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| 多重制度逻辑下研究生学位授权审核基准选择倾向——基于12所高校访谈资料 |
| Preference Tendency to Accreditation Benchmark for Postgraduate Degree Authorization under Multi-institutional Logic: Based on Interviewsin Twelve Universities |
| 投稿时间：2017-12-05 |
| DOI： |
| 中文关键词: 多重制度逻辑;研究生教育;学位授权审核;质量;数量;基准选择 |
| 英文关键词: multi-institutional logic;postgraduate education;degree authorization accreditation;quality;quantity;benchmark preference |
| 基金项目:教育部哲学社会科学研究重大课题攻关项目"我国社会需求变化与学位授予体系发展前瞻研究"（项目批准号：15JZD041）；中国学位与研究生教育学会课题"学位授权审核办法改革方案研究"（项目编号：2015Y0605） |
| 作者 | 单位 | | 曹昭乐 | 北京师范大学 教育学部, 北京 100875 |
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| 中文摘要: |
| 运用焦点团体访谈法，以Nvivo8.0为研究工具，基于12所高校访谈资料进行探究。研究发现，高校对研究生学位授权审核基准选择倾向于"质"或"量"认识中，主要有研究生教育发展、高校发展和市场发展等三种制度逻辑作用其中，呈现出四种模式。通过政策制定者厘清显性作用逻辑；高校充分发挥自主性和能动性，积极参与研究生教育和市场之间的互动；市场在科学、合理的制度导向下有效调节利益争端；缓解研究生教育发展和高校发展逻辑之间的矛盾等措施，可在一定张力关系中寻求制度逻辑上的平衡点，最终确立科学、合理的研究生学位授权审核基准。 |
| 英文摘要: |
| This study is based on the data from 12 higher-learning institutions obtained through focus-group interviews and with Nvivo8.0 as the research tool. The study finds that the preference to the accreditation benchmark for postgraduate degree authorization inclines to the awareness of quality and quantity, involving three kinds of institutional logic, namely, the development of postgraduate education, the development of university and the development of market. The tendency shows four modes. The author believes that a balance point in institutional logic can be found among the tensions with the measures of 1) policy-makers clearing up which the dominant logic is; 2) higher-learning institutions giving full play to autonomy and initiative and taking active participation in postgraduate education-market interaction; 3) the market effectively coordinating conflicts among interest groups under the guidance of a scientific and reasonable institution to relieve the contradiction between the development of postgraduate education and the development of the university, with which, a scientific, reasonable accreditation benchmark for postgraduate degree authorization can be finally established. |
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