基于知识体的资历框架研究
|
摘要
在知识经济加速、技术变革日新月异的背景下,知识与掌握知识的人才已经成为当前世界最为关键的资源。在教育与职业互动增强的当今社会,国际范围内的教育质量保证以及学术／职业资历互认运动,促成了目前全球各类“资历框架”(qualification framework)的产生。在工程教育界,质量保证和工程师国际流动也进一步成为热门的主题。围绕如何构建适当的资历框架以保证工程教育质量和促进工程人才流动,近年来许多国家和地区开展了一系列研究和实践探索。在这样的背景下,本论文的研究问题聚焦于：1)分析资历框架的系统构成,2)分析现有资历框架的发展模式,3)技术图径分析我国工程师资历框架；并在此基础上,提供我国工程师资历框架设计的对策建议。
本论文分7章讨论了基于知识体的资历框架的发展脉络和设计构建。
第1章“引言”,提出并界定了研究问题和研究思路。第2章“文献探讨”以知识论、质量保证理论和公共政策规制理论为基础,辨析“知识”、“知识体”、“资历”和“资历框架”的概念,梳理论文相关理论与概念元素,以备后续章节的应用。第3章以系统方式分析资历框架,从环境的视角、宏观的视角、功能的视角、微观的视角和过程的视角,分析资历框架的组成要素和结构构架,为后文资历框架模式分析和实证研究提供框架基础。第4章“资历框架的模式分析”从集成五种系统方式入手,在Citespace知识图谱和相关文献研究基础上对若干资历框架做了模式分类,并对每个模式的样本案例进行了案例分析研究,概括并归纳了这些案例在构建资历框架、保证教育质量和促进终身学习氛围的共有的成功经验。第5章实证研究以大量的第一手材料,借助内容分析法和历史/比较研究法等方法分析典型资历框架表征知识体的关键要素和资历框架学习结果的组成成分,从“知识”、“问题解决”、“技能”和“态度”4个维度的14个层面、72个学习结果组成成分中抽出了45个高频出现的核心成分作为资历框架建筑基础的核心知识体要素,并在分析统计结果的基础上得出了本论文初步的结论。第6章以技术图径的方法绘制出资历框架的技术图径,并在此基础上构建了我国的工程师资历框架的概念模型,并就促进我国工程师资历框架的建设提出了相应的政策建议。
本论文得出了以下几个有新意的结论如下：
1.在全球范围内的终身教育的氛围,工程科技人才的国际资历互认和流动的情境中,资历框架的诞生与发展模式具有形态多样性以及框架元素的一致性的特征。
资历框架受到其背景环境所限,其产生和发展具备多元化色彩。但是就资历框架的结构构成看来一致性很明显：都由区域/领域内的权威组织颁布；清晰罗列框架内的学习路径与职业通道；学习结果的阐述上也有一定的重合。其中,学习结果的描述便是知识体的具体表达。
2.资历框架的构建是一个系统性的过程,受到社会多方利益相关者的约束。从资历框架的教育性—职业性维度、通用性—专业性维度可以将资历框架分为四个模式,分别为模式Ⅰ：通用的教育资历框架；模式Ⅱ：通用的职业资历框架；模式Ⅲ：工程教育的资历框架；模式Ⅳ：职业工程师的资历框架。这四个模式中的资历框架在对于知识体表述上侧重各异,倾向不同。在不同资历框架中高频出现的学习结果组成成分可以成为未来构建资历框架的知识体基础,但该基础需要在发展的过程中不断地进行更新与改进。
3.通过对资历框架构建的技术图径分析,本论文认为我国工程师资历框架的构建与应用可以建立在吸取国外资历框架建设的经验上,在全国范围内设立统一的权威机构、大量相应的配套措施和基础性工作来开发并支撑统一的资历框架。在构建我国工程师资历框架时可采取国际化的策略,融通国际现有各种工程资历框架；结合普遍性与特殊性,促进人才在社会结构中的纵向迁移与横向流动,促进学术交流和科技创新,加速社会和经济的发展的同时激发资历框架的知识网络效应。
In the context of accelerating knowledge economy and rapid development of technology, knowledge and intellectuals have become the most critical resources of contemporary world. As the interaction between education and vocation has been strengthened in the current society, the movements of education quality assurance and mutual recognition of educational and professional qualification around the world give rise to the emergence of multiple qualification frameworks. Therefore, quality assurance and international mobility of engineers have become research hotspots in the community of engineering education. Explorations have been launched in many countries/regions and profession fields, focusing on constructing appropriate qualification framework to support the engineering education quality assurance and promotion of engineering talent mobility via both research and practice. With the fore cited research background, the research issues identified in this study focus on:1) the system structure of qualification framework; 2) mode development analysis of existing qualification framework; 3) the roadmap of engineer qualification framework in China. In addition, this thesis also provides countermeasures and suggestions for the design of engineer qualification framework in China.
This thesis probes into the development and configuration of the Body of Knowledge based qualification framework in 7 chapters.
Chapter 1 "Introduction" proposes and defines the research topics and approaches. Chapter 2 "literature review" bases on the theories of knowledge, quality assurance and public policy regulation, identifying the elements of conceptions for the following chapters. Chapter 3 analyzes the qualification framework in a systemic approach, which is from the environmental perspective, the macro perspective, the functional perspective, the micro perspective and process perspective to discuss the elements and structure of qualification framework, providing framework basis for qualification framework pattern analysis and empirical research in following chapters. Chapter 4 "the qualification pattern analysis" starts from the integration of five systemic approaches and then classifies the patterns of existing qualification frameworks based on relevant literature review and Citespace knowledge map. Therefore case studies are performed in this chapter for each pattern, summarizing successful experience in constructing qualification framework, quality assurance and promoting lifelong learning in the whole society. In Chapter 5 an empirical study was carried out to analyze the critical elements that represent the Body of Knowledge and the contents of learning outcomes of typical qualification framework, extracting 45 most frequent components of the core learning outcome content from 72 learning outcomes,14 aspects of the 4 dimensions which are "knowledge", "problem-solving", "skills", and "attitudes" as the key Body of Knowledge for the foundation of qualification framework. Preliminary conclusion is drawn from the statistical results in this chapter. Chapter 6 draws up the roadmap for the vision of future qualification framework, and provides conceptual model for engineer qualification framework in China and corresponding policy suggestions.
The main original contributions of this study are as the following:
To start with, in the context of global lifelong learning atmosphere, international mutual recognition and mobility of engineering and technology intellectuals, the launching and development of qualification framework is of morphological diversions; however, the elements of the framework shares characteristics of consistency. Due to the geographic and historical restrictions, the emergence and development of qualification framework is of diversification though; the similarity in terms of structure is still remarkable. Examples are authorized qualification frameworks, clear path of learning and profession and the overlapping of learning outcome desriptors. Among them, the descriptors of learning outcomes are the specific expression of the Body of Knowledge.
Moreover, the establishment of qualification framework is a dynamic and systemic process, constrained by certain stakeholders. The thesis categorizes existing qualification framework into 4 patterns via educational-vocational and general-professional dimensions. These patterns are general education qualification framework, general vocation qualification framework, engineering education qualification framework and professional engineer qualification framework. With the 4 patterns the Body of Knowledge are expressed from different focuses and tendencies. The most frequent learning outcomes from different qualification framework can be the Body of knowledge basis for establishing future qualification framework. However, such basis is subjected to constant upgrading in a developing process.
Thirdly, this thesis argues that the establishment and application of our engineer qualification framework can be based on foreign experience, which includes establishing unified authority, plenty corresponding measures and infrastructure to support national qualification framework. The founding of China's engineer qualification framework can adopt the international strategy, in which the boundary of existing qualification framework is merged; the universality and particularity of qualification frameworks are combined to promote the vertical and lateral mobility of intellectuals in the society. As a result, the academic communication and technology innovation is accelerated to boost society and economic development and stimulate knowledge network effects of qualification framework simultaneously.
本论文分7章讨论了基于知识体的资历框架的发展脉络和设计构建。
第1章“引言”,提出并界定了研究问题和研究思路。第2章“文献探讨”以知识论、质量保证理论和公共政策规制理论为基础,辨析“知识”、“知识体”、“资历”和“资历框架”的概念,梳理论文相关理论与概念元素,以备后续章节的应用。第3章以系统方式分析资历框架,从环境的视角、宏观的视角、功能的视角、微观的视角和过程的视角,分析资历框架的组成要素和结构构架,为后文资历框架模式分析和实证研究提供框架基础。第4章“资历框架的模式分析”从集成五种系统方式入手,在Citespace知识图谱和相关文献研究基础上对若干资历框架做了模式分类,并对每个模式的样本案例进行了案例分析研究,概括并归纳了这些案例在构建资历框架、保证教育质量和促进终身学习氛围的共有的成功经验。第5章实证研究以大量的第一手材料,借助内容分析法和历史/比较研究法等方法分析典型资历框架表征知识体的关键要素和资历框架学习结果的组成成分,从“知识”、“问题解决”、“技能”和“态度”4个维度的14个层面、72个学习结果组成成分中抽出了45个高频出现的核心成分作为资历框架建筑基础的核心知识体要素,并在分析统计结果的基础上得出了本论文初步的结论。第6章以技术图径的方法绘制出资历框架的技术图径,并在此基础上构建了我国的工程师资历框架的概念模型,并就促进我国工程师资历框架的建设提出了相应的政策建议。
本论文得出了以下几个有新意的结论如下：
1.在全球范围内的终身教育的氛围,工程科技人才的国际资历互认和流动的情境中,资历框架的诞生与发展模式具有形态多样性以及框架元素的一致性的特征。
资历框架受到其背景环境所限,其产生和发展具备多元化色彩。但是就资历框架的结构构成看来一致性很明显：都由区域/领域内的权威组织颁布；清晰罗列框架内的学习路径与职业通道；学习结果的阐述上也有一定的重合。其中,学习结果的描述便是知识体的具体表达。
2.资历框架的构建是一个系统性的过程,受到社会多方利益相关者的约束。从资历框架的教育性—职业性维度、通用性—专业性维度可以将资历框架分为四个模式,分别为模式Ⅰ：通用的教育资历框架；模式Ⅱ：通用的职业资历框架；模式Ⅲ：工程教育的资历框架；模式Ⅳ：职业工程师的资历框架。这四个模式中的资历框架在对于知识体表述上侧重各异,倾向不同。在不同资历框架中高频出现的学习结果组成成分可以成为未来构建资历框架的知识体基础,但该基础需要在发展的过程中不断地进行更新与改进。
3.通过对资历框架构建的技术图径分析,本论文认为我国工程师资历框架的构建与应用可以建立在吸取国外资历框架建设的经验上,在全国范围内设立统一的权威机构、大量相应的配套措施和基础性工作来开发并支撑统一的资历框架。在构建我国工程师资历框架时可采取国际化的策略,融通国际现有各种工程资历框架；结合普遍性与特殊性,促进人才在社会结构中的纵向迁移与横向流动,促进学术交流和科技创新,加速社会和经济的发展的同时激发资历框架的知识网络效应。
In the context of accelerating knowledge economy and rapid development of technology, knowledge and intellectuals have become the most critical resources of contemporary world. As the interaction between education and vocation has been strengthened in the current society, the movements of education quality assurance and mutual recognition of educational and professional qualification around the world give rise to the emergence of multiple qualification frameworks. Therefore, quality assurance and international mobility of engineers have become research hotspots in the community of engineering education. Explorations have been launched in many countries/regions and profession fields, focusing on constructing appropriate qualification framework to support the engineering education quality assurance and promotion of engineering talent mobility via both research and practice. With the fore cited research background, the research issues identified in this study focus on:1) the system structure of qualification framework; 2) mode development analysis of existing qualification framework; 3) the roadmap of engineer qualification framework in China. In addition, this thesis also provides countermeasures and suggestions for the design of engineer qualification framework in China.
This thesis probes into the development and configuration of the Body of Knowledge based qualification framework in 7 chapters.
