面向产业需求的工程实践能力开发研究
|
摘要
人口特征变化、全球化和技术快速变革的强大力量,驱使工程在社会中的作用发生了深刻变化,工程实践的重要性也日益突出。实践性是工程的本质属性,也是工程教育从传统“科学范式”向现代“工程范式”转变的核心议题。但是,由于没有厘清工程理论和工程实践的主次、先后关系,不区分科学教育与专业教育的内在差异,未明确工程实践能力的具体内涵,以至于出现了当前工程实践教育中‘重理论、轻实践”,“只知坐而论道、不懂起而践行”的普遍现象,工程教育质量正经受着严峻考验。
本研究重点围绕“如何提升工程师工程实践能力”这一基本问题展开,力图全面分析工程实践培养的内涵及如何进行工程实践能力培养两大重要议题。具体而言,论文逐层深入研究以下几个问题：(1)在工程师能力形成的不同阶段,工程实践能力培养的最佳模式有哪些?(2)在知识经济背景下,面对信息技术和网络技术的飞速发展,工程师应具备怎样的工程实践能力框架?理工科院校的工程实践培养与产业界对工程师实践能力的要求之间的契合程度如何?(3)工程师实践能力的主要形成阶段及不同阶段对能力形成的相对重要性是怎么样的?(4)从管理层面考虑,如何设计与构建提升工程师实践能力的政策体系。基于上述问题,本研究通过理论演绎、案例研究、内容分析、问卷调研、数据分析等方法,开展了一系列理论探讨和实证研究。
本研究获得的几个较有新意的主要结论如下：
首先,工程人才的能力形成是一个动态、跨界和长期的过程。研究基于工程师能力形成的阶段,在全面分析工程实践所面临的新的场景之上,从大学、产业和社会机构的视角分析、总结和归纳三者开展工程实践的最佳模式。从大学角度,提出了产业导向的工程学位建设模式、工程训练平台模式；从产业角度提出了公司大学模式、实践社区模式；从社会机构角度提出了依托职业认证模式及产业与社会机构联合模式。这些模式构筑了工程人才实践能力形成从大学教育到工程训练直至专业实践的过程体系。
其次,工程实践能力的内涵与当时情境之下的经济环境、技术水平和生产力条件有着密切的关系。在新的历史条件和背景之下,工程实践能力的内涵也发生了巨大变化。论文根据针对366位企业技术管理者的调研数据分析结果,将工程实践能力区分为工程设计能力、工程应用能力、工程操作能力、工程商务能力和工程沟通能力五个维度,并明确了每一维度的具体内容。随之,通过已经获得的实践能力框架并结合对工科专业教师的调研进行分析,结果显示,相对企业需求,理工科院校对工程实践能力培养的认识存在显著差异,契合程度在80%左右。其中,工程设计能力和工程沟通能力的契合程度较高,而工程商务能力和工程操作能力的契合程度较低。
再次,工程师实践能力的形成过程中,高校、产业和社会机构均对其起到了显著的正向影响作用。研究通过对企业34位近3年新进工程师的深度访谈,运用内容分析方法对访谈资料进行编码,结果发现：高校和产业对工程师实践能力的形成产生了重要影响,社会机构和个人因素的影响相对较弱。在此基础上,利用内容分析的结果,设计问卷,运用多元回归方法,对231份有效问卷分析后,进一步验证了上述结论；但是回归结论显示,个人因素在工程师的实践能力形成中没有直接的显著作用。对于不同的工程实践能力维度,大学和产业对于工程设计能力、工程应用能力、工程操作能力和工程商务能力的形成均具有正向影响,其中社会机构还对工程沟通能力产生正向影响,但是工程商务能力的培养主要依赖于社会机构的培训和个人自身素质,大学的作用并不明显。
最后,在上述讨论基础上,研究对每一个关键因子进行内外部环境及发展现状的扫描,并基于此,从管理研究的视角提出了提升工程师实践能力的战略规划,设计了相应的行动计划,并从资源配置机制和评价机制等角度探讨制度保障,构建了新时期工程师实践能力的提升机制。
本论文的贡献主要体现在：(1)面向产业需求,研究高校对工程实践能力的认识与企业需求的契合度,并借助政策工具强化管理手段是本文的新视角；(2)在新的工程实践场景之下,建构符合中国情境的工程实践能力框架是本文的新思路；(3)从工程人才能力形成的过程阶段,研究和识别工程实践能力的关键因素是本文的新内容。
Driven by powerful forces included population characteristics, globalization and the rapid development of technology revolution, the function of engineering has undergone profound changes in society and the importance of engineering practice becomes increasingly outstanding. As the essential attribute of engineering, practice is the key issue of the engineering education transform from traditional "science paradigm" to modern "engineering paradigm". But, as a result of the failure in the field of engineering education to clarify the relationship between engineering theory and engineering practice, to distinguish the internal differences between scientific education and professional education and define the concrete connotation of the engineering practice competence, the condition of "valuing theory while despising practice" and "staying talking of theory but never knowing getting down to practice" are very common in the field of engineering practice which in turn put the quality of engineering education under rigorous tests.
Therefore, this research will focus on the basic problem of "how to develop engineer's practice competence" and attempt to analyze the two themes of the engineering practice connotation as well as engineering practice competence buliding deeply and comprehensively. To be specific, the thesis intends to solve the following questions step by step.(1)What is the best model of developing engineering practice competence in different periods of the formation of engineer's competence?(2)Under the background of knowledge-based economy, information technology and network technology have achieved rapid development. What engineering practice competence framework should engineer possess? How does the requirement of industry for engineers'practice competence correspond to the training of engineering talents in colleges of science and engineering? Whether there are significant differences between them?(3)How important does the dominant formation period as well as different periods of engineers'practice competence mean to the formation of competence?(4)How to design and establish the policy mechanism in which engineers' practice competence can be advanced from the viewpoint of management? Bringing the questions mentioned above, the thesis carries out a series of investigations from the view of theory and positivism through ways of theoretical derivation, case study, content analysis, questionnaire research and data analysis and so on.
The main conclusions of originality concluded from the study are as follows:
To begin with, the formation of engineering talent's competence is a dynamic, cross-boundary and long-standing process. Based on the period of engineer formation, after analyzing comprehensively the new environment engineering practice is facing, the study, from the perspective of college, industry and society training institution, analyzes, summarizes and concludes their best pattern in launching engineering practice. From the viewpoint of college, the study puts forward the industry-oriented engineering degree building pattern and engineering training platform pattern; From the industry's point of view, the corporate university pattern and the community of practice pattern; As to the society training institution,Occupational accreditation-supported pattern and combination pattern of industry and society institution. These patterns construct the entire process of the formation of engineering talent's practice competence ranging from college education to engineering training until the professional practice.
Moreover, the connotation of engineering practice competence has close relations with the economy environment, technology standard and the productivity condition in the situation of that time. Under the new history condition and background, the connotation has undergone great change. After analyzing the research data of366enterprise technology managers, the thesis generalizes the engineering practice capability into the following five dimensions according to the analysis result: Engineering design competence, Engineering application competence, Engineering operation competence, Engineering business competence and Engineering communication competence. It also specifies the specific content of every dimension. And then, through the framework which has gained practice competence and investigating the teachers of engineering major, the results show that as to company's requirement, college of science and technology has obvious difference with companies on the knowledge of developing engineering practice competence with an correspondence degree of about80%; Among the result, the engineering design competence and the engineering communication competence have a high correspondence degree while the engineering business competence and engineering operation competence have a lower one. The results illustrate that higher engineering education should attach great importance to engineering practice.
Thirdly, college, industry and society institution all have an obvious positive effect on the formation process of engineer's practice competence. By interviewing34engineers who joined the company in three years and coding the interview data through means of content analysis, the results find that college and industry exert important influence on the formation while society training institution and individual factors have relatively weak effect on it. Based on this finding, taking advantage of the results of content analysis to design questionnaire and after analyzing231effective questionnaires through means of multiple regression, the study further proved the above conclusion. However, the regression conclusion shows that individual factors have no conspicuous effect on the formation directly. Regarding different dimensions of engineering practice competence, both college and industry have positive effect on the formation of engineering design competence, Engineering application competence, Engineering operation competence and Engineering business competence. And society institution also has a positive-going bearing on engineering communication competence; but the training of engineering business competence rests mainly on the training of society institution and individual's own quality while college only produces definitive effects among the training.
Finally, on the basis of the above discussion, the study scans the external and internal environment as well as development situation of every key-factor and puts forward the strategic planning to enhance Engineer's practice competence from the viewpoint of management research. It also designs action plan accordingly and investigates the plan's institutional protection from the point of resource allocation mechanism and evaluation mechanism and so on, in order to establish the enhancement mechanism of engineer's practice competence in a new period.
The contributions of the thesis mainly lie on the following items.(1)From the point of industry requirement, studying how college's understanding of engineering practice competence corresponds to company's requirement and strengthening management means with policy tools is the thesis's new visual angle.(2)As a new idea, in the new engineering practice scene, the thesis has established the engineering practice competence framework in accordance with the Chinese situation.(3)In addition, some new contents appear in the formation period of engineering talent's competence by studying and distinguishing the critical factors of engineering practice competence.
本研究重点围绕“如何提升工程师工程实践能力”这一基本问题展开,力图全面分析工程实践培养的内涵及如何进行工程实践能力培养两大重要议题。具体而言,论文逐层深入研究以下几个问题：(1)在工程师能力形成的不同阶段,工程实践能力培养的最佳模式有哪些?(2)在知识经济背景下,面对信息技术和网络技术的飞速发展,工程师应具备怎样的工程实践能力框架?理工科院校的工程实践培养与产业界对工程师实践能力的要求之间的契合程度如何?(3)工程师实践能力的主要形成阶段及不同阶段对能力形成的相对重要性是怎么样的?(4)从管理层面考虑,如何设计与构建提升工程师实践能力的政策体系。基于上述问题,本研究通过理论演绎、案例研究、内容分析、问卷调研、数据分析等方法,开展了一系列理论探讨和实证研究。
本研究获得的几个较有新意的主要结论如下：
首先,工程人才的能力形成是一个动态、跨界和长期的过程。研究基于工程师能力形成的阶段,在全面分析工程实践所面临的新的场景之上,从大学、产业和社会机构的视角分析、总结和归纳三者开展工程实践的最佳模式。从大学角度,提出了产业导向的工程学位建设模式、工程训练平台模式；从产业角度提出了公司大学模式、实践社区模式；从社会机构角度提出了依托职业认证模式及产业与社会机构联合模式。这些模式构筑了工程人才实践能力形成从大学教育到工程训练直至专业实践的过程体系。
其次,工程实践能力的内涵与当时情境之下的经济环境、技术水平和生产力条件有着密切的关系。在新的历史条件和背景之下,工程实践能力的内涵也发生了巨大变化。论文根据针对366位企业技术管理者的调研数据分析结果,将工程实践能力区分为工程设计能力、工程应用能力、工程操作能力、工程商务能力和工程沟通能力五个维度,并明确了每一维度的具体内容。随之,通过已经获得的实践能力框架并结合对工科专业教师的调研进行分析,结果显示,相对企业需求,理工科院校对工程实践能力培养的认识存在显著差异,契合程度在80%左右。其中,工程设计能力和工程沟通能力的契合程度较高,而工程商务能力和工程操作能力的契合程度较低。
再次,工程师实践能力的形成过程中,高校、产业和社会机构均对其起到了显著的正向影响作用。研究通过对企业34位近3年新进工程师的深度访谈,运用内容分析方法对访谈资料进行编码,结果发现：高校和产业对工程师实践能力的形成产生了重要影响,社会机构和个人因素的影响相对较弱。在此基础上,利用内容分析的结果,设计问卷,运用多元回归方法,对231份有效问卷分析后,进一步验证了上述结论；但是回归结论显示,个人因素在工程师的实践能力形成中没有直接的显著作用。对于不同的工程实践能力维度,大学和产业对于工程设计能力、工程应用能力、工程操作能力和工程商务能力的形成均具有正向影响,其中社会机构还对工程沟通能力产生正向影响,但是工程商务能力的培养主要依赖于社会机构的培训和个人自身素质,大学的作用并不明显。
最后,在上述讨论基础上,研究对每一个关键因子进行内外部环境及发展现状的扫描,并基于此,从管理研究的视角提出了提升工程师实践能力的战略规划,设计了相应的行动计划,并从资源配置机制和评价机制等角度探讨制度保障,构建了新时期工程师实践能力的提升机制。
本论文的贡献主要体现在：(1)面向产业需求,研究高校对工程实践能力的认识与企业需求的契合度,并借助政策工具强化管理手段是本文的新视角；(2)在新的工程实践场景之下,建构符合中国情境的工程实践能力框架是本文的新思路；(3)从工程人才能力形成的过程阶段,研究和识别工程实践能力的关键因素是本文的新内容。
Driven by powerful forces included population characteristics, globalization and the rapid development of technology revolution, the function of engineering has undergone profound changes in society and the importance of engineering practice becomes increasingly outstanding. As the essential attribute of engineering, practice is the key issue of the engineering education transform from traditional "science paradigm" to modern "engineering paradigm". But, as a result of the failure in the field of engineering education to clarify the relationship between engineering theory and engineering practice, to distinguish the internal differences between scientific education and professional education and define the concrete connotation of the engineering practice competence, the condition of "valuing theory while despising practice" and "staying talking of theory but never knowing getting down to practice" are very common in the field of engineering practice which in turn put the quality of engineering education under rigorous tests.
Therefore, this research will focus on the basic problem of "how to develop engineer's practice competence" and attempt to analyze the two themes of the engineering practice connotation as well as engineering practice competence buliding deeply and comprehensively. To be specific, the thesis intends to solve the following questions step by step.(1)What is the best model of developing engineering practice competence in different periods of the formation of engineer's competence?(2)Under the background of knowledge-based economy, information technology and network technology have achieved rapid development. What engineering practice competence framework should engineer possess? How does the requirement of industry for engineers'practice competence correspond to the training of engineering talents in colleges of science and engineering? Whether there are significant differences between them?(3)How important does the dominant formation period as well as different periods of engineers'practice competence mean to the formation of competence?(4)How to design and establish the policy mechanism in which engineers' practice competence can be advanced from the viewpoint of management? Bringing the questions mentioned above, the thesis carries out a series of investigations from the view of theory and positivism through ways of theoretical derivation, case study, content analysis, questionnaire research and data analysis and so on.
