组织合法性理论及其在教育研究领域的应用

组织合法性理论是研究诸如学校等强制度环境组织的重要理论工具。当前国内对教育系统合法性的研究总体上还不够规范。因此有必要了解把握西方对组织合法性的研究状况和框架。文章综述了新制度主义的组织合法性理论,包括意义、分类、生成机制、组织策略等。合法性来源具有多样性、异质性、复杂性、组织与环境的互动性等特点,不同类型的组织、不同的组织个体有着不同的合法性环境。提升合法性是组织能力建设的重要组成部分。文章概述并预测了组织合法性研究的趋势和在教育领域的应用．     

Institutionalization of Higher Vocational Education in China: A Neoinstitutionalist Perspective

From the perspective of neoinstitutionalism, higher vocational education has become an emerging institution in Chinese society. Its development over three decades entails a trend of institutionalization of higher vocational education. In such a process, higher vocational education is gaining legitimacy and experiencing isomorphic changes. Various challenges have indicated an absence of institutional legitimacy at all levels of higher vocational education, namely regulative, normative, and cultural-cognitive legitimacy. The latter two are considered key for the ongoing process of institutionalizing higher vocational education. Moreover, the emergence and development of higher vocational education in China has indicated isomorphic changes in Chinese higher education in terms of non-university sectors, practical/skills learning, teachers with dual qualifications and graduate employment.     

Evaluation of Guidance Services in Higher Education in Finland

The Finnish Higher Education Evaluation Council (FINHEEC) implemented an evaluation of guidance services in higher education in 2000–2001. Altogether 25 higher education institutions participated in the evaluation. This article describes the evaluation process, findings and recommendations. The aim is to show how an evaluation process can serve the development of guidance policies and practices at the institutional and national levels. Additionally, the article demonstrates the use of evaluation methodology as a means of enhancing communication between staff and students. This revised version was published online in July 2006 with corrections to the Cover Date.     

我国高等教育评估制度的合法性审视

以本科教学评估为代表的我国高等教育评估制度正遭受着广泛的批评和质疑,面临着合法性危机.运用社会学新制度主义理论进行审视,可以看出,我国高等教育评估制度的合法性危机不仅源于自身的技术性问题,更有着深刻的制度环境影响.改革的方向应首先适应外界环境变化,不断增强社会的认同度.     

美国高校年度报告中文化-认知调查——基于正当性的制度视角分析

文化-认知调查是美国高校年度报告中关注不同社会群体感受,尤其是学生群体感受的制度形式。消费者理念、依法行事、投入-回报等共同信念构成了文化-认知调查外源性和内源性的动力,驱动了多样化调查类型的产生,使其呈现出多级多类的格局结构。正当性的制度视角分析发现,目的动因、调查形式、参与主体、技术手段等均是文化-认知调查的正当性表现方式。客观理性层面上,文化-认知调查具有竞争与互补双重功能、生成了信息竞争机制、具有专业性特色;主观认同层面上,文化-认知调查得到公众的积极参与和信任、具备公众认同的鲜明类型。文化-认知调查提升了美国高等教育质量,但未来仍应增强改革的正当性。     

高校管理制度合法性危机现象探析

高校管理制度中存在着合法性危机,其具体表现有：高校凝聚力低,＂离散现象＂普遍存在;教学对高校和教师来说,只是一种＂谋生手段＂,而不是一种＂生存方式＂;高校内个体＂原子化＂。合法性危机的起点就在于一些制度的程序不合法,高校内的正式制度表达与制度实践相背离加剧了制度的合法性危机,社会转型过程中,高校管理的＂合法性资源＂日益稀缺,管理理念相对滞后。     

新制度主义视角下的中国高等职业教育制度环境浅析

根据社会学制度主义对制度环境三要素的界定,与高等职业教育相关的法律、政策和规章所构成的高等职业教育法规体系、以行业主管部门和行业协会为核心的高等职业教育规范体系、对发展高等职业教育作出文化解释的高等职业教育文化-认知体系构成了中国高等职业教育发展所必须的制度环境。合法性的缺失,尤其是规范层面与文化-认知层面合法性的缺失使中国高等职业教育在发展中不断受到新老问题的困扰。     

