中国大学治理中的政策学习:维度、机制与路径——基于对重点建设高校政策的分析  

Policy Learning in Chinese University Governance:Dimension,Mechanism and Path—Based on the Analysis of Policies for Key Construction Universities

作　　者：刘世丽[1] 张德祥[1] Liu Shili;Zhang Dexiang

机构地区：[1]大连理工大学,辽宁大连116024

出　　处：《国家教育行政学院学报》2025年第2期15-27,71,共14页Journal of National Academy of Education Administration

摘　　要：政策学习是理解中国大学治理政策变迁的一个重要视角。在对政策学习维度分析的基础上,借鉴霍尔的政策学习理论,构建“目标-工具”二维分析框架,结合使用政策文本分析方法,探讨我国大学治理中的政策学习机制与路径。研究发现,我国从重点大学到“双一流”建设的政策变迁可以划分为重点大学、工程建设和“双一流”建设三个时期,政策变迁过程中主要存在内生和外生两种政策学习机制,即第一、第二序列政策学习中的改进主义学习机制和第三序列学习中的工具主义、效率主义和评估主义学习机制;政策学习路径呈现为目标牵引的单路径政策学习、主体放权的双路径政策学习和激励倡导的多路径政策学习三种类型。Policy learning is an important perspective for understanding the changes in governance policies of Chinese universities.Based on the analysis of policy learning dimensions and drawing on Hall’s policy learning theory,a two-dimensional analysis framework of“target tool”is constructed,combined with the use of policy text analysis methods,to explore the policy learning mechanism and path in university governance in China.Research has found that the policy changes from key universities in China to the“Double First-class”construction can be divided into three periods:key universities,engineering construction,and the“Double First-class”period.In the process of policy changes,there are mainly two types of policy learning mechanisms:endogenous and exogenous,namely the reformism learning mechanism in the first and second series of policy learning,and the instrumentalism,efficiency,and evaluation learning mechanism in the third series of learning;the policy learning path presents three types:goal driven single path policy learning,subject empowerment dual path policy learning,and incentive advocacy multi-path policy learning.

关 键 词：大学治理 政策学习 政策变迁 

分 类 号：G649.20[文化科学—高等教育学]