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簡(jiǎn)介：中國(guó)科學(xué)技術(shù)大學(xué)博士學(xué)位論文基于制度視角的高等教育政策評(píng)估姓名鄭中華申請(qǐng)學(xué)位級(jí)別博士專(zhuān)業(yè)管理科學(xué)與工程指導(dǎo)教師王戰(zhàn)軍20091001摘要空間中，高等教育政策不斷地被產(chǎn)生和執(zhí)行，一項(xiàng)社會(huì)議程能否上升為政策在相當(dāng)程度上取決于它對(duì)官員名義政績(jī)的價(jià)值。這一空間還決定了社會(huì)主體對(duì)高等教育的參與結(jié)構(gòu)，即參與者實(shí)現(xiàn)自身目標(biāo)的程度取決于他們直接或間接影響行政官員獲得名義政績(jī)的程度。結(jié)合上述工作，本文設(shè)計(jì)了高等教育政策評(píng)估的驗(yàn)證一還原框架。框架的驗(yàn)證部分由事實(shí)驗(yàn)證和規(guī)范驗(yàn)證組成，事實(shí)驗(yàn)證主要考察政策執(zhí)行對(duì)社會(huì)和個(gè)人的實(shí)際影響，并對(duì)它與社會(huì)情景的相關(guān)性作出回答；規(guī)范驗(yàn)證則在充分考慮政策目標(biāo)和結(jié)果對(duì)個(gè)人、團(tuán)體和社會(huì)影響的基礎(chǔ)上，探討政策與正向社會(huì)價(jià)值取向問(wèn)的契合程度；而后兩類(lèi)驗(yàn)證結(jié)果通過(guò)集結(jié)矩陣綜合成關(guān)于政策輸出的評(píng)估結(jié)論，實(shí)現(xiàn)了事實(shí)與價(jià)值的整合?？蚣艿倪€原部分則基于弱還原論，從政策的實(shí)際影響回溯到政策的形成和執(zhí)行環(huán)節(jié)，提出了高等教育政策的形成、執(zhí)行中的目標(biāo)建構(gòu)性以執(zhí)行中效率的評(píng)估模型，并以大學(xué)重點(diǎn)建設(shè)政策為案例對(duì)驗(yàn)證一還原框架進(jìn)行了實(shí)證。’最后結(jié)合中國(guó)社會(huì)的轉(zhuǎn)型背景，從支持良治政策不斷產(chǎn)出的目標(biāo)出發(fā)，指出當(dāng)前的行政制度變革面臨著一個(gè)明顯的轉(zhuǎn)型悖論，即變革由政府來(lái)發(fā)動(dòng)卻以形成對(duì)政府權(quán)力的有效制約而終結(jié)。在基于博弈論分析的基礎(chǔ)上，提出悖論可行的破解路徑在于通過(guò)對(duì)公民社會(huì)的培育來(lái)使制度轉(zhuǎn)型成為一個(gè)不可逆的社會(huì)進(jìn)程。關(guān)鍵詞高等教育；政策評(píng)估；制度；博弈論；還原論II

簡(jiǎn)介：壺壘盎墮I墼蘭塑專(zhuān)業(yè)塑’茸生名陋豎一故師熟；塾J期7加。睢佟二袁華文學(xué)攀佼論文躐投蓑靂授投書(shū)學(xué)短論文終蠢完全了解學(xué)校竅美傈甏、篌蠲學(xué)往論文戇撬定，嗣鬻學(xué)校僳整莽商潛家有關(guān)部門(mén)或機(jī)構(gòu)送交論文的復(fù)印件和電子舨，允許論文被查閱或惜閱。本人授權(quán)東華大學(xué)可以將本學(xué)位論文的全部或部分內(nèi)容編入有關(guān)數(shù)據(jù)癢進(jìn)行梭索，可以采用影印、縮印或掃描等復(fù)鍘手段繯存釋澎編本學(xué)霰論文。保密口，在年解密卮適用本版投鸛。本學(xué)位論文屬于不保密髫。學(xué)位論文俸者簽名磊黛墨撬導(dǎo)教癱簽名日期銣薛2月F翻李；；文翻期3帥6年月‘目

簡(jiǎn)介：西南大學(xué)碩士學(xué)位論文遠(yuǎn)程高等教育質(zhì)量監(jiān)控體系構(gòu)建的研究姓名范祖仲申請(qǐng)學(xué)位級(jí)別碩士專(zhuān)業(yè)成人教育學(xué)指導(dǎo)教師劉義兵20090301兩南人學(xué)碩十學(xué)伊論文中文摘要程高等教育學(xué)習(xí)是學(xué)生的自主學(xué)習(xí)，這種自主學(xué)習(xí)是以學(xué)生自治為前提的，這就要求學(xué)習(xí)者了解自己現(xiàn)有的認(rèn)知結(jié)構(gòu)、認(rèn)知能力和認(rèn)知習(xí)慣，了解自己面I臨的發(fā)展任務(wù)和學(xué)習(xí)需要，同時(shí)了解自己所處的社會(huì)結(jié)構(gòu)和環(huán)境條件等；同時(shí)，學(xué)生的自主學(xué)習(xí)也離不開(kāi)外部條件的支持，也即是基于教育資源的自主學(xué)習(xí)，通過(guò)遠(yuǎn)程高等教育質(zhì)量監(jiān)控診斷學(xué)生的認(rèn)知結(jié)構(gòu)、學(xué)習(xí)態(tài)度以及教育資源和支持服務(wù)系統(tǒng)能否滿(mǎn)足學(xué)生的自主學(xué)習(xí)要求。