Students' perceptions on the influence of institutional evaluation on universities

There are many studies about the experiences of higher education students, but few analyse their representations of the governance and the management of their institutions. Our study will describe, analyse and compare students' representations of institutional evaluation at three institutions in Portugal and Brazil. Our results, based on an open questionnaire which sought to collect students' views on institutional evaluation, show that students' views are neither homogeneous nor do they simply reproduce the dominant external perspectives on the subject. A significant amount of students thought that evaluation is a legitimate exercise, resulting from a political decision, which is useful to improve the quality of universities and the relationship between students and academic staff. Some students also recognize that evaluation will lead to institutional comparisons, functioning as a mechanism of control, regulation, monitoring, and possibly of standardization. It is also noted to be ‘an impossibility’, since it can never comprehend the existing diversity of institutional performance.     

教育基本理论研究的第三条道路——建构中层理论

传统的教育基本理论研究有两条道路:一条是从上至下看的路,另一条是从下向上看的路。第一条道路在与教育实践的相互作用中发生了合理性困境,第二条道路在与教育实践的相互作用中发生了合法性困境。合理性危机需要一种合理化策略,合法性危机需要一种合法化策略。而建构中层理论既是合理化策略的一个组成部分,也是合法化策略的一个组成部分。在合理化和合法化的过程中,建构中层理论可能会成为教育基本理论研究的第三条道路。     

Same university,same challenges? Development strategies of two schools at a prestigious Chinese university in a changing higher education landscape

In a globalized world, universities face challenges adapting to changing environmental pressures and expectations of legitimacy. Studies on the topic have tended to focus on universities in North America and Europe, while Chinese universities have received less attention, perhaps due to their status as latecomers to global higher education. Based on institutional theory and resource dependence theory, this study examines the development process of two schools with different characteristics in a prestigious public Chinese university. Based on document and interview analyses, the findings indicate that both schools advocate internationalization as a development strategy but for different reasons. In response to the changing environment, one school continues to conform to the institutional environment; meanwhile, the other is competing in the task environment while also adhering to the university’s and the state’s norms, beliefs, demands and expectations. Based on the analysis, this article recommends that Chinese policymakers allow proactive schools willing to further their positioning in national and global higher education systems to have more autonomy and leeway in developing themselves.     

The Unfulfilled Potential of Institutional Review

Institutional review rarely produces benefits commensurate with the effort expended. Major causes of this disappointing result are neglecting the political dimension of evaluation and separating the review process from ongoing decision making. Reviews often engender suspicions of bias and covert motives. These must be allayed by a clear commitment to respect the rights of participants, to recognise the legitimacy of their divergent viewpoints, and to negotiate about the purposes and control of the evaluation. The separation of the complementary processes of evaluation and planning arises from the common practice of forming a special committee to undertake an institutional or departmental review. Furthermore, review reports generally contain fragmented arrays of assessments for individual components of institutional/departmental performance. The information obtained is usually not structured to relate directly to current problems and decision choices. Evaluation and planning can be integrated by expanding the responsibilities of policy and management committees to include the continuing review of institutional/departmental peformance. The notions of effectiveness and efficiency, re‐cast in a form which accommodates the ambiguity and conflict in higher education, can provide a useful structure for organising review information.     

试论当代中国政治的合法性危机

本在探讨了合法性和合法性危机原理的基础上，介绍了建国以来中国政治的三次合法性危机，分析了其发生的原因。     

“再知识化”：改革开放初期的高教改革与返城知青的文化资本重塑

教育程度与阶层嵌入的关系是改革开放以来我国教育理论和社会结构研究中的一个重要议题。改革开放初期,当“制度”先行变化,高等教育发展与劳动力市场的供需呈现出一种双向驱动。知青返城与高等教育改革几乎是同步进行的。“返城知青”是切入这一历史进程的关键性历史客体。教育的“拨乱反正”给了返城知青重塑文化资本的机会,教育考试制度的恢复使得其“再知识化”有了体制化确认的渠道。返城知青“再知识化”的自为建构过程可分为纵向教育系统的“高考”和继续教育系统的“成教”两部分。将改革开放初期的高教改革与返城知青的文化资本重塑联系起来,对于理解当代中国“制度—教育—社会”三者间的张力具有重要意义。     

