中国大学办学自主权(1952—2012):政策变迁的制度解释  

University Autonomy in China(1952—2012):The Institutional Explanation of Policy Change

作　　者：周光礼[1] 

机构地区：[1]中国人民大学教育学院,北京100872

出　　处：《中国地质大学学报（社会科学版）》2012年第3期78-86,139-140,共9页Journal of China University of Geosciences(Social Sciences Edition)

基　　金：教育部新世纪优秀人才计划"公共政策与高等教育"资助(NECT-08-0236)

摘　　要：大学办学自主权的扩大与落实取决于大学的自主性及外部控制的程度。中国大学办学自主权的演变经历了建国十七年、改革开放初期、社会转型期三个阶段。政策变迁经历了集权—放权—集权—放权的多次反复,但始终没有跳出"一收就死,一放就乱"的循环。中国大学办学自主权之所以成为久拖不决的政策难题,主要源于宏观制度环境的制约、行动者认知方式的制约以及制度的历史累积效应的影响。任何政策变迁都涉及三个基本因素:环境、行动者和制度。政策变迁实质上就是行动者在一定环境制约下变革旧制度、创造新制度的过程。The expansion and implementation of university autonomy depend on the degree of university independency and external control.The evolution of university autonomy in China has undergone three stages: the seventeen years after the foundation of People's Republic of China, the initial stage of reform and opening up and the transition period to a market economy.Policy change has experienced multiple replications between centralization and decentralization, in a cycle of 'close to death, free to chaos', and policies have been caught in an inefficient lock.University autonomy in China has become a protracted problem mainly due to the constraints of macro-institutional context, the cognitive styles of actors and the influences of historical continuity and cumulative effect.Any policy change will involve three basic factors: environment, actors and institutions,and the essence of policy change is the process in which actors transform old institutions and create new ones under certain environmental constraints.

关 键 词：大学办学自主权 政策变迁 同构逻辑 认知逻辑 积淀逻辑 

分 类 号：G649.20[文化科学—高等教育学]