美国高校工程教育质量保障权力探析:主体辨识、功能塑造及参与路径  

Research on the Power of Quality Assurance in Engineering Education within Colleges and Universities of the United States:Subjectivity Identification,Function Formation and Participation Ways

作　　者：李明 Li Ming(Graduate School of Education,Beijing Foreign Studies University,Beijing 100089,China)

机构地区：[1]北京外国语大学国际教育学院,北京100089

出　　处：《化工高等教育》2022年第3期15-22,共8页Higher Education in Chemical Engineering

基　　金：中央高校基本科研业务费专项资金项目“基于多案例比较的世界一流教育学学科建设实践研究”(2018QD016)。

摘　　要：在工程教育质量保障中,不同利益相关者具有不同的态度和行为。在美国高校,工程教育的利益相关者形成了代表行政权力、学术权力和学生权力的三个主体,三者通过权力配置发挥着不同的作用,产生了不同的权力参与类型。行政权力主要通过参与工程教育专业认证的筹备与组织、教育质量督导、引领教师和学生参与教育质量保障发挥作用。学术权力主要通过参与学生学习评价及专业持续改进、课程与教学改革、教师专业发展活动发挥作用。学生权力主要通过工程教育质量保障的制度性直接参与和制度性间接参与发挥作用。美国高校的工程教育保障凸显了集体责任和多元参与的权力特征。在深入推进工程教育专业认证的过程中,我国高校应高度重视工程教育质量保障的集体责任,致力于培育基于多元主体参与的评估文化,形成工程教育质量保障的合力。Different stakeholders involve the quality assurance in engineering education with different attitudes and behaviors. Within colleges and universities of the United States, engineering education stakeholders have formed three main bodies representing administrative power, academic power, and student power, which play different roles and form different types of power participation through power allocation. Administrative power participates in the preparation and organization of engineering education program accreditation, participates in education quality supervision, and leads teachers and students to program participate in education quality assurance. Academic power participates in student learning evaluation and professional continuous improvement, curriculum and teaching reform, teacher professional development activities. Student power participates in the quality assurance system of engineering education both directly and indirectly. The power characteristics of quality assurance in engineering education are demonstrated by collective responsibility and multiple participation. In the process of deepening the program accreditation of engineering education, colleges and universities in China should attach great importance to the collective responsibility of quality assurance in engineering education, and devote themselves to shaping the evaluation culture based on the participation of multiple stakeholders and forming a joint force for quality assurance in engineering education.

关 键 词：专业认证 工程教育 质量保障 利益相关者 美国 

分 类 号：G642[文化科学—高等教育学] TB-4[文化科学—教育学]