发“专业学位”刍议[J].高等教育研究,1999(2)：3-5.
[191]王素文.高等教育保证和质量体系探析[D].浙江大学硕士论文,2000年.
[192]王亚杰,王沛民.研究生教育质量：分析框架及其微观层面的思考[J].高等教育研究,2004,25(2)：56-61.
[193]王众托等.各国工程管理人才状况与发展趋势的分析比较[R].2008.
[194]王重鸣.管理心理学[M].北京：人民出版社,2000.
[195]吴冰,周艳.对独立学院人才培养目标及定位的思考[J].医学教育探索,2005,4(6)：361-362,383.
[196]吴耀兴.工程管理专业应用型人才培养研究[J].山西建筑,2008,34(1)：18-19.
[197]夏俊锁,王欣.加强国家对高校教学的规范与指导[J].辽宁教育研究,2007,(1)：29-32.
[198]夏天阳.各国高等教育评估[M].上海：上海科学技术文献出版社,1997
[199]徐忠海.基准管理：获得企业竞争优势的新途径[J].商业研究,2001,(6)：48-51.
[200]严新平.英国高等教育质量评估机制及其启示[J].国家教育行政学院学报,2004,(3)：10-12.
[201]严正,翟胜涛,宋争.管理者胜任素质[M].北京：机械工程出版社,2007.
[202]杨桃珍,胡莉华.高校工程管理专业建设初探[J].山西建筑,2008,(3)：240-241.
[203]杨湘怡.企业中层管理者胜任力模型研究[D].复旦大学博士论文,2007.
[204]于艳东.E-HR的应用对HR管理者胜任力的影响研究[D].硕士论文,2005.
[205]虞丽娟.美国研究型大学人才培养体系的改革及启示[J].高等工程教育研究,2005,(2)：86-90.
[206]袁本涛,王孙禺.日本高等工程教育认证概况及其对我国的启示[J].高等工程教育研究,2006,(3)：58-65.
[207]翟亚军,王战军.我国专业学位教育主要问题辨识[J].学位与研究生教育,2006,(5)：23-27.
[208]张春莉,高民.布卢姆认知领域教育目标分类学在中国十年的回顾与反思[J].华东师范大学学报(教育科学版),1996,(1)：57-70.
[209]张宏玉.论大众化阶段高等教育质量观[J].学术交流,2008,(3)：184-186.
[210]张建坤,成虎.对工程管理专业地位和学科体系的思考[J].建筑经济,2007,(7)：5-7.
[211]章建石.高等教育质量观的多元表达与教学评估变革[J].大学研究与评价,2007(2)：43-45.
[212]张民选.关于高等教育认证机制的研究[J].教育研究,2005(2)：37-44.
[213]张志勇,徐明祥.我国目标教学研究的回顾与展望[J].教育研究,1997,(10)： 3-7.
[214]赵川平,张聪,楼程富,颜洽茂.建立以教学评价为核心的教学质量保证体系的实践与认识[J].高等理科教育,2002,(5)：28-30.
[215]赵海峰等.我国工程管理人才现状研究[R].2008.
[216]赵蒙成.论ISO9000质量体系对高校的适用性[J].现代大学教育,2002,(6)：15-18.
[217]赵叶珠.试论博洛尼亚进程的政策目标及基本特征[J].现代大学教育,2008,(5)：58-62.
[218]赵中建.高等教育全面质量管理的概念框架[J].外国教育资料,1997,(5)：37-42,50.
[219]郑晓明.人力资源管理导论[M].北京：机械工业出版社,2008.
[220]中国工程院工程管理学部.工程管理领域创新型工程技术人才培养研究[R].2008.
[221]中国工程院咨询研究项目.中国新型工业化进程中工程管理教育问题研究总报告[R].2006.
[222]仲理峰,时勘.胜任特征研究的新进展[J].南开管理评论,2003,6(2)：4-8.
[223]周斌,陈晓,卢轶遐.关键行为的等级锚定与通用型胜任特征模型的构建[J].软科学,2006,20(3)：114-118.
[224]邹碧金,陈子辰.我国专业学位的产生与发展—兼论专业学位的属性[J].高等教育研究,2000,(5)：49-52.
[2]ABET.2003-2004 Criteria for Accrediting Engineering Programs[EB/OL], [2006-9-30], http://www.abet.org/images/Criteria/E001%2004-05.
[3]Al-Shammari, M.. Assessing the learning experience in a business process reengineering (BPR) course at the University of Bahrain[J].Business Process Management Journal,2005,11(1):47.
[4]Alstete, W.J.. Benchmarking in Higher Education:Adapting Best Practices to Improve Quality[J]. Higher Education Report,1995 (5):141.
[5]Alvear, G.R., Rueda I.P. and Kocaoglu, D.F.. Analysis of Engineering and Technology Management (ETM) Educational Programs[A]. Proceedings of the PICMET'06, Istanbul, Turkey,2006.
