高校“对口支援”走向高质量:历程、困境与路径

High-quality Development of University “Matching Support”: Course, Dilemma and Path

高校“对口支援”作为一项面向特定区域的政策性行为,是实现高等教育公平、促进区域协调发展的重要举措。通过时间序列上的梳理,我国高校“对口支援”政策大致经历四个阶段:孕育期(1949-2000)、确立期(2001-2009)、发展期(2010-2017)和提升期(2018年至今)。不同阶段具有不同的建设目标,整体上政策实施呈现出如下制度转向:政策驱动由外延式转向内涵式、经费投入由单一化转向多元化、人才队伍由引育结合转向特色培育、运行机制由单向支援转向对口合作。同时,基于社会学制度主义框架,高校“对口支援”政策实施的制度困境主要包括政策规制的盲从、评估规范的模糊和“包圆式”认知的适应。为充分激发支援、受援高校的“对口”活力,可以明确府校角色定位,建立高校对口支援梯度;创新人才培养模式,突出高校激励作用;建立高质量评估体系,动态调整评估重点;转变“包圆式”认知,培育地缘化人文特色。

As a region-oriented policy behavior, university “matching support” is an important measure to realize the equity of higher education and promote the coordinated development of regions. Through the time series analysis, the “matching support” policy of Chinese universities has roughly experienced four stages: incubation period(1949—2000), establishment period(2001—2009), development period(2010—2017) and promotion period(2018 to date).Different stages have different construction objectives, and the overall policy implementation presents the following institutional shifts: external into internal;policy drive, single into diversified channels of investment, introduction and education combination into characteristic cultivation of talent team, and one-way support into two-way cooperation of operation mechanics.At the same time, based on the institutional framework of sociology, the institutional dilemmas of the implementation of “matching support” policy in colleges and universities mainly include the blind following of policy regulations, the vagueness of evaluation norms and the adaptation of “support” cognition. In order to fully stimulate the “counterpart” vitality of the universities supporting and receiving aid, it is necessary to define the role positioning of government schools and establish the gradient of university counterpart support, innovative talent training mode to highlight the incentive function of colleges and universities, establish a high quality evaluation system and dynamically adjust the evaluation focus, change the cognition of “enveloping type” and cultivate the humanistic characteristics of geography.