后疫情时代高等教育国际化的未来走向

新冠疫情给全球高等教育国际化发展带来严重冲击,其加剧了高等教育国际化的变革。由于新冠疫情的影响,全球高等教育格局面临重构,高等教育国际化流动模式与主体也将随之发生转变。后疫情时代,高等教育国际化发展除了要从经济驱动转向文化理解,构建多元化、可持续的高等教育国际化发展新模式外,还应提高高等教育国际化的多样性。中国要在正确看待政治、经济、教育环境变化的基础上认识到高等教育国际化与地缘政治的关系仍然牢不可破,高等教育国际化中的“文化霸权”短期内仍然难以撼动,高等教育国际化发展的规模与质量矛盾仍然长期存在,进而强化研究、大力创新、文化引领并重视以“一带一路”建设推动构建人类命运共同体,以此更好地推动高等教育国际化发展。

生生不息的火焰:全球科学中的中国

1990年以来,全球范围内的基层合作催生了一个庞大且充满活力的全球科学系统;欧美国家的科学系统紧密联结,成为全球科学系统中的双寡头;许多中等收入国家也建立起国家科学系统,其中部分国家采用一种半“独立式”发展路径,即基于政府投资、国内科学合作网络建设、有选择地建设国际合作网络,建立高度有效的国家科学系统,但并不试图紧密融入全球双寡头科学系统。该发展路径被除了越南的所有东亚国家成功采用。这种路径考虑本国的特殊国情,且不遵循欧美国家的发展模式,因而在有关科学的文献中并不总能被理解。中国如今是世界第二大科学强国,在某些理工科领域排名第一,本文通过分析中国在资金、科学论文产出、学科平衡、国际化战略以及建立国家和全球科学网络等方面的做法,解释中国在把科学嵌套进国家体系的基础上,如何做到“正和”地联合全球活动与国家、地方活动。本文还讨论了中国成就的局限性,并指出中美关系在中国的科学建设中发挥了重要作用,未来中美科学系统将有可能部分解耦。

关于全球高等教育研究未来的若干思考

制度化的高等教育研究起源于20世纪60年代的美国,其中马丁·特罗和伯顿·克拉克作为开创者作出了独特的贡献。20世纪80年代以来,新自由主义的崛起、全球化的发展、技术的膨胀成为高等教育系统的突出特征,高等教育研究需要对这些发展及其效应进行深入分析。在新的时代背景下,高等教育系统自身面临新的挑战,这主要包括毕业生的结果与机会公平、大学生就业、高等教育的社会价值以及如何促进更加多元的声音和主题等方面。随着东亚高等教育体系的崛起,世界高等教育格局正在发生重大变迁,世界各国需要增进彼此的理解,通过他者思考以理解自身的高等教育体系和世界高等教育体系是必不可少的。

大学科研的全球扩张

20世纪90年代,互联网促进了全球科研出版体系的发展。目前在大多数国家,该体系是科学和知识密集型产业进行基于研究的创新的主要来源。借鉴爱思唯尔、科睿唯安和经济合作与发展组织的科研发表数据库,研究描述了近年来全球科研体系有四个显而易见的主要趋势:科研支出和发表总量快速增长;研究活跃国家数量上升;国际合作论文数量和比例的增长;研究领先国家的多元化。对于全球科研体系的解释有以下四种不同理论视角:国家间竞争的"军备竞赛",世界一流大学在竞争排名中构成的全球市场,网络理论和世界体系理论。分析上述四种理论视角在解释全球科研体系发展上的优势和局限,提出全球科研体系既是一个扁平、开放和包容的开放网络,也具有一定程度的等级秩序,这种等级秩序嵌套在学科、大学和国家的权力关系中。

National/Global Synergy in the Development of Higher Education and Science in China since 1978

The paper reviews the rapid development of higher education and science in China in the last forty years.It discusses the conditions and strategies of that development,including the ways that it embodies a distinctive Chinese approach to higher education.In particular,the paper reflects on the policies whereby China coordinated with globalization in higher education and science after 1978,in building national capacity and global influence.Scale,nation-state policy goals and accelerated investment on their own are necessary but not sufficient(otherwise Saudi Arabia’s research universities would be stronger than they are).The effective national/global synergy developed by China,made possible by the international openness and part-devolution to science communities that was implemented in the Deng Xiaoping era,has been crucial in the rapid rise of China’s universities and science.This national/global synergy-and its potentials,tensions and limits-in turn has determined the nature of the achievement and will shape its future evolution.