[6]American Society for Engineering Management. Graduate Program Certification [EB/OL]. [2006-5-27], http://www.asem.org/members/certific.html.
[7]American Society of Civil Engineers. Civil Engineering Body of Knowledge for the 21st Century:Preparing the Civil Engineer for the Future[EB/OL]. [2004-1-12], http://www.asce.org/professional/educ.
[8]American Society of Civil Engineers. Commentary on the ABET Engineering Criteria for Civil and Similarly Named Programs in the Context of the Civil Engineering Body of Knowledge[EB/OL], [2006-9-23], http://www.asce.org/ professional/educ.
[9]American Society of Civil Engineers. Fulfillment and Validation of the Attainment of the Civil, Engineering Body of Knowledge[EB/OL]. [2005-4-1], http://www.asce.org/professional/educ.
[10]An introduction to QAA [EB/OL]. [2009-11-30]. http://www.qaa.ac.uk/aboutus/ IntroQAA.pdf.
[11]Anderson,L.W.(Ed.), Krathwohl,D.R.(Ed.), Airasian,P.W., Cruikshank, K.A., Mayer,R.E., Pintrieh,P.R., Raths,J. and Wittroek, M.C.. A Taxonomy for Learning,Teaching and Assessing:A revision of Bloom's Taxonomy of Educational Objectives [M]. New York Longman,1994.
[12]Approaches to Teaching, Learning and Assessment in Competence Based Degree Programmes [EB/OL]. [2008-3-19], http://tuning.unideusto.org/tuningeu/index. php? option=content&task=view&id=201.
[13]Babcock, D.L., Englewood Cliffs. Managing Engineering and Technology[M]. NJ:Prentice-Hall,1996:14.
[14]Babcock, Daniel and Lucy C. Morse. Managing Engineering and Technology[M]. NJ:Prentice Hall,2002.
[15]Badawy, M.. Technology Management Education:Alternate Models[J]. IEEE Engineering Management Review,1999,127.
[16]Badawy,M.Developing Managerial Skills in Engineers and Scientists[M]. New York:Van Nostrand Reinhold,1995:11.
[17]Becker, P.R.. A Comparative Analysis of Undergraduate Engineering and Technology Management Education Programs in the United States[A]. Proceedings of the PICMET'07, August 5-9, Portland, OR,2007:1491-1500.
[18]Beder, S.. Beyond Technicalities:Expanding Engineering Thinking[J]. Journal of Professional Issues in Engineering Education and Practice,1999,125(1):12-16.
[19]Bendell, T. Managing Engineering Improvement by Six Sigma, Centre of Quality Excellence [EB/OL]. [2008-06-2]. http://ieeexplore.ieee.org/ie15/9654/30511/ 01408865.pdf?arnumber=1408865.
[20]Bennet, F.L.. What are employers looking for in engineering management graduates? [J]. Journal of Management in Engineering,1987,3(4):267.
[21]Bergeron, H.E.. A Perspective on the Need to Give an Introduction to Engineering Management to All Engineering Students[J]. Leadership and Management in Engineering,2001, 1(1):26-29.
[22]Bologna Process. Wikipedia [online]. [2006-9-12].Available:http://wikiped ia.org/wiki/Bologna process.
[23]Bonasso, S.G.. Engineering, Leadership, and Integral Philosophy[J]. Journal of Professional Issues,2001,127(1):17-25.
[24]Bordogna, J. Tomorrow's Civil Systems Engineer-the Master Integrator[J]. Journal of Professional Issues in Engineering Education and Practice,2001, 124(2),48-50.
[25]Changing the University:the Supporting Role of the Erasmus Thematic Networks [EB/OL]. http://europa.eu.int/comm/education/programmes/socrates/tnp/3yen.pdf
[26]CHEA. Recognition of Accrediting Organizations, Policy and Procedures [J]. European Journal of Law and Economics,1998,25(1).
[27]Council of the European. Education and Training 2010, the Success of the Lisbon Strategy Hinges on Urgent Reforms, Union (2004)[EB/OL].[2005-08-22]. http://ec.europa.eu/education/policies/2010/doc/jir_council_final.pdf.
[28]David Woodhouse. Quality:Making a difference[EB/OL]. [2005-7-20], http://www. catl.uwa. edu.au/publications/ITL/2002/8/quality.
[29]Decker Hains, Mark Evans, Stephen Ressler. Teaching the BOK-Challenges for Faculty and Programs [EB/OL]. [2007-2-22]. http://www.asee.org/activities/ awards/current/bestPapers.cfm.
[30]Den Haag-Nederland. The Future of Accreditation, Quality Assessment and Recognition of Higher Engineering Education in Europe[EB/OL]. [2008-1-28], http://www.hut.fi/Misc/H3E/wg2/report.html.
[31]Education Studies (2000)[EB/OL]. [2006-04-10]. http://www.qaa.ac.uk/academic infrastructure/benchmark/hon2ours/education.pdf.