Chapter 1 "Introduction" proposes and defines the research topics and approaches. Chapter 2 "literature review" bases on the theories of knowledge, quality assurance and public policy regulation, identifying the elements of conceptions for the following chapters. Chapter 3 analyzes the qualification framework in a systemic approach, which is from the environmental perspective, the macro perspective, the functional perspective, the micro perspective and process perspective to discuss the elements and structure of qualification framework, providing framework basis for qualification framework pattern analysis and empirical research in following chapters. Chapter 4 "the qualification pattern analysis" starts from the integration of five systemic approaches and then classifies the patterns of existing qualification frameworks based on relevant literature review and Citespace knowledge map. Therefore case studies are performed in this chapter for each pattern, summarizing successful experience in constructing qualification framework, quality assurance and promoting lifelong learning in the whole society. In Chapter 5 an empirical study was carried out to analyze the critical elements that represent the Body of Knowledge and the contents of learning outcomes of typical qualification framework, extracting 45 most frequent components of the core learning outcome content from 72 learning outcomes,14 aspects of the 4 dimensions which are "knowledge", "problem-solving", "skills", and "attitudes" as the key Body of Knowledge for the foundation of qualification framework. Preliminary conclusion is drawn from the statistical results in this chapter. Chapter 6 draws up the roadmap for the vision of future qualification framework, and provides conceptual model for engineer qualification framework in China and corresponding policy suggestions.
The main original contributions of this study are as the following:
To start with, in the context of global lifelong learning atmosphere, international mutual recognition and mobility of engineering and technology intellectuals, the launching and development of qualification framework is of morphological diversions; however, the elements of the framework shares characteristics of consistency. Due to the geographic and historical restrictions, the emergence and development of qualification framework is of diversification though; the similarity in terms of structure is still remarkable. Examples are authorized qualification frameworks, clear path of learning and profession and the overlapping of learning outcome desriptors. Among them, the descriptors of learning outcomes are the specific expression of the Body of Knowledge.
Moreover, the establishment of qualification framework is a dynamic and systemic process, constrained by certain stakeholders. The thesis categorizes existing qualification framework into 4 patterns via educational-vocational and general-professional dimensions. These patterns are general education qualification framework, general vocation qualification framework, engineering education qualification framework and professional engineer qualification framework. With the 4 patterns the Body of Knowledge are expressed from different focuses and tendencies. The most frequent learning outcomes from different qualification framework can be the Body of knowledge basis for establishing future qualification framework. However, such basis is subjected to constant upgrading in a developing process.
Thirdly, this thesis argues that the establishment and application of our engineer qualification framework can be based on foreign experience, which includes establishing unified authority, plenty corresponding measures and infrastructure to support national qualification framework. The founding of China's engineer qualification framework can adopt the international strategy, in which the boundary of existing qualification framework is merged; the universality and particularity of qualification frameworks are combined to promote the vertical and lateral mobility of intellectuals in the society. As a result, the academic communication and technology innovation is accelerated to boost society and economic development and stimulate knowledge network effects of qualification framework simultaneously.
引文
[1]AAEE. Environmental Engineering Body of Knowledge Working Group. Environmental Engineering Body of Knowledge:Summary Report[EB/OL]. http://www.aaee.net/Downloads/EEJournalV6P1.pdf,2008-9-1
[2]AAEE. Environmental Engineering Body of knowledge 2009[EB/OL]. http://www.cece.ucf.edu/bok/pdf/EnvE_Body_of_Knowledge_Final.pdf,2008-9-1
[3]AAEE. Environmental Engineering Body of knowledge Mission Statement[EB/OL]. http://www.cece.ucf.edu/bok/,2008-9-1
[4]ABET. Accreditation annual statistics report [EB/OL]. http://www.abet.org/uploadedFiles/Accreditation/10-AR-Stats.pdf,2010-11-20.
[5]ABET. Criteria for accrediting engineering programs[EB/OL]. http://www.abet.org/Linked%20Documents-UPDATE/Criteria%20and%20PP/E00 1%2010-11%20EAC%20Criteria%201-27-10-PROPOSED.pdf,2009-8-22.
[6]Acceditation of European Engineering Programes and Graduates. EUR-ACE Standards and Procedures for the Accreditation of Engineering Programmes [EB/OL]. http://www.enaee.eu/pdf/EUR-ACE_Framework_Standards_20110209.pdf, 2008-11-5.
[7]Ackoff, R. L., From Data to Wisdom[J]. Journal of Applies Systems Analysis,1 989(16):3-9.
[8]Adner, R. Match your innovation strategy to your Innovation Ecosystem[J]. Harvard Business Review,2006,84 (4):98.
[9]African Regional Conference on Engineering Education(ARCEE). Engineering Education for Sustainable Development[C]. Proceedings of the 3rd African Reginal Conference on Engineering Education, Pretoria, South Africa,2006.
[10]Anderson,G. Assuring quality/resisting quality assurance:Academics responses to quality in some Australian universities[J]. Quality in Higher Education,2006(12): 161-173.
[11]Arun S. Patil, Peter J. Gray. Engineering Education Quality Assurance:A Global Perspective[M]. New York:Springer,2009.
[12]APEC Engineer Coordinating Committee. The APEC Engineer Manual [OB/EL]. http://www.washingtonaccord.org/APEC/Documents/APECEngineerManual.pdf, 2009-7-2.
[13]AQF. About AQF[EB/OL]. http://www.aqf.edu.au/AbouttheAQF/TheAQF/HistoryoftheAQF/tabid/95/Defau lt.aspx,2011-9-3.
[14]AQF. Australian Qualifications Framework[EB/OL]. http://www.aqf.edu.au/Portals/0/Documents/Handbook/AustQuals%20FrmwrkFi rstEditionJuly2011_FINAL.pdf,2011-9-3.
[15]ASCE.Civil Engineering Certification[EB/OL]. http://www.asce.org/PPLContent.aspx?id=2147485045,2009-6-20.
[16]ASCE. Civil Engineering Body of Knowledge for the 21st Century [EB/OL]. http://www.asce.org/ProgramProductLine.aspx?id=7058,2009-3-4.
[17]ASME. ASME Divisions & Groups [EB/OL]. http://divisions.asme.org/,2011-9-12.
[18]ASME. Personnel Certification[EB/OL]. http://www.asme.org/kb/standards/certification---accreditation/personnel-certific ation,2011-10-12.
[19]ASME. Task Force, Mechanical Engineering Body of Knowledge [OB/EL]. http://www.k-grayengineeringeducation.com/asme/,2011-3-2.
[20]Augusti, G. Spreading the EUR-ACE(?)Accreditation System of Engineering [EB/OL]. http://www.feani.org/webenaee/pdf/G.Augusti%20Spreading%20EUR-ACE-%2 0Proc.GCEE%202009.pdf,2009-12-1.
[21]Awad, E. M.& Ghaziri, H. M. Knowledge management[M]. Upper Saddle River, NJ:Pearson Education,2004.
[22]Bagert, D.J. SEER:Charting a Roadmap for Software Engineering Education[C]. Proceedings of the 17th Conference on Software Engineering Education and Training (CSEET'04)
[23]Basri, E.; Box S.; OECD. The global competition for talent:mobility of the highly Skilled[EB/OL]. http://books.google.com/books?hl=en&lr=&id=IXOycMp_6rcC&oi=fnd&pg=P A9&dq=The+Global+Competition+for+Talent:+Mobility+of+the+Highly+Skille d&ots=2mool-Dx55&sig=kBFE1w3w18iYy-3VsiNLYAEVCuc#v=onepage&q& f=false,2008-11-22.
[24]Bazargan, A. Problem of organizing and reporting internal and external evaluation in developing countries:the case of Iran[J]. Quality in Higher Education,2007(13):207-214.
[25]Bertrand Meyer. Software Engineering in the Academy[J]. Computer,2001(5): 2-10.
[26]Boeing. Desired attributes of an engineer(1966)[EB/OL]. http://www.boeing.com/educationrelations/attributes.html,2008-12-27.
[27]Boisot, M.H & Benita C. The I-Space, a framework for analyzing the evolution of social computing[J]. Technovation.1999 (19),525-536.
[28]Bologna Working Group on Qualifications Frameworks. Report on:a framework for qualifications of the european higher education area[EB/OL]. http://www.jointquality.nl/content/ierland/draft_report_qualification_framework_EHEA2.pdf,2006-12-3.
[29]Bologna Secretariat and the Coordination Group on Qualifications Framework. The framework of qualifications for the European Higher Education Area[EB/OL]. http://www.ehea.info/Uploads/qualification/QF-EHEA-May2005.pdf.2006-12-3.
[30]Bologna Press. Third cycle:doctoral education[EB/OL]. http://www.ond.vlaanderen.be/hogeronderwijs/bologna/actionlines/third_cycle.ht m.2010-6-29.
[31]Bos, W.,& Tarnai, C. Content analysis in empirical social research[J]. Internatioanl Journal of Educational Research,1999(31):659-671.
[32]Breschi, S.& Lissoni, F., Mobility and Social Networks:Localised Knowledge Spillovers Revisited[R]. KITeS Working Paper 142, KITeS, Centre for Knowledge, Internationalization and Technology Studies, Universita' Bocconi, Milano, Italy, revised Mar 2003.
[33]CDIO CDIO in China[EB/OL]. http://www.chinacdio.cn/vNews.asp?typeID=36&parentID=29,2009-2-3.
[34]Chen, C. CiteSpace Ⅱ:Detecting and visualizing emerging trends and transient patterns in scientific literature [J]. Journal of the American Society for Information Science and Technology,2006,57(3):359-377.
[35]Chen, C. Searching for intellectual turning points:Progressive Knowledge Domain Visualization[J]. Proc. Nat. Acad. Sci.,2004,101(Suppl.):5303-5310.
[36]Adelman, C. The Bologna process for U.S. Eyes:Re-learning Higher Education in the Age of Convergence [EB/OL]. http://www.ihep.org/assets/files/EYESFINAL.pdf,2010-4-11.
[37]Constructionskills. Summary Listing:Technical, Commercial, Supervision And Management. Standards and Qualifications[EB/OL]. http://www.cic.org.uk/newsevents/SummaryListTCSM0906.pdf,2006-12-3.
[38]Commission des Titres d'Ingenieurs. CTI informations[EB/OL]. http://www.cti-commission.fr/IMG/pdf/plaquette-6.pdf,2009-2-3.
[39]Commission of the European Communities, Commission Staff Working Document Towards A European Qualification Framework for Life Long Learning[EB/OL]. http://ec.europa.eu/education/policies/2010/doc/consultation_eqf_en.pdf, 2007-2-3
[40]Choo, C.W. The Knowing Organization:How Organisations Use Information to Construct Meaning[M]. Create Knowledge, and Make Decisions (OUP, Oxford, 2006).
[41]DOCET. DOCET EQF-CDIO:a reference model for engineering education [EB/OL]. http://www.eqfcdio.org/images/stories/Docs/Final_Conference/DOCET_FinFi_R EPORT.pdf,2011-5-4.
[42]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/,2009-7-8.
[43]ECUK. Chartered Engineer and Incorporated Engineer Standard [EB/OL]. http://lavande.cpe. fr/chemepass/Specifications/ECukspec_CE_IE_Standard.pdf, 2009-9-2.
[44]ECUK. UK standard for professional Engineering Competence(UK-SPEC) [EB/OL]. http://www.engc.org.uk/ecukdocuments/internet/document%201ibrary/UK-SPEC.pdf,2009-9-2.
[45]Eisenhardt, K. M. Building theories from case study research[J]. Academy of Management Review,1989(32):543-576.
[46]ENAEE. European accreditation of engineering programmes[EB/OL]. http://www.enaee.eu/the-eur-ace-system/benefits-of-the-label/,2010-6-5
[47]ENAEE. The EUR-ACE system [EB/OL]. http://www.enaee.eu/the-eur-ace-system/.2011-7-8.
[48]ENAEE. The EUR-ACE framework standards [EB/OL]. http://www.enaee.eu/the-eur-ace-system/eur-ace-framework-standards/, 2011-7-8.
[49]Engineers Australia. Stagel Competency standard for professional engineer [EB/OL]. http://www.engineersaustralia.org.au/sites/default/files/shado/Education/ Program%20Accreditation/110318%20Stage%201%20Professional%20Engineer .pdf,2011-9-13.
[50]ESU. Bologna with Student Eyes 2009[EB/OL]. http://esu.ukmsl.net/resources/6068/Bologna-With-Student-Eyes-2009/. 2011-7-8.
[51]Etzkowitz. H; Zhou C.Y. Regional Innovation Initiator:The Entrepreneurial University in Various Triple Helix Models[EB/OL]. http://nus.edu/nec/eir/TripleHelix6/SingaporeConferenceThemePaper050107.p df,2011-9-12.
[52]EUROPA. Ministry of Science technology and Innovation. A Framework for Qualifications of the European Higher Education Area[EB/OL]. http://www.ehea.info/Uploads/qualification/050218_QF_EHEA.pdf,2007-4-15.
