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该课题通过文献研究法、案例研究法等多种研究方法对利益相关者导向的高等教育政策评估做了研究,并尽量做到宏观与微观分析结合、理论研究与实证研究结合、定量研究与定性研究结合。该课题以示范高职政策和自主招生政策为主要政策案例,发现利益相关者理论在第四代政策评估中占核心位置。由于利益相关者的政治利益,包括权力、权利及其带来的价值,而政策的权利结构决定了其资源的分配,权力结构又在一定程度上受到了价值偏好的影响,故我国高等教育政策具有其特殊的权力结构、资源配置、价值偏好以及利益牺牲者。利益相关者追求的并不是直接可见的经济利益,而是“价值立场”。通过关照一个教育政策过程中的各个利益相关者的“目标—行动”框架,可以看到话语策略的形成过程就是政策学习的过程。在这个过程中,不但可以完成真正的政策评估,也可以实现政策的“社会建构”。政策学习需要明智的政策理论,政府应该认识到这种政策理论的功能并为更好地制定和执行教育政策服务。
This subject studies the stakeholder-oriented higher education policy assessment through various research methods, such as literature research and case study, and tries to combine macroscopical and microscopic analysis, combine theoretical research with empirical research, quantitative research and qualitative research Study combination. The subject of demonstration of higher vocational education policy and self-enrollment policy as the main policy case, found that stakeholder theory in the fourth generation of policy assessment accounted for the core position. As the political interests of stakeholders, including power, rights and the value they bring, the rights structure of the policy determines the distribution of resources and the power structure is affected to some extent by the preference of value. Therefore, the policy of higher education in our country Has its special power structure, resource allocation, value preferences, as well as the interests of those who sacrifice. Stakeholders are not pursuing the direct economic benefits, but “value stance.” By looking at the “goal-action” framework for each stakeholder in an education policy process, one can see that the formation of discourse strategies is the process of policy learning. In this process, not only can a true policy assessment be completed, but also the “social construction” of the policy can be achieved. Policy learning requires sensible policy theory, and the government should recognize the power of such policy theory and serve to better formulate and implement educational policies.