高等教育趋同现象探析:新制度学派理论的视角

高等教育趋同与分化相伴而生,可以分为合理趋同和盲目趋同。根据新制度学派的理论,高等教育趋同的原因是由强意义或弱意义上的合法性机制所引起的。本文认为通过改变制度环境,可以在一定程度上减少盲目趋同。     

South Africa: Distance higher education policies for access,social equity,quality, and social and economic responsiveness in a context of the diversity of provision

The principal concern of this paper is the implication of the increasing diversity of higher education provision in South Africa for equity of access and opportunity for historically disadvantaged social groups, high‐quality provision, and social and economic responsiveness in distance higher education. This diversity is signalled by a variety of modes of delivery and learning/teaching methods, and the use of various terms to depict these. The article addresses this concern through an engagement with critical distance higher education policy issues, such as institutional differentiation and roles, the institutional location of distance education provision, the development of expertise and resources, the financing of distance provision and its quality assurance, and the monitoring and evaluation of the performance of distance education providers. In the course of this engagement the article also addresses a number of key themes that recur across the various policy documents produced during the past decade of democracy in South Africa.     

An Institutional Theory Analysis of Charter Schools: Addressing Institutional Challenges to Scale

This article presents a conceptual framework derived from institutional theory in sociology that offers two competing policy contexts in which charter schools operate—a bureaucratic frame versus a decentralized frame. An analysis of evolving charter school types based on three underlying theories of action is considered. As charter school leaders pursue new and different forms of schooling, they are challenged by well-established bureaucratic rules and norms that define what it means to be a legitimate school. Microlevel institution-building efforts, however, may represent viable alternatives to the institutional order of public education as charter school leaders attempt to achieve scale.     

增强高等教育第三方评估组织合法性的审思

高等教育第三方评估组织作为独立于高校和政府的社会第三方,对于推进管办评分离,构建政府、高校和社会协同的高等教育治理新格局具有重要意义,其通过满足国家宏观治理的需 求、高校对办学自主权的诉求以及社会参与高等教育治理的期望来获得合法性。但现实中高等教 育第三方评估组织由于宏观层面缺乏立法保障、中观层面缺乏认证维护、微观层面缺乏专业团队,导致其独立性和中介性缺乏,专业性、业务水平和合法性基础受到质疑。为此,需通过落实法律身份、建立健全认证机制、打造专业化的团队构建高等教育第三方评估组织的合法性。     

Global Trends,National Policies and Institutional Responses: Restructuring Higher Education in Malaysia

A significant global trend during the 1990s is the restructuring of higher education systems. The essence of this restructuring process is a redefinition of the relationship between institutions of higher learning, the state, and the market, and a drastic reduction of institutional autonomy. This article is an analysis of the restructuring process in the forms of privatisation of higher education and corporatisation of public universities in Malaysia. This analysis highlights the context of higher education reforms in the era of globalization, major trends in higher education reforms and Malaysias responses to these global trends. By focusing on the institutional level, this article examines the expansion and diversification of private higher education as well as the change in the governance and culture of public universities brought about by privatisation and corporatisation.     

The social functions of evaluation in Argentine and Finnish higher education

This article examines the traditional assumption that higher education evaluation systems follow a similar global format. Comparative study examines institutional evaluation and assessment processes in two nation‐states that are geographically and economically remote but which, historically, share a common civic perspective. The main research question of the study is: What are the similarities and differences in the social functions of evaluation and assessment between these two countries, the models of evaluation of which originate from the same “homogeneous model of institutional evaluation”? The study demonstrates that Finnish and Argentine models of evaluation are nationally and contextually bound by general ideas rather than being applications of a global model.     

试析美国高等院校认证标准演变的逻辑--以中北部地区大学与中学协会的认证标准为例

高等院校认证标准是认证过程的基础,是衡量高等院校质量的基本尺度.本文以中北部地区大学与中学协会的认证标准为例,分析了认证标准演变的逻辑:从具体量化的规定到深层质性的标准,从刻板划一的规范到自觉个性的彰显,从重视院校资源到强调学生学习结果.