[53]EUROPA. NQF-Developments. The development of qualifications frameworks in Europe[EB/OL]. http://www.eqf-ref.eu/index.php?option=com_content&view=article&id=31&Ite mid=20,2011-8-9.
[54]EUROPA. Outline Structure for the Diploma Supplement[EB/OL]. http://ec.europa.eu/education/lifelong-learning-policy/doc/ds/ds_en.pdf, 2011-9-8.
[55]Europass. What is Europass For[EB/OL]. http://www.europass.ie/europass/what_what.html,2011-9-13
[56]European Foundation for the Improvement of living and Working Conditions. Mobility in Europe:Analysis of the 2005 Eurobarmeter survey on geographical and labour market mobility [EB/OL]. http://www.eurofound.europa.eu/pubdocs/2006/59/en/1/ef0659en.pdf. 2010-10-2.
[57]European Year of Workers' Mobility 2006[EB/OL]. http://ec.europa.eu/employment_social/workersmobility_2006/index.cfm?id_pag e=1.2007-2-3.
[58]Evans, D. L. et al. Design in engineering education:past views of future directions[J]. Journal of Engineering Education,1990(Jul/Aug):517-522
[59]ESU. Bologna at the Finish Line, An account of ten years of European higher education reform[EB/OL]. http://esu.ukmsl.net/resources/6068/Bologna-at-the-Finish-Line/,2011-3-2.
[60]FEANI. Education:Current Status and Perspectives[EB/OL]. http://www.feani.org/webenaee/pdf/G.Augusti%20Spreading%20EUR-ACE-%2 0Proc.GCEE%202009.pdf,2009-12-1.
[61]FEANI. EUR Ing Guide[EB/OL]. http://www.feani.org/site/fileadmin/PDF_Documents/EUR_ING/Guide_eng_cop y_of_GA78_-_Feani-Guide-2000-FV-e_encl_121208.pdf,2008-9-2.
[62]FHEQ. The framework for higher education qualifications in England, Wales and Northern Ireland August 2008[EB/OL]. http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/FHEQO 8.pdf,2011-8-9.
[63]Fricke, M. The knowledge pyramid:a critique of the DIKW hierarchy [J]. Journal of Information Science,2009,35(2):1-13.
[64]Frederiks, M & Heusser, R. Mutual Recognition of Accreditation Decisions:A European Perspective[C]. INQAAHE Conference, Wellington, New Zealand, 2005.
[65]Garcia, M.L, Bray,O.H. Fundamental of Technology Roadmapping[EB/OL]. www.sandia.gov/PHMCOE/pdf/Sandia'sFundamentalsofTech.pdf,2011-09-02.
[66]Glaser, B.G. and Strauss, A. L. The discovery of grounded theory:strategies for qualitative research[M]. Chicago:Aldine,1967
[67]Grant, R.M. Prospering in dynamically competitive environments:organizational capability as knowledge integration [J]. Organization Science,1996,7:375-387.
[68]Hall, A.D.(1962). A methodology for System Engineering. D.V.Nostrand.转引自王沛民等.工程教育基础[M].杭州：浙江大学出版社,1994：14.
[69]Kong, H. B & Qiu, Y.Q. Rethinking of Engineering Education in China[C].2007 IEEE Meeting the Growing Demand for Engineers and their Educators 2010-2020 International Summit, MGDETE 2007.
[70]Hamel, J. The case method in sociology[J]. Current Sociology,1992(40):99-120.
[71]Hippel, E. "Sticky Information" and the Locus of Problem Solving:Implications for Innovation[J].Management Science,1994,40(4):429-439.
[72]Hoecht, A. Quality assurance in UK higher education:Issues of trust, control, professional autonomy and accountability [J]. Higher Education,2006(51): 541-563.
[73]Holsti, O. R. Content Analysis for the Social Sciences and Humanities[M]. Addison-Wesley, Reading, MA,1969.
[74]Hsieh, H. F.& Shannon, S. E. Three approaches to qualitative content analysis[J]. Qualitative Health Research,2005,15(9):1277-1288.
[75]Hu Hanrahan. Engineering Qualifications and Professional Designations: National and International Frameworks[C]. NQF Research Conference, New Zealand,2010[EB/OL]. http://www.saqa.org.za/docs/events/nqfconf/presentations/hanrahan.pdf, 2011-3-5.
[76]Hussey, J & Hussey, R. Business Research:A Practical Guide for Undergraduate and Postgraduate Students[M]. Basingstoke, Macmillan,1997:10-54.
[77]IET. Key facts[EB/OL]. http://www.theiet.org/about/today/key-facts/2011.2011-2-3
[78]IET. Make your choice:finding way in engineering[EB/OL]. www.theiet.org/schools.2011-2-3
[79]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.
[80]International Engineering Alliance. Engineers Mobility Forum:The international Register of Professional Engineers constitution[EB/OL]. http://www.washingtonaccord.org/EMF/Documents/EMF-Constitution-and-Rule s.pdf.2010-10-23.
[81]International Engineering Alliance. International Educational Accords Washington Accord 1989 Sydney Accord 2001 Dublin Accord 2002 Rules & Procedures[EB/OL]. http://www.washingtonaccord.org/Rules_and_Procedures.pdf,2010-10-23.
[82]IRQF. National Qualifications of frameworks [EB/OL]. http://www.nfq.ie/nfq/en/, 2009-8-7.
[83]Jashapara, A. Knowledge Management:an Integrated Approach[M]. FT Prentice Hall, Harlow,2000,17-18
[84]Jesiek, B. K.; Borrego, M.; Beddoes, K. Advancing Global Capacity for Engineering Education Research (AGCEER):Relating Research to Practice, Policy, and Industry [J]. Journal of Engineering Education,2010,99(1):1-13.
[85]Johnston, W. J., Leach. M. P.,& Liu, A. H. Theory testing using case studies in business-to-business reseach[J]. Industrial Marketing Management,1999(28): 201-213.
[86]Jones Jr, Edwin C. Criteria 2000:Preparing For Outcomes Assessment[C]. FIE 96 Proceedings
[87]Jordan, G. Engineers and professional self-regulation from the Finniston Committee to the Engineering Council[M]. New York:Clarendon Press. Oxford, 1992:39-40.
[88]Kaid, L. L. Content analysis. In Emmert, P.,& Barker, L. L. (Eds.), Measurement of communication behavior[M].New York:Longman,1989:197-217.
[89]Kassarjian, H. H. Content Analysis in Consumer Research[J]. Journal of Consumer Research,1977(4):8-18.
[90]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.
[91]Krippendoff, K. Content Analysis. An Introduction to its Methodology [M]. The Sage Commtext Series, Sage Publications Ltd, London,1980.
[92]Laity, W. Body of Knowledge-Mechanical Engineering 2004[EB/OL]. http://files.asme.org/asmeorg/education/college/me/3949.pdf,2009-3-12
[93]Larson, M. S. The rise of professionalism:a sociological analysis[M]. California, University of California Press.1977:28-34.
[94]Mayring, P. Qualitative content analysis[J/OL]. Forum:Qualitative Social Research,2000,1(2). http://www.qualitative-research.net/fqs-texte/2-00/2-00 mayring-e.htm.
[95]MCEECDYA. About MCEECDYA[EB/OL]. http://www.mceecdya.edu.au/mceecdya/about_mceecdya,11318.html,2011-6-30
[96]Meredith, J. Buiding operations management theory through case and field research[J]. Journal of Operation Management,1998(16):441-454.
[97]Microsoft. Microsoft Certification Overview[EB/OL]. http://www.microsoft.com/learning/en/us/certification/cert-overview.aspx, 2011-3-4.
[98]Moses, J. Engineering with a big E:Integrative Education in Engineering, Long Range Plan 1994-1998, School of Engineering, Massachusetts Institute of Technology, Spring,1994[EB/OL]. http://mit.edu/-jwk/www/docs/Moses%201994%20-%20Engineering%20With% 20a%20Big%20E.pdf,2011-9-2.
[99]NAE. Educating the Engineer of 2020:Adapting Engineering Education to the New Century[R]. Washington DC:The National Academies Press,2005.
[100]Nevada State Board of Professional Engineers and Land Surveyors(NSBPELS). PE Applicant Instructions-"EXAM ONLY" With a BS Engineering Degree [EB/OL]. http://www.boe.state.nv.us/BOE%20Forms/PE%20Application/PE_Exam%20O nly_BS%20degree.htm,2010-12-13.
[101]Nonaka I. A dynamic theory of organizational knowledge creation[J]. Organization Science,1994(5),14-37.
[102]NZQA. History of NZQF[EB/OL]. http://www.nzqa.govt.nz/studying-in-new-zealand/nzqf/history-of-nzqf, 2010-2-1
[103]NZQA. Targeted review of qualifications [EB/OL]. http://www.nzqa.govt.nz/studying-in-new-zealand/nzqf/targeted-review-of-qual ifications/,2010-2-1.
[104]NZQF.Bachelor Degree [EB/OL]. http://www.nzqa.govt.nz/studying-in-new-zealand/nzqf/qualification-types/bach elor-degree,2010-2-1.
[105]OECD. OECD Science, Technology and Industry Outlook 2008[EB/OL]. http://www.oecd.org/document/19/0,3746,en_2649_33703_46680723_1_1_1_1 ,00.html,2009-4-15.
[106]OECD. OECD Science, Technology and Industry Outlook 2010[EB/OL]. http://www.keepeek.com/Digital-Asset-Management/oecd/science-and-technolo gy/oecd-science-technology-and-industry-outlook-2010_sti_outlook-2010-en, 2011-2-1.
[107]Ormerod, R. J. Is content analysis either practical or desirable for research evaluation?[J]. The International Journal of Management Science,2000(28): 241-245.
[108]Patil, A.S.; Gray, P. J. Engineering Education Quality Assurance:A Global Perspective[M]. New York:Springer,2009.
[109]Perreault, W. D.,& Leigh, L. E. Reliability of nominal data based on qualitative judgments[J].Journal of Marketing Research,1989,26(5):135-148.
[110]Perry, J. L.& Kraemer, K. L. Research Methodology in the Public Administration Review,1975-1984[J]. Public Administration Review, 1986(46):215-226.
[111]PMI. PMBOK2004[R]. Project Management Institute,2004:2-10.
[112]QAA. About QAA[EB/OL]. http://www.qaa.ac.uk/Pages/default.aspx,2011-6-7.
[113]Ray, T. Rethinking Polanyi's Concept of Tacit Knowledge:From Personal Knowing to Imagined Institutions[J]. Minerva,2009,47:75-92.
[114]Reyes, N.; Candeas, P.; Canadas, F.; Reche, P.& Garcia Galan, S. Accreditation and Quality Assurance of Engineering Education Programs in the European Higher Education Area[EB/OL]. http://www.ineer.org/events/icee2008/full_papers/full_paper41.pdf,2011-9-3.
[115]Rowley, J; Hartley, R. Organizing Knowledge:An Introduction to Managing Access to Information[M]. Farnham, Ashgate Publishing,2006:5-6.
[116]Rowley, J. The wisdom hierarchy:representations of the DIKW hierarchy [J]. Journal of Information Science,2007,33(2):163-180
[117]SAQA. The National Qualifications Framework:An Overview[EB/OL]. http://www.saqa.org.za/structure/nqf/overview01.html#6,2011-3-4.
[118]SCQF About SCQF[EB/OL]. http://www.scqf.org.uk/,2011-9-8.
[119]SCQF. Level Descriptor[EB/OL]. http://www.scqf.org.uk/content/files/SCQF_Level_Descriptors_for_website_Feb_2010%282%29.pdf,2011-9-8.
[120]Shaw, M. Software Engineering Education:A Roadmap[J].Human Systems Management,1987,7(1):59-70.
[121]Singh, A. Civil Engineering:Anachronism and Black Sheep[J]. Journal of Professional Issues in Engineering Education & Practice,2007,133(1):18-30.
[122]South Africa Qualification Framework[EB/OL]. http://www.saqa.org.za/show.asp?id=907,2011-9-12.
[123]Scapens, R. W. Researching management accounting practice:The role of case study methods[J]. The British Accounting Review,1990,22(3):259-281.
[124]Speed, J.R. What do you mean I can't call myself a software engineer? [EB/OL]. http://sce.uhcl.edu/helm/SWEBOK_IEEE/papers/10%20reprint%205.pdf, 2009-8-7.