[32]Engineering Accreditation Commission. ABET, Inc. Criteria for Accrediting Engineering Programs. [EB/OL]. [2006-12-22] http://www.abet.org/Linked%20 Documents-UPDATE/Criteria%20and%20PP/E001%2009-10%20EAC%20Crite ria%2012-01-08.pdf.
[33]Engineering Management Certification International. A Guide to the Engineering ManagementCertification Body of Knowledge (EMC-BOK Guide),2006
[34]EPC. The EPC Engineering Graduate Output Standards [EB/OL]. [2005-9-10]. http://www.engprofc.ac.uk/epc.html.
[35]EUA. EUA's QA Policy Position in the Context of the Berlin Communique [EB/OL]. [2004-12-2]. http://www.eua.be/eua-political-declarations-policy- positions/.
[36]EUA. The Role of Universities in Strengthening Qquality[EB/OL]. [2003-9-8]. http://www.ecaconsortium.net/download.php/?id=33.
[37]European Consortium for Accreditation. Accreditation in the European Higher Education Area [EB/OL]. [2005-06-20]. http://www.aic.lv/bolona/Bologna/ contrib/Statem_oth/ECA_on_Bergen.pdf.
[38]Farr, J. V. and Bowman, B. A.. ABET accreditation of engineering management programs:Contemporary and Futurelissues,1999,4(11),7-13.
[39]Frank, M.. Project-based technology:Instructional strategy for developing technological literacy[J]. Journal of Technology Education,2006,18(1):39-53.
[40]Frank, M.. Teaching Technology Management in a Project-Based Learning Environment A]. Proceedings of the IEMC-Europe 2008, June 28-30,2008, Estoril, Portugal.
[41]Giuliano Augusti. Quality and Recognition in Engineering Education: State-of-the-art Report[EB/OL]. [2007-5-31]. http://www.hut.fi/Misc/H3E/wg2.
[42]Gola, M.M.. Autonomy and Evaluation:Towards a System of Evaluation of Teaching in Universities [EB/OL]. [2009-1-1]. http://www.hut.fi/Misc/H3E/wg2/ documents.html.
[43]Green, P.C.. Building Robust Competencies:Linking Human Resource Systems to Organizational Strategies[M]. San Francisco:Jossey-Bass,1999.
[44]Harvey, L. and Green, D.. Defining Quality[J]. Assessment and Evaluation in Higher Education,1993,18(1):9-3.
[45]Hauser, J.R.. The House of Quality[J]. Harvard Business Review,1988,66:63-73
[46]Hicks, P. C.,Dawn R. and Jerry, D.. What Are We Teaching Our Engineering Managers [J]. EngineeringManagement Journal,1999,11:1.
[47]Hill, M. and Smith, H. A.. Practice meets theory in technological education:A case of authentic learning in the high school setting[J]. Journal of Technology Education,1998,9(2):29-41.
[48]How to Get a Master's Degree in Engineering Management. [EB/OL]. [2009-05-22]. http://www.worldwidelearn.com/masters-degrees/masters-guide/ engineering-construction/engineering-management.html.
[49]IEEE Editorial. Research and Education Characteristics of the Engineering Management Discipline[J]. IEEE Transactions on Engineering Management, 1990,37(3):172-176.
[50]Gonzalez,J., Wagenaar,R.. Tuning Educational Structures in Europe II-Universities, Contribution to the Bologna Process [EB/OL]. [2009-02-20]. http://www.tuning.unideusto.org/tuningeu/index.php?
[51]Kameoka,S.W., Li M. and Hashimoto,M.. Emerging MOT Education in Japan[A]. Proceedings of the IEMC'03,November2-4,2003, Albany, NY.
[52]Kauko, Dorte Kristoffersen. Benchmarking in the Improvement of Higher Education[EB/OL]. [2008-2-3], http://www.enqa.eu/files/benchmarking.pdf.
[53]Kocaoglu D.F.. Engineering Management Program as Aids in Moving from Technical Specialty to Technical Management[J]. Enginnering Management International,2000,12(1):33-41.
[54]Kocaoglu, D.F.. Engineering Management:Where It Was, Where It Is Now, Where It Is Going[J]. Engineering Management Journal,2009,21(3).
[55]Kocaoglu,D.F.. Technology Management:Educational Trends[J]. IEEE Transactions on Engineering Management,1994,41(4):347-350.
[56]Kocaoglu,D.F.. and Danh,J. Impact of ETM Education on the Graduates' Careers [A]. Proceedings of the PICMET'01, Portland, OR,2001.
[57]Kocaoglu,D.F.. Research and Education in Engineering Management. Research on the Management of Technology:Unleashing the Hidden Competitive Advantage,YRC,Washinson D.C Commission on Engineering and Technical Systems, April 1991.
[58]Kocaoglu,D.F.. Research and Educational Characteristics of the Engineering Management Discipline[J]. IEEE Transactions on Engineering Management, 1990,31:172-176.
