發(fā)布時間：2018-06-08 23:14

  本文選題：荷蘭 + 高等教育質(zhì)量保障　； 參考：《外國教育研究》2017年09期

【摘要】：20世紀(jì)80年代以來,荷蘭高等教育就質(zhì)量保障進(jìn)行了深刻而廣泛的改革,成為全球高等教育質(zhì)量保障體系構(gòu)建的先行者和富有經(jīng)驗(yàn)者,究其成功原因,在于妥善地處理了大學(xué)自治和政府問責(zé)之間的關(guān)系。荷蘭的成功經(jīng)驗(yàn)表明:大學(xué)自治與政府問責(zé)之間應(yīng)存在合理的張力關(guān)系,政府問責(zé)的同時遵循大學(xué)自治原則,大學(xué)自治的同時回應(yīng)政府問責(zé),尊重大學(xué)和政府維護(hù)各自權(quán)益的方式。大學(xué)自治與政府問責(zé)之間合理張力關(guān)系的形成,需要以高校獲取相對獨(dú)立地位、發(fā)揮學(xué)術(shù)團(tuán)體的作用、完善第三方評估機(jī)制及有效借助市場力量為實(shí)現(xiàn)路徑。
[Abstract]:Since the 1980s, Dutch higher education has carried out profound and extensive reforms on quality assurance, and has become a pioneer and experienced person in the construction of the quality assurance system of global higher education. It lies in properly handling the relationship between university autonomy and government accountability. The successful experience of the Netherlands shows that there should be a reasonable tension between university autonomy and government accountability. Government accountability follows the principle of university autonomy, and university autonomy responds to government accountability. Respect for the way in which universities and governments defend their rights and interests. The formation of a reasonable tension relationship between university autonomy and government accountability requires that universities acquire relatively independent status, play the role of academic groups, perfect the third-party evaluation mechanism and make effective use of market forces as the way to achieve this goal.
【作者單位】： 廈門大學(xué)教育研究院;
【分類號】：G649.563

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