[125]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.
[126]Stamatelos, A. M. Experience gained from the application of basic quality assurance procedures in a Greek university engineering department [J]. European Journal of Engineering Education,2010,35(3):259-270.
[127]Stokes, D. Pasteur's quadrant:Basic science and technological innovation. [M]. Washington, D.C., Brookings,1997.
[128]Texas Board of Professional Engineers. Texethics Newsletter Communicating Engineering Professionalism and Ethics in Texas[EB/OL].
[129]Tomayko, J. E. Forging a discipline:An outline history of software engineering education[J].Human Systems Management,1998, (6):3-18. http://www.niee.org/texethics/documents/OOSummer.pdf,2010-10-24.
[130]United Nations Edacational, Scientific and Cultural Organization. The International Standard Classification of Education 1997 [EB/OL]. http://www.uis.unesco.org/Education/Pages/international-standard-classificatio n-of-education.aspx,2007-10-3.
[131]United Nations Edacational, Scientific and Cultural Organization. Revision of the international standard classification of education (ISCED)[EB/OL]. http://www.uis.unesco.org/Education/Documents/UNESCO_GC_36C-19_ISCE D_CH.pdf,2011-11-2.
[132]Virtual University for Small States of the Commonwealth (VUSCC). Transnational qualifications framework for the virtual university for small states of the common weal th[EB/OL]. http://www.vussc.info/component/zoo/item/transnational-qualifications-frame work-for-the-virtual-university-for-small-states-of-the-commonwealth, 2010-4-13.
[133]Woollacott, L.C. Taxonomies of Engineering Competencies and Quality Assurance in Engineering Education[M/OL]. Springerlink, http://www.springerlink.com/content/q4188620208w6274/fulltext.pdf,2009.
[134]Wengenroth. U. Science, Technology, and Industry in the 19th Century historiographical essay. Working paper. Munich Center for the History of Science and Technology.2000:10-25.
[135]WikiEducator. Qualification Framework[EB/OL]. http://wikieducator.org/Qualification_Framework,2009-5-6.
[136]Wikipedia. Definition of Knowledge [EB/OL]. http://en.wikipedia.org/wiki/Knowledge,2010-9-2
[137]Wikipedia. Regulation and licensure in engineering[EB/OL]. http://en.wikipedia.org/wiki/Regulation_and_licensure_in_engineering, 2011-2-3.
[138]Wimmer, R. D.& Dominick, J. R. Mass Media Research:An Introduction(6th edition)[M]. Belmont, CA:Wadsworth,2000.
[139]Yin, R. K. Case Study Research, Design and Methods[M]. California:Sage Publications, Newbury Park,1994.
[140]Yin, R. K. Case study research:Design and methods(3rd edition)[M]. Thousands Oaks:Sage Publications,2003.
[141]Zeleny, M. Management support systems:towards integrated knowledge management[J]. Human Systems Management,1987,7(1):59-70.
[142]Zhou, C.Y; Etzkowitz H. The Entrepreneurial University and the Future of Higher Education in China[EB/OL]. http://www.iked.org/ethiopia/web/paper/Pre%20conference%20Paper%20-%20 Zhou,%20Chunyan%20&%20Etzkowitz,%20Henry.pdf,2011-5-13.
[143]安蓉.面向工程形成的工程知识组织[J].高等工程教育研究,2009(1)：80-83.
[144]毕家驹.学位与专门职业资格的国际互相承认[J].高等工程教育研究,1996(4)：77-80
[145]毕家驹.关于土木工程专业评估的评述和建议[J].高等建筑教育,1999,31(3)：69-71
[146]毕家驹.英国ECUK的工程专业鉴定[J].高教发展与评估,2006(1)：51-54,74
[147]毕家驹.中国工程专业认证正进入稳步发展阶段[EB/OL].http://web.tongji.edu.cn/-bijiaju/jinniancg.htm,2011-9-2
[148]白征.SWEBOK:软件工程知识体[J].计算机科学,2001,28(7)：108-111
[149]陈艾华.跨学科科研生产力研究[D].博士学位论文,浙江大学,2011.
[150]蔡岚.面向科技人力资源开发的大学联盟研究[D].硕士学位论文,浙江大学,2009.
[151]陈国权,马萌.组织学习的过程模型研究[J].管理科学学报,2000,3(3)：15-23.
[152]陈国权,李赞斌.学习型组织中的“学习主体”类型和案例研究[J].管理科学学报,2002,5(4)：51-67.
[153]陈乐.基于EO匹配的科技人力资源迁移能力研究[D].博士学位论文,浙江大学,2007.
[154]陈乐,王沛民.课程重建：欧洲高等教育改革的启示[J].高等工程教育研究,2006(5)：11-16.
[155]陈磊,肖静.我国高等教育质量的控制与保证——对OECD《报告》的思考[J].高等工程教育研究,2006(3)：93-95.
[156]程森成.面向21世纪工程师专业素质要求分析[J].武汉汽车工业大学学报,1998,20(4)：88-92.
[157]陈新艳,张安富.中德工程教育和工程师资质制度之关系比较[J].全球视野2009(2)：145-147.
[158]陈玉琨,代蕊华,杨晓江,田圣炳.高等教育质量保障体系概论[M].北京： 北京师范大学出版社,2004.
[159]窦军生.家庭企业代际传承中企业家默会知识和关系网络的传承机理研究[D].博士学位论文,浙江大学,2008.
[160]邓猛,赵振州.教育科学研究方法与写作基本规范的思考[J].教育研究与实验,2005(1)：1-6.
[161]董秀华.市场准入与高校专业认证制度研究[D].博士学位论文,华东师范大学,2004.
[162]董秀华.教育资历框架的比较与思考[J].教育发展研究,2009(3)：46-49.
[163]高桂娟,冯建民.高等教育质量保障运动的发展态势：比较的视野[J].高教发展与评估,2007,23(6)：11-15.
[164]顾玲玲.欧洲高等教育区域背景下的学分互换制[J].高教论坛,2007(2)：166-168.
[165]顾佩华,沈民奋,陆小华译,Edward. F. Crawley等著.重新认识工程教育[M].北京：高等教育出版社,2009：223.
[166]韩伯棠,朱美光,徐春杰,孙长森.基于知识溢出的高新区科技人才流动研究[J].科技进步与对策,2005(5)：155-157.
[167]洪彩真.学生——高等教育之很新利益相关者[J].黑龙江高教研究,2006(12)：118-121.
[168]黄金丹.基于PBL的高校工科人才培养机制研究[D].硕士学位论文,浙江大学,2008.
[169]黄敏,杨忠良.高校管理引入ISO9000重要性探究[J].重庆工贸职业技术学院学报,2007(4)：55-57.
[170]华世佳.工程教育(EE)和工程技术教育(ETE)：两种高等工程教育类型及其模式的研究[D].硕士学位论文,浙江大学,1995
[171]韩晓燕a,张彦通,王伟.高等工程教育专业认证研究综述[J].高等工程教育研究,2006(6)：6-10
[172]韩晓燕b.注册工程师制度研究[D].博士学位论文,北京航空航天大学,2006.
[173]韩晓燕,张彦通.美国注册工程师制度的现状问题及改革方向[J].科技进步与对策,2007(1)：145-148
[174]韩晓燕,张彦通.专业认证、注册工程师制度与工程技术人才培养[J].高等工程教育研究,2007(4)：38-41
[175]韩晓燕,张彦通.英美注册工程师制度的级别划分研究[J].高等工程教育研究,2008(5)：39-42,56
[176]贺卫,王浣尘.试论公共政策研究中的模型方法[J].中国软科学,2000(1)： 32-34.
[177]焦阳.非洲发展高等教育将有“大手笔”[N].中国教育报.2011-2-15(3)
[178]教育部.全面实施“高等学校本科教学质量与教学改革工程”[EB/OL]. http://www.moe.edu.cn/edoas/website18/62/info1223531930325162.htm, 2007-12-27.
[179]教育部.教育部：2009年27高校30个工程教育专业通过认证[EB/OL]. http://www.chinacourt.org/html/article/201001/19/391746.shtml,2010-12-24.
[180]就业时报.我国机械行业人才需求状况分析[N].2006-6-29,第012版.
[181]孔寒冰.邹晓东.王沛民.工程教育鉴定和职业资格认证初辨[J].高等工程教育研究,2005(5)：15-31.
[182]孔寒冰a.工程链：工程教育的新挑战[J].高等工程教育研究,2009(2)：23-27.
[183]孔寒冰b.欧美工程教育改革的几个动向[J].清华大学教育研究,2009(4)：28-32.
[184]孔寒冰c.国外工程师培养体制的几个议题[J].高等工程教育研究,2009(9)：24-32.
[185]孔寒冰d.基于本体的工程学科框架研究[D].博士学位论文,浙江大学,2009.
[186]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.
[187]凌晨.基于知识管理的学科会聚平台研究[D].硕士学位论文,浙江大学,2007.
[188]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.
[189]林健.“卓越工程师教育培养计划”通用标准研制[J].高等工程教育研究,2010,(4)：21-29.
[190]刘江.技术路线图导向的知识网络协同建立方法及系统[D].硕士学位论文,浙江大学,2010.
[191]刘吉臻.从行业需求看高等工程教育人才培养[J].高等工程教育研究,2008,(3)：20-23.
[192]李怀祖.管理研究方法论[M].西安：西安交通大学出版社,2004：17,38.
[193]李茂国.中国工程教育全球战略研究[J].高等工程教育研究,2008,(6)：1-12.
[194]刘曼君.工程科技领域毕业生专业核心能力[J].台湾：评鉴,2010,27(9)：28-29.
[195]李曼丽.工程教育体系的历史制度主义分析——美国与德国的范例[J].高等工程教育研究,2009,(2)：12-22.
[196]李娜.校际学分互认系统的设计与实现[D].硕士学位论文,华中师范大学,2007.
[197]李诗和.系统哲学与整体性思维方式[J].系统辩证学学报,2005,13(2)：25-28
[198]卢现祥主编.新制度经济学[M].武汉：武汉大学出版社,2004：118,264,8,136.
[199]李晓强.工程教育再造的机理与路径研究[D].博士学位论文,浙江大学,2008.
[200]李文.基于质量的工程专业国际互认对策研究[D].硕士学位论文,浙江大学,2007.
[201](美)Burnet,G.工程教育不是大学都能解决的[J].孙材济译,世界科学译刊,1980(07)：18-19.
[202](美)D.E.司托克斯.基础科学与技术创新——巴斯德象限[M].周春彦,谷春立译,北京：科学出版社,1999：63.
[203](美)Babbie,E.社会研究方法[M].邱泽奇译,北京：华夏出版社,2005：305-329.
[204](美)V.布什.科学——没有止境的前沿[M].范岱年,谢道华等译,北京：商务印书馆,2004.
[205](美)伯顿.克拉克高等教育新论—多学科的研究[M].王承绪等译,杭州：浙江教育出版社,1988：2.
[206](美)伯顿.克拉克.高等教育系统—学术组织的跨国研究[M].王承绪等译,杭州：杭州大学出版社,1994：34.
[207](美)克拉克.克尔.大学之用[M].高铦,高戈,汐汐译,北京：北京大学出版社,2008.
[208](美)罗伯特.K. Yin.案例研究设计与方法[M].周海涛译,重庆：重庆大学出版社,2004：44.
[209](美)拉雷.N.格雷斯顿.公共政策的制定：程序与原理[M].朱子文译,重庆：重庆出版社,2001.
[210](美)迈克尔.波兰尼.个人知识——迈向后批判哲学[M].许泽民译,贵阳：贵州人民出版社,2000,73-199.
[211](美)斯蒂芬.P.罗宾斯.管理学[M].孙健敏,黄卫伟,王凤彬,焦叔斌,杨军译.北京：中国人民大学出版社,2004：78.
[212]马庆国.管理统计-数据获取、统计原理、SPSS工具与应用研究[M].北京： 科学出版社,2002.
[213]马于军.基于高校毕业生就业市场约束的就业政策思考[J].保险职业学院学报2007,21(2)：81-83.
[214]麦中凡.解读SWEBOK2004[J].计算机教育,2004(10)：10-13.
[215]门壵,武艳丽,张芳,王伯庆.我国工程类大学毕业生2010年度就业分析[J].高等教育研究,2010(3)：42-53
[216]裴绨娜.教育研究方法导论[M].合肥：安徽教育出版社,1995：223.