[59]Kocaoglu,D.F., Sarihan, H.I., Sudrajat, I. and Hernandez I.P.. Educational Trends in Engineering and Technology Management (ETM)[A]. Proceedings of the PICMET'03, Portland,2003:153-159.
[60]Kopacek, P.Kopacek, Ceccarelli, M., Hajrizi, E. and Stapleton,L.. Mechatronics Management[A]. Proceedings of the IEMC-Europe 2008, June 28-30,2008, Estoril, Portugal.
[61]Kotnour,T. and Farr,J.V.. Engineering Management:Past, Present, and Future[J]. Engineering Management Review,2005,33(3):39.
[62]Ledford,G.E.Jr.. Paying for the skill,knowledge and competencies of knowledge workers[J],Compensation and Benefits Review,1995,27 (4):55-62.
[63]Levin, J. S. The community college as a baccalaureate-degree granting institution[J]. Review of Higher Education,2004,28(1):1-22.
[64]Lindeberg Tobias, Kristoffersen Dorte. A Method for Mutual Recognition [EB/OL]. [2005-3-2]. http://www.enqa.eu/files/mutual.pdf.
[65]LTSN Generic Centre. Does PDP Improve Student Learning? Review of Evidence[EB/OL]. [2009-8-9]. http://www.ltsn.ac.uk/application.asp.
[66]Lund, H. and Jackson, N.. Benchmarking in other HE Systems, Benchmarking for Higher Education [M]. OU Press,2000.
[67]Main Documents:Framework of Qualification for the European Higher Education Area [EB/OL]. [2007-08-12]. http://www.bologna-bergen2005.no/ Docs/00-Main_doc/050218_QF_EHEA.pdf.
[68]Malo, P., Sarraipa, J., Jardim-Goncalves,R. and Steiger-Garcao, A.. Advanced Training in Engineering Management Focusing on the Collaboration Dimension[A]. Proceedings of the IEMC-Europe 2008, June 28-30,2008, Estoril, Portugal.
[69]Mantz Yorke. Assessment Issues Arising from Subject Benchmarking Statement[EB/OL].. [2009-6-8]. http://www.qaa.ac.uk/academic infra.structure/ benchmark
[70]Mantz Yorke. Assessment issues arising from Subject Benchmarking Statements [EB/OL]. [2001-3-31]. http://www.ltsn.ac.uk/generic cen.
[71]Mantz Yorke. Assuring Quality and Standards in Globalised Higher Education[J]. Quality Assurance in Education,1999,7(1):14-24.
[72]Mary Besterfield-Sacre,Larry J.shu and Harvy Wolfe. Defining the Outcomes:A Framework for EC2000[EB/OL].. [2003-7-20]. http://www.ijee.dit.ie/authors/ biograph.html.
[73]Melvyn Dodridge. Engineering Programme Design and Specification-Interpreting and Using the Engineering Benchmark Information[A]. International Conference on Engineering Education, August 18-21,2002, Manchester, UK.
[74]Mirabile, R.J.. Everything You Wanted to Know About Competency Modeling [J]. Journal of Training and Development,1997,51:73-77.
[75]NACUBO. A Prospectus Benchmarking for Process Improvement Higher Education Washington DC[EB/OL]. [1995-9-20]. http://arl.org/stats/arlstat/ comtext97.html.
[76]NAE (the National Academy of Engineering), Greatest Engineering Achievements of the 20th Century, DC[EB/OL]. [2008-9-20]. http://www. greatachievements.org/?id=3882.
[77]Nichols, J.O.. The Departmental Guide and Record Book for Student Outcomes Assessment and Institutional Effectiveness[M]. New York:Agathon Press,1991.
[78]Normam Jackson. Benchmarking in UK HE:An Overview [J]. Quality Assurance in Education,2001,9(4):218-235.
[79]Norman Jackson. Connecting Teachers'and Students'Learning through Personal Development Planning[EB/OL].. [2009-2-20]. http://ltsn.ac.uk/genericcentre/ projects/Personal Development Planning/.
[80]Parry,S.B.. Just What Is a Competency?And Why Should You Care?[J], Training,1998, (6):58-64.
[81]Patricia Weeks. Benchmarking in Higher Education:An Australian Case Study [J]. Innovations in Education and Teaching International,2000,37(1):59-67.
[82]Phillipes, J.. International Academic Standards and Accreditation,In A Knowles (ed.)International Encyclopedia of Higher Education,San Francisco:Jossey-Bass Publishers,1978.
[83]Primiano Di Nauta. Accreditation Models in Higher Education Experiences and Perspectives[EB/OL]. [2007-11-2]. http://www.enqa.eu/eventitem.lasso?id=87 &cont= pasteventDetail.
[84]Principles to Promote Quality Enhancement [EB/OL]. [2009-2-20]. http://ltsn.ac. uk/genericcentre/proj ects/quality enhancement.
