The Development Strategies of Foreign Language and Literature Discipline in China under the Background of“Building World-Class Universities and Disciplines”

“TheActionPlanforBuildingWorld-ClassUniversitiesandDisciplines”isasignificantplaninthedevelopmentofChinahighereducation,anditoffersopportunitiesandchallengesforthedisciplineofforeignlanguageandliterature.Bymeansofliteraturereview,thispaperdiscussestheconnotationofworld-classuniversityanddiscipline,andtheconnotationanddevelopmentstrategiesofworld-classforeignlanguageandliteraturediscipline,soastogivesomeenlightenmenttothebuildingofworld-classuniversitiesanddisciplines,andthedevelopmentofforeignlanguageandliteraturediscipline.Onthebasisofreviewingrelevantresearchbothathomeandabroad,thisstudyfirstpointsoutthatworldclassuniversityinvolvesworld-classstudents,teachersandresearchers,academicresearch,universitymanagementandsocialservices,amongwhichstudents,faculty,andresearcharethecorecomponents.Second,thisstudyclaimsthatworld-classdisciplineismainlyembodiedinthequalityoftalents,research,facultyandservices。

Enlightenment from Development Experience of World-Class Universities in Foreign Inland Regions

Only a few world-class universities are in inland regions.The development of inland universities is restricted by many factors,which is especially true in the construction of universities of the Double First Class initiative in China’s western inland regions.①To learn more about how this situation evolved,we conducted research focused on world-class inland universities in foreign countries to sort out their experiences during their development.Through literature reviews and online surveys,we found that the development of such universities is restricted by the economic and social environment of the cities and regions in which they are located.Further,these universities are good at seizing historic development opportunities to actively advance internal reform and fully integrate into regional economic and social development.As a result,they have made great contributions to talent training and scientific research.They have also enhanced their strength and international influence in the process of coordinated development with their region.Therefore,we suggest universities in western China draw on such experience to grow into double first-class universities.Specifically,they should closely follow major national and regional strategies and comprehensively integrate into regional economic and social construction to seek opportunities by taking full advantage of local development.They should also continuously deepen institutional and systematic restructuring to unleash their vitality and potential in education management and development and focus on major projects to expand influence in their regions.

“双一流”大学评价标准的逻辑探寻——世界科学中心与后发-高水平大学的交互视野

“双一流”大学建设是中国对新时代高等教育发展主要矛盾的战略回应,其评价标准建设具有重大的方向引领意义。国家“双一流”大学成效评价要求遵行“中国特色、世界水平”“既要体现国情,又要坚持国际公认”的原则。“双一流”大学评价还缺乏既体现中国个性,又合乎世界共性的大学公理事实依据以建立两者之间的逻辑关联,使各种大学评价机构摆脱对世界大学排行榜的依赖。基于这一问题,运用历史方法,梳理了世界一流大学与后发-高水平大学的关系,揭示了欧美大学发达进程中后发超越现象的普遍事实,进而从时间趋同、要素同构、大学功能聚合三个层面分析了大学后发超越现象与世界科学中心迁移等要素的同构性,为“双一流”大学评价标准确立了“后发超越现象”的基本逻辑事实。

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.

Seeking Excellence in the Move to a Mass System:Institutional Responses of Key Chinese Comprehensive Universities

Since the late 1990s the Chinese government has implemented two key policies for the development of higher education.The first was launching Project 985,with the purpose of seeking excellence through creating internationally competitive universities.The second was a radical move to a mass system of higher education.In this context,China’s top universities have faced dual missions,each with their challenges:playing key roles in the revolutionary expansion process on the one hand and closing the gap between them and top universities around the world through the implementation of Project 985,on the other.It is thus important to know about how these institutions have transformed themselves for excellence through the implementation of these policies.With the three cases of Peking,Nanjing and Xiamen Universities,this paper aims to examine each institutional response and the broad changes that have come about in these top Chinese comprehensive universities.It looks especially at the divergent trajectories these institutions have followed in balancing their elite and mass education functions,their global,national and local missions,the pursuit of excellence alongside of a commitment to equity,efforts at curricular comprehensivization while preserving unique historical strengths,and finally globalization and localization.From two higher education frameworks,one based on epistemological considerations and the other on political philosophy,that are equally important in light of China’s traditions,the paper concludes that Chinese universities will continuously but selectively respond to the national expansion policy with various institutional models of seeking excellence that enable them to contribute to Chinese society and the global community in the future.

后发国家产业核心技术追赶的产学研合作创新机制——基于中国高铁产业的案例分析

后发国家如何构建起有效的产学研合作机制来支撑产业核心技术追赶?中国高铁产业成功案例很好地回答了这个理论议题。本文基于该案例,从创新链视角去探讨产学研合作和后发国家产业技术追赶之间的联动关系。研究发现:(1)产学研创新主体在政府政策和市场用户需求拉动的共同影响下,形成了支撑后发产业部门培育发展产业核心技术能力的本土创新共同体,它们成为了后发国家开展核心技术追赶和突破的核心力量;(2)产学研创新主体在“逆向反求”和“正向设计”的驱动机制作用下,在创新链上游的科学理论研究、中游的共性技术开发和下游的产品技术商业化等环节形成一个相互促进、相互反馈的产学研协同创新机制,成为了后发国家培育本土技术创新能力和实现技术追赶的重要组织模式和制度安排;(3)以产业界为核心的“知识利用系统”和以学术界为核心的“知识创造系统”之间耦合互动,推动科学、技术和产品知识在学术界和产业界之间双向流动,有助于产业核心技术能力不断升级跃迁,由生产性专用技术能力发展到应用性平台技术能力,再发展到基础性前沿技术能力来支撑技术追赶。本研究为后发国家如何通过产学研合作来协助产业部门实现核心技术追赶具有重要实践启示意义。

“小而精”:后发新兴世界一流大学的特色发展战略——以韩国浦项科技大学为例

韩国浦项科技大学是后发新兴世界一流大学的典型代表,其发展具有"小而精"的显著特色。浦项科技大学"小而精"的特色发展战略既是其积极应对时代挑战的理性选择,又是基于对自身发展愿景的准确定位。在"小而精"特色发展战略指导下,浦项科技大学通过延聘世界一流师资、培养世界一流科学家、精选特色学科和确定重点领域、开拓多渠道经费来源以及"产学研"合作的技术创新模式等举措进行精深实践,成功实现了学校的迅速崛起。作为"后发"大学跨越式发展的一个经典案例,浦项科技大学的成功为我国创建世界一流大学提供了理念借鉴和实践参考。

国际领先客户、国内产学研与后发企业追赶

国际领先客户与国内产学研对后发企业追赶都具有重要的影响,但目前缺乏将二者动态联系起来的相关研究。通过永新1997-2021年的纵向案例分析,研究发现后发企业要实现由工艺技术阶段向设计技术阶段的追赶转型,国际领先客户与国内产学研的连接关系将由回应机制向同步机制转变。在工艺技术阶段,由于技术知识特性和市场需求不确定性都比较低,后发企业采用回应机制连接国际领先客户与国内产学研以实现工艺能力累积;在设计技术阶段,由于技术知识特性和市场需求不确定性程度都比较高,后发企业通过同步机制连接双方从而具备了设计创新能力。研究通过共演视角把国际领先客户、国内产学研与后发企业追赶联系起来,推进了关于后发企业如何持续追赶的理解,对我国科技自立自强也具有重要启示。