项目制下高职场域的组织学习、能力生成与组织变革  

Organizational Learning:Capability Generation and Organizational Change in the Field of Higher Vocational Education

作　　者：郭建如[1] 周志光[1] 

机构地区：[1]北京大学教育学院/教育经济研究所,北京100871

出　　处：《北京大学教育评论》2014年第2期141-164,192,共24页Peking University Education Review

基　　金：教育部人文社会科学重点研究基地北京大学教育研究所重大项目"高职院校组织转型;培养模式变革与毕业生就业力的多案例研究"(12JJD880003);教育部人文社会科学重点研究基地重大项目"经济发展方式转变与产业结构升级背景下的高等教育分类管理与结构调整研究"(13JJD630002)的成果

摘　　要：高校毕业生的就业压力随着高等教育的扩张而增大,提升高职生的就业竞争力就需要改变其人力资本构成和人力资本积累的方式,同时也需要改变高职院校师资队伍的人力资本构成,改变并积累高职院校培养特定规格毕业生的能力。2006年,我国高职教育场域启动以培养模式改革为核心的示范校建设项目。本文考察了示范校的建设过程,认为组织学习是高职院校新能力生成与组织变革的重要机制,但该机制的作用效果受到高职院校领导与组织管理体制、资源获得与激励机制、既有知识和可能获得的知识等因素的影响,并指出项目制虽能促进组织学习,也会产生学习陷阱,影响场域内的知识创新。Pressure to help students find employment increases with the expansion of higher education.It is therefore necessary to change the manner in which human capital is accumulated in order to improve the ability of vocational students to find work after graduation.It is also necessary to change the manner in which professors are trained to help their students acquire this kind of resource.In 2006,the central government launched new models for vocational education in order to revitalize older models.This study examines the rebuilding process and suggests that organizational learning is the most important mechanism for capability generation and organizational change.Whether or not this mechanism can function depends on the leadership of college presidents,management systems,the amount of resources available,incentives,existing knowledge stocks,and the sources of new knowledge.The study concludes that while the new institutions can promote organizational learning,they can also fall victim to traps that might inhibit innovation in the field of vocational higher education.

关 键 词：项目制 高职场域 组织学习 能力生成 组织变革 

分 类 号：G718.5[文化科学—职业技术教育学]