[85]Proudfoot, J.T., Brian G. S. and Alan Nesbitt. Relating to the Engineering Benchmark Statements [J]. International Journal of Electrical Engineering Education,2005,42(1):52-62.
[86]QAA. The Quality Assurance Agency for Higher Education [EB/OL]. [2005-06-2]. http://wwwqaa.ac.uk/academicinfrastructure/FHEQ/defau2005.
[87]Quality Assurance Agency for Higher Education (QAA). Subject Benchmark statements-Enginnering[EB/OL]. [2009-2-20]. http://www.qaa.ac.uk/crntwork/ benchmark/benchmarking.htm.
[88]Roger Ellis. Quality Assurance for University Teaching[M]. Open University Press,1993:33-35.
[89]Russell, J.S., Stouffer, B., and Walesh, S.G.. Closure of "The First Professional Degree:A Historic Opportunity"[J]. Journal of Professional Issues in Engineering Education and Practice,2001a,127(4) 199-201.
[90]Russell, J.S., Stouffer, B. and Walesh, S.G.. The First Professional Degree:A Historic Opportunity[J]. Journal of Professional Issues in Engineering Education and Practice,2001b,126(2),54-63.
[91]San Francisco, Berrett Koehler, Tosey,P.. Teaching on the edge of chaos [EB/OL], [2002-12-31]. http://ltsn.ac.uk/genericcentre/projects/curriculum/.
[92]Sinthavalai,R. and Memongkol, N. A.. Case of FMEA Implementation in the Educational Sector and Integration with CRM and QFD Concepts[A]. Proceedings of the IEMC-Europe 2008, June 28-30,2008, Estoril, Portugal.
[93]Spencer L.M. and Spencer,S.M.. Competence at Work:Models for Superior Performance [M]. New York:Wiley,1993.
[94]Spencer, L.M. and McClelland D.C.. Competency Assessment Methods:History and State of the Art[M]. Boston:Hay-McBer Research Press,1994.
[95]Standards and Guidelines for Quality Assurance in the European Higher Education Area [EB/OL]. [2006-06-01]. http://www.bologna-bergen2005.no/ Docs/00-Main_doc/050221_ENQA_report.pdf.
[96]Steiger,J.H.. Structure Model Evaluation and Modification:An Interval Estimation Approach [J]. Multivariate Behavioral Research,1990,25:173-180.
[97]Subject Benchmark Statements [EB/OL]. [2006-04-18]. http://www.qaa.ac.uk/ academic infrastructure/benchmark/default.asp.
[98]Taily.2nd European Workshop on Assessment of Engineering Programs:towards a Common Approach and a Permanent Observatory[EB/OL]. [2007-05-12]. http://www.hut. fi/Misc/H3E/wg2/EWAEP2-summary. doc.
[99]Thamhain, H.J.. Engineering Management[M]. New York:Wiley,1992:8-9.
[100]The Compatibility Working Group. Report of Quality Assurance Agency for Higher Education and Engineering Professors'Council Joint Working Group on the Compatibility Between the QAA Subject Benchmark Statement for Engineering and the EPC Engineering Graduate Output Standard [EB/OL]. [2009-2-20].http://www.qaa.ac.uk/crntwork/benchmark/mast/compat%2Dsumma ry.htm.
[101]The Engineering Professors Council. The EPC Engineering Graduate Output Standard, Output Standards and Professional Body Accreditation [EB/OL]. [2002-12-20]. http://www.epc.ac.uk/publications/standards/index.php.
[102]The EPC Engineering Graduate Output Standard, an Employer-group Interpretation, Report of the Employers'Working Group [EB/OL]. [2005-6-20] http://www. epc. ac.uk/publications/standards/index.php.
[103]The EPC Engineering Graduate Output Standard, Exemplar Benchmarks for IEng, Report of the Professional Bodies'Working Group [EB/OL]. [2002-12-20] http://www. epc. ac.uk/publications/standards/index.php.
[104]The European Commission. ECTS2 European Credit Transfer System, Socrates [EB/OL]. [2006-8-30], http://europa.eu.int/comm/education/programmes/Socrates/ects-en.html.
[105]The QAA:An Introduction[EB/OL]. [2005-12-30]. http://www.qaa.uac/ aboutus.
[106]Thissen, W., Enserink, B. and van der Lei,T.. Teaching Problem Formulation in Technology, Policy and Management Education:A Systems Approach[A]. Proceedings of the IEMC-Europe 2008,June 28-30,2008,Estoril,Portugal.
[107]Tuning Educational Structures in Europe Ⅱ-Universities, Contribution to the Bologna Process[EB/OL]. [2009-2-20]. http://www.tuning.unideusto.org/ tuningeu/index.php?
[108]Using the QAA Engineering Benchmark as an Aid to Course Development[EB/OL].[2009-2-20].http://www.engsc.ac.uk/an/tqe/benchmarking. asp
[109]Wang D. and Wang Y.. Evolution and Development of engineering management education in China[A]. Proceedings of the IEMC-Europe 2008, June 28-30,2008,Estoril,Portugal.
