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国家创新系统建设中的高等教育体系重构
作 者: K.H.U.D.Nandana Kumara(Kumara Uluwatta)
导 师: 赵玉林
学 校: 武汉理工大学
专 业: 产业经济学
关键词: 高等教育体系 重构 知识商业化 官产学合作 国家创新系统 斯里兰卡
分类号: G649.2
类 型: 博士论文
年 份: 2011年
下 载: 140次
引 用: 0次
阅 读: 论文下载
内容摘要
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近年来,随着经济全球化,国家间竞争的激烈,世界各国更加关注学术知识的生产和普及所带来的经济意义。全世界的高等教育体系都在经历着各种方式的改革,而且改革通常是相互联系的。高等教育是文化的储存者和捍卫者,是文化变革的作用者,是国家经济发展的发动机,是实现民族万众一心的工具。社会对高等教育的需求还是很高的,尤其是在发展中国家。高等教育体系在许多国家快速扩张,然而应对这个增长所需要的财政和行政能力往往是不够的。考虑到能力的不足,一方面,世界上的许多国家改变以前专一的公共教育体制,制定法律允许私人部门参与到教育体系中来；.另一方面,高校开始注重市场情况,注重竞争,采用商业行为,诞生了“企业式大学”。学者们也强调发展中国家的大学需要转变成“发展的大学”。为了这个目的,其他参与者诸如各行业,政府,职业技术学院、科研机构也必须准备好承担起新的责任。如今,全球的高等教育体系经历着各种形式的重新定位,内容通常是以下五个主题：(1)扩张和多样化,(2)财政压力,(3)市场,(4)承担更大的责任的需要(5)追求更高的质量、就业关联性和高效率的需要。那些拥有纵向领域经验的研究人员,依据坚实的理论进行定性研究,往往试图解决这样的问题“斯里兰卡的高等教育应如何改建,,使它有助于科技创新和经济增长?”数据清楚地显示,尽管斯里兰卡在文化水平上有显著的收获,但是在高等教育部门还是存在一些差距(欠缺)的。(i)高等教育体系缺乏对劳动力市场需求的反应(ii)在质量上和针对性上存在差距(iii)高等教育和中等教育之间缺乏有效的联系。(iv)管理能力的不足制约着分散化(多元化)(v)教师资源的部署和管理不足(vi)政府在高等教育中的支出下降。(vii)私人部门的参与有限(viii)缺乏良好的英语语言基础,信息通讯技术和软技能。(ix)课程和项目质量中等(x)在各种类型的高等教育机构,项目和课程中国家资格认证体系缺位。(xi)质量保证机制不足,科研能力弱,高等教育机构和工业及经济的服务部门之间的联系不强。21世纪高等教育面临的最大挑战是对知识针对性的认识(就业关联性),即需要去适应社会和经济发展对受过教育的人力资源的现实需求。在任何给定的国家都是这样,无论是发达国家还是发展中国家,都必须在知识生产和传播上发挥作用。.知识无处不在,它已经成为人类的遗产。把高等教育机构转换成知识的机构,走向知识的市场化,高等教育机构应该在社会变革中扮演一个积极活跃,有首创精神的角色。虽然在斯里兰卡目前还没有国家创新体系,但是许多国家都很关注国家创新体系,政府也在思考在通过创新促进国家发展的过程中应承担什么样的责任。发展中国家的国家创新体系处在初级阶段,尤其是因为缺少相关的工业活动,公共和私人部门的参与,技术的扩散和人员流动。这背后的主要原因是对知识重要性的误解。教育和流动性是创新发展的动因,是工业化全程和经济发展的核心,因此,政府,尤其发展中国家政府应该认识到人力资本的重要性,并且必须积极的和相关部门联系起来,建立国家创新体系,促进国家的发展。研究结果表明,斯里兰卡高等教育体系重新定位的必要性是针对国家需要的,以期有利于构建国家创新体系。研究发现发展中国家的“理论与现实的距离”相差甚远。斯里兰卡的高等教育机构要基于国家需求系统改革招生,这也是其主要意义所在,也是高等教育在经济和社会领域的重要性上的战略扩张。改进的学术和教学质量加强了学生的学习能力,为连续和终身学习提供支持。为高等教育部门建立的国家资格认证框架,是一个质量保证和鉴定体系。被授权的高等教育机构通过战略多元化和自治,依靠一个综合、可靠的高等教育管理信息系统,增加了研发,促使知识商业化。充分利用有用的资源促进高等教育部门发展,加大学位项目及课程的经济相关性(就业相关性)同时从长远来看促进高等教育机构成为世界一流的教育机构。在这方面,研究人员为高等教育重新定位提出了四个通用的框架：(i)国家资格认证框架(NQF),(ii)全面质量保证框架(CQAF) (iii)研究、教学、学习和培训的框架(RTLTF) (iv)人力资源和管理框架(HRAF),最终得出一般性结论即高等教育的角色需要在国家创新体系这个大背景被评估,高等教育政策也要与创新政策相协调。
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全文目录
中文摘要 5-7
ABSTRACT 7-10
CHAPTERS 10-20
Chapter One Introduction 20-41
1.1 Background 20-23
1.1.1 Worldwide Spotlight Today 21
1.1.2 Labour Market Requirements 21-22
1.1.3 British Academic Tradition 22-23
1.2 The Research: Problem 23-29
1.2.1 Global Trend and Sri Lankan Situation 23-25
1.2.2 Responsibility of Higher Education and Universities 25-26
1.2.3 Overview: Ancient Sri Lankan Higher Education 26
1.2.4 Present Situation of Sri Lankan Higher Education 26-28
1.2.5 Main Questions to be addressed 28-29
1.3 Aims and Objectives 29-30
1.4 Significance of the Study 30-32
1.4.1 University Industry Linkage 30-31
1.4.2 Academic Sovereignty Vs. Today's Requirement 31-32
1.5 Justification of Scope of the Study 32-35
1.6 Approach and Data 35-37
1.6.1 Approach 35-36
1.6.2 Data Sources 36-37
1.7 Limitations of the Study 37-38
1.8 Overview of the Thesis 38-41
Chapter Two Literature Review-Higher Education 41-83
2.1 Higher Education System 41-43
2.1.1 Sector Challenges and Development Goal 41-42
2.1.2 Structure of Higher Education System 42-43
2.2 Typologies and Classification Schemes in Higher Education 43-46
2.2.1 Carnegie Classification 43-44
2.2.2 Institution-based typology 44-45
