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| “研究生教育分类发展”政策执行的现实困境与突破路径——基于史密斯政策执行过程模型的分析 |
| An Analysis of Realistic Dilemma and Feasible Solution for Implementing the Classified Development Policy on Postgraduate Education——Based on Smith’s Policy Implementation Model |
| 投稿时间：2024-12-09 |
| DOI：10.19834/j.cnki.yjsjy2011.2025.04.10 |
| 中文关键词: 研究生教育;分类发展;史密斯政策执行过程模型;政策效果 |
| 英文关键词: postgraduate education;classified development;Smith Policy-Implementing-Process Framework (the Smith model);policy effectiveness |
| 基金项目:教育部人文社会科学研究规划基金项目"面向国家重大战略需求的博士生项目制培养模式研究";兰州大学中央高校基本科研业务费专项资金文科振兴计划B类团队项目(青苗工程)"西部高等教育促进区域经济高质量发展:作用机制与实践路径"(2024lzujbkyqm004) |
| 作者 | 单位 | | 包水梅 | 兰州大学 高等教育研究院, 兰州 730000 | | 王琦 | 兰州大学 高等教育研究院, 兰州 730000 |
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| 中文摘要: |
| “研究生教育分类发展”政策目标的实现依赖于具体执行过程。基于史密斯政策执行过程模型分析发现,该政策执行可能面临以下困境:政策文本模糊和前瞻性不足影响政策执行过程和效果;研究生教育相关目标群体的认知偏差和参与不足影响政策执行过程;教育行政机关、研究生培养单位及产学研实践单位等政策执行组织的资源有限、联动性不足、选择性执行等问题影响政策执行效果;国家《学位法》立法进程滞后、功利主义教育观念、高校内部文化阻滞和外部评价压力等政策环境制约政策执行效力。未来亟待进一步优化政策顶层设计,提升研究生教育相关目标群体的认同与参与度,重组升级现存教育资源、提升政策执行组织间的联动性并加强培养质量监督与评估,通过扭转功利主义读研倾向、以《学位法》支持专业学位科学发展、树立公平的研究生教育理念等方式突破政策环境制约,从而助力该政策有效落实。 |
| 英文摘要: |
| The realization of the policy goal of "Classified Development of Postgraduate Education" depends on the specific implementation process. Based on the analysis of Smith Policy-Implementing-Process Framework (the Smith model), the following difficulties may be encountered in the implementation of the policy: the lack of clarity and the inefficient forward-looking vision in the policy text affect the policy implementation process and outcomes; cognitive biases and inadequate participation of target groups related to postgraduate education affect the policy implementation process; the limited resources, weak linkage, and selective implementation by policy implementing entities such as educational administrative organs, postgraduate training units, and industry-university-research bodies that provide practice venues affect the outcomes of policy implementation; and the policy environment, including the delayed legislation of the national Degree Law, the utilitarian educational concept, cultural obstacles within universities, and external evaluation pressure, limits the effectiveness of policy implementation. In the future, it is crucial for us to optimize the design of policies at the top level, increase the recognition of and participation by target groups related to postgraduate education, reorganize and upgrade existing educational resources, improve interactivity among policy implementing organizations, and strengthen supervision and evaluation of training quality. Furthermore, we must work together to reverse the utilitarian tendency of the pursuit for master’s degrees, and we should use the "Degree Law" to support the development of professional degrees, overcome the limitations of the policy environment, and establish a fair concept for postgraduate education. Only then can we effectively implement the policy. |
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