美国高等教育效能运动:学理基础、历史发展及基本特征  

American Higher Education Effectiveness Movement:Theoretical Foundation,Historical Development and Basic Characteristics

作　　者：魏署光[1] 威廉姆.奈特 

机构地区：[1]华中科技大学教育科学研究院,讲师湖北武汉430074 [2]鲍尔州立大学

出　　处：《中国高教研究》2017年第10期40-46,共7页China Higher Education Research

基　　金：全国教育科学规划教育部青年课题"院校研究的决策支持有效性及影响因素研究"(EIA140415)研究成果

摘　　要：20世纪80年代中期,美国高等教育效能运动兴起,其学理基础是组织效能研究尤其是高等教育组织效能研究,其发展得益于问责背景下认证机构的强势推动。基本特征包括:院校使命与学生学习成果是院校效能的根本旨趣;通过认证回应社会问责是院校效能的外部导向;通过认证实现学校改进是院校效能的内部导向;资源的配置与使用是院校效能的财力保障;教师及院校研究人员的积极参与是院校效能的人力保障。高等教育效能运动源于并超越了效能研究,并体现了一种新型质量文化。In the mid-1980s, American higher education effectiveness movement rose. Its theoretical basis is organizational effectiveness research, especially the organization effectiveness research in higher education. Its development benefited greatly from the strong promotion of accreditation in the background of accountability. Its basic characteristics include： the mission of the college and student learning outcomes are the fundamental purpose of higher education effectiveness; the allocation and use of resources is the financial guarantee of effectiveness; the response to social accountability through accreditation is the external orientation of effectiveness; college improvement is the internal orientation of effectiveness; the active participation of faculty and institutional researchers is the human resources guarantee of effectiveness. The higher education effectiveness movement stems from but transcends organizational effectiveness research, and embodies a new kind of quality culture.

关 键 词：组织效能 高等教育效能 学理基础 历史发展 基本特征 

分 类 号：G649.712[文化科学—高等教育学]