2.2.3 Program-based typology 45-46
2.3 Higher Education System Linkages 46-54
2.3.1 Links between USHE and ASHE Institutions 46-48
2.3.1.1 Types of Articulations 47-48
2.3.1.2 Typology of Technological Occupations in the Knowledge Economy 48
2.3.2 Quality Assurance and Accreditation (QA&A) 48-50
2.3.3 University Partnerships with Schools 50-51
2.3.4 Economy, Government and Institutional Autonomy 51-52
2.3.5 Higher education-Industry Linkages 52-53
2.3.6 Research and Development Collaboration 53-54
2.3.7 Higher Education-Community Partnership 54
2.4 Public Vs Private and Cross Border Higher Education 54-59
2.4.1 Return on Public Investment in Higher Education 55-56
2.4.2 Public vs. Private Investment in Higher Education 56-57
2.4.3 Private Higher Education 57-58
2.4.4 Quality Assurance in Private Higher Education 58-59
2.5 Higher Education Quality 59-79
2.5.1 Quality Dimensions of Higher Education 59-61
2.5.2 Quality of Academics 61-63
2.5.2.1 Professional Competencies 61-62
2.5.2.2 Role Transition of Academics 62-63
2.5.3 Students Quality and Politics 63-68
2.5.3.1 Unsatisfactory Students 63-64
2.5.3.2 Cultural Poverty of Students 64
2.5.3.3 Student Protests and Politics 64-66
2.5.3.4 Behavioral Differences 66-67
2.5.3.5 Uncivilized Mood: Ragging 67-68
2.5.4 Research Culture in Higher education Institutes 68-69
2.5.5 Academic Entrepreneurships Concept 69-76
2.5.5.1 Academic Capitalism in the New Economy 72
2.5.5.2 University Spin-offs 72-74
2.5.5.3 USOs as Academic spin-offs (ASO) and Student spin-offs (SSO) 74-75
2.5.5.4 Spin-off competencies 75-76
2.5.6 World-Class Universities for Developing Countries 76-77
2.5.7 Developmental University Concept 77-79
2.6 Education and Unemployment 79-81
2.7 Summary 81-83
Chapter Three Methodology-The Qualitative Research Arena 83-101
3.1 Introduction 83
3.2 Traditional Vs Qualitative Paradigm 83-85
3.2.1 Employability of Qualitative Research Method 84-85
3.2.2 Research Approach in Qualitative Arena 85
3.3 Towards Case Study Approach 85-88
3.3.1 Case Study Approach 85-86
3.3.2 Grounded Theory 86-87
3.3.3 Case and Universe 87-88
3.3.4 Theory and Case Formulation 88
3.4 Research Plan 88-97
3.4.1 Research Site, Problem and Sample 89-90
3.4.2 Multiple Methods of Collecting Data 90-93
3.4.2.1 Observations 90-91
3.4.2.2 Interviews 91-92
3.4.2.3 Questionnaires 92
3.4.2.4 Documents and Artifact Analysis 92-93
3.4.3 Data Analysis and Management 93-96
3.4.4 Writing a Research Report 96-97
3.5 Enhancing the Quality of Qualitative Research 97-99
3.5.1 Genaralisability, Validity and Reliability 97-98
3.5.2 Quality Maintenance Access of the Author 98-99
3.6 Summary 99-101
Chapter Four Theorization of Higher Education in National Innovation System 101-131
4.1 Introduction 101-102
4.2 National Innovation System Theory 102-115
4.2.1 NIS Define 102-104
4.2.2 Functions in National Innovation Systems 104-106
4.2.3 Knowledge Flows in National Innovation Systems 106-108
4.2.3.1 Interaction among enterprises/ Joint industry activities 106
4.2.3.2 Public/Private Interaction 106-107
4.2.3.3 Technology diffusion 107
4.2.3.4 Personal mobility 107-108
4.2.4 National Innovation System Model 108-111
4.2.5 National Innovation System Policy for Developing Countries 111-115
4.2.5.1 NIS in Developing Countries 111-112
4.2.5.2 NIS for Development in Developing Countries 112-114
