【作者】 李志平；

【导师】 赵金楼；

【作者基本信息】 哈尔滨工程大学 ， 管理科学与工程， 2009， 博士

【摘要】 通过大量阅读国内外文献,尚未见到基于内部要素的中国本科高校发展模式的研究。理论上,本文将中国本科高校的发展阶段划分为成长期和成熟期,提出成长期的中国本科高校有五个并列要素、成熟期的中国本科高校有四个结构要素；进而探索出基于并列要素的中国本科高校成长期的要素协调发展模式、基于结构要素的中国本科高校成熟期的要素均衡发展模式,对高等教育学和高等教育管理学的学科发展具有重要学术意义。实践上,提出中国本科高校的学科专业、师资队伍、学术管理、校园文化等主要内部要素的发展策略框架以及诸要素协调均衡发展的保障体系框架,对中国本科高校的科学发展具有重要现实意义。本文的中国本科高校发展模式指在中国大陆实施对完成高中教育(或具有同等学历)的学生进行本科(修业年限四至五年)以上层次教育的组织机构在其由小到大、由简单到复杂、由低级到高级的变化过程中形成的标准形式或使人可以照着做的标准样式。首先,本文分析了本科高校发展模式的演进路径。采用文献查阅法和归纳演绎法,研究得到本科高校功能发展模式的演进路径是从人才培养单功能到人才培养、科学研究双功能,再到人才培养、科学研究、社会服务三功能的发展过程；本科高校层次发展模式的演进路径是从本科教育单层次到本科教育、研究生教育双层次的发展过程。中国本科高校科类发展模式的演进路径是建国初到文革前,中国按照学科门类设置本科高校而形成的中国本科高校的发展过程；中国本科高校型式发展模式的演进路径是中国本科高校1978年后沿着教学型、教学研究性、研究教学型、研究型路径的发展过程。其次,提出了中国本科高校有成长期和成熟期两个发展阶段,对成长期和成熟期的中国本科高校的内部要素进行了分析。采用系统分析法和要素分析法,对中国本科高校成长期的内部要素按照办学逻辑进行了并列性分析,明确了学生要素、师资要素、条件要素、管理要素、文化要素为并列要素；对中国本科高校成熟期的内部要素按照技术结构进行了结构性分析,明确了学科专业、条件要素、管理要素、文化要素为结构要素。据此并依据功能耦合原理,分析得出了中国本科高校是一个具有功能耦合的存在周期较长的稳定系统；同时,分析了基于并列要素的中国教学型本科高校的办学水平,得到了教学型本科高校的办学水平与师资要素成二次函数递增关系等结论。再次,基于内部要素研究出了中国本科高校的两个发展模式。采用系统分析法和归纳演绎法,研究出了基于并列要素的中国本科高校成长期的要素协调发展模式：本科高校成长期,为实现人才培养功能,各并列要素(学生要素、师资要素、条件要素、管理要素、文化要素)在规模发展的同时,每个要素符合质量要求且相互间协调发展的过程和结果；研究出了基于结构要素的中国本科高校成熟期的要素均衡发展模式：经过要素协调发展且进入成熟期后,本科高校以学科专业为主体要素,各个结构要素在结构内发挥各自作用且处于均衡状态并整体地发挥着本科高校的人才培养、科学研究和社会服务等功能的过程和结果。最后,分析了基于发展模式的中国本科高校的学科专业、师资队伍、学术管理、校园文化等主要内部要素的发展策略框架以及诸要素协调均衡发展的保障体系框架。采用文献查阅法和归纳演绎法,阐述了中国本科高校学术管理的教授教学、教授治学、教授治校三个阶段发展策略框架等；以及诸要素要均衡协调发展的基础是制定一个科学的发展规划,关键是政治权力、行政权力、学术权力的均衡配置和协调运行,重点是建立健全全面质量管理体系等。更多还原