[217]邱均平,王日芬.文献计量内容分析法[M].北京：国家图书出版社,2008：12-25.
[218]邱秧琼,宋杨,顾征,孔寒冰.工程导论：工科大学生的必修课[J].高等工程教育研究,2009(1)：115-119.
[219]任喜峰.创新人才培养的探索与实践[J].中国高教研究2006(7)：79-80.
[220]任正义,刘思嘉,王冬.基于波兰尼默会知识理论的现代工程师素质结构分析[J].高等工程教育研究,2011(3)：35-38.
[221]时铭显.美国工程教育改革与发展趋势[J].高等教育研究,2002(5)：9-13.
[222]沈耀良,黄勇.欧洲环境工程专业教育的现状[J].高等建筑教育,2001(4)：72-74.
[223]沈漪文.基于能力框架的HRST能力建设研究——以ICT专业为例[D].博士学位论文,浙江大学,2009.
[224]田华.基于知识溢出的区域性大学发展研究[D].博士学位论文,浙江大学,2010：150.
[225]新华社.胡锦涛在党的十七大上的报告[EB/OL]. http://news.xinhuanet.com/newscenter/2007-10/24/content_6938568.htm.
[226]王碧艳.观念转变：大众化高等教育质量保证的先导性工程[J].高等教育研究,2003,19(4)：56-58
[227]吴宏元,郑晓齐.学分互换：高校教学联盟与合作的有效途径[J].教育发展研究,2006(7A)：71-74
[228]王金红.案例研究法及其相关学术规范[J].同济大学学报(社会科学版),2007,12(3)：87-96.
[229]万江平,安芳诗,黄德毅.软件工程知识体指南综述[J].计算机应用研究,2006(10)：1-3.
[230]王能东.知识观的新变化与高等教育发展[J].武汉理工大学学报2011,24(4)：597-602
[231]吴启迪.教育质量保障体系与运行机制[J].教育发展研究,2009(3)：38-41
[232]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.
[233]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(6)：19-23.
[234]王沛民.工程教育的目标、模式、核心：问题与思考[J].浙江大学教育研究,1989.(1)：16-21.
[235]王沛民.工程教育实学精神的典范[A].创造未来——工程教育改革研究(倪明江主编)[M].杭州：浙江大学出版社,1999：338-353.
[236]王沛民.争创一流的MIT办学精神与实践[J].上海高教研究,1996(3)：68-71,
[237]王孙禺,孔钢城,雷环.《华盛顿协议》及其对于我国工程教育的借鉴意义[J].高等工程教育研究,2007(1)：10-15.
[238]邬伟娥.知识转移视角的大学学术生产力研究[D].博士学位论文,浙江大学,2006.
[239]乌云其其格.美国、日本、欧盟、爱大利亚科技人力资源建设动态与趋势[J].中国科技论坛,2010(6)：143-149.
[240]王亚杰.基于集成的学位质量研究[D].博士学位论文,浙江大学,2004
[241]王曰芬.文献计量法与内容分析法综合研究的方法论来源与依据[J].情报理论与实践,2009,32(2)：21-26.
[242]香港教育局.香港资历框架发展里程表[EB/OL]. http://www.hkqf.gov.hk/guic/HKQF_milestone.asp,2011-3-5.
[243]香港教育局.能力标准说明[EB/OL]. http://www.hkqf.gov.hk/guic/SCS_SCS-based.asp,2011-3-5.
[244]徐国庆.职业教育课程的普通论与专业论[J].华东师范大学学报,2008(9)：33-40.
[245]新华社.国家中长期教育改革和发展规划纲要(2010-2020年)[EB/OL]. http://www.gov.cn/jrzg/2010-07/29/content_1667143.htm,2011-3-5.
[246]许杰.发达国家高等教育质量保障主体发展的新趋势及其启示[J].国家教育行政学院学报,2007(5)：45-50.
[247]夏启德,脱中菲.高等教育知识观的转变与高校课程改革——一种改善高等教育质量的对策思考[J].现代教育科学,2004(6)：82-83.
[248]熊志翔.欧洲高等教育质量保障模式的形成及启示[J].高等教育研究,2001,22(5)：99-103.
[249](英)ELMS, D.G.智慧工程[J].何人及,陈茂林译,浙江大学教育研究,1999：68-74.
[250]严芳.香港资历框架及其质量保证机制[J].教育发展研究,2006,12A： 24-27.
[251]野中郁次郎,竹内弘高.创造知识的企业：日美企业持续创新的动力[M]北京：知识产权出版社,2006,24-32.
[252]颜士梅,王重鸣.并购式内创业中的人力资源整合水平和模式研究[J].浙江大学学报(人文社会科学版),2007,37(1)：178-189.
[253]叶康涛.案例研究：从个案分析到理论创建—中国第一届管理案例学术研讨会综述[J].管理世界,2006(2)：139-143.
[254]姚威.产学研合作创新的知识创造过程研究[D].博士学位论文,浙江大学,2009
[255]叶兴波,刘景江,魏梅.粘着信息与用户创新工具箱：一个研究综述[J].科研管理,2004(3)：100-105.
[256]余晓.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)：28-34.
[257]赵凤娟,李泽或.知识观视野中的高等教育学术性与职业性.[J].厦门大学学报(哲学社会科学版,2009(4)：59-64
[258]周光礼.中国博士生质量调查：基于U/H大学的案例分析[M].武汉：社会科学文献出版社,2010.
[259]周华琪.建构欧洲高等教育区：波隆那历程绩效清查报告之研究[D].国立暨南国际大学,台湾.博士论文计划草案.
[260]中华人民共和国中央人民政府.国家中长期人才发展规划纲要(2010-2020年)发布[EB/OL]. http://www.gov.cn/jrzg/2010-06/06/content_1621777.htm.
[261]中华人民共和国中央人民政府.人事部《关于印发职业资格证书制度暂行办法》的通知[EB/OL]. http://www.gov.cn/fwxx/bw/rsb/content_475283.htm.
[262]中国工程院工程教育代表团.赴美考察报告[J].高等工程教育研究,2002(5)：1-8.
[263]中国自动化学会秘书处.结合工程师资格认证工作开展继续工程教育[J].科协论坛,2007(01)：15
[264]朱慧.大学基准优化应用的研究[D].硕士学位论文,浙江大学,2004.
[262]张得志.中国经济高速增长过程中的劳动就业及其失业预警研究[D].博士学位论文,复旦大学,2007.
[265]张海英.工科院校应该以培养工程师为主——张光斗原始访谈录[J].高等工程教育研究,2005(3)：1-4.
[266]张晶.国际科技人才流动状况浅析[J].国际经济技术研究,2003,6(4)：41-46.
[267]张良丞,王保进.荷兰高等教育评鉴机制之评析与启示[J].台湾,教育行政评鉴学刊,2009(6)：71-96.
[268]张光斗.工科大学的培养目标和培养方式[J].高等工程教育研究,1996(3)：7-10.
[269]郑青松.清华大学环境工程系的建立——环境科学在中国体制化的案例研究[D].硕士学位论文,清华大学,2004.
[270]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)：21-25.
[271]章威.基于知识的企业动态能力研究：嵌入性前因及创新绩效结果[D].博士学位论文,浙江大学,2009
[272]张相锋.英国高校实施学分累计与互认制度研究[D].硕士学位论文,华东师范大学,2007.
[273]张小明.内部输入：解读当代中国公共政策制定的输入机制[J].宁夏社会科学,2000(5)：21-25.
[274]朱学彦.基于嵌入性关系和组织间学习的产学知识联盟研究[D].博士学位论文,浙江大学,2009.
[275]张志英.发达国家注册工程师制度的经验及启示[J].中国人才,2007(4)：58-59.
[2]AAEE. Environmental Engineering Body of knowledge 2009[EB/OL]. http://www.cece.ucf.edu/bok/pdf/EnvE_Body_of_Knowledge_Final.pdf,2008-9-1
[3]AAEE. Environmental Engineering Body of knowledge Mission Statement[EB/OL]. http://www.cece.ucf.edu/bok/,2008-9-1
[4]ABET. Accreditation annual statistics report [EB/OL]. http://www.abet.org/uploadedFiles/Accreditation/10-AR-Stats.pdf,2010-11-20.
[5]ABET. Criteria for accrediting engineering programs[EB/OL]. http://www.abet.org/Linked%20Documents-UPDATE/Criteria%20and%20PP/E00 1%2010-11%20EAC%20Criteria%201-27-10-PROPOSED.pdf,2009-8-22.
[6]Acceditation of European Engineering Programes and Graduates. EUR-ACE Standards and Procedures for the Accreditation of Engineering Programmes [EB/OL]. http://www.enaee.eu/pdf/EUR-ACE_Framework_Standards_20110209.pdf, 2008-11-5.
[7]Ackoff, R. L., From Data to Wisdom[J]. Journal of Applies Systems Analysis,1 989(16):3-9.
[8]Adner, R. Match your innovation strategy to your Innovation Ecosystem[J]. Harvard Business Review,2006,84 (4):98.
[9]African Regional Conference on Engineering Education(ARCEE). Engineering Education for Sustainable Development[C]. Proceedings of the 3rd African Reginal Conference on Engineering Education, Pretoria, South Africa,2006.
[10]Anderson,G. Assuring quality/resisting quality assurance:Academics responses to quality in some Australian universities[J]. Quality in Higher Education,2006(12): 161-173.
[11]Arun S. Patil, Peter J. Gray. Engineering Education Quality Assurance:A Global Perspective[M]. New York:Springer,2009.
[12]APEC Engineer Coordinating Committee. The APEC Engineer Manual [OB/EL]. http://www.washingtonaccord.org/APEC/Documents/APECEngineerManual.pdf, 2009-7-2.
[13]AQF. About AQF[EB/OL]. http://www.aqf.edu.au/AbouttheAQF/TheAQF/HistoryoftheAQF/tabid/95/Defau lt.aspx,2011-9-3.
[14]AQF. Australian Qualifications Framework[EB/OL]. http://www.aqf.edu.au/Portals/0/Documents/Handbook/AustQuals%20FrmwrkFi rstEditionJuly2011_FINAL.pdf,2011-9-3.
[15]ASCE.Civil Engineering Certification[EB/OL]. http://www.asce.org/PPLContent.aspx?id=2147485045,2009-6-20.
[16]ASCE. Civil Engineering Body of Knowledge for the 21st Century [EB/OL]. http://www.asce.org/ProgramProductLine.aspx?id=7058,2009-3-4.
[17]ASME. ASME Divisions & Groups [EB/OL]. http://divisions.asme.org/,2011-9-12.
[18]ASME. Personnel Certification[EB/OL]. http://www.asme.org/kb/standards/certification---accreditation/personnel-certific ation,2011-10-12.
[19]ASME. Task Force, Mechanical Engineering Body of Knowledge [OB/EL]. http://www.k-grayengineeringeducation.com/asme/,2011-3-2.
[20]Augusti, G. Spreading the EUR-ACE(?)Accreditation System of Engineering [EB/OL]. http://www.feani.org/webenaee/pdf/G.Augusti%20Spreading%20EUR-ACE-%2 0Proc.GCEE%202009.pdf,2009-12-1.
[21]Awad, E. M.& Ghaziri, H. M. Knowledge management[M]. Upper Saddle River, NJ:Pearson Education,2004.
[22]Bagert, D.J. SEER:Charting a Roadmap for Software Engineering Education[C]. Proceedings of the 17th Conference on Software Engineering Education and Training (CSEET'04)
[23]Basri, E.; Box S.; OECD. The global competition for talent:mobility of the highly Skilled[EB/OL]. http://books.google.com/books?hl=en&lr=&id=IXOycMp_6rcC&oi=fnd&pg=P A9&dq=The+Global+Competition+for+Talent:+Mobility+of+the+Highly+Skille d&ots=2mool-Dx55&sig=kBFE1w3w18iYy-3VsiNLYAEVCuc#v=onepage&q& f=false,2008-11-22.
[24]Bazargan, A. Problem of organizing and reporting internal and external evaluation in developing countries:the case of Iran[J]. Quality in Higher Education,2007(13):207-214.
[25]Bertrand Meyer. Software Engineering in the Academy[J]. Computer,2001(5): 2-10.
[26]Boeing. Desired attributes of an engineer(1966)[EB/OL]. http://www.boeing.com/educationrelations/attributes.html,2008-12-27.
[27]Boisot, M.H & Benita C. The I-Space, a framework for analyzing the evolution of social computing[J]. Technovation.1999 (19),525-536.