The main conclusions of originality concluded from the study are as follows:
To begin with, the formation of engineering talent's competence is a dynamic, cross-boundary and long-standing process. Based on the period of engineer formation, after analyzing comprehensively the new environment engineering practice is facing, the study, from the perspective of college, industry and society training institution, analyzes, summarizes and concludes their best pattern in launching engineering practice. From the viewpoint of college, the study puts forward the industry-oriented engineering degree building pattern and engineering training platform pattern; From the industry's point of view, the corporate university pattern and the community of practice pattern; As to the society training institution,Occupational accreditation-supported pattern and combination pattern of industry and society institution. These patterns construct the entire process of the formation of engineering talent's practice competence ranging from college education to engineering training until the professional practice.
Moreover, the connotation of engineering practice competence has close relations with the economy environment, technology standard and the productivity condition in the situation of that time. Under the new history condition and background, the connotation has undergone great change. After analyzing the research data of366enterprise technology managers, the thesis generalizes the engineering practice capability into the following five dimensions according to the analysis result: Engineering design competence, Engineering application competence, Engineering operation competence, Engineering business competence and Engineering communication competence. It also specifies the specific content of every dimension. And then, through the framework which has gained practice competence and investigating the teachers of engineering major, the results show that as to company's requirement, college of science and technology has obvious difference with companies on the knowledge of developing engineering practice competence with an correspondence degree of about80%; Among the result, the engineering design competence and the engineering communication competence have a high correspondence degree while the engineering business competence and engineering operation competence have a lower one. The results illustrate that higher engineering education should attach great importance to engineering practice.
Thirdly, college, industry and society institution all have an obvious positive effect on the formation process of engineer's practice competence. By interviewing34engineers who joined the company in three years and coding the interview data through means of content analysis, the results find that college and industry exert important influence on the formation while society training institution and individual factors have relatively weak effect on it. Based on this finding, taking advantage of the results of content analysis to design questionnaire and after analyzing231effective questionnaires through means of multiple regression, the study further proved the above conclusion. However, the regression conclusion shows that individual factors have no conspicuous effect on the formation directly. Regarding different dimensions of engineering practice competence, both college and industry have positive effect on the formation of engineering design competence, Engineering application competence, Engineering operation competence and Engineering business competence. And society institution also has a positive-going bearing on engineering communication competence; but the training of engineering business competence rests mainly on the training of society institution and individual's own quality while college only produces definitive effects among the training.
Finally, on the basis of the above discussion, the study scans the external and internal environment as well as development situation of every key-factor and puts forward the strategic planning to enhance Engineer's practice competence from the viewpoint of management research. It also designs action plan accordingly and investigates the plan's institutional protection from the point of resource allocation mechanism and evaluation mechanism and so on, in order to establish the enhancement mechanism of engineer's practice competence in a new period.
The contributions of the thesis mainly lie on the following items.(1)From the point of industry requirement, studying how college's understanding of engineering practice competence corresponds to company's requirement and strengthening management means with policy tools is the thesis's new visual angle.(2)As a new idea, in the new engineering practice scene, the thesis has established the engineering practice competence framework in accordance with the Chinese situation.(3)In addition, some new contents appear in the formation period of engineering talent's competence by studying and distinguishing the critical factors of engineering practice competence.
引文
1国内高等工程教育领域也有译为“实践共同体”,参见吕萌,孔寒冰,2008
[1]Abbott, A.D. Chaos of Disciplines[M]. Chicago and London:The University of Chicago Press,2001:22-22.
[2]ABET.2010-2011 Criteria for Accrediting Engineering Programs[EB/OL]. http:// ewbsdsu.weebly.com/uploads/4/5/9/2/4592209/e001_10-11_eac_criteria_1-27-10. pdf,2009-10.
[3]ABET. Criteria For Accrediting Engineering Technology Programs[EB/OL]. http: //www.abet.org/uploadedFiles/Accreditation/Accreditation_Process/ Accreditation_Documents/Archive/criteria-tac-2010-2011.pdf,2009-10.
[4]ACEE. The Attributes of Cooperative Education Programs[EB/OL]. http://www. co-opaccreditation. org/attributes.htm,2011-07-08.
[5]Achtenhagen, F. Criteria For The Development Of Complex Teaching-Learning Environments[J]. Instructional Science,2001,29(4-5):361-381.
[6]Adams, B. S., & Felder, R. M. Reframing Professional Development:A Systems Approach to Preparing Engineering Educators to Educate Tomorrow's Engineers[J]. Journal of Engineering Education,2008,97(3):239-240.
[7]Akay, A. A Renaissance in Engineering PhD Education. European of Engineering Education[J].2008,33(4):403-413.
[8]Akay, A. The Renaissance Engineer:Educating Engineers In A Post-9/11 World Presented at the SEFIrenze Conference,11 September 2002, Florence, Italy[J]. European Journal of Engineering Education.2003,28(2):145-150.
[9]Allen, M. the Next Generation of Corporate University[M]. San Francisco:Pfeiffer, 2007:369-372.
[10]Anderson, J. R. The Architecture of Cognition [M]. Cambridge:Harvard University Press,1983.
[11]ANTA. Training Packages Development Handbook[R]. Brisbane,1999.
[12]Arguelles, A., & Gonczi, A. E. Competency Based Education And Training:A World Perspective[M]. Mexico City:Grupo Noriega Editores,2000.
[13]ASCE. Civil Engineering Body of Knowledge for the 21st Century:Preparing the Civil Engineer for the Future[EB/OL]. http://www.asce.org/Product.aspx?id= 2147485953,2007-07-05.
[14]Attwood, R. Happy to be Here[N]. Times Higher Education,2009-01-15.
[15]Audretsch, D. B., Lehmamn, E. E.,& Warning, S., University Spillovers and New Firm Location[J]. Research Policy,2005,34(7):1113-1122.
[16]Bailey, T. Learning To Work-Employer Involvement In School-To-Work Transition Program[M]. Washington D.C.:The Brooking Institution,1995.
[17]Barnett, R. The Limits Of Competence:Knowledge, Higher Education And Society[M]. Buckingham:Open University Press,1994.
[18]Barth, S. Eureka! Xerox Has Found It [EB/OL]. http://kazman.shidler.hawaii.edu/ eurekacase.html,2000-04.
[19]Beise, M., & Stahl, H. Public Research and Industrial Innovations in Germany [J]. Research Policy,1999,28(4):397-422.
[20]Benefer, R. Engaging With Employers In Work-Based Learning A foundation Degree In Applied Technology [J]. Education+Training,2007,49(3):210-217.
[21]Berelson, B. Content Analysis in Communication Research [M]. New York:Free Press,1952.
[22]Bloom, B.S., et al教育目标分类学(第一分册)(罗黎辉等译)[M].上海：华东师范大学出版社,1996.
[23]Bock, G. Kim, Y. Breaking The Myths of Rewards:An Exploratory Study of Attitudes About Knowledge Sharing[J]. Information Resources Management Journal,2002,15(2):14-21.
[24]Bock, G., Zmud, R., Kim, Y., & Lee, J. Behavioral Intention Formation In Knowledge Sharing:Examining The Roles of Extrinsic Motivatiors, Social-Psychological Forces, And Organization Climates[J]. MIS Quarterly, 2005,29(1):87-111.
[25]Boeing. Desired Attributes of an Engineering[EB/OL]. http://www.boeing.com/ educationrelations/attributes.html,2011-10.
[26]Bos, W., & Tarnai, C. Content Analysis in Empirical Social Research[J]. International Journal of Educational Research,1999(31):659-671.
[27]Bresehi, S., & Lissoni, F. Mobility and Social Networks:Localised Knowledge Spillovers Revisited[R]. KITeS,2003-03.
[28]Bresehi, S., & Lissoni, F. Mobility of Inventors and the Geography of Knowledge Spillovers. New Evidence on US data[R]. KITeS,2006-10.
[29]Bresehi,S., Lissoni,F., & Montobbio, F. The Geography of Knowledge Spillovers: Conceptual Issues and Measurement Problems[M]. Oxford:Oxford University press,2005:343-378.
[30]Brown, J. S., & Duguid, P. Organizational Learning and Communities of Practice: Toward a Unified View of Working Learning, and Innovation[J]. Organization Science,1991,2(1):40-57.
[31]Campbell, M. Skills in England 2001:The Key Messages[EB/OL]. www.lmu.ac. uk/lbs/pri,2001.
[32]Cates, C., & Cedercreutz, K., Leveraging Cooperative Education to Guide Curricular Innovation, The Development of a Corporate Feedback System for Continuous Improvement[M]. Cincinati:Center for Cooperative Education Research and Innovation,2008.
[33]Cawley, P. The Challenge of Problem Based Learning[M]. London:Kogan Page, 1991:177-185.
[34]CEED. The Definition of Cooperative Education[EB/OL]. http://ceed.asee.org/, 2011-11-12.
[35]Chomsky, N. Knowledge of Language:Its Nature, Origin, and Use[M].New York:Praeger,1986.
[36]Clark, B. R. Creating Entrepreneurial Universities:Organizational Path-ways of Transformation [M]. Oxford:International Association of Universities and Elsevier Science Ltd,1998.
[37]Clark, B. R. The Entrepreneurial University:New Foundations for Collegiality, Autonomy, and Achievement [J]. Higher Education Management,2001,13(2): 9-24.
[38]Coronado, D., & Acosta, M. The Effects of Scientific Regional Opportunities in Science-technology flows:Evidence from Scientific Literature in Firms Patents Data [J]. Annuals of Regional Science,2005,39(3):495-522.
[39]Crawley, E.F., Malmqvist, J., et al. Modification to the CDIO Syllabus:Updates and Expansions to include Leadership and Entrepreneurship[EB/OL]. http://publications.lib.chalmers.se/records/fulltext/local_95001.pdf,2009-06.
[40]Dana I-Pang, Wend, & Un-Yeong. Caterpillar University:Dynamic Diversity [EB/OL]. http://www.authorstream.com/Presentation/ipangfu-555282-case-study-caterpillar-university/,2011-11.
[41]Dawe, S. Focussing on Generic Skills in Training Packages [EB/OL]. http// www.ncver.edu.au/research/core/cp0004.pdf,2002-05.
[42]DEEWR. Training Package Development Handbook[EB/OL]. http://www.deewr. gov.au/Skills/Overview/Policy/TPDH/Trainingpackages/Pages/Policy.aspx#01, 2011-10-02.
[43]DEFF. Foundation Degree Prospectus[EB/OL]. http://www.hefce.ac.uk/pubs/ hefce/2000/00 27.htm,2000.
[44]Del-Barrio-Castro, T.,& Garcia-Quevedo, J. Effects Of University Research On The Geography of Innovation:Regional Studies[J]. Taylor and Francis Journals, 2005,39(9):1217-1229.
[45]Drucker, P. F. Beyond the Information Revolution[J]. The Atlantic Monthly,1999, 284 (4):47-57.
[46]Duderstadt, J. J. Engineering for a Changing World:A Roadmap to the Future of Engineering Practice, Research, and Education[EB/OL]. http://milproj.dc.umich. edu/,2008.
[47]ECUK. The Accreditation Of Higher Education Programmes UK Standard For Professional Engineering Competence[EB/OL]. www.engc.org.uk,2008.
[48]El-Tannir, A. A. The Corporate University Model for Continuous Learning: Training and Development [J]. Education+Training,2002,44(2):76-81.
[49]Eric, F., Andreas, L., Pernilla, L., et al. The Supply And Demand of E-Skills in Europe[EB/OL]. http://ec.europa.eu/enterprise/ict/policy/doc/eskills-2005-10-11. Rand.pdf,2005.
[50]FDF. How Foundation Degrees Fit with Other Qualifications[EB/OL]. http://www.fdf.ac.uk/downloads/174/20090814170817IAG_Fd_fit_with_other_quals_1.doc,2010-09-08.
[51]FEANI. FEANI:Competence of Professional Engineers/EUR ING[EB/OL]. http://www.feani.org/webfeani/,2005-04.
[52]FEANI. Guide to the FEANI Register, EUR-Ing[EB/OL]. http://www. feani. org/webfeani/EUR%20ING/Guide%20en g%20copy%20of%20GA78%20-%20Feani-Guide-2000-FV-e%20encl-121208. Pdf,2000-10.
[53]Feldman, M. P. & Florida, R. The Geographic Sources of Innovation: Technological Infrastructure and Product Innovation in the United States[J]. Annals of the Association of American Geographers,1994,84 (2):210-229.
[54]Fink, L. D., Kolar, R. L., & Muraleetharan, K. K. et al. Reengineering Sooner Civil Engineering Education[C].30th ASEE/IEEE Frontiers in Education Conference,2000.
[55]Florman, S. C. The Civilized Engineer. New York:St. Martin's Press,1987.
[56]Florman, S. C. the Existential Pleasures of Engineering. New York:St. Martin's Press,1994.
[57]Fritsch, M.,&Viktor, S. Universities and Innovation in Space[J]. Industry and Innovation,2007,14 (2):201-218.
[58]Fulmer, R. M. & Bleak, J. L. The Leadership Advantage:How the Best Companies Are Developing Their Talent to Pave the Way for Future Success [M]. New York:AMACOM,2007.10.
[59]Gather, T. Community Partnerships and Grant Funding Support[EB/OL]. http://www.pltw.uillinois.edu/CaterpillarPLTW%20Conference.pdf,2007-10.
[60]Gibbons, M., Limoges, C., Nowotny, H. et al., The New Production of Knowledge:The Dynamics of Science and Research in Contemporary Society [M]. London:Sage Publications,1994.
[61]Gibbons-Wood, D., & Lange, T. Developing Core Skills-lessons from Germany and Sweden[J]. Education+Training,2000,42(1):24-32.
[62]Gilbert, M., & Cordey-Hayes, M. Understanding The Process Of Knowledge Transfer To Achieve Successful Technological Innovation[J]. Technovation,1996, 16(6):301-312.
[63]Goldstyn, J. F. Caterpillar:Building Best Practices in E-Learning[EB/OL]. http://clomedia.com/articles/view/caterpillar_building_best_practices_in_e_learn ing,2004-01.
[64]Graham, H. D., & Diamond. The Rise of American Research Universities[M]. Baltimore:Johns Hopkins University Press,1997.
