高等教育质量文化:独特性与解释力

Quality Culture of Higher Education: Uniqueness and Explanatory Power

工商业意义的质量标准不适合教育质量的转变性生成特征,它具有先天的局限性。认证、问责、审计、评估等质量保证体系不能必然导致质量的改进,因为它并非质量本身。欧洲大学协会从心理与结构两个维度把质量文化定义为永久地以提高质量为目的的组织文化,具有开创性价值。与工商业意义的质量观相比,高等教育质量文化更着重于学生的转变而非控制、发展而非保证、变革而非顺从。高等教育质量文化是以信任与共同价值观为基础的质量文化,是以学术共同体协调发展的质量文化,是以学生为中心的转化性学习质量文化。

The quality standards characterized by technology, power and ideology cannot accurately measure the quality of higher education. The quality standard of industrial and commercial significance is also not suitable for the transformational characteristics of educational quality, for its inherent limitations. Authentication,accountability, audit, evaluation and other quality assurance systems cannot necessarily lead to quality improvement, because their are not quality itself. The European University Association(EUA) defines quality culture as an organizational culture aiming at permanently improving quality from both psychological and structural dimensions, which has pioneering value. It claims that shared values, beliefs, expectations and commitments are of positive significance to the formation of quality culture in higher education. Compared with the quality concept of industrial and commercial significance, the quality culture of higher education focuses more on the transformation of students rather than on control, development rather than assurance, and reform rather than compliance.The quality culture of higher education is the one based on trust and common values, the one coordinated by the academic community, and the transformational one centered on students.