[28]Bologna Working Group on Qualifications Frameworks. Report on:a framework for qualifications of the european higher education area[EB/OL]. http://www.jointquality.nl/content/ierland/draft_report_qualification_framework_EHEA2.pdf,2006-12-3.
[29]Bologna Secretariat and the Coordination Group on Qualifications Framework. The framework of qualifications for the European Higher Education Area[EB/OL]. http://www.ehea.info/Uploads/qualification/QF-EHEA-May2005.pdf.2006-12-3.
[30]Bologna Press. Third cycle:doctoral education[EB/OL]. http://www.ond.vlaanderen.be/hogeronderwijs/bologna/actionlines/third_cycle.ht m.2010-6-29.
[31]Bos, W.,& Tarnai, C. Content analysis in empirical social research[J]. Internatioanl Journal of Educational Research,1999(31):659-671.
[32]Breschi, S.& Lissoni, F., Mobility and Social Networks:Localised Knowledge Spillovers Revisited[R]. KITeS Working Paper 142, KITeS, Centre for Knowledge, Internationalization and Technology Studies, Universita' Bocconi, Milano, Italy, revised Mar 2003.
[33]CDIO CDIO in China[EB/OL]. http://www.chinacdio.cn/vNews.asp?typeID=36&parentID=29,2009-2-3.
[34]Chen, C. CiteSpace Ⅱ:Detecting and visualizing emerging trends and transient patterns in scientific literature [J]. Journal of the American Society for Information Science and Technology,2006,57(3):359-377.
[35]Chen, C. Searching for intellectual turning points:Progressive Knowledge Domain Visualization[J]. Proc. Nat. Acad. Sci.,2004,101(Suppl.):5303-5310.
[36]Adelman, C. The Bologna process for U.S. Eyes:Re-learning Higher Education in the Age of Convergence [EB/OL]. http://www.ihep.org/assets/files/EYESFINAL.pdf,2010-4-11.
[37]Constructionskills. Summary Listing:Technical, Commercial, Supervision And Management. Standards and Qualifications[EB/OL]. http://www.cic.org.uk/newsevents/SummaryListTCSM0906.pdf,2006-12-3.
[38]Commission des Titres d'Ingenieurs. CTI informations[EB/OL]. http://www.cti-commission.fr/IMG/pdf/plaquette-6.pdf,2009-2-3.
[39]Commission of the European Communities, Commission Staff Working Document Towards A European Qualification Framework for Life Long Learning[EB/OL]. http://ec.europa.eu/education/policies/2010/doc/consultation_eqf_en.pdf, 2007-2-3
[40]Choo, C.W. The Knowing Organization:How Organisations Use Information to Construct Meaning[M]. Create Knowledge, and Make Decisions (OUP, Oxford, 2006).
[41]DOCET. DOCET EQF-CDIO:a reference model for engineering education [EB/OL]. http://www.eqfcdio.org/images/stories/Docs/Final_Conference/DOCET_FinFi_R EPORT.pdf,2011-5-4.
[42]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/,2009-7-8.
[43]ECUK. Chartered Engineer and Incorporated Engineer Standard [EB/OL]. http://lavande.cpe. fr/chemepass/Specifications/ECukspec_CE_IE_Standard.pdf, 2009-9-2.
[44]ECUK. UK standard for professional Engineering Competence(UK-SPEC) [EB/OL]. http://www.engc.org.uk/ecukdocuments/internet/document%201ibrary/UK-SPEC.pdf,2009-9-2.
[45]Eisenhardt, K. M. Building theories from case study research[J]. Academy of Management Review,1989(32):543-576.
[46]ENAEE. European accreditation of engineering programmes[EB/OL]. http://www.enaee.eu/the-eur-ace-system/benefits-of-the-label/,2010-6-5
[47]ENAEE. The EUR-ACE system [EB/OL]. http://www.enaee.eu/the-eur-ace-system/.2011-7-8.
[48]ENAEE. The EUR-ACE framework standards [EB/OL]. http://www.enaee.eu/the-eur-ace-system/eur-ace-framework-standards/, 2011-7-8.
[49]Engineers Australia. Stagel Competency standard for professional engineer [EB/OL]. http://www.engineersaustralia.org.au/sites/default/files/shado/Education/ Program%20Accreditation/110318%20Stage%201%20Professional%20Engineer .pdf,2011-9-13.
[50]ESU. Bologna with Student Eyes 2009[EB/OL]. http://esu.ukmsl.net/resources/6068/Bologna-With-Student-Eyes-2009/. 2011-7-8.
[51]Etzkowitz. H; Zhou C.Y. Regional Innovation Initiator:The Entrepreneurial University in Various Triple Helix Models[EB/OL]. http://nus.edu/nec/eir/TripleHelix6/SingaporeConferenceThemePaper050107.p df,2011-9-12.
[52]EUROPA. Ministry of Science technology and Innovation. A Framework for Qualifications of the European Higher Education Area[EB/OL]. http://www.ehea.info/Uploads/qualification/050218_QF_EHEA.pdf,2007-4-15.
[53]EUROPA. NQF-Developments. The development of qualifications frameworks in Europe[EB/OL]. http://www.eqf-ref.eu/index.php?option=com_content&view=article&id=31&Ite mid=20,2011-8-9.
[54]EUROPA. Outline Structure for the Diploma Supplement[EB/OL]. http://ec.europa.eu/education/lifelong-learning-policy/doc/ds/ds_en.pdf, 2011-9-8.
[55]Europass. What is Europass For[EB/OL]. http://www.europass.ie/europass/what_what.html,2011-9-13
[56]European Foundation for the Improvement of living and Working Conditions. Mobility in Europe:Analysis of the 2005 Eurobarmeter survey on geographical and labour market mobility [EB/OL]. http://www.eurofound.europa.eu/pubdocs/2006/59/en/1/ef0659en.pdf. 2010-10-2.
[57]European Year of Workers' Mobility 2006[EB/OL]. http://ec.europa.eu/employment_social/workersmobility_2006/index.cfm?id_pag e=1.2007-2-3.
[58]Evans, D. L. et al. Design in engineering education:past views of future directions[J]. Journal of Engineering Education,1990(Jul/Aug):517-522
[59]ESU. Bologna at the Finish Line, An account of ten years of European higher education reform[EB/OL]. http://esu.ukmsl.net/resources/6068/Bologna-at-the-Finish-Line/,2011-3-2.
[60]FEANI. Education:Current Status and Perspectives[EB/OL]. http://www.feani.org/webenaee/pdf/G.Augusti%20Spreading%20EUR-ACE-%2 0Proc.GCEE%202009.pdf,2009-12-1.
[61]FEANI. EUR Ing Guide[EB/OL]. http://www.feani.org/site/fileadmin/PDF_Documents/EUR_ING/Guide_eng_cop y_of_GA78_-_Feani-Guide-2000-FV-e_encl_121208.pdf,2008-9-2.
[62]FHEQ. The framework for higher education qualifications in England, Wales and Northern Ireland August 2008[EB/OL]. http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/FHEQO 8.pdf,2011-8-9.
[63]Fricke, M. The knowledge pyramid:a critique of the DIKW hierarchy [J]. Journal of Information Science,2009,35(2):1-13.
[64]Frederiks, M & Heusser, R. Mutual Recognition of Accreditation Decisions:A European Perspective[C]. INQAAHE Conference, Wellington, New Zealand, 2005.
[65]Garcia, M.L, Bray,O.H. Fundamental of Technology Roadmapping[EB/OL]. www.sandia.gov/PHMCOE/pdf/Sandia'sFundamentalsofTech.pdf,2011-09-02.
[66]Glaser, B.G. and Strauss, A. L. The discovery of grounded theory:strategies for qualitative research[M]. Chicago:Aldine,1967
[67]Grant, R.M. Prospering in dynamically competitive environments:organizational capability as knowledge integration [J]. Organization Science,1996,7:375-387.
[68]Hall, A.D.(1962). A methodology for System Engineering. D.V.Nostrand.转引自王沛民等.工程教育基础[M].杭州：浙江大学出版社,1994：14.
[69]Kong, H. B & Qiu, Y.Q. Rethinking of Engineering Education in China[C].2007 IEEE Meeting the Growing Demand for Engineers and their Educators 2010-2020 International Summit, MGDETE 2007.
[70]Hamel, J. The case method in sociology[J]. Current Sociology,1992(40):99-120.
[71]Hippel, E. "Sticky Information" and the Locus of Problem Solving:Implications for Innovation[J].Management Science,1994,40(4):429-439.
[72]Hoecht, A. Quality assurance in UK higher education:Issues of trust, control, professional autonomy and accountability [J]. Higher Education,2006(51): 541-563.
[73]Holsti, O. R. Content Analysis for the Social Sciences and Humanities[M]. Addison-Wesley, Reading, MA,1969.
[74]Hsieh, H. F.& Shannon, S. E. Three approaches to qualitative content analysis[J]. Qualitative Health Research,2005,15(9):1277-1288.
[75]Hu Hanrahan. Engineering Qualifications and Professional Designations: National and International Frameworks[C]. NQF Research Conference, New Zealand,2010[EB/OL]. http://www.saqa.org.za/docs/events/nqfconf/presentations/hanrahan.pdf, 2011-3-5.
[76]Hussey, J & Hussey, R. Business Research:A Practical Guide for Undergraduate and Postgraduate Students[M]. Basingstoke, Macmillan,1997:10-54.
[77]IET. Key facts[EB/OL]. http://www.theiet.org/about/today/key-facts/2011.2011-2-3
[78]IET. Make your choice:finding way in engineering[EB/OL]. www.theiet.org/schools.2011-2-3
[79]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.
[80]International Engineering Alliance. Engineers Mobility Forum:The international Register of Professional Engineers constitution[EB/OL]. http://www.washingtonaccord.org/EMF/Documents/EMF-Constitution-and-Rule s.pdf.2010-10-23.
[81]International Engineering Alliance. International Educational Accords Washington Accord 1989 Sydney Accord 2001 Dublin Accord 2002 Rules & Procedures[EB/OL]. http://www.washingtonaccord.org/Rules_and_Procedures.pdf,2010-10-23.
[82]IRQF. National Qualifications of frameworks [EB/OL]. http://www.nfq.ie/nfq/en/, 2009-8-7.
[83]Jashapara, A. Knowledge Management:an Integrated Approach[M]. FT Prentice Hall, Harlow,2000,17-18
[84]Jesiek, B. K.; Borrego, M.; Beddoes, K. Advancing Global Capacity for Engineering Education Research (AGCEER):Relating Research to Practice, Policy, and Industry [J]. Journal of Engineering Education,2010,99(1):1-13.
[85]Johnston, W. J., Leach. M. P.,& Liu, A. H. Theory testing using case studies in business-to-business reseach[J]. Industrial Marketing Management,1999(28): 201-213.
[86]Jones Jr, Edwin C. Criteria 2000:Preparing For Outcomes Assessment[C]. FIE 96 Proceedings
[87]Jordan, G. Engineers and professional self-regulation from the Finniston Committee to the Engineering Council[M]. New York:Clarendon Press. Oxford, 1992:39-40.
[88]Kaid, L. L. Content analysis. In Emmert, P.,& Barker, L. L. (Eds.), Measurement of communication behavior[M].New York:Longman,1989:197-217.
[89]Kassarjian, H. H. Content Analysis in Consumer Research[J]. Journal of Consumer Research,1977(4):8-18.
[90]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.
[91]Krippendoff, K. Content Analysis. An Introduction to its Methodology [M]. The Sage Commtext Series, Sage Publications Ltd, London,1980.
[92]Laity, W. Body of Knowledge-Mechanical Engineering 2004[EB/OL]. http://files.asme.org/asmeorg/education/college/me/3949.pdf,2009-3-12
[93]Larson, M. S. The rise of professionalism:a sociological analysis[M]. California, University of California Press.1977:28-34.
[94]Mayring, P. Qualitative content analysis[J/OL]. Forum:Qualitative Social Research,2000,1(2). http://www.qualitative-research.net/fqs-texte/2-00/2-00 mayring-e.htm.
[95]MCEECDYA. About MCEECDYA[EB/OL]. http://www.mceecdya.edu.au/mceecdya/about_mceecdya,11318.html,2011-6-30
[96]Meredith, J. Buiding operations management theory through case and field research[J]. Journal of Operation Management,1998(16):441-454.
[97]Microsoft. Microsoft Certification Overview[EB/OL]. http://www.microsoft.com/learning/en/us/certification/cert-overview.aspx, 2011-3-4.