[65]Greenwood, M., Little, B., Burch, E., et al., Report to Foundation Degree Forward on the Impact of Foundation Degrees on Students and the Workplace[EB/OL]. http://www.open.ac.uk/cheri/documents/CHERILSNreport. pdf,2008,2.
[66]Griffiths, T, & Guile, D. Learning Through Work Experience for The Knowledge Economy:Issues for Educational Research and Policy[R]. Luxembourg:Office for Official Publications of the European Communities,2004:38-65.
[67]Gunter Heitmann. Innovative Curricula in Engineering Education[R]. Firenze: Firenze University Press,2003.
[68]Haag, S., Cummings, M., & McCubbrey, D. J. Management Information Systems for the Information Age[M]:Texas:McGraw-Hill Education,1997.
[69]Hamilton, E., Lesh, R., Lester, F., et al., Model-Eliciting Activities (MEAs)as a Bridge Between Engineering Education Research and Mathematics Education Research. Advances in Engineering Education[J].2008,1(2):1-25.
[70]Harem, T., Krogh, G. V, & Roos, J. Knowledge-based Strategic Change[M]. London:SAGE Publication,1996:116-136.
[71]Hargreaves, A. Four Ages of Professionalism and Professional Learning [J]. Teachers and Teaching,2000,6 (2):151-162.
[72]Harrison, R. & Kessels, J. Human Resource Development in a Knowledge Economy:An Organisational View [M].London:Palgrave Macmillan,2004.
[73]HEFCE. HEFCE funding for Foundation Degree Forward to End[EB/OL]. http://www.hefce.ac.uk/news/hefce/2010/fdf.htm,2010-10-28.
[74]Herand, J. A., Is There a Regional Dimension of Innovation-oriented Knowledge Networking?[C]. Fifth Regional Science and Technology Policy Research Symposium(RESTPOR) at Kashikojima (Japan),2000-09-05.
[75]Hippel, E.V. Sticky Information and the locus of Problem Solving[J]. Management Science,1994,40(4):429-439.
[76]Holsti, O. R. Content Analysis for the Social Sciences and Humanities[M], Reading, MA:Addison-Wesley,1969.
[77]Hoogveld, A. W. M., Paas, F., & Jochems, W. M. G. Training Higher Education Teachers for Instructional Design of Competency-Based Education: Product-Oriented Versus Process-Oriented Worked Examples [J]. Teaching and Teacher Education,2005,21(3):287-297.
[78]Hussey, J., & Hussey, R. Business Research:A Practical Guide for Undergraduate and Postgraduate Students[M]. Basingstoke:Macmillan,1997.
[79]IEA. APEC Engineer Manual[EB/OL]. http://www.washingtonaccord.org/APEC/ Documents/APECEngineerManual.pdf,2009-07.
[80]IEEE.21 Definitions of Engineering[EB/OL]. http://www.spectrum.ieee.org/ INST/apr95/21_defs.html,1995.
[81]Insch, G. S., Moore, J. E., & Murphy, L. D. Content Analysis in Leadership Research:Examples, Procedures, and Suggestions for Future Use[J]. Leadership Quarterly,1997,8(1):1-25.
[82]Joanne, R. From Know-How to Show-How? Questioning The Role of Information and Communication Technologies in Knowledge Transfer[J]. Technology Analysis & Strategic Management,2000,12(4):29-443.
[83]Jose, M. G., Ziman J., Caro, P., et al. Increasing Human Resource for Science and Technology in Europe [EB/OL]. http://conferencia2004.abic-online.org/hlg_report_en.pdf,2004-04-02.
[84]Kashyap, R., Mir, R. & Mir, A. Corporate Social Responsibility:A Call For Multidisciplinary Inquiry[J]. Journal of Business & Economics Research,2004, 2(7):51-58.
[85]Kassarjian, H. H. Content Analysis in Consumer Research[J]. Journal of Consumer Research,1977(4):8-18.
[86]Kasuba, R. & Vohra, P. International Mobility And Licensing Of Professional Engineers[J]. World Transactions on Engineering and Technology Education, 2004,3(1):43-46.
[87]Keen, K. Competence:What Is It And How Can It Be Developed?[J]. Instructional design:Implementation Issues,1992:111-122.
[88]Keinert, C. Corporate Social Responsibility as an International Strategy [M]. Leipzig:Physica-Verlag A Springer Company,2008.
[89]Kolbe, R. H., & Burnett, M. S. Content-analysis Research:an Examination of Applications with Directives for Improving Research Reliability and Objectivity[J]. Journal of Consumer Research,1991,18(9):243-250.
[90]Krippendoff, K. Content Analysis. An Introduction to its Methodology[M]. London:The Sage Publications Ltd,1980.
[91]Lahti, R. K., & Beyerlein, M. M. Knowledge Transfer and Management Consulting:a Look at the Firm[J]. Business Horizon,2000,43(1):5-74.
[92]Lamancusa, J. S., & Simpson. T. W.T the Learning Factory-10 Years of Impact at Penn State[R]. International Conference on Engineering Education, 2004-10-16.
[93]Lamancusa, J. S., Jorgensen, J. E., Zayas-Castro, J. L., et al. The Learning Factory-A new Approach to Integrating Design and Manufacturing into Engineering Curricula[R].1995 ASEE Conference Proceedings,1995-06-25.
[94]Leonard, D., & Sensiper, S. The Role of Tacit Knowledge in Group Innovation[J]. Califonia Management Review,1998,40(3):112-132.
[95]Levesque, K., Lauen, D., Teitelbaum, P. A. M., Librera, S. & MPR Associates, Inc. Vocational education in the United States:toward the year 2000(029)[R]. Washington, D.C.:US Department of Education, Office of Educational Research and Improvement,2000.
[96]Longhurst, D. Crossing Boundaries:Foundation Degrees in England[J]. Community College Review,2010,38(2):151-175.
[97]Loughborough University, the Diploma in Industrial Studies[EB/OL]. http:// ctiweb.cf.ac.uk/BPBN/casestudy/lough_cdc6ii.htm,2011-03-18.
[98]Lovell-Badge, D. P. Challenges and Issues Confronting Further Education[J]. The Research and Development Bulletin,2007,5(2):5-12.
[99]Lundvall, B.-A., & Johnson, B. the Learning Economy[J]. Journal of Industry Studies,1994,1(2):23-42.
[100]Lundvall, B.-A., Innovation, Growth and Social Cohesion:the Danish Model [M]. London:Edward Elgar Publishers,2002.
[101]Masi, B., Hosoi, A., & Go, S. Re-engineering engineering education:A comparison of student motivation, ability development and career paths in traditional and cross-disciplinary engineering degree programs[C].2011 ASEE Annual Conference & Exposition,2011.
[102]Masi, C. G. Re-engineering Engineering Education[J]. Spectrum,1995,32(9): 44-47.
[103]Maskell, P., & Malmberg, A. Localised Learning and Industrial Competiveness [J]. Cambridge Journal of Economics,1999,23(2):167-185.
[104]Mayring, P. Qualitative Content Analysis[EB/OL]. http://www.qualitative-research. net/index.php/fqs/article/view/1089/2385Then#g5,2000-06.
[105]Mc William E., Taylor, P. G., Thomson, P., et al. Research Training in Doctoral Programs-What Can be Learned from Professional Doctorates?[EB/OL]. http://www.dest.gov.au/archive/highered/eippubs/eip02_8/eip02_8.pdf. 2002-08.
[106]Meister, J. C. Corporate University Lessons In Building A Word-Class Work Force [M]. New York:McGral-Hill,1998.
[107]Mendez, R., & Rona, A. the Role of Work-integrated Learning in Academic Performance:Is There Correlation Between Industrial Placements And Degree Performance?[EB/OL] http://www.waceinc.org/hongkong/linkdocs/papers/UK/ Refereed%20Paper%203.pdf,2009-10.
[108]Mowery, D., Nelson, R., Sampat, B., & Ziedonis, A., Ivory Tower and Industrial Innovation[M]. California:Stanford Business Books,2004.
[109]NAE. Changing the Conversation:Messages for Improving Public Understanding of Engineering[R]. Washington, D. C.:The National Academies Press,2008.
[110]NAE. Education the Engineer of 2020:Adapting Engineering Education to the New Century[R]. Washington, D.C.:The National Academies Press,2005.
[111]NAE. The Engineer of 2020:Visions of Engineering in the Century[R]. Washington, D. C.:the National Academies Press,2004.
[112]Noll, R. G. Challenges to Research Universities[M]. Washington, D. C. Brookings Institution Press,1998.
[113]Nonaka, I. A Dynamic Theory of Organizational Knowledge Creation[J]. Organization Science,1994,5(1):14-37.
[114]Nonaka, I. SECI, Ba, and Leadership:a Unified Model of Dynamic Knowledge Creation[J]. Long Range Planning,2000,33(1):5-34.
[115]Nonaka, L., & Takeuchi, H. The knowledge Creating Company[M]. New York: Oxford University Press,1995.
[116]NRC. Engineering Education and Practice in the United States:Foundations of Our Techno-Economic Future[R]. Washington, D. C.:National Academy Press, 1985.
[117]NSB.The seience and Engineering Workforce:Realizing America's Potential [EB/OL]. http:www.nsf.gov/nsb/documents/2003/nsb0369/nsb0369.pdf,2003.
[118]NSF. Cyber-Enabled Discovery and Innovation[EB/OL]. http://www.nsf.gov/ funding/pgm_summ.jsp?pims_id=503163,2011-08-08.
[119]Oden, J. T., Belytschko, T., Fish, J., et al. Simulation-Based Engineering Science:Revolutionizing Engineering Science through Simulation[R]. http://www.nsf.gov/pubs/reports/sbes_final_report.pdf,2006-05.
[120]OECD. The Knowledge-Based Economy[M]. Paris, France,1996.
[121]Ormerod, R. J. Is Content Analysis Either Practical or Desirable for Research Evaluation?[J]. The International Journal of Management Science,2000(28): 241-245.
[122]Payne, H. W., FRSA, & Fslaet, H. Engineering-Our Future:The Engineering Profession:The Finniston Report[J]. Aircraft Engineering and Aerospace Technology,1980,52(3):13-15.
[123]Perreault, W. D., & Leigh, L. E. Reliability of Nominal Data Based on Qualitative Judgments[J]. Journal of Marketing Research,1989,26(5): 135-148.
[124]Perry, J. L., & Kraemer, K. L. Research Methodology in the Public Administration Review,1975-1984[J]. Public Administration Review,1986(46): 215-226.
[125]Peter, D., The Knowledge Factor:A Survey of Universities[J]. The Economist, 1997,345(10):survey.
[126]Polanyi, M. Personal Knowledge[M]. Chicago:University of Chicago Press, 1958.
[127]Ponds, R., Oort, F. V., & Frenken, K. Innovation, Spillovers and University-Industry Collaboration:An Extended Knowledge Production Function Approach [J]. Journal of Economic Geography,2010,10(2):231-255.
[128]Prahalad, C. K., & Hamel, G. the Core Competence of the Corporation [J]. Harvard Business Review,1990, (5-6):15-22.
[129]Quinn, J. B., Anderson, P., & Finkelstein, S. Managing Professional Intellect: Making the Most of the Best[J]. Harvard Business Review,1996(3-4):71-80.
[130]Radcliff, D. F. Shaping the Discipline of Engineering Education[J]. Journal of Engineering Education,2006,95(4):263-264.
[131]RAE. Educating Engineering For the 21st Century[EB/OL]. http://www.raeng. org.uk/news/publications/list/reports/Educating_Engineers_21st_Century.pdf, 2007-06.
[132]RAE. Engineering Graduates for Industry[EB/OL]. www.raeng.org.uk, 2010-02.
[133]Roberts, J. The Drive to Codify:Implications for the Knowledge-based Economy [J], Prometheus,2001,19(2):99-116.
[134]Roman, H. Reengineering Education:a Change is needed in U.S. Engineering Education[J]. Power&Energy Magazine,2004,2(3):85-88.
[135]Rover, D. T. Attention Engineering Educators[J]. The Journal of Engineering Education.2008,97(4):351-354.
[136]Ryan, C. & Lane, J. Education Initiatives Inside Business Today[J]. Business Communication Quarterly,1998,61(4):124-129.
[137]Samuelowicz, K. Revisiting Academics'Beliefs About Teaching And Learning [J]. Higher Education,2001,41(3):299-325.
[138]SCANS. What Work Requires of Schools[EB/OL]. http://wdr.doleta.gov/ SCANS/whatwork/whatwork.pdf,1991-06.
[139]Scapens, R. W. Researching Management Accounting Practice:The Role Of Case Study Methods[J]. The British Accounting Review,1990,22(3):259-281.
[140]Schon, D. A. The New Scholarship Requires a New Epistemology[J]. Change, 1995,27(6):26-34.
[141]Sheppard, S. D., Macatangay, K., Colby, A., et al. Education Engineers: Designing for the Future of the field[R]. San Francisco:Jossey-Bass,2008.
[142]Simon, H. A. the Science of the Artificial [M]. MA:MIT press:1981.
[143]Singh, J. Collaborative Networks as Determinants of Knowledge Diffusion Patterns[J]. Management Science,2005,51(5):756-770.
[144]Slanghter, S. & Leslie, L. L. Academic Capitalism:Polities, Policies, and the Entrepreneurial University[M]. Baltimore:John Hopkins University Press, 1997.
[145]Stake, R. E. Case Studies[A]. Denzin, N. K., & Lincoln, Y. S. Handbook of qualitative research[C]. Thousand Oaks:CA:Sage Publications,2000:435-454.
[146]Sternberg,R. J. The theory of Successful Intelligence[J]. Review of General Psychology,1999,3(4):292-316.
[147]Tryggvason, G. & Apelian, D. Re-Engineering Engineering Education for the Challenges of the 21st Century[J]. JOM,2006,58(10):14-17.
[148]Tsoukas, H. Do We Really Understand Tacit Knowledge[EB/OL]. http://mba.eci. ufmg.br/downloads/dowereally.pdf,2007-06-14.
[149]Tsui, A. S. Egan, T. D., & O'Reilly Ⅲ, C. A. Being Different:Relational Demography and Organizational Attachment[J]. Administrative Science Quarterly,1992,37(4):549-579.
[150]Turner, J. Training Packages:The Scientific Management Of Education. Research To Reality:Putting VET Research To Work[R].4th Australian VET Research Association Conference, Adelaide,2001-03-28.
[151]Ulsoy, A. G. Transforming Mechanical Engineering Education and Research in the USA[C]. The "5XME" Workshop,2007-05-10.