The World-Class Multiversity:Global Commonalities and National Characteristics

World-Class Universities(WCUs)are nationally embedded comprehensive higher education institutions(HEIs)that are closely engaged in the global knowledge system.The article reviews the conditions of possibility and evolution of WCUs.Three interpretations are used to explain worldwide higher education:neoliberal theory,institutional theory,and critical political economy,which give greater recognition than the other theories to the role of the state and variations between states.World higher education is evolving under conditions of globalization,organizational modernization(the New Public Management),and in some countries,marketization.These larger conditions have become manifest in higher education in three widespread tendencies:massification,the WCU movement,and organizational expansion.The last includes the strengthening of the role of the large multi-disciplinary multi-purpose HEIs(“multiversities”),in the form of both research-intensive WCUs with significant global presence,and other HEIs.The role of binary sector and specialist HEIs has declined.Elite WCUs gain status and strategic advantage in both quantity and quality:through growth and the expansion of scope,and through selectivity and research concentration.The balance between quantity and quality is now resolved at larger average size and broader scope than before.The final section of the article reviews WCUs in China and considers whether they might constitute a distinctive university model.

以“天下”思天下:“天下”思想对全球高等教育的新启发

当今世界,关于人类社会中空间秩序的两大重要思想起源于中国:其一是“天下”思想,它将无所不包的世界看作一个没有边界的整体,遵循以共同的价值观和福祉为基础的治理理念。“天下”深刻影响了西周时期的思维观念。另一重要思想则是诞生于秦朝时期的中央集权和民族国家理念。这两种思想源流贯穿了整个中国历史。“天下”思想在以世界为中心和以中国为中心的路径之间不断变化。自秦朝以来,虽然民族国家的思想一直发挥着相对更强的作用,但是“天下”思想依然是构建世界体系的方法,对民族国家的理念产生着影响。在过去的20余年中,关于“天下”思想的讨论重新兴起。这一方面源于赵汀阳等学者的影响,另一方面则是由于在全球化进程中,人们更需要从超越民族国家的视角来理解各种关系。因此,“天下”思想对于填补当下高等教育理论和实践中的空白具有重要意义。这是因为,“天下”思想不仅具有空间性,并且探讨了在多样化的高等教育环境中如何最大化人类的共同福祉。本文梳理了古代和现代有关“天下”思想的讨论,并在此基础上提出了“天下”思想对于阐释和发展全球高等教育和科研的启发。本文在结论部分将其总结为八项原则。在“天下”思想影响下的全球高等教育中,这八项原则可以作为不同组织和个人达成共识的基础。

Academic Freedom:A Global Comparative Approach

Academic freedom is best understood not as an abstract universal principle or an ideal state of being but as concrete university practices nested in specific relational environments.As such,practices of academic freedom vary across the world,according to variations in political cultures,educational cultures and state-university relations.The article discusses these variations with particular reference to differences between universities associated with the limited liberal states of the English-speaking world,and those associated with comprehensive East Asian states in the Sinic tradition,including China.Given the different traditions there is no point in imposing judgments on one system in terms of the norms of another,but worth exploring the potential for common ground.Any world-wide approach to academic freedom would need to combine a universal element with space for context-specific elements.

BOOK REVIEW

Within the realm of higher education,the French dual system,namely,universities and grandesécoles,is unique,compared with the Anglo-Saxon model.France is also one of the most popular destinations of international students.Thus,it is fascinating to probe how universities and grandesécoles in France attract overseas students respectively,in terms of their individual strategies and processes of internationalization.This book is especially interesting for readers who wish to keep a close eye on international education,as well as those who are curious about the internationalization of higher education in non-English speaking countries,such as France.