4.2.5.3 State National Innovation Policies for Developing Countries 114-115
4.3 Modes of Knowledge Dissemination in National Innovation 115-120
4.3.1 The Triple Helix Model in the National Innovation System 116-119
4.3.1.1 Participants for Triple Helix 117
4.3.1.2 Triple Helix Models 117-119
4.3.2 Science Parks and Incubators in a National Innovation System 119-120
4.4 Higher Education in National Innovation System 120-129
4.4.1 Graduates as Innovators and Equilibrators 121-122
4.4.2 Higher Education in the Learning Economy 122-123
4.4.3 From 'Ivory Tower' to 'Business Towers' for National innovation 123-124
4.4.4 Re-orientation of Universities towards NIS 124-126
4.4.5 Competence Building and National Innovation 126-129
4.5 Summary 129-131
Chapter Five Sri Lankan Higher Education Development in National Innovation System 131-175
5.1 Introduction 131-133
5.1.1 Higher Education: Defining the Purposes 131-132
5.1.2 Planning Background in HEIs 132-133
5.2 Historical Overview of Education System in Sri Lanka 133-136
5.2.1 Western Influence:Distortion of Higher Education Innovativeness 135
5.2.1.1 Period under the Portuguese 135
5.2.1.2 Period under the Dutch 135
5.2.1.3 Period under the British 135
5.2.2 The new Era of Education: Attention for Higher Education 135-136
5.3 Innovation Capacity: Sri Lanka in Global Perspective 136-138
5.4 The Structure of Higher Education 138-143
5.4.1 Higher Education Sector-Sri Lanka 138-140
5.4.2 Chinese Higher education System-An Example 140-141
5.4.3 Governance of Sri Lankan Higher Education 141-142
5.4.4 Governance within Institutions 142-143
5.5 Higher Education Enrollment and Output 143-148
5.5.1 Higher education enrollment: Sri Lanka in International context 143-144
5.5.2 Higher Education Enrollment: Institutional Shares in Sri Lanka 144-145
5.5.3 Composition of Graduate Output: Sri Lankan Universities 145-147
5.5.4 Composition of Graduate Output: International Comparison 147
5.5.5 Graduate Studies-Enrollment and output 147-148
5.6 Alternative Sector of Higher Education (ASHE) 148-153
5.6.1 Private Higher Education Sector 150-152
5.6.2 Cross Border Higher Education 152-153
5.7 Higher Education Quality 153-169
5.7.1 Mainstays of higher education quality 153-166
5.7.1.1 Quality Academic Programs 154-156
5.7.1.2 Quality Academics 156-159
5.7.1.3 Quality Students 159-161
5.7.1.4 Quality Higher Education Institutes 161-164
5.7.1.5 Quality Higher Education Culture 164
5.7.1.6 Quality Government 164-166
5.7.2 Quality of Alternative Sector of Higher Education 166-169
5.8 Economic and Social relevance of Higher Education 169-174
5.8.1 Developments in the labor market 170-171
5.8.2 The International Job Market 171-172
5.8.3 Problem of Graduate Unemployment 172-173
5.8.4 The Employers' Perspective 173
5.8.5 Economic and Social Benefits of Investment in Higher Education 173-174
5.9 Summary 174-175
Chapter Six Survey Data and Analysis: Longitudinal Case Study of Sri Lankan Higher Education 175-205
6.1 Primary Data: Interviews, Discussions and Observations 175-196
6.1.1 Higher Education Policy 175-176
6.1.2 Higher Education Curricula 176-177
6.1.3 Quality of Higher Education Institutions 177-179
6.1.4 Quality of Academics 179-181
6.1.5 Quality of Administration 181-183
6.1.6 Quality of Students 183-185
6.1.7 Quality of Government 185-187