[152]UNESCO. Engineering:Issues, Challenges, Opportunities for Development[R], UNESCO Paris,2010-10.
[153]Van der Spek, R., & Spijkervet, A. Knowledge Management:Dealing Intelligently with Knowledge[A]. Knowledge Management and Its Integrative Elements[C]. New York:CRC Press,1997.
[154]Van Merrienboer, J. J. G., & de Croock, M. B. M. Performance-based ISD:10 Steps To Complex Learning[J]. Performance Improvement,2002,41(7):33-39.
[155]Vance, D. Return on Investment:Caterpillar University's Journey to Measure, Evaluate and Manage Learning[EB/OL]. http://www.cedma-europe.org/ newsletter%20articles/KnowledgeAdvisors/KA0603/CaterpillarDaveVance.pdf, 2006-03.
[156]Vermunt, J. D., & Verloop, N., Congruence and Friction between Learning and Teaching[J]. Learning and Instruction,1999,9(3):257-280.
[157]Vest, C. M. Context and Challenge for Twenty-First Century Engineering Education [J]. Journal of Engineering Education,2008,97(3):235-236.
[158]Weinert, F. E. Concept of competence:a conceptual clarification[C]. Seattle: Hogrefe&Huber,2001:45-65.
[159]Wenger, E. & Snyder, W. M. Communities of Practice:The Organizational Frontier[J]. Harvard Business Review,2000(1-2):139-145.
[160]Wenger, E. Communities of Practice:Learning As A Social System[J]. Systems Thinker,1998,9(5):1-5.
[161]Wenger, E. Communities of Practice:Where Learning Happens[J]. Bench-mark Magazine,1991 (Fall):6-8.
[162]WFDC. Foundation Degrees[EB/OL]. http://www.wfdc.ac.uk/employers/pdfs/ mentoringA4.pdf,2010-12-10.
[163]Wilson, V. & Pirrie, A. Developing professional Competence:Lessons From The Emergency Room[J], Studies In Higher Education,1999,24(2):211-224.
[164]Wittrock, B., & Elzinga, A. the University Research System:the Public Policies of the Home of Scientists[M]. Michigan:Almqvist & Wiksell International, 1985.
[165]Woods, D. R. Bringing Problem-based Learning to Higher Education:Theory And Practice[M], San Francisco, CA:Jossey-Bass,1996:91-99.
[166]Wright, B. The Diploma in Industrial Studies[EB/OL]. http://ctiweb.cf.ac.uk/ BPBN/casestudy/lough_cdc6ii.htm,2011-09-09.
[167]WTEC.America Through Discovery and Innovation In Science, Engineering and Medicine:A Vision For Research and Development in Simulation-Based Engineering And Science in the Next Decade[EB/OL]. http://www.nsf.gov/mps /ResearchDirectionsWorkshop2010/RWD-color-FINAL-usletter_2010-07-16. pdf,2010-04.
[168]WTEC. International Assessment of Research and Development in Simulation-Based Engineering And Science [EB/OL]. http://www.wtec. org/sbes/SBES-GlobalFinalReport.pdf,2009.
[169]Yin, R. K. Case Study Research, Design and Methods[M]. California:Sage Publications,1994.
[170]Yin, R. K. Case study research:Design and Methods (3rd edition) [M]. Thousands Oaks:Sage Publications,2003.
[171](宋)张载撰,(清)王夫之注.张子正蒙·大心[M].上海：上海古籍出版社,2000.
[172][法]布迪厄,蒋梓骅译.实践感[M].南京：译林出版社,2003.
[172][法]皮埃尔·布迪厄,[美]华康德.实践与反思—反思社会学导引[M].李猛,李康译.北京：中央编译出版社,2004：37-37.
[173]Jones, K.T. & Chen, C.六西格玛在卡特彼勒的成功[J].首席财务官,2011(5)：72-75.
[174]L.W.安德森等.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.
[175]Wenger, E. et al.,边婧译.实践社团：学习型组织知识管理指南[M].北京：机械工业出版社,2003.
[176]北京大学哲学系外国哲学史教研室等.西方哲学原著选读(上)[M].北京：商务印书馆,1981.
[177]毕家驹.美国工程师的质量定位[J].同济教育研究,1998(1)：1-7.
[178]毕家驹译.英国工程专业能力标准—高等教育专业鉴定[J].高等发展与评估,2007(1)：110-116.
[179]曾永为,刘国荣.“卓越计划”背景下科学构建实践教学体系探析[J].中国大学教学,2011(7)：75-78.
[180]查建中.面向经济全球化的工程教育改革战略—产学合作与国际化[J].高等工程教育研究,2008(1)：21-28.
[181]查建中.面向经济全球化的工程教育科学发展观[J].高等工程教育研究,2011(5)：10-19.
[182]查建中.论“做中学”战略下的CDIO模式[J].高等工程教育研究,2008(3)：1-9.
[183]查金祥.B2C电子商务顾客价值与顾客忠诚度的关系研究.浙江大学博士学位论文,2006.
[184]陈艾华.研究型大学跨学科科研生产力研究[D].浙江大学博士论文,2011.
[185]陈宝珠.基于职业教育语境下对澳大利亚培训包体系的思考[J].教育理论与实践,2010(5)：17-20.
[186]陈建华.知识管理的新趋势：确认和支持实践社区[J].外国经济与管理,2001(6)：34-37.
[187]陈劲,胡建雄.面向创新型国家的工程教育改革研究[M].北京：中国人民大学出版社,2006.
[188]陈乐,王沛民.课程重建：欧洲工程教育改革的启示[J].高等工程教育研究,2006(5)：11-16.
[189]陈美席.中国IT培训行业服务营销策略研究[D].首都经济贸易大学硕士学位论文,2008.
[190]陈鹏.职业能力观演变的历史逻辑及其理论述评[J].中国职业技术教育,2010(6)：54-57.
[191]陈勇.英美两国工科学生创新精神与实践能力培养研究[J].高等工程教育研究,2008(增刊)：61-64.
[192]程光旭.工程坊：大学生实现创新梦想的训练平台[J].高等工程教育研究,2011(3)：14-20.
[193]邓辉,李炳煌.大学生实践能力结构分析与提升[J].求索,2008(3)：162-163.
[194]董大奎,刘钢.德国应用科技大学办学模式及其启示[J].教育发展研究,2007(7-8A)：41-44.
[195]董中平.随处体认天理[D].华东师范大学博士学位论文,2007.
[196]樊大跃.澳大利亚TAFE培训包内容及框架剖析[J].中国职业技术教育,2007(3)：57-64.
[197]冯勇,王玉香.青年教师加强工程实践的意义和途径[J].中国电力教育,2010(10)：22-23.
[198]冯忠良.结构化与定向化教学心理学原理[M].北京：北京师范大学出版社,1998.
[199]傅琼.浅析政府、企业、培训机构三方在职业培训中的职责与定位[J].新余学院学报,2011(2)：14-15.
[200]傅水根.创建有中国特色的工程实践教学体系[J].中国大学教学,2004(7)：24-26.
[201]甘俊英,赵婷婷.工程实践项目：回归工程之本义[J].高等工程教育研究,2006(6)：84-88.
[202]高继宽,徐丽卿.马克思实践论思维方式的确立及其价值取向[J].东岳论丛,2009(7)：35-37.
[203]高清海,孙利天.马克思的哲学观变革及其当代意义[J].天津社会科学,2001(5)：9-16.
[204]顾秉林,王大中,汪劲松等.创新性实践教育[J].清华大学教育研究,2010(2)：1-1.
[205]顾秉林.加强实践教育,培养创新人才—在清华大学第22次教育工作讨论会开幕式上的讲话[EB/OL]. http://news.tsinghua.edu.cn/new/news.php?id= 9111,2004-11.
[206]顾征,李文.以工程实践教育为特征的产学合作经典模式[J].高等工程教育研究,2010(6)：29-38.
[207]关逸民.洛桑报告00-07中国竞争力排名解析[EB/OL].http://finance.ce.cn/ macro/gdxw/200706/06/t20070606_11619557.shtml,2008-10.
[208]郭广军,陈代武等.面向工程实践能力培养的网络工程实践教学体系[J].计算机教育,2010(4)：108-112.
[209]哈莎.社会培训机构运作模式对普通高校继续教育的启示[J].继续教育,2010(10)：41-43.
[210]韩晓燕,张彦通.美国注册工程师制度的现状及改革方向[J].科技进步与对策,2007(1)：145-148.
[211]韩芝侠,魏辽博,韩宏博等.仿真虚拟实验教学的研究与实践[J].实验技 术与管理,2006(6)：63-65.
[212]侯先荣,田添.实践社区：知识管理的新趋势[J].科技管理研究,2005(3)：91-93.
[213]胡福明等.马克思主义实践论与邓小平理论的哲学基础[M].南京：南京大学出版社,2000.
[214]胡珏.工程教育改革背景下的工程训练平台研究[D].浙江大学硕士学位论文,2009.
[215]黄希庭.心理学导论[M].北京：人民教育出版社1991.
[216]黄学军.基础学位制度-英国政府发展高职教育的新举措[J].职业技术教育,2007(12)：73-75.
[217]黄中阳,陈飞霞.论社会培训机构的角色定位[J].成人教育,2005(11)：27-29.
[218]姜嘉乐.工程教育永远要面向工程实践—万钢校长访谈录[J].高等工程教育研究,2006(4)：1-7.
[219]蒋石梅.工程师形成的质量规制研究[D].浙江大学博士学位论文,2009.
[220]教育部.普通高等学校工科分大类学生数[EB/OL]. http://www.moe.edu.cn/ publicfiles/business/htmlfiles/moe/s4960/201012/113575.html,2011-11-11.
[221]孔垂谦.我国高等工程教育的“去工程化”困境与“情境化”选择[J].高等工程教育研究,2005(1)：38-40.
[222]孔寒冰,邱秧琼.工程师资历框架与能力标准探索[J].高等工程教育研究,2010(6)：9-19.
[223]孔寒冰.基于本体的工程学科框架研究[D].浙江大学博士学位论文,2008.
[224]李本乾.描述传播内容特征检验传播研究假设：内容分析法简介(下)[J].当代传播,2000(1)：47-49.
[225]李达.实践论解说[M].北京：三联出版社,1978.
[226]李东北.产业化：继续教育可持续发展的必然选择[J].继续教育,2002(4)：17-18.
[227]李海旭,陈西青.基于校企合作的职业技能“培训包”开发研究[J].黑龙江教育学院学报,2011(6)：79-80.
[228]李兰甲.反思社会学：社会学的自我救赎—略论布迪厄实践理论的几个特征[EB/OL].http://tieba.baidu.com/f?kz=311998492,2008-01-18.
[229]李培根.人文情怀与工程实践教育[J].高等工程教育研究,2010(4)：10-13.
[230]李培根.实学创新培育工程师精英[EB/OL].http://news.hustonline.net/html/ 2007-3-26/38804.shtml,2007-10.
[231]李培根.未来工程教育中的实践意识[J].高等工程教育研究,2010(6)： 6-8.
[232]李鹏,宗海焕.澳大利亚TAA培训包能力体系及其考评标准评价[J].职业技术教育,2011(13)：86-89.
[233]李蕊,武欣.契合度和员工工作态度[J].人力资源管理,2010(7)：55-57.
[234]李胜强,雷环,高国华等.以项目为基础的教学方法对提高大学生工程实践自我效能的影响研究[J].高等工程教育研究,2011(3)：21-27.
[235]李晓强.工程教育再造的机理与路径研究[D].浙江大学博士学位论文,2008.
[236]李新功.欧盟职业培训：政策和实践[D].复旦大学博士学位论文,2005.
[237]李元元,邱学青,李正等.合作教育的本质、历史与发展趋势[J].高等工程教育研究,2010(5)：22-29.
[238]李志敏.国外职业培训发展的特点[J].中国培训,2005(8)：50-51.
[239]李忠学,李一栋.能力本位—高职教育的核心理念[J].教育论坛,2005(12)：116.
[240]梁启超.梁启超哲学思想论文选(葛懋春、蒋俊选编)[M].北京：北京大学出版社,1984.
[241]梁启超. 中国教育之前途与教育家之自觉[J].教育公报,第四年第二期,1917.
[242]刘吉臻.教育部科技委工程教育战略研究重大专项：工程教育中的实践能力培养研究结题报告[N].2005.
[243]刘磊,傅维利.实践能力：含义、结构及培养对策[J].教育科学,2005(4),1-5.
[244]刘磊.培养学生实践能力轮纲[D].博士学位论文,辽宁师范大学,2007.
[245]刘丽华,徐济超.国内外实践社区理论研究综述[J].情报杂志,2010(10)：64-67.
[246]陆一平,查建中.缤纷课堂：源于国外的工程教育实践教学方法[J].高等工程教育研究,2009(6)：137-141.
[247]吕俊杰.实践能力培养探索[J].中国高教探索,2001(3)：51。
[248]吕莉敏.实践社区：企业员工隐性知识显性化的有效途径[J].职业技术教育,2008(29)：61：63.
[249]吕萌,孔寒冰.工程教育可持续创新的基础-兼评美国的NSF的两项计划[J].高等工程教育研究,2008(1)：34-38.
[250]吕勇江.哲学视野中的能力管理[D].博士学位论文,中共中央党校,2006.
[251]马莉.企业大学人才培养模式研究[D].兰州大学硕士学位论文,2009.
[252]马鹏举,王亮,胡殿明.工程实践教学的现状分析与对策[J].高等工程教 育研究,2009(1)：143-147.
[253]马庆国.管理科学研究方法与研究生学位论文的评判参考标准[J].管理世界,2004(12)：99-109.
[254]马庆国.管理统计：数据获取、统计原理与SPSS工具与应用研究[M].北京：科学出版社,2002.
[255]毛泽东.毛泽东选集(第1卷)[M].北京：人民出版社,1991：286-286.
[256][美]R·J·斯腾博格著,吴国宏等译.成功智力[M].上海：华东师范大学出版社,1999.
[257]门垚,武艳丽,张芳等.工程类大学毕业生2010年度就业分析[J].高等工程教育研究,2011(3)：42-53.
[258]米靖.澳大利亚国家培训包制度述评[J].比较职业教育,2005(2)：49-52.
[259]南希·M·狄克逊著,王书贵,沈群红译.共有知识[M].北京：人民邮电出版社,2002.
