利益相关者诉求:高等教育质量内涵的情境化认知——基于对威斯康星大学麦迪逊分校的调查

Stakeholders’Demands:A Situated-cognition Study on the Connotation of Higher Education Quality

高等教育质量是一个具有利益相关者属性的情境化概念。对美国威斯康星大学麦迪逊分校学生、教师和行政管理者的深度访谈发现,三类群体对高等教育质量内涵的认知既存在差异,又有共同之处:以学生为中心的理念深入人心,注重基于能力的教育,教师质量对教育质量起决定性作用,增值评价是测量教育质量的有效方法。如何平衡不同利益相关者的价值诉求,不仅是理论层面对元概念的回归,更决定了高等教育质量改进的深度和可持续性。随着我国社会日益关注和尊重多元化价值表达,高校应根据利益相关者的差异性期待建立差别化评估体系,以真正适应高等教育大众化时代的多元质量需求。

Higher education quality is a situated concept concerned with the interests of stakeholders.Based on the investigation on University of Wisconsin-Madison,it finds that their cognitions on the connotation of higher education quality are divided among the students,the faculty and the administration staff;and there’re such consensus as students orientation,education based on ability,quality of the faculty,and value-added evaluation.How to balance these differentiated value demands,means a return to the meta concept,and determines the depth and sustainability of quality improvement.Within the background of multi-value demands,China univerisities should establish the differentiated evaluation system to satisfy the multiple demands in the era of higher education massfication.