【Abstract】 Related research on "internal elements-oriented model of development of undergraduate universities in China" has not yet been found among substantial literature at home and abroad. This thesis divides the development stages of Chinese undergraduate universities into growth and maturity ones, bringing forward five parallel elements at growth stage and four structural elements at maturity stage, whereby the thesis comes up with the parallel element-based coordinated development model of the Chinese undergraduate universities at their growth stages and the structural element-based balanced development model at their maturity stages, which is of academic significance for the scientific development of higher education and management. It is of practical significance as for the scientific development of Chinese undergraduate universities in practice to propose the developmental strategies concerning such internal element as professional disciplines, teachers, academic management and campus cultures, and the security system involving the coordinated and balanced development of the said elements.In this thesis, the model of development of undergraduate universities refers to the standard form or standard style for reference which is formed in the development process of the organizational institutions (from small scale to large scale, simple to complex, lower level to higher level),and the task of the institutions is to implement higher education of the senior high school graduates (or equivalent) (the course length of four to five years)in China’s mainland.First of all, this thesis summarizes the symbol and model of the development of undergraduate universities. By employing literature search and inductive/deductive methods, the thesis organizes and summarizes the symbol and model of the development of undergraduate universities in the respects of both function and level in the developed countries (Functional model of development refers to the process in which education develops from being single-functional model of personnel training to dual-functional model of personnel training and scientific research, and up to tri-functional model of personnel training, scientific research and social services. Development model of level refers to the process in which education develops from single level of undergraduate education to the dual-level of both undergraduate and postgraduate education) and the symbol and model of the development of undergraduate universities in the respects of both discipline categories and types in China.(The development model of disciplines categories refers to the development process resulting from the principle that, in China, undergraduate colleges and universities were set up on the basis of discipline categories during the period from the early founding of China to pre-Cultural Revolution. The development model of types refers to the development process resulting from the principle that, after the year 1978, the Chinese undergraduate universities have been developing along the path of teaching-based type, teaching-based research type, research-based teaching type and research-based type.)Secondly, this thesis makes an analysis of the internal elements of the Chinese undergraduate universities at the stages of growth and maturity. By employing systematic analysis and elements analysis methods, the thesis conducts a parallel analysis of the internal elements of the Chinese undergraduate universities at the growth stage according to the logic of education, shedding light on the fact that elements, such as student elements, teachers elements, condition elements, managerial elements and cultural elements, are parallel. The thesis also conducts a structural analysis of the internal elements of the Chinese undergraduate universities at the maturity stage according to the function of education and technical structure, making it clear that elements, such as professional disciplines, condition elements, managerial elements and cultural elements, are structural. Accordingly, based on the principle of functional coupling, the conclusion is reached that the Chinese undergraduate university is a stable system with functional coupling and a long cycle. At the same time, an analysis is made of the school level of the parallel element-oriented, teaching-based Chinese undergraduate colleges and universities and the conclusion is drawn that there exists quadratic function incremental relationship between the school level of teaching-based Chinese undergraduate universities and teachers elements.Thirdly, by analyzing internal element orientation, the thesis develops two models of development of Chinese undergraduate universities, and by using systematic analysis and inductive/deductive methods thesis develops the coordinated model of development in scale for the parallel element-oriented Chinese undergraduate universities at the growth stage. In order to realize the function of personnel training at the growth stage, individual elements should be in coordination with each other at the time when various parallel elements are developing on a large scale. The model of development with balanced function is developed for the structural element-oriented Chinese undergraduate universities at the maturity stage. After they enter the maturity state, undergraduate universities take professional disciplines as the main element, and various structural elements play respective roles in the structure and are in a balanced state, and various structural elements as a whole play the role of personnel training, scientific research and social service.Finally, an analysis is made of the development strategies as to the main internal elements of the development model-oriented Chinese undergraduate universities (professional disciplines, teachers, academic management, campus culture, etc.) and security system for balanced development of the various main elements. By employing literature search and inductive/deductive methods, the thesis elaborates on the development strategies concerning the three stages of professor teaching, professor governance of teaching and professor governance of university in terms of academic management in Chinese undergraduate universities. Formulation of a scientific development planning is the basis on which various elements develop in a balanced and coordinated manner, and what is crucial is the balanced configuration and coordinated operation of political power, administrative power and academic power along with the establishment of a sound overall quality management system.更多还原