[260]倪明江.创造未来—工程教育改革研究[M].杭州：浙江大学出版社,1999.
[261]彭春丽.研究型大学本科生创新精神与实践能力培养研究[D].硕士学位论文,重庆大学,2008.
[262]全国工程教育专业认证专家委员会秘书处.全国工程教育专业认证工作手册[M].2009：39.
[263]桑德拉·黑贝尔斯,理查德·威沃尔著,李业昆译.有效沟通[M].北京：华夏出版社,2005.
[264]沈晓明等.新形势下工程教育的改革与发展高层论坛报告集[C],2007.9.
[265]沈漪文.基于能力框架的HRST能力建设研究—以ICT专业为例[D].浙江大学博士学位论文,2009.
[266]石中英.知识转型教育改革[M].北京：教育科学出版社,2001.
[267]孙康宁,傅水根,梁延德等.浅论工程实践教育中的问题、对策及通史教育属性[J].中国大学教学,2011(9)：17-20.
[268]孙平.“双师型”工程教育教师的知识结构及发展路径[J].高等工程教育研究,2007(5)：50-53.
[269]谭亚莉,万晶晶.高校毕业生可雇佣能力的结构及与雇主需求的契合度研究[J].高等工程教育研究,2011(2)：94-98.
[270]田华.基于知识溢出的区域性大学发展研究[D].浙江大学博士学位论文,2010.
[271]王策三.教学论稿[M].北京：人民教育出版社,2005：186-187.
[272]王成,王玥,陈澄波.从培训到学习—人才培养和企业大学的中国实践[M].北京：机械工业出版社,2010：13-14.
[273]王刚.工科教育模式的改革和实践[J].高等工程教育研究,2011(1)：28-32.
[274]王能民,杨彤,汪应洛等.项目环境中知识转移的策略研究[J].科学学与科学技术管理,2006(3)：68-74.
[275]王沛民,顾建民,刘伟民.工程教育基础[M].杭州：浙江大学出版社,1994.
[276]王沛民.发达国家工程教育面向21实际的实践与动向[R].浙江大学科教发展战略研究中心文库,1996.
[277]王仁永.《实践论》与中国传统知行观[D].上海交通大学硕士学位论文,2007.
[278]王树生.布迪厄的“实践理论”及其对社会学研究的启示[J].社会科学研究,2007(5)：97-103.
[279]王素文,顾建民.面向工业需要的英国工程博士及其培养特色[J].高等工程教育研究,2005(2)：76-79.
[280]王亚杰.基于集成的学位质量研究[D].浙江大学博士学位论文,2005.
[281]王雁.创业型大学：美国研究型大学模式变革的研究[D].浙江大学博士学位论文,2005.
[282]王玉强.仿真在化工职业教育中的应用[J].辽宁教育行政学院学报,2006(4)：49-50.
[283]王重鸣.心理学研究方法[M].北京：人民出版社,1990.
[284]邬伟娥.知识转移视角的大学学术生产力研究[D].浙江大学博士学位论文,2006.
[285]吴春波,于强.从学习力走向竞争力—基于战略的企业大学运营体系探讨[J].中国人力资源开发,2009(3)：25-28.
[286]吴红耘.评布卢姆认知目标分类学-以其知识与能力观为中心[J].苏州科技学院学报(社会科学版)：86-90.
[287]吴庆宪.高等工程教育发展与高校工程训练中心功能定位[J].南京航空航天大学学报,2006(3)：68-71.
[288]吴素文,成思危等.基于知识特性的组织学习研究[J].科学学与科学技术管理,2003(5)：95-99.
[289]吴志华.论学生实践能力发展[D].博士论文,东北师范大学,2006.
[290]肖军,罗辑.创建现代工程训练中的思考[J].重庆工学院学报,2006(5)：194-196.
[291]萧诗美.实践论和辩证法的分离与统一[J].哲学研究,2009(1)：3-9.
[292]新华网.潘云鹤：中国21世纪迫切需要的五类工程人才[EB/OL]. http: //news.xinhuanet.com/edu/2007-12/03/content_7188137.htm,2007-12-03.
[293]徐大真,禹平.职教视野中基于技术知识传递的抛锚式教学[J].职教论坛,2010(9)： 7-10.
[294]徐理勤,赵东福,顾建民.从德国汉诺威应用科学大学模块化教学改革看学生能力的培养[J].高教探索,2008(3)：70-72.
[295]严岱年.工程教育的创新奇葩-香港理工大学工业中心[M].南京：东南大学出版社,2009.
[296]阎桂芝,王爱义.澳大利亚培训机构标准建设研究[J].成人教育,2011(2)：126-128.
[297]杨洪国.中国培训产业现状分析及产业化思考[J].理论界,2010(2)：217-219.
[298]杨叔子,吴昌林,张福润.三论创新之根在实践[J].高等工程教育研究,2006(2)：3-6.
[299]杨叔子,吴昌林,张福润.再论创新之根在实践[J].高等工程教育研究,2002(4)：1-6.
[300]杨叔子,吴昌林,张福润.三论创新之根在实践[J].高等工程教育研究,2003(2)：1-5.
[301]杨叔子,张福润.实践是创新之根[J].高等工程教育研究,2001(2)：9-12.
[302]杨运忠.英国职业培训绩效对我国的启示[J].全球视野,2011(4)：169-171.
[303]杨长青,司艳丽.高校工程实验队伍实践教育能力建设—以清华大学为例[J].高等工程教育研究.2007(2)：116-120.
[304]姚秀颖.中等职业学校学生实践能力培养研究[D].辽宁师范大学硕士学位论文,2003.
[305]余冬梅.计算机专业培训与专业教育关系研究[J].计算机教育,2011(4)：45-47.
[306]余满晖.论毛泽东的实践论及其影响[D].广西师范大学硕士学位论文,2006.
[307]余晓,孔寒冰.能力导向的工程实践模式比较与评价[J].高等工程教育研究,2011(3)：28-35.
[308]俞湘珍.基于设计的创新过程机理研究—组织学习的视角[D].浙江大学博士学位论文,2010.
[309]喻彩丽,吴坚,施于庆.德国FH实践教学模式对应用型人才培养的启示[J].浙江科技学院学报,2010(10)：398-401.
[310]约翰·S·布鲁贝克著,王承绪等译.高等教育哲学(第三版)[M].杭州：浙江教育出版社,2002.
[311]岳胜男.能力本位教育(CBE)理论在旅游高等职业教育中的应用研究 [D].辽宁师范大学硕士学位论文,2008.
[312]张辉,樊泽恒等.高校“工程训练中心”功能定位与特色追求[J].江苏高教,2007(3)：68-71.
[313]张济生.对培养大学生实践能力的认识[J].高等工程教育研究,2001(2)：37-40.
[314]张竞.基于公司战略的公司大学研究[D].浙江大学博士学位论文,2006.
[315]张俊,高成慧.面向企业需求的大学生工程实践教学体系构建[J].广西轻工业,2010(8)：194-195.
[316]张珂,邓小丽.澳大利亚基础教育研究：“关键能力”简述[J].外国中小学教育,2005(5)：24-27.
[317]张莉,齐中英,田也壮等.知识转移的影响因素及转移过程研究[J].情报科学,2005(11)：1606-1609.
[318]张爽.英国基础学位计划的政策分析[D].首都师范大学硕士学位论文,2005.
[319]赵建华.大学生实践能力的结构分析[J].江苏高教,2009(4)：88-90.
[320]赵蔚.布迪厄的实践理论介评[J].理论探索,2009(2)：32-34.
[321]中共中央马克思恩格斯列宁斯大林著作编译局编译.马克思恩格斯全集(42卷)[M].北京：人民出版社,1995.
[322]中投顾问.2011-2015年中国培训行业投资分析及前景预测报告[EB/OL]. http://www.ocn.com.cn/reports/2006327peixun.htm,2011-07.
[323]钟秉林,王晓辉,孙进,周海涛.行业特色大学发展的国际比较及启示[J].高等工程教育研究,2011(4)：4-9.
[324]周春彦,亨利·埃茨科威兹.美国创业型大学的历史演化及主要特征[EB/OL].http://www.edu.cn/20050922/3153106.shtml,2005-09-22.
[325]周宽久,仇鹏,王磊.基于实践论的隐性知识获取模型研究[J].管理学报,2009(3)：309-314.
[326]周晓东,项保华.企业知识内部转移：模式、影响因素与机制分析[J].南开管理评论,2003(5)：7-15.
[327]周燕飞,黄岚.现代工程训练中心建设的变与不变[J].现代教育科学,2008(3)：147-149.
[328]朱彬.知识管理的新趋势—实践社区的隐性知识共享与创新机理研究[J].重庆工商大学学报(社会科学版),2010(6)：66-71.
[329]朱国玮,左阿琼.基于企业大学视角的知识转移研究[J].中国软科学,2010(5)：74-80.
[330]朱雁群.中国培训产业发展障碍研究[D].广西大学硕士学位论文,2008.
[1]Abbott, A.D. Chaos of Disciplines[M]. Chicago and London:The University of Chicago Press,2001:22-22.
[2]ABET.2010-2011 Criteria for Accrediting Engineering Programs[EB/OL]. http:// ewbsdsu.weebly.com/uploads/4/5/9/2/4592209/e001_10-11_eac_criteria_1-27-10. pdf,2009-10.
[3]ABET. Criteria For Accrediting Engineering Technology Programs[EB/OL]. http: //www.abet.org/uploadedFiles/Accreditation/Accreditation_Process/ Accreditation_Documents/Archive/criteria-tac-2010-2011.pdf,2009-10.
[4]ACEE. The Attributes of Cooperative Education Programs[EB/OL]. http://www. co-opaccreditation. org/attributes.htm,2011-07-08.
[5]Achtenhagen, F. Criteria For The Development Of Complex Teaching-Learning Environments[J]. Instructional Science,2001,29(4-5):361-381.
[6]Adams, B. S., & Felder, R. M. Reframing Professional Development:A Systems Approach to Preparing Engineering Educators to Educate Tomorrow's Engineers[J]. Journal of Engineering Education,2008,97(3):239-240.
[7]Akay, A. A Renaissance in Engineering PhD Education. European of Engineering Education[J].2008,33(4):403-413.
[8]Akay, A. The Renaissance Engineer:Educating Engineers In A Post-9/11 World Presented at the SEFIrenze Conference,11 September 2002, Florence, Italy[J]. European Journal of Engineering Education.2003,28(2):145-150.
[9]Allen, M. the Next Generation of Corporate University[M]. San Francisco:Pfeiffer, 2007:369-372.
[10]Anderson, J. R. The Architecture of Cognition [M]. Cambridge:Harvard University Press,1983.
[11]ANTA. Training Packages Development Handbook[R]. Brisbane,1999.
[12]Arguelles, A., & Gonczi, A. E. Competency Based Education And Training:A World Perspective[M]. Mexico City:Grupo Noriega Editores,2000.
[13]ASCE. Civil Engineering Body of Knowledge for the 21st Century:Preparing the Civil Engineer for the Future[EB/OL]. http://www.asce.org/Product.aspx?id= 2147485953,2007-07-05.
[14]Attwood, R. Happy to be Here[N]. Times Higher Education,2009-01-15.
[15]Audretsch, D. B., Lehmamn, E. E.,& Warning, S., University Spillovers and New Firm Location[J]. Research Policy,2005,34(7):1113-1122.
[16]Bailey, T. Learning To Work-Employer Involvement In School-To-Work Transition Program[M]. Washington D.C.:The Brooking Institution,1995.
[17]Barnett, R. The Limits Of Competence:Knowledge, Higher Education And Society[M]. Buckingham:Open University Press,1994.
[18]Barth, S. Eureka! Xerox Has Found It [EB/OL]. http://kazman.shidler.hawaii.edu/ eurekacase.html,2000-04.
[19]Beise, M., & Stahl, H. Public Research and Industrial Innovations in Germany [J]. Research Policy,1999,28(4):397-422.
[20]Benefer, R. Engaging With Employers In Work-Based Learning A foundation Degree In Applied Technology [J]. Education+Training,2007,49(3):210-217.
[21]Berelson, B. Content Analysis in Communication Research [M]. New York:Free Press,1952.
[22]Bloom, B.S., et al教育目标分类学(第一分册)(罗黎辉等译)[M].上海：华东师范大学出版社,1996.
[23]Bock, G. Kim, Y. Breaking The Myths of Rewards:An Exploratory Study of Attitudes About Knowledge Sharing[J]. Information Resources Management Journal,2002,15(2):14-21.
[24]Bock, G., Zmud, R., Kim, Y., & Lee, J. Behavioral Intention Formation In Knowledge Sharing:Examining The Roles of Extrinsic Motivatiors, Social-Psychological Forces, And Organization Climates[J]. MIS Quarterly, 2005,29(1):87-111.
[25]Boeing. Desired Attributes of an Engineering[EB/OL]. http://www.boeing.com/ educationrelations/attributes.html,2011-10.
[26]Bos, W., & Tarnai, C. Content Analysis in Empirical Social Research[J]. International Journal of Educational Research,1999(31):659-671.
[27]Bresehi, S., & Lissoni, F. Mobility and Social Networks:Localised Knowledge Spillovers Revisited[R]. KITeS,2003-03.
[28]Bresehi, S., & Lissoni, F. Mobility of Inventors and the Geography of Knowledge Spillovers. New Evidence on US data[R]. KITeS,2006-10.
[29]Bresehi,S., Lissoni,F., & Montobbio, F. The Geography of Knowledge Spillovers: Conceptual Issues and Measurement Problems[M]. Oxford:Oxford University press,2005:343-378.
[30]Brown, J. S., & Duguid, P. Organizational Learning and Communities of Practice: Toward a Unified View of Working Learning, and Innovation[J]. Organization Science,1991,2(1):40-57.
[31]Campbell, M. Skills in England 2001:The Key Messages[EB/OL]. www.lmu.ac. uk/lbs/pri,2001.
[32]Cates, C., & Cedercreutz, K., Leveraging Cooperative Education to Guide Curricular Innovation, The Development of a Corporate Feedback System for Continuous Improvement[M]. Cincinati:Center for Cooperative Education Research and Innovation,2008.
[33]Cawley, P. The Challenge of Problem Based Learning[M]. London:Kogan Page, 1991:177-185.
[34]CEED. The Definition of Cooperative Education[EB/OL]. http://ceed.asee.org/, 2011-11-12.
