明治维新与日本国立大学的创立

Meiji Reform and the Establishment of the National University of Japan

明治维新带来日本高等教育发展环境的历史性变迁,为日本国立大学的创立提供了制度基础。根据社会学新制度主义理论,日本国立大学创立是制度环境形塑的结果,这套形塑机制从法令强制、组织模仿、认知规范三个维度上赋予大学政治合法性、专业合法性与文化合法性。政府资源控制与大学本体追求之间的张力又催生了日本国立大学的特质性。日本国立大学创立、发展和成熟的历程,为其他后发国家大学制度建设提供了很好的借鉴与批判"模型"。当前,我国高等教育进入"双一流"建设的新阶段,要实现"双一流"建设目标,不仅需要一场资源驱动机制的创新,更应该理解为实现高校治理体系与治理能力现代化的制度安排,也是构建现代大学制度的制度化进程。借鉴日本国立大学创立的制度经验,可以从重视"双一流"背后的制度环境优化,发挥规制性要素、规范性要素和文化-认知性要素三种基础要素的综合效应,构建多元利益主体参与办学的协同联动机制三个方面着眼,推动我国高校"双一流"建设。

The Meiji Reform brought about a historic change in the development environment of Japanese higher education, providing an institutional foundation for the establishment of the National University of Japan. According to the theory of neo-institutionalism of sociology, the National University of Japan was established in and shaped by the institutional environment, which gives political, professional and cultural legitimacy to a university from three aspects: decree enforcement, organization imitation and cognitive norms. The tension between government resource control and the university’s own pursuit has given certain specialties to the Japanese National University. The history of the National University of Japan provides a good "model" for reference and criticism for other countries in their construction of university systems. At present, China’s higher education has entered a new stage of "Double First-Class" Initiative. To achieve the goal of "Double First-Cass", it is necessary to innovate the resource-driven mechanism. In addition,"Double First-Class" Initiative should be understood as the institutional arrangements for the modernization of university governance systems as well as the institutionalization process of building a modern university system. Drawing on the institutional experience from the National University of Japan, we can promote the construction of "Double First-Class" colleges and universities in China from three aspects: First, focus on optimizing the institutional environment behind the "Double First-Class" Initiative;second, give full play to the comprehensive effect of the three basic elements, i.e. regulatory, normative and cultural-cognitive elements;third, construct the synergy mechanism of multi-interest subjects to participate in running schools.