[98]Moses, J. Engineering with a big E:Integrative Education in Engineering, Long Range Plan 1994-1998, School of Engineering, Massachusetts Institute of Technology, Spring,1994[EB/OL]. http://mit.edu/-jwk/www/docs/Moses%201994%20-%20Engineering%20With% 20a%20Big%20E.pdf,2011-9-2.
[99]NAE. Educating the Engineer of 2020:Adapting Engineering Education to the New Century[R]. Washington DC:The National Academies Press,2005.
[100]Nevada State Board of Professional Engineers and Land Surveyors(NSBPELS). PE Applicant Instructions-"EXAM ONLY" With a BS Engineering Degree [EB/OL]. http://www.boe.state.nv.us/BOE%20Forms/PE%20Application/PE_Exam%20O nly_BS%20degree.htm,2010-12-13.
[101]Nonaka I. A dynamic theory of organizational knowledge creation[J]. Organization Science,1994(5),14-37.
[102]NZQA. History of NZQF[EB/OL]. http://www.nzqa.govt.nz/studying-in-new-zealand/nzqf/history-of-nzqf, 2010-2-1
[103]NZQA. Targeted review of qualifications [EB/OL]. http://www.nzqa.govt.nz/studying-in-new-zealand/nzqf/targeted-review-of-qual ifications/,2010-2-1.
[104]NZQF.Bachelor Degree [EB/OL]. http://www.nzqa.govt.nz/studying-in-new-zealand/nzqf/qualification-types/bach elor-degree,2010-2-1.
[105]OECD. OECD Science, Technology and Industry Outlook 2008[EB/OL]. http://www.oecd.org/document/19/0,3746,en_2649_33703_46680723_1_1_1_1 ,00.html,2009-4-15.
[106]OECD. OECD Science, Technology and Industry Outlook 2010[EB/OL]. http://www.keepeek.com/Digital-Asset-Management/oecd/science-and-technolo gy/oecd-science-technology-and-industry-outlook-2010_sti_outlook-2010-en, 2011-2-1.
[107]Ormerod, R. J. Is content analysis either practical or desirable for research evaluation?[J]. The International Journal of Management Science,2000(28): 241-245.
[108]Patil, A.S.; Gray, P. J. Engineering Education Quality Assurance:A Global Perspective[M]. New York:Springer,2009.
[109]Perreault, W. D.,& Leigh, L. E. Reliability of nominal data based on qualitative judgments[J].Journal of Marketing Research,1989,26(5):135-148.
[110]Perry, J. L.& Kraemer, K. L. Research Methodology in the Public Administration Review,1975-1984[J]. Public Administration Review, 1986(46):215-226.
[111]PMI. PMBOK2004[R]. Project Management Institute,2004:2-10.
[112]QAA. About QAA[EB/OL]. http://www.qaa.ac.uk/Pages/default.aspx,2011-6-7.
[113]Ray, T. Rethinking Polanyi's Concept of Tacit Knowledge:From Personal Knowing to Imagined Institutions[J]. Minerva,2009,47:75-92.
[114]Reyes, N.; Candeas, P.; Canadas, F.; Reche, P.& Garcia Galan, S. Accreditation and Quality Assurance of Engineering Education Programs in the European Higher Education Area[EB/OL]. http://www.ineer.org/events/icee2008/full_papers/full_paper41.pdf,2011-9-3.
[115]Rowley, J; Hartley, R. Organizing Knowledge:An Introduction to Managing Access to Information[M]. Farnham, Ashgate Publishing,2006:5-6.
[116]Rowley, J. The wisdom hierarchy:representations of the DIKW hierarchy [J]. Journal of Information Science,2007,33(2):163-180
[117]SAQA. The National Qualifications Framework:An Overview[EB/OL]. http://www.saqa.org.za/structure/nqf/overview01.html#6,2011-3-4.
[118]SCQF About SCQF[EB/OL]. http://www.scqf.org.uk/,2011-9-8.
[119]SCQF. Level Descriptor[EB/OL]. http://www.scqf.org.uk/content/files/SCQF_Level_Descriptors_for_website_Feb_2010%282%29.pdf,2011-9-8.
[120]Shaw, M. Software Engineering Education:A Roadmap[J].Human Systems Management,1987,7(1):59-70.
[121]Singh, A. Civil Engineering:Anachronism and Black Sheep[J]. Journal of Professional Issues in Engineering Education & Practice,2007,133(1):18-30.
[122]South Africa Qualification Framework[EB/OL]. http://www.saqa.org.za/show.asp?id=907,2011-9-12.
[123]Scapens, R. W. Researching management accounting practice:The role of case study methods[J]. The British Accounting Review,1990,22(3):259-281.
[124]Speed, J.R. What do you mean I can't call myself a software engineer? [EB/OL]. http://sce.uhcl.edu/helm/SWEBOK_IEEE/papers/10%20reprint%205.pdf, 2009-8-7.
[125]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.
[126]Stamatelos, A. M. Experience gained from the application of basic quality assurance procedures in a Greek university engineering department [J]. European Journal of Engineering Education,2010,35(3):259-270.
[127]Stokes, D. Pasteur's quadrant:Basic science and technological innovation. [M]. Washington, D.C., Brookings,1997.
[128]Texas Board of Professional Engineers. Texethics Newsletter Communicating Engineering Professionalism and Ethics in Texas[EB/OL].
[129]Tomayko, J. E. Forging a discipline:An outline history of software engineering education[J].Human Systems Management,1998, (6):3-18. http://www.niee.org/texethics/documents/OOSummer.pdf,2010-10-24.
[130]United Nations Edacational, Scientific and Cultural Organization. The International Standard Classification of Education 1997 [EB/OL]. http://www.uis.unesco.org/Education/Pages/international-standard-classificatio n-of-education.aspx,2007-10-3.
[131]United Nations Edacational, Scientific and Cultural Organization. Revision of the international standard classification of education (ISCED)[EB/OL]. http://www.uis.unesco.org/Education/Documents/UNESCO_GC_36C-19_ISCE D_CH.pdf,2011-11-2.
[132]Virtual University for Small States of the Commonwealth (VUSCC). Transnational qualifications framework for the virtual university for small states of the common weal th[EB/OL]. http://www.vussc.info/component/zoo/item/transnational-qualifications-frame work-for-the-virtual-university-for-small-states-of-the-commonwealth, 2010-4-13.
[133]Woollacott, L.C. Taxonomies of Engineering Competencies and Quality Assurance in Engineering Education[M/OL]. Springerlink, http://www.springerlink.com/content/q4188620208w6274/fulltext.pdf,2009.
[134]Wengenroth. U. Science, Technology, and Industry in the 19th Century historiographical essay. Working paper. Munich Center for the History of Science and Technology.2000:10-25.
[135]WikiEducator. Qualification Framework[EB/OL]. http://wikieducator.org/Qualification_Framework,2009-5-6.
[136]Wikipedia. Definition of Knowledge [EB/OL]. http://en.wikipedia.org/wiki/Knowledge,2010-9-2
[137]Wikipedia. Regulation and licensure in engineering[EB/OL]. http://en.wikipedia.org/wiki/Regulation_and_licensure_in_engineering, 2011-2-3.
[138]Wimmer, R. D.& Dominick, J. R. Mass Media Research:An Introduction(6th edition)[M]. Belmont, CA:Wadsworth,2000.
[139]Yin, R. K. Case Study Research, Design and Methods[M]. California:Sage Publications, Newbury Park,1994.
[140]Yin, R. K. Case study research:Design and methods(3rd edition)[M]. Thousands Oaks:Sage Publications,2003.
[141]Zeleny, M. Management support systems:towards integrated knowledge management[J]. Human Systems Management,1987,7(1):59-70.
[142]Zhou, C.Y; Etzkowitz H. The Entrepreneurial University and the Future of Higher Education in China[EB/OL]. http://www.iked.org/ethiopia/web/paper/Pre%20conference%20Paper%20-%20 Zhou,%20Chunyan%20&%20Etzkowitz,%20Henry.pdf,2011-5-13.
[143]安蓉.面向工程形成的工程知识组织[J].高等工程教育研究,2009(1)：80-83.
[144]毕家驹.学位与专门职业资格的国际互相承认[J].高等工程教育研究,1996(4)：77-80
[145]毕家驹.关于土木工程专业评估的评述和建议[J].高等建筑教育,1999,31(3)：69-71
[146]毕家驹.英国ECUK的工程专业鉴定[J].高教发展与评估,2006(1)：51-54,74
[147]毕家驹.中国工程专业认证正进入稳步发展阶段[EB/OL].http://web.tongji.edu.cn/-bijiaju/jinniancg.htm,2011-9-2
[148]白征.SWEBOK:软件工程知识体[J].计算机科学,2001,28(7)：108-111
[149]陈艾华.跨学科科研生产力研究[D].博士学位论文,浙江大学,2011.
[150]蔡岚.面向科技人力资源开发的大学联盟研究[D].硕士学位论文,浙江大学,2009.
[151]陈国权,马萌.组织学习的过程模型研究[J].管理科学学报,2000,3(3)：15-23.
[152]陈国权,李赞斌.学习型组织中的“学习主体”类型和案例研究[J].管理科学学报,2002,5(4)：51-67.
[153]陈乐.基于EO匹配的科技人力资源迁移能力研究[D].博士学位论文,浙江大学,2007.
[154]陈乐,王沛民.课程重建：欧洲高等教育改革的启示[J].高等工程教育研究,2006(5)：11-16.
[155]陈磊,肖静.我国高等教育质量的控制与保证——对OECD《报告》的思考[J].高等工程教育研究,2006(3)：93-95.
[156]程森成.面向21世纪工程师专业素质要求分析[J].武汉汽车工业大学学报,1998,20(4)：88-92.
[157]陈新艳,张安富.中德工程教育和工程师资质制度之关系比较[J].全球视野2009(2)：145-147.
[158]陈玉琨,代蕊华,杨晓江,田圣炳.高等教育质量保障体系概论[M].北京： 北京师范大学出版社,2004.
[159]窦军生.家庭企业代际传承中企业家默会知识和关系网络的传承机理研究[D].博士学位论文,浙江大学,2008.
[160]邓猛,赵振州.教育科学研究方法与写作基本规范的思考[J].教育研究与实验,2005(1)：1-6.
[161]董秀华.市场准入与高校专业认证制度研究[D].博士学位论文,华东师范大学,2004.
[162]董秀华.教育资历框架的比较与思考[J].教育发展研究,2009(3)：46-49.
[163]高桂娟,冯建民.高等教育质量保障运动的发展态势：比较的视野[J].高教发展与评估,2007,23(6)：11-15.
[164]顾玲玲.欧洲高等教育区域背景下的学分互换制[J].高教论坛,2007(2)：166-168.
[165]顾佩华,沈民奋,陆小华译,Edward. F. Crawley等著.重新认识工程教育[M].北京：高等教育出版社,2009：223.
[166]韩伯棠,朱美光,徐春杰,孙长森.基于知识溢出的高新区科技人才流动研究[J].科技进步与对策,2005(5)：155-157.
[167]洪彩真.学生——高等教育之很新利益相关者[J].黑龙江高教研究,2006(12)：118-121.
[168]黄金丹.基于PBL的高校工科人才培养机制研究[D].硕士学位论文,浙江大学,2008.
[169]黄敏,杨忠良.高校管理引入ISO9000重要性探究[J].重庆工贸职业技术学院学报,2007(4)：55-57.
[170]华世佳.工程教育(EE)和工程技术教育(ETE)：两种高等工程教育类型及其模式的研究[D].硕士学位论文,浙江大学,1995
[171]韩晓燕a,张彦通,王伟.高等工程教育专业认证研究综述[J].高等工程教育研究,2006(6)：6-10
[172]韩晓燕b.注册工程师制度研究[D].博士学位论文,北京航空航天大学,2006.
[173]韩晓燕,张彦通.美国注册工程师制度的现状问题及改革方向[J].科技进步与对策,2007(1)：145-148
[174]韩晓燕,张彦通.专业认证、注册工程师制度与工程技术人才培养[J].高等工程教育研究,2007(4)：38-41
[175]韩晓燕,张彦通.英美注册工程师制度的级别划分研究[J].高等工程教育研究,2008(5)：39-42,56
[176]贺卫,王浣尘.试论公共政策研究中的模型方法[J].中国软科学,2000(1)： 32-34.