[35]Chomsky, N. Knowledge of Language:Its Nature, Origin, and Use[M].New York:Praeger,1986.
[36]Clark, B. R. Creating Entrepreneurial Universities:Organizational Path-ways of Transformation [M]. Oxford:International Association of Universities and Elsevier Science Ltd,1998.
[37]Clark, B. R. The Entrepreneurial University:New Foundations for Collegiality, Autonomy, and Achievement [J]. Higher Education Management,2001,13(2): 9-24.
[38]Coronado, D., & Acosta, M. The Effects of Scientific Regional Opportunities in Science-technology flows:Evidence from Scientific Literature in Firms Patents Data [J]. Annuals of Regional Science,2005,39(3):495-522.
[39]Crawley, E.F., Malmqvist, J., et al. Modification to the CDIO Syllabus:Updates and Expansions to include Leadership and Entrepreneurship[EB/OL]. http://publications.lib.chalmers.se/records/fulltext/local_95001.pdf,2009-06.
[40]Dana I-Pang, Wend, & Un-Yeong. Caterpillar University:Dynamic Diversity [EB/OL]. http://www.authorstream.com/Presentation/ipangfu-555282-case-study-caterpillar-university/,2011-11.
[41]Dawe, S. Focussing on Generic Skills in Training Packages [EB/OL]. http// www.ncver.edu.au/research/core/cp0004.pdf,2002-05.
[42]DEEWR. Training Package Development Handbook[EB/OL]. http://www.deewr. gov.au/Skills/Overview/Policy/TPDH/Trainingpackages/Pages/Policy.aspx#01, 2011-10-02.
[43]DEFF. Foundation Degree Prospectus[EB/OL]. http://www.hefce.ac.uk/pubs/ hefce/2000/00 27.htm,2000.
[44]Del-Barrio-Castro, T.,& Garcia-Quevedo, J. Effects Of University Research On The Geography of Innovation:Regional Studies[J]. Taylor and Francis Journals, 2005,39(9):1217-1229.
[45]Drucker, P. F. Beyond the Information Revolution[J]. The Atlantic Monthly,1999, 284 (4):47-57.
[46]Duderstadt, J. J. Engineering for a Changing World:A Roadmap to the Future of Engineering Practice, Research, and Education[EB/OL]. http://milproj.dc.umich. edu/,2008.
[47]ECUK. The Accreditation Of Higher Education Programmes UK Standard For Professional Engineering Competence[EB/OL]. www.engc.org.uk,2008.
[48]El-Tannir, A. A. The Corporate University Model for Continuous Learning: Training and Development [J]. Education+Training,2002,44(2):76-81.
[49]Eric, F., Andreas, L., Pernilla, L., et al. The Supply And Demand of E-Skills in Europe[EB/OL]. http://ec.europa.eu/enterprise/ict/policy/doc/eskills-2005-10-11. Rand.pdf,2005.
[50]FDF. How Foundation Degrees Fit with Other Qualifications[EB/OL]. http://www.fdf.ac.uk/downloads/174/20090814170817IAG_Fd_fit_with_other_quals_1.doc,2010-09-08.
[51]FEANI. FEANI:Competence of Professional Engineers/EUR ING[EB/OL]. http://www.feani.org/webfeani/,2005-04.
[52]FEANI. Guide to the FEANI Register, EUR-Ing[EB/OL]. http://www. feani. org/webfeani/EUR%20ING/Guide%20en g%20copy%20of%20GA78%20-%20Feani-Guide-2000-FV-e%20encl-121208. Pdf,2000-10.
[53]Feldman, M. P. & Florida, R. The Geographic Sources of Innovation: Technological Infrastructure and Product Innovation in the United States[J]. Annals of the Association of American Geographers,1994,84 (2):210-229.
[54]Fink, L. D., Kolar, R. L., & Muraleetharan, K. K. et al. Reengineering Sooner Civil Engineering Education[C].30th ASEE/IEEE Frontiers in Education Conference,2000.
[55]Florman, S. C. The Civilized Engineer. New York:St. Martin's Press,1987.
[56]Florman, S. C. the Existential Pleasures of Engineering. New York:St. Martin's Press,1994.
[57]Fritsch, M.,&Viktor, S. Universities and Innovation in Space[J]. Industry and Innovation,2007,14 (2):201-218.
[58]Fulmer, R. M. & Bleak, J. L. The Leadership Advantage:How the Best Companies Are Developing Their Talent to Pave the Way for Future Success [M]. New York:AMACOM,2007.10.
[59]Gather, T. Community Partnerships and Grant Funding Support[EB/OL]. http://www.pltw.uillinois.edu/CaterpillarPLTW%20Conference.pdf,2007-10.
[60]Gibbons, M., Limoges, C., Nowotny, H. et al., The New Production of Knowledge:The Dynamics of Science and Research in Contemporary Society [M]. London:Sage Publications,1994.
[61]Gibbons-Wood, D., & Lange, T. Developing Core Skills-lessons from Germany and Sweden[J]. Education+Training,2000,42(1):24-32.
[62]Gilbert, M., & Cordey-Hayes, M. Understanding The Process Of Knowledge Transfer To Achieve Successful Technological Innovation[J]. Technovation,1996, 16(6):301-312.
[63]Goldstyn, J. F. Caterpillar:Building Best Practices in E-Learning[EB/OL]. http://clomedia.com/articles/view/caterpillar_building_best_practices_in_e_learn ing,2004-01.
[64]Graham, H. D., & Diamond. The Rise of American Research Universities[M]. Baltimore:Johns Hopkins University Press,1997.
[65]Greenwood, M., Little, B., Burch, E., et al., Report to Foundation Degree Forward on the Impact of Foundation Degrees on Students and the Workplace[EB/OL]. http://www.open.ac.uk/cheri/documents/CHERILSNreport. pdf,2008,2.
[66]Griffiths, T, & Guile, D. Learning Through Work Experience for The Knowledge Economy:Issues for Educational Research and Policy[R]. Luxembourg:Office for Official Publications of the European Communities,2004:38-65.
[67]Gunter Heitmann. Innovative Curricula in Engineering Education[R]. Firenze: Firenze University Press,2003.
[68]Haag, S., Cummings, M., & McCubbrey, D. J. Management Information Systems for the Information Age[M]:Texas:McGraw-Hill Education,1997.
[69]Hamilton, E., Lesh, R., Lester, F., et al., Model-Eliciting Activities (MEAs)as a Bridge Between Engineering Education Research and Mathematics Education Research. Advances in Engineering Education[J].2008,1(2):1-25.
[70]Harem, T., Krogh, G. V, & Roos, J. Knowledge-based Strategic Change[M]. London:SAGE Publication,1996:116-136.
[71]Hargreaves, A. Four Ages of Professionalism and Professional Learning [J]. Teachers and Teaching,2000,6 (2):151-162.
[72]Harrison, R. & Kessels, J. Human Resource Development in a Knowledge Economy:An Organisational View [M].London:Palgrave Macmillan,2004.
[73]HEFCE. HEFCE funding for Foundation Degree Forward to End[EB/OL]. http://www.hefce.ac.uk/news/hefce/2010/fdf.htm,2010-10-28.
[74]Herand, J. A., Is There a Regional Dimension of Innovation-oriented Knowledge Networking?[C]. Fifth Regional Science and Technology Policy Research Symposium(RESTPOR) at Kashikojima (Japan),2000-09-05.
[75]Hippel, E.V. Sticky Information and the locus of Problem Solving[J]. Management Science,1994,40(4):429-439.
[76]Holsti, O. R. Content Analysis for the Social Sciences and Humanities[M], Reading, MA:Addison-Wesley,1969.
[77]Hoogveld, A. W. M., Paas, F., & Jochems, W. M. G. Training Higher Education Teachers for Instructional Design of Competency-Based Education: Product-Oriented Versus Process-Oriented Worked Examples [J]. Teaching and Teacher Education,2005,21(3):287-297.
[78]Hussey, J., & Hussey, R. Business Research:A Practical Guide for Undergraduate and Postgraduate Students[M]. Basingstoke:Macmillan,1997.
[79]IEA. APEC Engineer Manual[EB/OL]. http://www.washingtonaccord.org/APEC/ Documents/APECEngineerManual.pdf,2009-07.
[80]IEEE.21 Definitions of Engineering[EB/OL]. http://www.spectrum.ieee.org/ INST/apr95/21_defs.html,1995.
[81]Insch, G. S., Moore, J. E., & Murphy, L. D. Content Analysis in Leadership Research:Examples, Procedures, and Suggestions for Future Use[J]. Leadership Quarterly,1997,8(1):1-25.
[82]Joanne, R. From Know-How to Show-How? Questioning The Role of Information and Communication Technologies in Knowledge Transfer[J]. Technology Analysis & Strategic Management,2000,12(4):29-443.
[83]Jose, M. G., Ziman J., Caro, P., et al. Increasing Human Resource for Science and Technology in Europe [EB/OL]. http://conferencia2004.abic-online.org/hlg_report_en.pdf,2004-04-02.
[84]Kashyap, R., Mir, R. & Mir, A. Corporate Social Responsibility:A Call For Multidisciplinary Inquiry[J]. Journal of Business & Economics Research,2004, 2(7):51-58.
[85]Kassarjian, H. H. Content Analysis in Consumer Research[J]. Journal of Consumer Research,1977(4):8-18.
[86]Kasuba, R. & Vohra, P. International Mobility And Licensing Of Professional Engineers[J]. World Transactions on Engineering and Technology Education, 2004,3(1):43-46.
[87]Keen, K. Competence:What Is It And How Can It Be Developed?[J]. Instructional design:Implementation Issues,1992:111-122.
[88]Keinert, C. Corporate Social Responsibility as an International Strategy [M]. Leipzig:Physica-Verlag A Springer Company,2008.
[89]Kolbe, R. H., & Burnett, M. S. Content-analysis Research:an Examination of Applications with Directives for Improving Research Reliability and Objectivity[J]. Journal of Consumer Research,1991,18(9):243-250.
[90]Krippendoff, K. Content Analysis. An Introduction to its Methodology[M]. London:The Sage Publications Ltd,1980.
[91]Lahti, R. K., & Beyerlein, M. M. Knowledge Transfer and Management Consulting:a Look at the Firm[J]. Business Horizon,2000,43(1):5-74.
[92]Lamancusa, J. S., & Simpson. T. W.T the Learning Factory-10 Years of Impact at Penn State[R]. International Conference on Engineering Education, 2004-10-16.
[93]Lamancusa, J. S., Jorgensen, J. E., Zayas-Castro, J. L., et al. The Learning Factory-A new Approach to Integrating Design and Manufacturing into Engineering Curricula[R].1995 ASEE Conference Proceedings,1995-06-25.
[94]Leonard, D., & Sensiper, S. The Role of Tacit Knowledge in Group Innovation[J]. Califonia Management Review,1998,40(3):112-132.
[95]Levesque, K., Lauen, D., Teitelbaum, P. A. M., Librera, S. & MPR Associates, Inc. Vocational education in the United States:toward the year 2000(029)[R]. Washington, D.C.:US Department of Education, Office of Educational Research and Improvement,2000.
[96]Longhurst, D. Crossing Boundaries:Foundation Degrees in England[J]. Community College Review,2010,38(2):151-175.
[97]Loughborough University, the Diploma in Industrial Studies[EB/OL]. http:// ctiweb.cf.ac.uk/BPBN/casestudy/lough_cdc6ii.htm,2011-03-18.
[98]Lovell-Badge, D. P. Challenges and Issues Confronting Further Education[J]. The Research and Development Bulletin,2007,5(2):5-12.
[99]Lundvall, B.-A., & Johnson, B. the Learning Economy[J]. Journal of Industry Studies,1994,1(2):23-42.
[100]Lundvall, B.-A., Innovation, Growth and Social Cohesion:the Danish Model [M]. London:Edward Elgar Publishers,2002.
[101]Masi, B., Hosoi, A., & Go, S. Re-engineering engineering education:A comparison of student motivation, ability development and career paths in traditional and cross-disciplinary engineering degree programs[C].2011 ASEE Annual Conference & Exposition,2011.
[102]Masi, C. G. Re-engineering Engineering Education[J]. Spectrum,1995,32(9): 44-47.
[103]Maskell, P., & Malmberg, A. Localised Learning and Industrial Competiveness [J]. Cambridge Journal of Economics,1999,23(2):167-185.
[104]Mayring, P. Qualitative Content Analysis[EB/OL]. http://www.qualitative-research. net/index.php/fqs/article/view/1089/2385Then#g5,2000-06.
[105]Mc William E., Taylor, P. G., Thomson, P., et al. Research Training in Doctoral Programs-What Can be Learned from Professional Doctorates?[EB/OL]. http://www.dest.gov.au/archive/highered/eippubs/eip02_8/eip02_8.pdf. 2002-08.
[106]Meister, J. C. Corporate University Lessons In Building A Word-Class Work Force [M]. New York:McGral-Hill,1998.
[107]Mendez, R., & Rona, A. the Role of Work-integrated Learning in Academic Performance:Is There Correlation Between Industrial Placements And Degree Performance?[EB/OL] http://www.waceinc.org/hongkong/linkdocs/papers/UK/ Refereed%20Paper%203.pdf,2009-10.
[108]Mowery, D., Nelson, R., Sampat, B., & Ziedonis, A., Ivory Tower and Industrial Innovation[M]. California:Stanford Business Books,2004.
[109]NAE. Changing the Conversation:Messages for Improving Public Understanding of Engineering[R]. Washington, D. C.:The National Academies Press,2008.
[110]NAE. Education the Engineer of 2020:Adapting Engineering Education to the New Century[R]. Washington, D.C.:The National Academies Press,2005.
[111]NAE. The Engineer of 2020:Visions of Engineering in the Century[R]. Washington, D. C.:the National Academies Press,2004.
[112]Noll, R. G. Challenges to Research Universities[M]. Washington, D. C. Brookings Institution Press,1998.
[113]Nonaka, I. A Dynamic Theory of Organizational Knowledge Creation[J]. Organization Science,1994,5(1):14-37.
[114]Nonaka, I. SECI, Ba, and Leadership:a Unified Model of Dynamic Knowledge Creation[J]. Long Range Planning,2000,33(1):5-34.
[115]Nonaka, L., & Takeuchi, H. The knowledge Creating Company[M]. New York: Oxford University Press,1995.
[116]NRC. Engineering Education and Practice in the United States:Foundations of Our Techno-Economic Future[R]. Washington, D. C.:National Academy Press, 1985.
