文章摘要
学科组织健康视域下世界一流学科成长机理探究——以MIT电气工程与计算机科学系为例
Research on the growth mechanism of world-class disciplines from the perspective of the healthy development of discipline organization: With the Department of Electrical Engineering and Computer Science of MIT as an example
投稿时间:2021-02-04  
DOI:10.19834/j.cnki.yjsjy2011.2021.03.12
中文关键词: 学科组织健康;世界一流学科;成长机理
英文关键词: discipline organization health;world-class discipline;growth mechanism
基金项目:国家社会科学基金教育学青年课题"世界一流学科的成长机理及培育策略研究"(CIA190276);陕西高等教育教学改革研究重点攻关项目"省属工科院校‘双一流’建设推进一流本科教育的路径研究与实践"(19BG016);陕西省研究生教育综合改革研究与实践项目(202061):"破五唯"背景下省属工科高校研究生学术能力多元化评价体系构建
作者单位
武建鑫 陕西科技大学 教育学院, 西安 710021 
蒲永平 陕西科技大学 教育学院, 西安 710021 
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中文摘要:
      世界一流学科的形成有赖于健康的学科组织,它能够实现绩效与学术声誉、社会责任、理念引领的协调一致,并有能力实现持续发展、自我更新、质量跃升。以学科组织健康为理论分析框架,分别从动力来源、行动路向、学术结构维度观测世界一流学科的组织健康特征,在此基础上整合学科组织健康的理论框架,旨在探寻与学科可持续成长相适应的组织理念、结构特征。研究表明,世界一流学科不仅需要持续推动知识组织化建设,更需要面向知识网络化的挑战改造其组织结构;世界一流学科并不期待大学制度层面的跨越式变革,而应该遵循学科可持续发展规律促进知识创新与组织演化迭代更新;世界一流学科是一个系统形塑的结果,特别重视"大学学科"理念的深化,以及学科、专业、课程一体化建设。
英文摘要:
      The formation of world-class disciplines depends on healthy discipline organization, which is beneficial to the coordinated achievements of performance and academic reputations, the fame of social responsibility and concept leading. It is also helpful to the achievement of sustainable development, self-renewal, and quality improvement. Taking the discipline organization health as the theoretical analysis framework, the authors observe the organizational health characteristics of the world-class disciplines from the dimensions of motivation source, action direction, and academic structure, based on which, they further integrate a theoretical framework for discipline organization health with the aim to explore the organizational concept and structural characteristics that are compatible with the sustainable growth of the discipline. The research finds that the development of world-class disciplines needs not only continuous promotion for organized knowledge learning, but also the reform of organizational structure when it faces the challenges of networked knowledge; the development of world-class disciplines does not expect leap-forward changes at the university institutional level, instead, it follows the sustainable development of discipline and promotes the iterative renewal of knowledge innovation and organizational evolution; the formation of world-class disciplines is the result of a systemic shaping, with special emphasis on the deepening of the concept of the "university discipline" and the integrated construction of disciplines, majors, and courses.
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