制造同意:大学学术评价中“唯论文”问题的一个解释性框架

Manufacturing Consent: An Interpretative Framework of the "Focus on Papers Alone" Problem in University Academic Evaluation

近年来,大学学术评价中的“唯论文”问题引发了社会各界的广泛关注。基于制造同意理论和历史制度主义,研究通过构建“同意”的“主动接受—被动接受”的分析框架,对大学学术评价中“唯论文”的生成逻辑进行分析。研究发现,大学学术评价中的“唯论文”问题是多种力量共同“制造”的结果。一方面,由于论文是学术交流的有效形式、论文发表是现代学术职业的重要组成部分以及论文是大学教师追求声誉的有效载体等因素,大学学术评价对论文形成一种“路径依赖”,促使高校教师选择“主动接受”论文发表工作。另一方面,大学学术评价也受到多层结构的影响。在工业时代学术评价标准的变迁、建设世界一流大学运动、高等教育治理体制的项目制以及高校教师职称晋升锦标赛制等因素的综合作用下,高校形成了一系列鼓励教师发表论文的“内部国家制度”,对教师起到“微妙的强制”作用。高校教师选择“被动接受”,将主要精力放在论文发表上。在多种因素的综合作用下,大学教师不断进行论文发表的“赶工游戏”,也制造了大学学术评价中的“唯论文”痼疾。

In recent years, the problem of "focus on papers alone" in university academic evaluation has aroused extensive attention from all walks of life. Based on the theory of manufacturing consent and historical institutionalism, this paper analyzes the generation logic of "paper-only" in university academic evaluation by constructing an analytical framework of "active acceptance-passive acceptance" of "consent". It is found that the "focus on papers alone" problem in university academic evaluation is the result of a variety of forces. On the one hand, because writing and publishing papers is an effective form of academic exchange, an important part of modern academic profession and an effective carrier for university teachers to seek fame, university academic evaluation formed a kind of "path dependence" on papers, encouraging university teachers to "actively accept" paper publishing work. On the other hand, university academic evaluation is also influenced by the multi-layer structure. Under the combined effect of the change of academic evaluation standards in the industrial era, the movement of building world-class universities, the project-oriented higher education governance system and the tournament system of university teachers’ title promotion, universities have formed a series of "internal state systems" to encourage teachers to publish papers, which play a "subtle coercive" role on teachers. College teachers choose to "passively accept" and focus their time and energy on the publication of papers, engaging themselves in the "rush game" of publishing papers, which also creates the chronic disease of "focus on papers alone" in university academic evaluation.