[117]NSB.The seience and Engineering Workforce:Realizing America's Potential [EB/OL]. http:www.nsf.gov/nsb/documents/2003/nsb0369/nsb0369.pdf,2003.
[118]NSF. Cyber-Enabled Discovery and Innovation[EB/OL]. http://www.nsf.gov/ funding/pgm_summ.jsp?pims_id=503163,2011-08-08.
[119]Oden, J. T., Belytschko, T., Fish, J., et al. Simulation-Based Engineering Science:Revolutionizing Engineering Science through Simulation[R]. http://www.nsf.gov/pubs/reports/sbes_final_report.pdf,2006-05.
[120]OECD. The Knowledge-Based Economy[M]. Paris, France,1996.
[121]Ormerod, R. J. Is Content Analysis Either Practical or Desirable for Research Evaluation?[J]. The International Journal of Management Science,2000(28): 241-245.
[122]Payne, H. W., FRSA, & Fslaet, H. Engineering-Our Future:The Engineering Profession:The Finniston Report[J]. Aircraft Engineering and Aerospace Technology,1980,52(3):13-15.
[123]Perreault, W. D., & Leigh, L. E. Reliability of Nominal Data Based on Qualitative Judgments[J]. Journal of Marketing Research,1989,26(5): 135-148.
[124]Perry, J. L., & Kraemer, K. L. Research Methodology in the Public Administration Review,1975-1984[J]. Public Administration Review,1986(46): 215-226.
[125]Peter, D., The Knowledge Factor:A Survey of Universities[J]. The Economist, 1997,345(10):survey.
[126]Polanyi, M. Personal Knowledge[M]. Chicago:University of Chicago Press, 1958.
[127]Ponds, R., Oort, F. V., & Frenken, K. Innovation, Spillovers and University-Industry Collaboration:An Extended Knowledge Production Function Approach [J]. Journal of Economic Geography,2010,10(2):231-255.
[128]Prahalad, C. K., & Hamel, G. the Core Competence of the Corporation [J]. Harvard Business Review,1990, (5-6):15-22.
[129]Quinn, J. B., Anderson, P., & Finkelstein, S. Managing Professional Intellect: Making the Most of the Best[J]. Harvard Business Review,1996(3-4):71-80.
[130]Radcliff, D. F. Shaping the Discipline of Engineering Education[J]. Journal of Engineering Education,2006,95(4):263-264.
[131]RAE. Educating Engineering For the 21st Century[EB/OL]. http://www.raeng. org.uk/news/publications/list/reports/Educating_Engineers_21st_Century.pdf, 2007-06.
[132]RAE. Engineering Graduates for Industry[EB/OL]. www.raeng.org.uk, 2010-02.
[133]Roberts, J. The Drive to Codify:Implications for the Knowledge-based Economy [J], Prometheus,2001,19(2):99-116.
[134]Roman, H. Reengineering Education:a Change is needed in U.S. Engineering Education[J]. Power&Energy Magazine,2004,2(3):85-88.
[135]Rover, D. T. Attention Engineering Educators[J]. The Journal of Engineering Education.2008,97(4):351-354.
[136]Ryan, C. & Lane, J. Education Initiatives Inside Business Today[J]. Business Communication Quarterly,1998,61(4):124-129.
[137]Samuelowicz, K. Revisiting Academics'Beliefs About Teaching And Learning [J]. Higher Education,2001,41(3):299-325.
[138]SCANS. What Work Requires of Schools[EB/OL]. http://wdr.doleta.gov/ SCANS/whatwork/whatwork.pdf,1991-06.
[139]Scapens, R. W. Researching Management Accounting Practice:The Role Of Case Study Methods[J]. The British Accounting Review,1990,22(3):259-281.
[140]Schon, D. A. The New Scholarship Requires a New Epistemology[J]. Change, 1995,27(6):26-34.
[141]Sheppard, S. D., Macatangay, K., Colby, A., et al. Education Engineers: Designing for the Future of the field[R]. San Francisco:Jossey-Bass,2008.
[142]Simon, H. A. the Science of the Artificial [M]. MA:MIT press:1981.
[143]Singh, J. Collaborative Networks as Determinants of Knowledge Diffusion Patterns[J]. Management Science,2005,51(5):756-770.
[144]Slanghter, S. & Leslie, L. L. Academic Capitalism:Polities, Policies, and the Entrepreneurial University[M]. Baltimore:John Hopkins University Press, 1997.
[145]Stake, R. E. Case Studies[A]. Denzin, N. K., & Lincoln, Y. S. Handbook of qualitative research[C]. Thousand Oaks:CA:Sage Publications,2000:435-454.
[146]Sternberg,R. J. The theory of Successful Intelligence[J]. Review of General Psychology,1999,3(4):292-316.
[147]Tryggvason, G. & Apelian, D. Re-Engineering Engineering Education for the Challenges of the 21st Century[J]. JOM,2006,58(10):14-17.
[148]Tsoukas, H. Do We Really Understand Tacit Knowledge[EB/OL]. http://mba.eci. ufmg.br/downloads/dowereally.pdf,2007-06-14.
[149]Tsui, A. S. Egan, T. D., & O'Reilly Ⅲ, C. A. Being Different:Relational Demography and Organizational Attachment[J]. Administrative Science Quarterly,1992,37(4):549-579.
[150]Turner, J. Training Packages:The Scientific Management Of Education. Research To Reality:Putting VET Research To Work[R].4th Australian VET Research Association Conference, Adelaide,2001-03-28.
[151]Ulsoy, A. G. Transforming Mechanical Engineering Education and Research in the USA[C]. The "5XME" Workshop,2007-05-10.
[152]UNESCO. Engineering:Issues, Challenges, Opportunities for Development[R], UNESCO Paris,2010-10.
[153]Van der Spek, R., & Spijkervet, A. Knowledge Management:Dealing Intelligently with Knowledge[A]. Knowledge Management and Its Integrative Elements[C]. New York:CRC Press,1997.
[154]Van Merrienboer, J. J. G., & de Croock, M. B. M. Performance-based ISD:10 Steps To Complex Learning[J]. Performance Improvement,2002,41(7):33-39.
[155]Vance, D. Return on Investment:Caterpillar University's Journey to Measure, Evaluate and Manage Learning[EB/OL]. http://www.cedma-europe.org/ newsletter%20articles/KnowledgeAdvisors/KA0603/CaterpillarDaveVance.pdf, 2006-03.
[156]Vermunt, J. D., & Verloop, N., Congruence and Friction between Learning and Teaching[J]. Learning and Instruction,1999,9(3):257-280.
[157]Vest, C. M. Context and Challenge for Twenty-First Century Engineering Education [J]. Journal of Engineering Education,2008,97(3):235-236.
[158]Weinert, F. E. Concept of competence:a conceptual clarification[C]. Seattle: Hogrefe&Huber,2001:45-65.
[159]Wenger, E. & Snyder, W. M. Communities of Practice:The Organizational Frontier[J]. Harvard Business Review,2000(1-2):139-145.
[160]Wenger, E. Communities of Practice:Learning As A Social System[J]. Systems Thinker,1998,9(5):1-5.
[161]Wenger, E. Communities of Practice:Where Learning Happens[J]. Bench-mark Magazine,1991 (Fall):6-8.
[162]WFDC. Foundation Degrees[EB/OL]. http://www.wfdc.ac.uk/employers/pdfs/ mentoringA4.pdf,2010-12-10.
[163]Wilson, V. & Pirrie, A. Developing professional Competence:Lessons From The Emergency Room[J], Studies In Higher Education,1999,24(2):211-224.
[164]Wittrock, B., & Elzinga, A. the University Research System:the Public Policies of the Home of Scientists[M]. Michigan:Almqvist & Wiksell International, 1985.
[165]Woods, D. R. Bringing Problem-based Learning to Higher Education:Theory And Practice[M], San Francisco, CA:Jossey-Bass,1996:91-99.
[166]Wright, B. The Diploma in Industrial Studies[EB/OL]. http://ctiweb.cf.ac.uk/ BPBN/casestudy/lough_cdc6ii.htm,2011-09-09.
[167]WTEC.America Through Discovery and Innovation In Science, Engineering and Medicine:A Vision For Research and Development in Simulation-Based Engineering And Science in the Next Decade[EB/OL]. http://www.nsf.gov/mps /ResearchDirectionsWorkshop2010/RWD-color-FINAL-usletter_2010-07-16. pdf,2010-04.
[168]WTEC. International Assessment of Research and Development in Simulation-Based Engineering And Science [EB/OL]. http://www.wtec. org/sbes/SBES-GlobalFinalReport.pdf,2009.
[169]Yin, R. K. Case Study Research, Design and Methods[M]. California:Sage Publications,1994.
[170]Yin, R. K. Case study research:Design and Methods (3rd edition) [M]. Thousands Oaks:Sage Publications,2003.
[171](宋)张载撰,(清)王夫之注.张子正蒙·大心[M].上海：上海古籍出版社,2000.
[172][法]布迪厄,蒋梓骅译.实践感[M].南京：译林出版社,2003.
[172][法]皮埃尔·布迪厄,[美]华康德.实践与反思—反思社会学导引[M].李猛,李康译.北京：中央编译出版社,2004：37-37.
[173]Jones, K.T. & Chen, C.六西格玛在卡特彼勒的成功[J].首席财务官,2011(5)：72-75.
[174]L.W.安德森等.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.
[175]Wenger, E. et al.,边婧译.实践社团：学习型组织知识管理指南[M].北京：机械工业出版社,2003.
[176]北京大学哲学系外国哲学史教研室等.西方哲学原著选读(上)[M].北京：商务印书馆,1981.
[177]毕家驹.美国工程师的质量定位[J].同济教育研究,1998(1)：1-7.
[178]毕家驹译.英国工程专业能力标准—高等教育专业鉴定[J].高等发展与评估,2007(1)：110-116.
[179]曾永为,刘国荣.“卓越计划”背景下科学构建实践教学体系探析[J].中国大学教学,2011(7)：75-78.
[180]查建中.面向经济全球化的工程教育改革战略—产学合作与国际化[J].高等工程教育研究,2008(1)：21-28.
[181]查建中.面向经济全球化的工程教育科学发展观[J].高等工程教育研究,2011(5)：10-19.
[182]查建中.论“做中学”战略下的CDIO模式[J].高等工程教育研究,2008(3)：1-9.
[183]查金祥.B2C电子商务顾客价值与顾客忠诚度的关系研究.浙江大学博士学位论文,2006.
[184]陈艾华.研究型大学跨学科科研生产力研究[D].浙江大学博士论文,2011.
[185]陈宝珠.基于职业教育语境下对澳大利亚培训包体系的思考[J].教育理论与实践,2010(5)：17-20.
[186]陈建华.知识管理的新趋势：确认和支持实践社区[J].外国经济与管理,2001(6)：34-37.
[187]陈劲,胡建雄.面向创新型国家的工程教育改革研究[M].北京：中国人民大学出版社,2006.
[188]陈乐,王沛民.课程重建：欧洲工程教育改革的启示[J].高等工程教育研究,2006(5)：11-16.
[189]陈美席.中国IT培训行业服务营销策略研究[D].首都经济贸易大学硕士学位论文,2008.
[190]陈鹏.职业能力观演变的历史逻辑及其理论述评[J].中国职业技术教育,2010(6)：54-57.
[191]陈勇.英美两国工科学生创新精神与实践能力培养研究[J].高等工程教育研究,2008(增刊)：61-64.
[192]程光旭.工程坊：大学生实现创新梦想的训练平台[J].高等工程教育研究,2011(3)：14-20.
[193]邓辉,李炳煌.大学生实践能力结构分析与提升[J].求索,2008(3)：162-163.
[194]董大奎,刘钢.德国应用科技大学办学模式及其启示[J].教育发展研究,2007(7-8A)：41-44.
[195]董中平.随处体认天理[D].华东师范大学博士学位论文,2007.
[196]樊大跃.澳大利亚TAFE培训包内容及框架剖析[J].中国职业技术教育,2007(3)：57-64.
[197]冯勇,王玉香.青年教师加强工程实践的意义和途径[J].中国电力教育,2010(10)：22-23.
[198]冯忠良.结构化与定向化教学心理学原理[M].北京：北京师范大学出版社,1998.
[199]傅琼.浅析政府、企业、培训机构三方在职业培训中的职责与定位[J].新余学院学报,2011(2)：14-15.
[200]傅水根.创建有中国特色的工程实践教学体系[J].中国大学教学,2004(7)：24-26.
[201]甘俊英,赵婷婷.工程实践项目：回归工程之本义[J].高等工程教育研究,2006(6)：84-88.
[202]高继宽,徐丽卿.马克思实践论思维方式的确立及其价值取向[J].东岳论丛,2009(7)：35-37.
[203]高清海,孙利天.马克思的哲学观变革及其当代意义[J].天津社会科学,2001(5)：9-16.
[204]顾秉林,王大中,汪劲松等.创新性实践教育[J].清华大学教育研究,2010(2)：1-1.
[205]顾秉林.加强实践教育,培养创新人才—在清华大学第22次教育工作讨论会开幕式上的讲话[EB/OL]. http://news.tsinghua.edu.cn/new/news.php?id= 9111,2004-11.
[206]顾征,李文.以工程实践教育为特征的产学合作经典模式[J].高等工程教育研究,2010(6)：29-38.
[207]关逸民.洛桑报告00-07中国竞争力排名解析[EB/OL].http://finance.ce.cn/ macro/gdxw/200706/06/t20070606_11619557.shtml,2008-10.
[208]郭广军,陈代武等.面向工程实践能力培养的网络工程实践教学体系[J].计算机教育,2010(4)：108-112.
[209]哈莎.社会培训机构运作模式对普通高校继续教育的启示[J].继续教育,2010(10)：41-43.
[210]韩晓燕,张彦通.美国注册工程师制度的现状及改革方向[J].科技进步与对策,2007(1)：145-148.
[211]韩芝侠,魏辽博,韩宏博等.仿真虚拟实验教学的研究与实践[J].实验技 术与管理,2006(6)：63-65.
[212]侯先荣,田添.实践社区：知识管理的新趋势[J].科技管理研究,2005(3)：91-93.
[213]胡福明等.马克思主义实践论与邓小平理论的哲学基础[M].南京：南京大学出版社,2000.
[214]胡珏.工程教育改革背景下的工程训练平台研究[D].浙江大学硕士学位论文,2009.