[177]焦阳.非洲发展高等教育将有“大手笔”[N].中国教育报.2011-2-15(3)
[178]教育部.全面实施“高等学校本科教学质量与教学改革工程”[EB/OL]. http://www.moe.edu.cn/edoas/website18/62/info1223531930325162.htm, 2007-12-27.
[179]教育部.教育部：2009年27高校30个工程教育专业通过认证[EB/OL]. http://www.chinacourt.org/html/article/201001/19/391746.shtml,2010-12-24.
[180]就业时报.我国机械行业人才需求状况分析[N].2006-6-29,第012版.
[181]孔寒冰.邹晓东.王沛民.工程教育鉴定和职业资格认证初辨[J].高等工程教育研究,2005(5)：15-31.
[182]孔寒冰a.工程链：工程教育的新挑战[J].高等工程教育研究,2009(2)：23-27.
[183]孔寒冰b.欧美工程教育改革的几个动向[J].清华大学教育研究,2009(4)：28-32.
[184]孔寒冰c.国外工程师培养体制的几个议题[J].高等工程教育研究,2009(9)：24-32.
[185]孔寒冰d.基于本体的工程学科框架研究[D].博士学位论文,浙江大学,2009.
[186]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.
[187]凌晨.基于知识管理的学科会聚平台研究[D].硕士学位论文,浙江大学,2007.
[188]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.
[189]林健.“卓越工程师教育培养计划”通用标准研制[J].高等工程教育研究,2010,(4)：21-29.
[190]刘江.技术路线图导向的知识网络协同建立方法及系统[D].硕士学位论文,浙江大学,2010.
[191]刘吉臻.从行业需求看高等工程教育人才培养[J].高等工程教育研究,2008,(3)：20-23.
[192]李怀祖.管理研究方法论[M].西安：西安交通大学出版社,2004：17,38.
[193]李茂国.中国工程教育全球战略研究[J].高等工程教育研究,2008,(6)：1-12.
[194]刘曼君.工程科技领域毕业生专业核心能力[J].台湾：评鉴,2010,27(9)：28-29.
[195]李曼丽.工程教育体系的历史制度主义分析——美国与德国的范例[J].高等工程教育研究,2009,(2)：12-22.
[196]李娜.校际学分互认系统的设计与实现[D].硕士学位论文,华中师范大学,2007.
[197]李诗和.系统哲学与整体性思维方式[J].系统辩证学学报,2005,13(2)：25-28
[198]卢现祥主编.新制度经济学[M].武汉：武汉大学出版社,2004：118,264,8,136.
[199]李晓强.工程教育再造的机理与路径研究[D].博士学位论文,浙江大学,2008.
[200]李文.基于质量的工程专业国际互认对策研究[D].硕士学位论文,浙江大学,2007.
[201](美)Burnet,G.工程教育不是大学都能解决的[J].孙材济译,世界科学译刊,1980(07)：18-19.
[202](美)D.E.司托克斯.基础科学与技术创新——巴斯德象限[M].周春彦,谷春立译,北京：科学出版社,1999：63.
[203](美)Babbie,E.社会研究方法[M].邱泽奇译,北京：华夏出版社,2005：305-329.
[204](美)V.布什.科学——没有止境的前沿[M].范岱年,谢道华等译,北京：商务印书馆,2004.
[205](美)伯顿.克拉克高等教育新论—多学科的研究[M].王承绪等译,杭州：浙江教育出版社,1988：2.
[206](美)伯顿.克拉克.高等教育系统—学术组织的跨国研究[M].王承绪等译,杭州：杭州大学出版社,1994：34.
[207](美)克拉克.克尔.大学之用[M].高铦,高戈,汐汐译,北京：北京大学出版社,2008.
[208](美)罗伯特.K. Yin.案例研究设计与方法[M].周海涛译,重庆：重庆大学出版社,2004：44.
[209](美)拉雷.N.格雷斯顿.公共政策的制定：程序与原理[M].朱子文译,重庆：重庆出版社,2001.
[210](美)迈克尔.波兰尼.个人知识——迈向后批判哲学[M].许泽民译,贵阳：贵州人民出版社,2000,73-199.
[211](美)斯蒂芬.P.罗宾斯.管理学[M].孙健敏,黄卫伟,王凤彬,焦叔斌,杨军译.北京：中国人民大学出版社,2004：78.
[212]马庆国.管理统计-数据获取、统计原理、SPSS工具与应用研究[M].北京： 科学出版社,2002.
[213]马于军.基于高校毕业生就业市场约束的就业政策思考[J].保险职业学院学报2007,21(2)：81-83.
[214]麦中凡.解读SWEBOK2004[J].计算机教育,2004(10)：10-13.
[215]门壵,武艳丽,张芳,王伯庆.我国工程类大学毕业生2010年度就业分析[J].高等教育研究,2010(3)：42-53
[216]裴绨娜.教育研究方法导论[M].合肥：安徽教育出版社,1995：223.
[217]邱均平,王日芬.文献计量内容分析法[M].北京：国家图书出版社,2008：12-25.
[218]邱秧琼,宋杨,顾征,孔寒冰.工程导论：工科大学生的必修课[J].高等工程教育研究,2009(1)：115-119.
[219]任喜峰.创新人才培养的探索与实践[J].中国高教研究2006(7)：79-80.
[220]任正义,刘思嘉,王冬.基于波兰尼默会知识理论的现代工程师素质结构分析[J].高等工程教育研究,2011(3)：35-38.
[221]时铭显.美国工程教育改革与发展趋势[J].高等教育研究,2002(5)：9-13.
[222]沈耀良,黄勇.欧洲环境工程专业教育的现状[J].高等建筑教育,2001(4)：72-74.
[223]沈漪文.基于能力框架的HRST能力建设研究——以ICT专业为例[D].博士学位论文,浙江大学,2009.
[224]田华.基于知识溢出的区域性大学发展研究[D].博士学位论文,浙江大学,2010：150.
[225]新华社.胡锦涛在党的十七大上的报告[EB/OL]. http://news.xinhuanet.com/newscenter/2007-10/24/content_6938568.htm.
[226]王碧艳.观念转变：大众化高等教育质量保证的先导性工程[J].高等教育研究,2003,19(4)：56-58
[227]吴宏元,郑晓齐.学分互换：高校教学联盟与合作的有效途径[J].教育发展研究,2006(7A)：71-74
[228]王金红.案例研究法及其相关学术规范[J].同济大学学报(社会科学版),2007,12(3)：87-96.
[229]万江平,安芳诗,黄德毅.软件工程知识体指南综述[J].计算机应用研究,2006(10)：1-3.
[230]王能东.知识观的新变化与高等教育发展[J].武汉理工大学学报2011,24(4)：597-602
[231]吴启迪.教育质量保障体系与运行机制[J].教育发展研究,2009(3)：38-41
[232]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.
[233]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(6)：19-23.
[234]王沛民.工程教育的目标、模式、核心：问题与思考[J].浙江大学教育研究,1989.(1)：16-21.
[235]王沛民.工程教育实学精神的典范[A].创造未来——工程教育改革研究(倪明江主编)[M].杭州：浙江大学出版社,1999：338-353.
[236]王沛民.争创一流的MIT办学精神与实践[J].上海高教研究,1996(3)：68-71,
[237]王孙禺,孔钢城,雷环.《华盛顿协议》及其对于我国工程教育的借鉴意义[J].高等工程教育研究,2007(1)：10-15.
[238]邬伟娥.知识转移视角的大学学术生产力研究[D].博士学位论文,浙江大学,2006.
[239]乌云其其格.美国、日本、欧盟、爱大利亚科技人力资源建设动态与趋势[J].中国科技论坛,2010(6)：143-149.
[240]王亚杰.基于集成的学位质量研究[D].博士学位论文,浙江大学,2004
[241]王曰芬.文献计量法与内容分析法综合研究的方法论来源与依据[J].情报理论与实践,2009,32(2)：21-26.
[242]香港教育局.香港资历框架发展里程表[EB/OL]. http://www.hkqf.gov.hk/guic/HKQF_milestone.asp,2011-3-5.
[243]香港教育局.能力标准说明[EB/OL]. http://www.hkqf.gov.hk/guic/SCS_SCS-based.asp,2011-3-5.
[244]徐国庆.职业教育课程的普通论与专业论[J].华东师范大学学报,2008(9)：33-40.
[245]新华社.国家中长期教育改革和发展规划纲要(2010-2020年)[EB/OL]. http://www.gov.cn/jrzg/2010-07/29/content_1667143.htm,2011-3-5.
[246]许杰.发达国家高等教育质量保障主体发展的新趋势及其启示[J].国家教育行政学院学报,2007(5)：45-50.
[247]夏启德,脱中菲.高等教育知识观的转变与高校课程改革——一种改善高等教育质量的对策思考[J].现代教育科学,2004(6)：82-83.
[248]熊志翔.欧洲高等教育质量保障模式的形成及启示[J].高等教育研究,2001,22(5)：99-103.
[249](英)ELMS, D.G.智慧工程[J].何人及,陈茂林译,浙江大学教育研究,1999：68-74.
[250]严芳.香港资历框架及其质量保证机制[J].教育发展研究,2006,12A： 24-27.
[251]野中郁次郎,竹内弘高.创造知识的企业：日美企业持续创新的动力[M]北京：知识产权出版社,2006,24-32.
[252]颜士梅,王重鸣.并购式内创业中的人力资源整合水平和模式研究[J].浙江大学学报(人文社会科学版),2007,37(1)：178-189.
[253]叶康涛.案例研究：从个案分析到理论创建—中国第一届管理案例学术研讨会综述[J].管理世界,2006(2)：139-143.
[254]姚威.产学研合作创新的知识创造过程研究[D].博士学位论文,浙江大学,2009
[255]叶兴波,刘景江,魏梅.粘着信息与用户创新工具箱：一个研究综述[J].科研管理,2004(3)：100-105.
[256]余晓.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)：28-34.
[257]赵凤娟,李泽或.知识观视野中的高等教育学术性与职业性.[J].厦门大学学报(哲学社会科学版,2009(4)：59-64
[258]周光礼.中国博士生质量调查：基于U/H大学的案例分析[M].武汉：社会科学文献出版社,2010.
[259]周华琪.建构欧洲高等教育区：波隆那历程绩效清查报告之研究[D].国立暨南国际大学,台湾.博士论文计划草案.
[260]中华人民共和国中央人民政府.国家中长期人才发展规划纲要(2010-2020年)发布[EB/OL]. http://www.gov.cn/jrzg/2010-06/06/content_1621777.htm.
[261]中华人民共和国中央人民政府.人事部《关于印发职业资格证书制度暂行办法》的通知[EB/OL]. http://www.gov.cn/fwxx/bw/rsb/content_475283.htm.
[262]中国工程院工程教育代表团.赴美考察报告[J].高等工程教育研究,2002(5)：1-8.
[263]中国自动化学会秘书处.结合工程师资格认证工作开展继续工程教育[J].科协论坛,2007(01)：15
[264]朱慧.大学基准优化应用的研究[D].硕士学位论文,浙江大学,2004.
[262]张得志.中国经济高速增长过程中的劳动就业及其失业预警研究[D].博士学位论文,复旦大学,2007.
[265]张海英.工科院校应该以培养工程师为主——张光斗原始访谈录[J].高等工程教育研究,2005(3)：1-4.
[266]张晶.国际科技人才流动状况浅析[J].国际经济技术研究,2003,6(4)：41-46.
[267]张良丞,王保进.荷兰高等教育评鉴机制之评析与启示[J].台湾,教育行政评鉴学刊,2009(6)：71-96.
[268]张光斗.工科大学的培养目标和培养方式[J].高等工程教育研究,1996(3)：7-10.
[269]郑青松.清华大学环境工程系的建立——环境科学在中国体制化的案例研究[D].硕士学位论文,清华大学,2004.
[270]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)：21-25.
[271]章威.基于知识的企业动态能力研究：嵌入性前因及创新绩效结果[D].博士学位论文,浙江大学,2009
[272]张相锋.英国高校实施学分累计与互认制度研究[D].硕士学位论文,华东师范大学,2007.
[273]张小明.内部输入：解读当代中国公共政策制定的输入机制[J].宁夏社会科学,2000(5)：21-25.
[274]朱学彦.基于嵌入性关系和组织间学习的产学知识联盟研究[D].博士学位论文,浙江大学,2009.
[275]张志英.发达国家注册工程师制度的经验及启示[J].中国人才,2007(4)：58-59.