[110]Warren Houghton. Connecting Teachers'and Students'Learning Through PDP[EB/OL]. [2009-2-20]. http://www.ltsn.ac.uk/genericcentre/index.asp.
[111]Wheatley,M., San Francisco,Berrett Koehler. Leadership and the New Science[EB/OL]. [2009-2-20]. http://aysps.gsu.edu/academics/courses/syllabi/ paus8851_spring04_willis.pdf.
[112]Whittaker, J.. Designing an engineering management program[J]. Engineering Management Conference-Managing in a Global Environment, 1992:150-2.
[113]William, J. L.. What is Engineering Management?[J]. Engineering Management,2001,48(1).
[114]Woodhouse David. The Quality of Quality Assurance Agencies, INQAAHE-Quality Assurance/Accreditation in the EmergingEuropean Higher Education Area:a possible scenario for the future-Guy Haug-European Journal of Education, Vo138,No3/2003.
[115]Yuki, G.A.. Leadership in Organizations [M], Englewood Cliffs, NJ:Prentice Hall,1989.
[116]Yurtseven, M.K., Agaran,B. and Buchanan,W.W.. A. Critical Review of Engineering and Technology Management Programs and Some Suggestions for Improvement[A]. Proceedings of the PICMET'03, July 20-24, Portland, OR, 2003.
[117]安心.高等教育质量保证体系研究[M].兰州：甘肃教育出版社,1999.
[118][美]安德森等主编,谭晓玉,袁文辉等译.布卢姆教育目标分类学40年的回顾[M].上海：华东师范大学出版社,1998.
[119][美]布卢姆等编,罗黎辉等译.教育目标分类学—第一分册：认知领域[M].上海：华东师范大学出版社,1986.
[120]毕家驹.国家学位标准要与时俱进[J].高教发展与评估,2006,22(6)：31-34.
[121]毕家驹.进入21世纪的英国高等教育质量保证体系[J].交通高教研究,2004(4)：10-13.
[122]毕家驹.进入21世纪的英国高等教育质量保证体系[J].中国高等教育评估,2001,(3)：10-13.
[123]毕家驹.进入21世纪的英国学科基准[J].中国高等教育评估,2002,(3)：31-35.
[124]毕家驹.进入21世纪的英国学术资格框架[J].高教发展与评估,2005,21(5)：31-34.
[125]毕家驹.欧洲高等教育区的新进展[J].交通高教研究,2004,(6)：27-31.
[126]别敦荣,陶学文.我国专业学位研究生教育质量保障体系的反思与创新[J].国内高等教育教学研究动态,2010(1)：10-16.
[127]伯顿·克拉克著.王承绪等译.高等教育系统——学术组织的跨国研究[M].杭州：杭州大学出版社,1994：311-315.
[128]陈谷纲,陈秀美.专业学位研究生教育的质量观[J].学位与研究生教育,2006,(7)：28-32.
[129]陈劲.最佳创新公司[M].北京：清华大学出版社,2002.
[130]陈可义.基于工作流的质量管理系统研究摘[D].哈尔滨理工大学工学硕士学位论文,2008.
[131]陈平辉.现代教育评价方法的研究[J].东华理工学院学报(社会科学版),2004,23(3)：27-31.
[132]陈威等.高等教育质量保证模式的起源和发展[J].中国轻工教育,1999(4)：15-16.
[133]陈以一.我国工程专业评估工作亟待加快——兼读ABET2004-2005评估年度准则[J].高等工程教育研究,2004,(5)：49-52.
[134]陈玉琨.教育评价学[M].北京：人民教育出版社,1999：7.
[135]陈越.建构主义与建构主义学习理论综述[EB/OL]. [2010-06-20]. http://www.being.org.cn/sikao/constructivism.htm.
[136]陈振明.政府再造—西方新公共管理运动述评[M].北京：中国人民大学出版社,2003：30.
[137]成虎.工程管理概论[M].南京：东南大学出版社,2004.
[138]崔蕾.企业中层管理者胜任力研究[D].南京航空航天大学硕士论文,2006.
[139]杜江,刘宏菊.一类不完全评价模型及其迭代校正算法研究[J].系统工程理论与实践,2000,20(2)：1-6.
[140]杜娟,赵曙明.服务行业管理者胜任力对绩效的影响研究[J].南京社会科学,2008,(5)：31-37.
[141]范文曜,马陆亭.国际视角下的高等教育质量评估与财政拨款[M].北京：教育科学出版社,2004：7.
[142]高海霞.消费者的感知风险及减少风险行为研究——基于手机市场的研究[D].浙江大学博士学位论文,2004：65,79.
[143]国家教育部.高等学校本科专业目录(统计用)[EB/OL], [2006-6-5], Availableat http://www.stats.edu.cn/tjbz/bkzyml.htm.
[144]国家教育部.教育部关于印发《普通高等学校本科专业目录(1998年颁布)》、《普通高等学校本科专业设置规定(1998年颁布))>等文件的通知,教高[1998]8号,1998.