[215]黄希庭.心理学导论[M].北京：人民教育出版社1991.
[216]黄学军.基础学位制度-英国政府发展高职教育的新举措[J].职业技术教育,2007(12)：73-75.
[217]黄中阳,陈飞霞.论社会培训机构的角色定位[J].成人教育,2005(11)：27-29.
[218]姜嘉乐.工程教育永远要面向工程实践—万钢校长访谈录[J].高等工程教育研究,2006(4)：1-7.
[219]蒋石梅.工程师形成的质量规制研究[D].浙江大学博士学位论文,2009.
[220]教育部.普通高等学校工科分大类学生数[EB/OL]. http://www.moe.edu.cn/ publicfiles/business/htmlfiles/moe/s4960/201012/113575.html,2011-11-11.
[221]孔垂谦.我国高等工程教育的“去工程化”困境与“情境化”选择[J].高等工程教育研究,2005(1)：38-40.
[222]孔寒冰,邱秧琼.工程师资历框架与能力标准探索[J].高等工程教育研究,2010(6)：9-19.
[223]孔寒冰.基于本体的工程学科框架研究[D].浙江大学博士学位论文,2008.
[224]李本乾.描述传播内容特征检验传播研究假设：内容分析法简介(下)[J].当代传播,2000(1)：47-49.
[225]李达.实践论解说[M].北京：三联出版社,1978.
[226]李东北.产业化：继续教育可持续发展的必然选择[J].继续教育,2002(4)：17-18.
[227]李海旭,陈西青.基于校企合作的职业技能“培训包”开发研究[J].黑龙江教育学院学报,2011(6)：79-80.
[228]李兰甲.反思社会学：社会学的自我救赎—略论布迪厄实践理论的几个特征[EB/OL].http://tieba.baidu.com/f?kz=311998492,2008-01-18.
[229]李培根.人文情怀与工程实践教育[J].高等工程教育研究,2010(4)：10-13.
[230]李培根.实学创新培育工程师精英[EB/OL].http://news.hustonline.net/html/ 2007-3-26/38804.shtml,2007-10.
[231]李培根.未来工程教育中的实践意识[J].高等工程教育研究,2010(6)： 6-8.
[232]李鹏,宗海焕.澳大利亚TAA培训包能力体系及其考评标准评价[J].职业技术教育,2011(13)：86-89.
[233]李蕊,武欣.契合度和员工工作态度[J].人力资源管理,2010(7)：55-57.
[234]李胜强,雷环,高国华等.以项目为基础的教学方法对提高大学生工程实践自我效能的影响研究[J].高等工程教育研究,2011(3)：21-27.
[235]李晓强.工程教育再造的机理与路径研究[D].浙江大学博士学位论文,2008.
[236]李新功.欧盟职业培训：政策和实践[D].复旦大学博士学位论文,2005.
[237]李元元,邱学青,李正等.合作教育的本质、历史与发展趋势[J].高等工程教育研究,2010(5)：22-29.
[238]李志敏.国外职业培训发展的特点[J].中国培训,2005(8)：50-51.
[239]李忠学,李一栋.能力本位—高职教育的核心理念[J].教育论坛,2005(12)：116.
[240]梁启超.梁启超哲学思想论文选(葛懋春、蒋俊选编)[M].北京：北京大学出版社,1984.
[241]梁启超. 中国教育之前途与教育家之自觉[J].教育公报,第四年第二期,1917.
[242]刘吉臻.教育部科技委工程教育战略研究重大专项：工程教育中的实践能力培养研究结题报告[N].2005.
[243]刘磊,傅维利.实践能力：含义、结构及培养对策[J].教育科学,2005(4),1-5.
[244]刘磊.培养学生实践能力轮纲[D].博士学位论文,辽宁师范大学,2007.
[245]刘丽华,徐济超.国内外实践社区理论研究综述[J].情报杂志,2010(10)：64-67.
[246]陆一平,查建中.缤纷课堂：源于国外的工程教育实践教学方法[J].高等工程教育研究,2009(6)：137-141.
[247]吕俊杰.实践能力培养探索[J].中国高教探索,2001(3)：51。
[248]吕莉敏.实践社区：企业员工隐性知识显性化的有效途径[J].职业技术教育,2008(29)：61：63.
[249]吕萌,孔寒冰.工程教育可持续创新的基础-兼评美国的NSF的两项计划[J].高等工程教育研究,2008(1)：34-38.
[250]吕勇江.哲学视野中的能力管理[D].博士学位论文,中共中央党校,2006.
[251]马莉.企业大学人才培养模式研究[D].兰州大学硕士学位论文,2009.
[252]马鹏举,王亮,胡殿明.工程实践教学的现状分析与对策[J].高等工程教 育研究,2009(1)：143-147.
[253]马庆国.管理科学研究方法与研究生学位论文的评判参考标准[J].管理世界,2004(12)：99-109.
[254]马庆国.管理统计：数据获取、统计原理与SPSS工具与应用研究[M].北京：科学出版社,2002.
[255]毛泽东.毛泽东选集(第1卷)[M].北京：人民出版社,1991：286-286.
[256][美]R·J·斯腾博格著,吴国宏等译.成功智力[M].上海：华东师范大学出版社,1999.
[257]门垚,武艳丽,张芳等.工程类大学毕业生2010年度就业分析[J].高等工程教育研究,2011(3)：42-53.
[258]米靖.澳大利亚国家培训包制度述评[J].比较职业教育,2005(2)：49-52.
[259]南希·M·狄克逊著,王书贵,沈群红译.共有知识[M].北京：人民邮电出版社,2002.
[260]倪明江.创造未来—工程教育改革研究[M].杭州：浙江大学出版社,1999.
[261]彭春丽.研究型大学本科生创新精神与实践能力培养研究[D].硕士学位论文,重庆大学,2008.
[262]全国工程教育专业认证专家委员会秘书处.全国工程教育专业认证工作手册[M].2009：39.
[263]桑德拉·黑贝尔斯,理查德·威沃尔著,李业昆译.有效沟通[M].北京：华夏出版社,2005.
[264]沈晓明等.新形势下工程教育的改革与发展高层论坛报告集[C],2007.9.
[265]沈漪文.基于能力框架的HRST能力建设研究—以ICT专业为例[D].浙江大学博士学位论文,2009.
[266]石中英.知识转型教育改革[M].北京：教育科学出版社,2001.
[267]孙康宁,傅水根,梁延德等.浅论工程实践教育中的问题、对策及通史教育属性[J].中国大学教学,2011(9)：17-20.
[268]孙平.“双师型”工程教育教师的知识结构及发展路径[J].高等工程教育研究,2007(5)：50-53.
[269]谭亚莉,万晶晶.高校毕业生可雇佣能力的结构及与雇主需求的契合度研究[J].高等工程教育研究,2011(2)：94-98.
[270]田华.基于知识溢出的区域性大学发展研究[D].浙江大学博士学位论文,2010.
[271]王策三.教学论稿[M].北京：人民教育出版社,2005：186-187.
[272]王成,王玥,陈澄波.从培训到学习—人才培养和企业大学的中国实践[M].北京：机械工业出版社,2010：13-14.
[273]王刚.工科教育模式的改革和实践[J].高等工程教育研究,2011(1)：28-32.
[274]王能民,杨彤,汪应洛等.项目环境中知识转移的策略研究[J].科学学与科学技术管理,2006(3)：68-74.
[275]王沛民,顾建民,刘伟民.工程教育基础[M].杭州：浙江大学出版社,1994.
[276]王沛民.发达国家工程教育面向21实际的实践与动向[R].浙江大学科教发展战略研究中心文库,1996.
[277]王仁永.《实践论》与中国传统知行观[D].上海交通大学硕士学位论文,2007.
[278]王树生.布迪厄的“实践理论”及其对社会学研究的启示[J].社会科学研究,2007(5)：97-103.
[279]王素文,顾建民.面向工业需要的英国工程博士及其培养特色[J].高等工程教育研究,2005(2)：76-79.
[280]王亚杰.基于集成的学位质量研究[D].浙江大学博士学位论文,2005.
[281]王雁.创业型大学：美国研究型大学模式变革的研究[D].浙江大学博士学位论文,2005.
[282]王玉强.仿真在化工职业教育中的应用[J].辽宁教育行政学院学报,2006(4)：49-50.
[283]王重鸣.心理学研究方法[M].北京：人民出版社,1990.
[284]邬伟娥.知识转移视角的大学学术生产力研究[D].浙江大学博士学位论文,2006.
[285]吴春波,于强.从学习力走向竞争力—基于战略的企业大学运营体系探讨[J].中国人力资源开发,2009(3)：25-28.
[286]吴红耘.评布卢姆认知目标分类学-以其知识与能力观为中心[J].苏州科技学院学报(社会科学版)：86-90.
[287]吴庆宪.高等工程教育发展与高校工程训练中心功能定位[J].南京航空航天大学学报,2006(3)：68-71.
[288]吴素文,成思危等.基于知识特性的组织学习研究[J].科学学与科学技术管理,2003(5)：95-99.
[289]吴志华.论学生实践能力发展[D].博士论文,东北师范大学,2006.
[290]肖军,罗辑.创建现代工程训练中的思考[J].重庆工学院学报,2006(5)：194-196.
[291]萧诗美.实践论和辩证法的分离与统一[J].哲学研究,2009(1)：3-9.
[292]新华网.潘云鹤：中国21世纪迫切需要的五类工程人才[EB/OL]. http: //news.xinhuanet.com/edu/2007-12/03/content_7188137.htm,2007-12-03.
[293]徐大真,禹平.职教视野中基于技术知识传递的抛锚式教学[J].职教论坛,2010(9)： 7-10.
[294]徐理勤,赵东福,顾建民.从德国汉诺威应用科学大学模块化教学改革看学生能力的培养[J].高教探索,2008(3)：70-72.
[295]严岱年.工程教育的创新奇葩-香港理工大学工业中心[M].南京：东南大学出版社,2009.
[296]阎桂芝,王爱义.澳大利亚培训机构标准建设研究[J].成人教育,2011(2)：126-128.
[297]杨洪国.中国培训产业现状分析及产业化思考[J].理论界,2010(2)：217-219.
[298]杨叔子,吴昌林,张福润.三论创新之根在实践[J].高等工程教育研究,2006(2)：3-6.
[299]杨叔子,吴昌林,张福润.再论创新之根在实践[J].高等工程教育研究,2002(4)：1-6.
[300]杨叔子,吴昌林,张福润.三论创新之根在实践[J].高等工程教育研究,2003(2)：1-5.
[301]杨叔子,张福润.实践是创新之根[J].高等工程教育研究,2001(2)：9-12.
[302]杨运忠.英国职业培训绩效对我国的启示[J].全球视野,2011(4)：169-171.
[303]杨长青,司艳丽.高校工程实验队伍实践教育能力建设—以清华大学为例[J].高等工程教育研究.2007(2)：116-120.
[304]姚秀颖.中等职业学校学生实践能力培养研究[D].辽宁师范大学硕士学位论文,2003.
[305]余冬梅.计算机专业培训与专业教育关系研究[J].计算机教育,2011(4)：45-47.
[306]余满晖.论毛泽东的实践论及其影响[D].广西师范大学硕士学位论文,2006.
[307]余晓,孔寒冰.能力导向的工程实践模式比较与评价[J].高等工程教育研究,2011(3)：28-35.
[308]俞湘珍.基于设计的创新过程机理研究—组织学习的视角[D].浙江大学博士学位论文,2010.
[309]喻彩丽,吴坚,施于庆.德国FH实践教学模式对应用型人才培养的启示[J].浙江科技学院学报,2010(10)：398-401.
[310]约翰·S·布鲁贝克著,王承绪等译.高等教育哲学(第三版)[M].杭州：浙江教育出版社,2002.
[311]岳胜男.能力本位教育(CBE)理论在旅游高等职业教育中的应用研究 [D].辽宁师范大学硕士学位论文,2008.
[312]张辉,樊泽恒等.高校“工程训练中心”功能定位与特色追求[J].江苏高教,2007(3)：68-71.
[313]张济生.对培养大学生实践能力的认识[J].高等工程教育研究,2001(2)：37-40.
[314]张竞.基于公司战略的公司大学研究[D].浙江大学博士学位论文,2006.
[315]张俊,高成慧.面向企业需求的大学生工程实践教学体系构建[J].广西轻工业,2010(8)：194-195.
[316]张珂,邓小丽.澳大利亚基础教育研究：“关键能力”简述[J].外国中小学教育,2005(5)：24-27.
[317]张莉,齐中英,田也壮等.知识转移的影响因素及转移过程研究[J].情报科学,2005(11)：1606-1609.
[318]张爽.英国基础学位计划的政策分析[D].首都师范大学硕士学位论文,2005.
[319]赵建华.大学生实践能力的结构分析[J].江苏高教,2009(4)：88-90.
[320]赵蔚.布迪厄的实践理论介评[J].理论探索,2009(2)：32-34.
[321]中共中央马克思恩格斯列宁斯大林著作编译局编译.马克思恩格斯全集(42卷)[M].北京：人民出版社,1995.
[322]中投顾问.2011-2015年中国培训行业投资分析及前景预测报告[EB/OL]. http://www.ocn.com.cn/reports/2006327peixun.htm,2011-07.
[323]钟秉林,王晓辉,孙进,周海涛.行业特色大学发展的国际比较及启示[J].高等工程教育研究,2011(4)：4-9.
[324]周春彦,亨利·埃茨科威兹.美国创业型大学的历史演化及主要特征[EB/OL].http://www.edu.cn/20050922/3153106.shtml,2005-09-22.
[325]周宽久,仇鹏,王磊.基于实践论的隐性知识获取模型研究[J].管理学报,2009(3)：309-314.
[326]周晓东,项保华.企业知识内部转移：模式、影响因素与机制分析[J].南开管理评论,2003(5)：7-15.
[327]周燕飞,黄岚.现代工程训练中心建设的变与不变[J].现代教育科学,2008(3)：147-149.
[328]朱彬.知识管理的新趋势—实践社区的隐性知识共享与创新机理研究[J].重庆工商大学学报(社会科学版),2010(6)：66-71.
[329]朱国玮,左阿琼.基于企业大学视角的知识转移研究[J].中国软科学,2010(5)：74-80.
[330]朱雁群.中国培训产业发展障碍研究[D].广西大学硕士学位论文,2008.