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| 美国专业学位研究生产教融合培养体系:演进历程与启示借鉴 |
| The Integration of Industry and Education in U.S. Professional Graduate Education: Evolution and Enlightenment |
| 投稿时间：2025-11-15 |
| DOI：10.19834/j.cnki.yjsjy2011.2026.02.14 |
| 中文关键词: 专业学位;产教融合培养体系;演变轨迹;演进动力;启示借鉴 |
| 英文关键词: Professional Degree;Training System of Industry-Education Integration;Evolutionary Trajectory;Evolutionary Dynamics;Enlightenment |
| 基金项目:国家社科基金教育学重点项目"我国专业学位研究生教育产教融合体系优化研究"(AJA220014) |
| 作者 | 单位 | | 梁传杰 | 武汉理工大学 研究生院, 武汉 430070 | | 王书梦 | 武汉理工大学 法学与人文社会学院, 武汉 430070 |
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| 中文摘要: |
| 美国专业学位研究生产教融合培养体系可划分为形成期、发展期、繁荣期和转型期,总体变化趋势可概括为培养目标体系由培养规模小、结构布局不均向规模庞大、结构布局相对均衡转变,治理体系由市场主导、高校主体、政府调控总体格局,向市场力量不断增强、政府调控手段更加多元转型,资源支撑体系由投入较小、结构不均向规模大、多元组成均衡转移,质量保障认证制度体系向评估主体更加多元、评估标准更加多样、认证体制机制不断完善转化。其演进逻辑在于:经济发展、政治制度、文化环境是制度变迁的决定力量、关键力量和重要力量。借鉴其成功经验,我国专业学位研究生教育改革要以制度微调为主,不断优化培养目标体系;以制度转换为主,稳步调整多元治理体系;以制度置换为主,加快夯实资源支撑体系;以制度重塑为主,努力筑牢质量保障制度体系。 |
| 英文摘要: |
| This study categorizes the development of the integration system between industry and education in U.S. professional graduate education into four phases: the formation period, the development period, the prosperity period, and the transformation period. Over time, the cultivation objectives have evolved from a small-scale and unevenly structured layout to a large-scale and relatively balanced structure. The governance system has maintained a market-oriented approach with universities as the main body and government as the regulator, gradually shifting toward a model where market forces are increasingly dominant and regulatory mechanisms become more diversified. In terms of resource support, the system has transitioned from limited and uneven input to a diversified and well-balanced structure. The quality assurance and accreditation system has progressed toward greater pluralism in evaluation entities, more diversified evaluation standards, and continuous improvement in certification mechanisms. The underlying logic of this evolution lies in the economic system as the decisive force, the political system as the key driver, and the cultural environment as an important influence in institutional transformation. Drawing on these successful experiences, the reform of professional graduate education in China should emphasize incremental institutional adjustments to optimize the training objective framework, promote institutional transformation to steadily adapt a multi-actor governance model, advance institutional substitution to strengthen the resource support system, and prioritize institutional reconstruction to solidify the quality assurance system. |
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