[145]国务院学位办.授予博士硕士学位和培养研究生的学科专业简介[M],国务院学位委员会办公室、教育部研究生工作办公室编,北京：高等教育出版社,1999.
[146]顾明远.高等教育的多样化与质量的多样性[J].中国高等教育,2001,(9)： 17-18.
[147]顾明远.教育大辞典.上海教育出版社,1990.
[148]郭垒.当前我国高等教育质量观综述[J].国家教育行政学院学报,2008(8)：65-70.
[149]国家教育发展研究中心.2002年中国教育绿皮书[M].北京：教育科学出版社,2002.
[150]侯杰泰,温忠麟,成子娟.结构方程模型及其应用[M].北京：教育科学出版社,2004.
[151]胡弼成.高等教育质量观的演进[J].教育研究,2007(4)：52-55.
[152]黄福涛.高等教育改革模式的比较研究[J].高等教育研究,1997,(3)：93-97.
[153]黄启兵.毛亚庆.从兴盛到衰落：西方高等教育中的全面质量管理[J].比较教育研究,2008(3)：56-60.
[154]黄印宝.我国专业学位教育发展的回顾与思考(上)[J].学位与研究生教育,2007,(6)：4-8.
[155]黄印宝.我国专业学位教育发展的回顾与思考(下)[J].学位与研究生教育,2007,(7)：26-31.
[156]柯常青.对美国高等教育鉴认制度的探析与思考[J].中国高等教育2004,(1)： 15-16.
[157]寇有志.美国工程技术教育专业鉴定制度的特色与借鉴[J].高等教育与学术研究,2006,(6)：24-26.
[158]乐云,罗晟,何清华.新型工业化进程中的工程管理学科建设[J].高等工程教育研究,2007,(4)：78-80.
[159]雷金火.新时期高等教育质量建设的几个问题探讨[J].中州大学学报,2006,23(3)：88-90.
[160]李福华.高等教育质量：内涵、属性和评价[J].现代大学教育,2003(2)：18-19.
[161]李越,叶赋桂,蓝劲松.跻身世界一流大学的学术基准[J].教育发展研究,2002,(12)：50-53.
[162]李智伟.中层管理者胜任力模型的结构分析[J].河南商业高等专科学校学报,2007,20(2)：50-51.
[163]林健.高等学校人才培养全面质量管理探析[J].高等教育研究,2001,(6).
[164]刘凡丰.反思美国高校全面质量管理[J].清华大学教育研究,2001,(1)：146-151.
[165]刘凡丰.欧美高等教育管理的基准法述评[J].比较教育研究,2002,23(8)：59-61.
[166]刘怀伟.商务市场中顾客关系的持续机制研究[D].博士学位论文,浙江大学,2003：139.
[167]刘晖.高等教育大众化进程中的教育质量评估问题——兼论英国高等教育质量监督与评估的经验和启示[J].外国教育研究,2001,28(3)：42-46.
[168]刘尧.西方高等教育质量评估的现状和发展趋势[J].民办教育研究,2006(3)：49.
[169]刘忠学.英国高等教育质量保证体系的发展及现状分析[J].比较教育研究,2002,(2)：38-42.
[170]卢纹岱SPSS for Windows统计分析[M].北京：电子工业出版社,2002.
[171]马丁,特罗.从精英向大众高等教育转变中的问题[J].外国高等教育资料,1999,(1).
[172]帕特里夏·基利等.公共部门基准管理：突破政府绩效的瓶颈[M].北京：中国人民大学出版社,2002.
[173]潘懋元.高等教育大众化的教育质量观[J].江苏高教,2000,(1)：6-10.
[174]彭剑峰,刘军,张成露.管理者能力评价与发展[M].北京：中国人民大学出版社,2005.
[175]茹宁.欧美高等教育基准法研究及其启示[J].宁波大学学报(教育科学版),2003,25(5)：14-19.
[176]阮爱芳.跨国公司中层管理者胜任力模型初步探究[D].华东师范大学硕士论文,2008.
[177]沈玉顺,卢建萍.制定教育评价标准的若干方法分析[J].高等师范教育研究,2000,12(2)：21-26.
[178]时勘.基于胜任特征模型的人力资源开发[J].心理科学进展,2006,14(4)：586-595.
[179]孙卫军.管理科学与工程类专业人才培养模式研究[D].天津大学硕士论文,2005.
[180]史雅翼.线形结构方程模型评价指标的应用[J].中国医院统计,2001,8(4)：237-238.
[181]谭光兴,欧敏.基于产品质量理论的高等教育质量观[J].教育学术月刊,2008,(9)：50-52.
[182]陶西平.教育评价辞典[M].北京：北京师范大学出版社,1998.
[183]汪明霞,马涛,朱军文.美国工程认证委员会《工程类本科专业2005-2006年度认证标准》解读[J].化工高教研究,2006,23(1)：16-20,29.
