21世纪以来美国院校研究的再界定:缘起、方式与评价  

Redefinition of America Institutional Research for the 21st Century: Its Origin, Model and Evaluation

作　　者：魏署光[1] WEI Shu-guang(School of Education,Huazhong University of Science&Technology,Wuhan 430074,China)

机构地区：[1]华中科技大学教育科学研究院

出　　处：《高等教育研究》2019年第12期42-47,共6页Journal of Higher Education

基　　金：教育部人文社会科学研究青年基金项目(16YJC880084)

摘　　要：进入21世纪后,美国院校研究的工作领域、职业发展路径、首要职责及角色等发生了新的变化。针对这些新变化,美国院校研究会通过建构院校研究知识与课程,提出院校研究新模式与新愿景,界定院校研究职责和功能,修订院校研究职业道德条例,重新界定美国院校研究会的使命,对院校研究进行了再界定。这有助于推动院校研究机构提高协同能力,提高院校研究在内部咨询研究中的参与程度,提高院校研究的专业化水平,但如何提高其非权力影响力,如何把握决策支持的情境嵌入性,如何协调专业自主与外部干预成为院校研究面临的挑战。Entering the 21 st century, new changes have taken place in America institutional research(IR), at the aspects of working field, career development paths, primary responsibilities and roles of IR. Then, the Association for Institutional Research(AIR) initiated the IR redefinition, which was reflected in building IR knowledge and curricula, putting forward new models and new visions of IR, defining IR responsibilities and functions, and revise the codes of ethics, redefining AIR missions. The IR redefinition will help promote IR departments to improve their synergies, increase the degree of IR participation in internal consulting, and improve the professionalism of IR. How to increase non-power influence of IR, how to grasp the contextual embeddedness of decision support and how to coordinate professional autonomy and external intervention have become challenges for IR.

关 键 词：美国 院校研究 再界定 专门职业 

分 类 号：G649[文化科学—高等教育学] G647[文化科学—教育学]