6.1.8 Graduate Unemployment 187-189
6.1.9 Research Culture, Industry Link and Entrepreneurial Ideology 189-193
6.1.10 School System and Higher education Quality 193-195
6.1.11 Political and Other Influences 195
6.1.12 Alternative and Private Enrollment 195-196
6.2 Questionnaire Data and Analysais 196-203
6.2.1 Institutional Perspectives 196
6.2.2 Research, Publications and Entrepreneurial Competencies 196-200
6.2.3 Academic Environment and Future of Higher Education 200-201
6.2.4 Attitude of Students 201-202
6.2.5 Industry Managers' Attitude towards Graduates 202-203
6.2.6 Parents: General Opinions 203
6.3 Summary 203-205
Chapter Seven Discussion:Set of Principles for Reorientation of Higher Education 205-223
7.1 Introduction 205
7.2 Sector Context 205-212
7.2.1 Task of Higher Education in developing Countries 206-207
7.2.2 School-Higher Education Partnership 207-208
7.2.3 Subject Prioritization from School Level 208
7.2.4 HE Governance: Merits and Demerits 208-210
7.2.5 External Degrees 210
7.2.6 Technical and Vocational Higher Education Sector-SLIATE 210
7.2.7 Private Higher Education 210-211
7.2.8 Cross Border Higher Education 211-212
7.3 Quality 212-217
7.3.1 Structural Competencies and Quality of Academics 212-213
7.3.2 Role of Academics 213-214
7.3.3 Learning Quality 214-215
7.3.4 Student Politics, Violence and Indiscipline 215-216
7.3.5 Higher Education Quality 216-217
7.3.6 Quality Assurance in Higher Education 217
7.4 Towards National Innovation 217-223
7.4.1 Economic and Social Relevance 218
7.4.2 Role of Higher Education in National Innovation 218-219
7.4.3 Research Orientation, Entrepreneurialism, Academic Capitalism 219-221
7.4.4 The University-Labour Market transition: Graduate unemployment 221
7.4.5 The future of higher education:How technology will shape learning 221-223
Chapter Eight Methodological Recommendations, Model and Conclusion 223-251
8.1 Recommendations 223-243
8.1.1 System Modification of Higher Education 223-226
8.1.1.1 Governance of Higher Education 223-224
8.1.1.2 English Fluency of Students 224
8.1.1.3 Development of Student's ICT Skill 224
8.1.1.4 Institutional Quality 224-225
8.1.1.5 Student Quality 225-226
8.1.1.6 Graduate Unemployment 226
8.1.2 Improved Academic Quality, Teaching, Training & Learning 226-229
8.1.2.1 Academic Quality 226-227
8.1.2.2 Professional competence 227-228
8.1.2.3 Improving Learning and Teaching Methods 228
8.1.2.4 Curricula Development 228-229
8.1.3 Strategic Expansion of Access to Higher Education 229-231
8.1.3.1 Technical Education and Vocational training 229
8.1.3.2 Private Higher Education 229-230
8.1.3.3 Promote the Cross-Border Higher education (CBHE) 230-231
8.1.4 Quality Assurance and Accreditation 231-233
8.1.4.1 Quality Assurance and Enhancement Processes 231-232
8.1.4.2 Quality External Degree Programs 232-233
8.1.5 Increased Research and development 233-243
8.1.5.1 University Industry Linkage 233
8.1.5.2 Knowledge Commercialization and Venture Creation 233-234
8.1.5.3 Development of Institutional Research 234-243
8.2 Overall Recommendation and Model 243-246
8.3 Conclusion 246-251
REFERENCES 251-274
ACKNOWLEDGMENTS 274-276
APPENDIX 1-Boxes 276-281
APPendix 2-Questionnaires 281-291
APPendix 3-List of Publications 291
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