三是方法論。遠(yuǎn)程高等教育質(zhì)量形成、發(fā)展的過(guò)程與教育的輸入、過(guò)程和輸出密切相關(guān)，因此，教育評(píng)價(jià)中的CIPP模式和全面質(zhì)量管理也應(yīng)成為遠(yuǎn)程教育質(zhì)量監(jiān)控的方法論基礎(chǔ)。運(yùn)用CIPP模式，開(kāi)展遠(yuǎn)程教育質(zhì)量監(jiān)控與評(píng)價(jià)，可以將社會(huì)的宏觀質(zhì)量需要轉(zhuǎn)化成教育目標(biāo)或者質(zhì)量要求，并根據(jù)各校辦學(xué)實(shí)力合理定位質(zhì)量水準(zhǔn)，并制定切合實(shí)際的培養(yǎng)方案，為遠(yuǎn)程教育的輸入提供保證；以過(guò)程評(píng)價(jià)為重點(diǎn)，不斷監(jiān)控教育質(zhì)量，達(dá)到及時(shí)糾正偏差為目的；以成果評(píng)價(jià)為依托，科學(xué)鑒定遠(yuǎn)程教育的人才培養(yǎng)質(zhì)量，為制定新的人才培養(yǎng)方案提供事實(shí)依據(jù)。全面質(zhì)量管理的基本核心就是提高教職員工的素質(zhì)，增強(qiáng)質(zhì)量意識(shí)，調(diào)動(dòng)人的積極性，使人人做好本職工作，通過(guò)抓好教學(xué)、科研等工作質(zhì)量來(lái)保證和提高教育質(zhì)量。第三部分論述了我國(guó)遠(yuǎn)程高等教育質(zhì)量監(jiān)控的目標(biāo)定位。提出了學(xué)習(xí)支持、課程開(kāi)發(fā)、教學(xué)過(guò)程、課程結(jié)構(gòu)、學(xué)生服務(wù)、教師培訓(xùn)和教學(xué)效果等7個(gè)一級(jí)指標(biāo)以及24個(gè)二級(jí)指標(biāo)。第四部分對(duì)拓展我國(guó)遠(yuǎn)程高等教育質(zhì)量監(jiān)控的內(nèi)容作了深入分析，提出我國(guó)遠(yuǎn)程高等教育質(zhì)量監(jiān)控的主要內(nèi)容，即是教育管理系統(tǒng)要素、遠(yuǎn)程高等教育課程設(shè)計(jì)、學(xué)習(xí)支持系統(tǒng)和結(jié)果監(jiān)控。其中，教育管理系統(tǒng)要素的監(jiān)控的主要內(nèi)容是生源質(zhì)量控制、教師專(zhuān)業(yè)水平監(jiān)控、教學(xué)過(guò)程監(jiān)控和學(xué)習(xí)過(guò)程監(jiān)控。學(xué)習(xí)支持系統(tǒng)監(jiān)控的主要內(nèi)容是網(wǎng)絡(luò)教學(xué)支撐平臺(tái)的監(jiān)控、基礎(chǔ)設(shè)施的監(jiān)控、教學(xué)資源的監(jiān)控、教學(xué)支持過(guò)程監(jiān)控和服務(wù)水平監(jiān)控。結(jié)果監(jiān)控的主要內(nèi)容是學(xué)生考試成績(jī)、論文及成果、社會(huì)認(rèn)可度和顧客滿(mǎn)意度的監(jiān)控。第五部分論述了我國(guó)遠(yuǎn)程高等教育質(zhì)量監(jiān)控的方式與方法。主要有外部監(jiān)控和內(nèi)部監(jiān)控兩種方式。其中外部監(jiān)控主要是教育行政機(jī)構(gòu)的監(jiān)控和社會(huì)監(jiān)控。內(nèi)部監(jiān)控主要包括雙向運(yùn)行校、院系分層教學(xué)質(zhì)量監(jiān)控體系、建立科學(xué)的遠(yuǎn)程高等教育質(zhì)量評(píng)價(jià)體系和完善教學(xué)管理規(guī)章制度及監(jiān)控配套設(shè)施。關(guān)鍵詞遠(yuǎn)程高等教育質(zhì)量監(jiān)控體系構(gòu)建IL

