大学排行榜视角下的中医药类院校学科建设与发展
|
摘要
[目的]基于以武汉大学中国科学评价研究中心排行榜(以下简称"武大版")为代表的现有学科评估体系,以浙江中医药大学为例,为中医药类院校学科建设探索具有可操作性的对策建议。[方法]采取双向比较分析方法,密切追踪学校综合排名、科技创新能力、研究生教育排名、学科和专业排名等学科建设的关键指标,对浙江中医药大学与省内部分高校以及国内部分同类院校进行比较分析,刻画2011-2017年间浙江中医药大学在主要学科评估体系中排名的轨迹变动。[结果]2011-2017年间,与省内其他高校和中医药同类院校相比,浙江中医药大学综合实力排名总体变化不大且有小幅上升趋势;整体科技创新竞争能力与其他院校差异不大,不具备显著优势;研究生教育竞争力从整体排名和学科、专业竞争力排名两方面进行比较,整体排名有所上升,在省内高校排名从第10位上升至第7位,但学校一级学科优势不明显,多数学科处于弱势,专业间、学科间发展不平衡。[结论]大学排名作为一种综合型的社会评价方式,对各院校形成了极大的挑战。要在激烈的院校竞争中获得更大的上升空间,中医药类院校应当关注大学评价的发展动态,以进一步明确学校学科建设的重点和关键,确定发展的短期目标和长期发展方向。
[Objective] Based on the discipline evaluation system represented by "Wuhan University version", analyse the problems of discipline construction of Chinese medicine academies by taking Zhejiang Chinese Medical University(ZCMU) as an example. [Methods] The bi-dimension comparative analysis method was adopted in the paper by tracing the key indicators intimately such as comprehensive ranking, postgraduate education,subject and major ranking, and so on to compare ZCMU and other universities in Zhejiang Province in portrait and landscape. Characterized the track variation of ZCMU's ranking in the major disciplines evaluation system from 2011-2017. [Results] In recent 7 years, compared with other universities,the comprehensive ranking of ZCMU varied upward slightly; while the undated innovation capability hadn 't significant advantages compared with other Chinese medicine academies; In postgraduate education competitiveness, it was compared by postgraduate education ranking and majors/disciplines ranking. Postgraduate education ranking rose forward slightly from the 10 th to the 7 th in province but the first-level discipline hadn 't distinct advantages while most disciplines were in a weak position, and the development among majors and disciplines was unbalanced. [Conclusion] Academy ranking based on discipline evaluation system, a synthesized social evaluation, brings out huge challenges to universities and colleges. How to obtain a greater space in the intensified competition is a problem that TCM colleges and universities have to confront. Strategies upon discipline construction would be explored to provide development thought of expanding space and improving ranking of Chinese medicine academies.
[Objective] Based on the discipline evaluation system represented by "Wuhan University version", analyse the problems of discipline construction of Chinese medicine academies by taking Zhejiang Chinese Medical University(ZCMU) as an example. [Methods] The bi-dimension comparative analysis method was adopted in the paper by tracing the key indicators intimately such as comprehensive ranking, postgraduate education,subject and major ranking, and so on to compare ZCMU and other universities in Zhejiang Province in portrait and landscape. Characterized the track variation of ZCMU's ranking in the major disciplines evaluation system from 2011-2017. [Results] In recent 7 years, compared with other universities,the comprehensive ranking of ZCMU varied upward slightly; while the undated innovation capability hadn 't significant advantages compared with other Chinese medicine academies; In postgraduate education competitiveness, it was compared by postgraduate education ranking and majors/disciplines ranking. Postgraduate education ranking rose forward slightly from the 10 th to the 7 th in province but the first-level discipline hadn 't distinct advantages while most disciplines were in a weak position, and the development among majors and disciplines was unbalanced. [Conclusion] Academy ranking based on discipline evaluation system, a synthesized social evaluation, brings out huge challenges to universities and colleges. How to obtain a greater space in the intensified competition is a problem that TCM colleges and universities have to confront. Strategies upon discipline construction would be explored to provide development thought of expanding space and improving ranking of Chinese medicine academies.
引文
[1]黄容霞,Lennart Wikander.一个学科国际评估的行动框架-以学科评估推进世界一流大学建设的一个案例[J].中国高教研究,2014(4):15-19.
[2]齐锰,刘瑞军,赵良.学科评估对地方院校学科建设的作用浅析[J].教育教学论坛,2014,30(3):149-151.
[3]赵慧辉,单娇,王娟.加强内涵建设推动学科发展-基于北京中医药大学中医学科参评教育部第三轮学科评估的数据分析[J].中医教育,2015,34(1):28-31.
[4]王立生,林梦泉,任超.我国学科评估的发展历程和改革探究[J].中国高等教育,2016,21(2):38-41.
[5]马铁东,柴毅,甘思源.高校第四轮学科评估指标体系的分析与思考[J].大学教育,2018,30(6):32-36.
[6]张巧月,刘洋,贾川,等.第四轮学科评估我国独立建制医科大学评估结果比较[J].科技风,2018,23(5):213-214;217.
[7]曹维明,张红霞,杨华,等.台湾高校健康管理专业建设现状及启示[J].浙江中医药大学学报,2018,42(2):163-167.
[2]齐锰,刘瑞军,赵良.学科评估对地方院校学科建设的作用浅析[J].教育教学论坛,2014,30(3):149-151.
[3]赵慧辉,单娇,王娟.加强内涵建设推动学科发展-基于北京中医药大学中医学科参评教育部第三轮学科评估的数据分析[J].中医教育,2015,34(1):28-31.
[4]王立生,林梦泉,任超.我国学科评估的发展历程和改革探究[J].中国高等教育,2016,21(2):38-41.
[5]马铁东,柴毅,甘思源.高校第四轮学科评估指标体系的分析与思考[J].大学教育,2018,30(6):32-36.
[6]张巧月,刘洋,贾川,等.第四轮学科评估我国独立建制医科大学评估结果比较[J].科技风,2018,23(5):213-214;217.
[7]曹维明,张红霞,杨华,等.台湾高校健康管理专业建设现状及启示[J].浙江中医药大学学报,2018,42(2):163-167.