[184]汪应洛,王能民.我国工程管理学科发展的战略思考[J].科学中国人2007,(7)：15-15.
[185]汪应洛等.创新型工程管理人才培养和教育研究报告[R].2008.
[186]王承绪等编译.学术权力——七国高等教育管理体制比较[M].杭州：浙江教育出版社,1989：185-193.
[187]王莉华.高等教育的四种质量观[J].江苏高教,2008,(1)：20-22.
[188]王沛民,孔寒冰.努力培养21世纪的中国工程师[J].中国工程科学,2001,3(6)：19-23.
[189]王沛民,顾建民,刘伟民.工程教育基础工程教育理念和实践的研究[M],杭州：浙江大学出版社,1994.
[190]王沛民.研究和开发“专业学位”刍议[J].高等教育研究,1999(2)：3-5.
[191]王素文.高等教育保证和质量体系探析[D].浙江大学硕士论文,2000年.
[192]王亚杰,王沛民.研究生教育质量：分析框架及其微观层面的思考[J].高等教育研究,2004,25(2)：56-61.
[193]王众托等.各国工程管理人才状况与发展趋势的分析比较[R].2008.
[194]王重鸣.管理心理学[M].北京：人民出版社,2000.
[195]吴冰,周艳.对独立学院人才培养目标及定位的思考[J].医学教育探索,2005,4(6)：361-362,383.
[196]吴耀兴.工程管理专业应用型人才培养研究[J].山西建筑,2008,34(1)：18-19.
[197]夏俊锁,王欣.加强国家对高校教学的规范与指导[J].辽宁教育研究,2007,(1)：29-32.
[198]夏天阳.各国高等教育评估[M].上海：上海科学技术文献出版社,1997
[199]徐忠海.基准管理：获得企业竞争优势的新途径[J].商业研究,2001,(6)：48-51.
[200]严新平.英国高等教育质量评估机制及其启示[J].国家教育行政学院学报,2004,(3)：10-12.
[201]严正,翟胜涛,宋争.管理者胜任素质[M].北京：机械工程出版社,2007.
[202]杨桃珍,胡莉华.高校工程管理专业建设初探[J].山西建筑,2008,(3)：240-241.
[203]杨湘怡.企业中层管理者胜任力模型研究[D].复旦大学博士论文,2007.
[204]于艳东.E-HR的应用对HR管理者胜任力的影响研究[D].硕士论文,2005.
[205]虞丽娟.美国研究型大学人才培养体系的改革及启示[J].高等工程教育研究,2005,(2)：86-90.
[206]袁本涛,王孙禺.日本高等工程教育认证概况及其对我国的启示[J].高等工程教育研究,2006,(3)：58-65.
[207]翟亚军,王战军.我国专业学位教育主要问题辨识[J].学位与研究生教育,2006,(5)：23-27.
[208]张春莉,高民.布卢姆认知领域教育目标分类学在中国十年的回顾与反思[J].华东师范大学学报(教育科学版),1996,(1)：57-70.
[209]张宏玉.论大众化阶段高等教育质量观[J].学术交流,2008,(3)：184-186.
[210]张建坤,成虎.对工程管理专业地位和学科体系的思考[J].建筑经济,2007,(7)：5-7.
[211]章建石.高等教育质量观的多元表达与教学评估变革[J].大学研究与评价,2007(2)：43-45.
[212]张民选.关于高等教育认证机制的研究[J].教育研究,2005(2)：37-44.
[213]张志勇,徐明祥.我国目标教学研究的回顾与展望[J].教育研究,1997,(10)： 3-7.
[214]赵川平,张聪,楼程富,颜洽茂.建立以教学评价为核心的教学质量保证体系的实践与认识[J].高等理科教育,2002,(5)：28-30.
[215]赵海峰等.我国工程管理人才现状研究[R].2008.
[216]赵蒙成.论ISO9000质量体系对高校的适用性[J].现代大学教育,2002,(6)：15-18.
[217]赵叶珠.试论博洛尼亚进程的政策目标及基本特征[J].现代大学教育,2008,(5)：58-62.
[218]赵中建.高等教育全面质量管理的概念框架[J].外国教育资料,1997,(5)：37-42,50.
[219]郑晓明.人力资源管理导论[M].北京：机械工业出版社,2008.
[220]中国工程院工程管理学部.工程管理领域创新型工程技术人才培养研究[R].2008.
[221]中国工程院咨询研究项目.中国新型工业化进程中工程管理教育问题研究总报告[R].2006.
[222]仲理峰,时勘.胜任特征研究的新进展[J].南开管理评论,2003,6(2)：4-8.
[223]周斌,陈晓,卢轶遐.关键行为的等级锚定与通用型胜任特征模型的构建[J].软科学,2006,20(3)：114-118.
[224]邹碧金,陈子辰.我国专业学位的产生与发展—兼论专业学位的属性[J].高等教育研究,2000,(5)：49-52.