簡(jiǎn)介：武漢理工大學(xué)碩士學(xué)位論文提高我國(guó)高等教育質(zhì)量的政策途徑研究姓名陳志偉申請(qǐng)學(xué)位級(jí)別碩士專(zhuān)業(yè)高等教育學(xué)指導(dǎo)教師孫孝文20091101武漢理1人學(xué)碩士學(xué)位論文ABSTIACTTOCONSTRUCTHIGHEREDUCATIONPOWERTHEQUALITYOFHIGHEREDUCATIONSHOULDCOMEFIRSTASTHEHIGHEREDUCATIONPOLICYASSURANCEITSIMPORTANCEGOESWITHOUTSAYING，F(xiàn)ORMAKINGTHEHIGHEREDUCATIONPOLICYENSUREBETTERTHEHEALTHYDEVELOPMENTOFHIGHEREDUCATIONTHISPAPERFORWARDSWITHTIMEADVANCEANDVALUECHANGE，BYANALYZINGTHECHANGEOFHIGHEREDUCATIONQUALITYPOLICYSINCETHEFOUNDINGOFNATIONTOSEEKTOIMPROVEAPPROACHESTOTHEQUALITYOFHIGHEREDUCATIONPOLICYARERTHEFOUNDINGOFNATION，OURPOLICYOFHIGHEREDUCATIONQUALITYWITHTHEDEVELOPMENTOFSOCIETYHASGENERALLYEXPERIENCEDPOLITICALDOMINANCE，ECONOMICSUPREMACYPEOPLEORIENTEDOFTHREEDIFFERENTSTAGESOFDEVELOPMENTTHISPAPERWITHTHEHELPOFPRINCIPLESOFPOLICYSTUDIES，F(xiàn)ROMTHETHREEASPECTSOFPOLICYOFTHEMAINPOLICYOBJECT，THEPOLICYENVIRONMENT，WECARDEDOUTTHERESEARCHONTHEQUALITYOFHIGHEREDUCATIONPOLICYINCHINASMAINSTREAMVALUESATDIFFERENTSTAGESANDBASEDONTHEPREMISEOFITSNATIONALCONDITIONS，REFERRINGTOTHEUNITEDSTATES，BRITAIN，JAPAN，RUSSIA，AUSTRALIA，INDIATHESIXCOUNTRIESFORHIGHEREDUCATIONPOLICYPARSINGOUTTHEQUALITYOFHIGHEREDUCATIONPOLICYCHINASCURRENTPROBLEMSINTHEFOLLOWINGFOURASPECTS1POLICYMAKINGOFTHEMAINISSINGLE2POLICYGOALORIENTATIONDISORDERS31ACKOFDEMOCRATICMECHANISMS4POLICYVALUEISNOTUNITYANALYSISINGTHEPROBLEMANDTHENPROPOSINGPOLICYMEASURESAREASFOLLOWSFIRST，BYIMPROVINGTHEQUALITYOFPOLICYMAKERSOFTHEPOLICYTHEESTABLISHMENTOFEFFECTIVESUPERVISIONOFTHEMAINBODYOFPOLICYBALANCEDTHEPOLICYOFTHEMAINSUBJECTSOFASINGLEAUTHORITYANDRESPONSIBILITYTOOVERCOMETHECONSTRAINTSOFPOLICYMAKING；SECOND，THROUGHVARIOUSMEANSMAKINGFULLUSEOFEXISTINGRESOURCESOFHIGHEREDUCATIONTOACHIEVEARELATIVELYEQUALACCESSTOHIGHEREDUCATIONANDINACCORDANCEWITHNATIONALCONDITIONSANDDEVELOPMENTOFMULTISTAGEEQUITYCRITERIAINAFAIRANDEFFICIENTINSEEKINGTOPROMOTETHEEFFICIENCYOFEQUITYEFFICIENCYANDEQUITYINHIGHEREDUCATION，BENIGNINTERACTIONANDDIALECTICUNITYTOOVERCOMETHETHENARROWCONCEPTOFRATIONALDECISIONMAKINGTOBUILDAPLURALISTICCONCEPTOFQUALITYOFHIGHEREDUCATION，BASEDONTHEPEOPLEORIENTEDCOMPATIBILITYOFPROFESSIONALIL

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