摘要
质量问题是远程高等教育的永恒问题,保证和提高教育质量是世界各国远程高等教育改革和发展的核心内容。我国远程高等教育,至今已积累了许多有益的经验,取得了长足进展。但是,在发展中也出现了一些不容忽视的问题,尤其是教育质量问题。开展美国远程高等教育质量认证制度研究,有助于我们学习和借鉴美国远程高等教育质量保证的先进经验,促进我国远程高等教育的改革和发展。
本研究以制度分析为视角,把美国远程高等教育质量认证制度分为制度变迁、认证制度的结构与功能、认证制度的制度性文化和实施机制等分析框架,以分析与描述美国教育认证制度的性质、结构与功能;探明制约美国远程高等教育质量认证制度的各种社会文化因素和实施机制;获得美国远程高等教育认证制度对我国远程高等教育认证制度的借鉴与启示为研究目的。本研究采取制度分析法、文献研究法、比较研究法、个案研究法、因素分析法、历史研究法。回答了以下几个问题:美国远程高等教育认证制度是什么,不是什么?它有什么样的作用和功能?美国远程高等教育认证制度的性质与功能之间存在着什么样的关系?实现这些功能需要哪些因素作为保证?美国远程高等教育认证制度是在什么样的背景下产生、又是在什么样的体制下运作的?它的存在及其功能的发挥,需要什么样的内外部因素和什么样的主客观条件?美国远程高等教育认证制度在美国远程高等教育中的应用是否值得我们借鉴?我们能否借鉴?我们应该如何借鉴?等问题。在研究主题和视角上进行积极地探索,并追求一定的新意。
第一章是全文的理论基础部分和逻辑起点。本章分析和探讨了远程教育、远程高等教育以及与它们相关或容易混淆的概念,为本研究限定了研究的范围和边界。在此基础上又指出了本研究的理论基础,即制度分析理论、全面质量管理理论、高等教育评价理论和第三部门理论。以下各章就是根据这些理论作为切入点或作为理论基础而展开分析和讨论。
第二章以历史研究法描述了美国远程高等教育质量认证制度的变迁,包括认证制度的结构体系、制度性文化和实施机制三个方面。其中以因素分析等方法,从美国学校高度自治和自由、实用主义价值观、个人主义价值观和多元文化价值观等方面讨论了影响美国远程高等教育质量认证制度的文化价值因素。这使得美国教育认证制度带有美国的特色和美国精神气质。因此,我们对美国远程高等教育认证制度的把握仅仅停留在结构与功能层面是不够的,尚须深入到其背后的文化及其价值因素,才能深入了解和认识制度本身。美国远程高等教育质量认证制度的形成和发展经过了上百年的时间,经过了不同的阶段和时期,才达到了今天这样的成熟和完善。它告诉我们要建立这样的制度,不是一蹴而就的,而是与一个国家的政治、经济、文化等因素的互动过程。其中,更受制于一个国家的政治、经济制度和文化及其价值观的影响。
第三章分析了美国远程高等教育质量认证制度的结构与功能。本章采用因素分析、个案分析等方法,从认证制度的类型、目的和标准、内容和程序、性质和功能等方面,讨论了美国的远程高等教育质量认证制度。美国的远程高等教育质量认证制度结构与功能虽然具有自己的特殊性,但与普通高等教育质量认证认证制度的结构与功能几乎相同的,并达到比较完备和成熟的程度,而且具有美国特色。
第四章分析了美国远程高等教育质量认证制度的实施机制。本章从机制、高等教育认证机制、远程高等教育质量认证机制、机制的各个要素和具体实施的机制等几个方面,讨论了美国远程高等教育质量认证制度的执行问题,即实施机制。认证制度作为美国高等教育的一种质量保障和改进制度在远程高等教育内部以及远程高等教育与社会、政府的关系中具有多重功能。在美国远程高等教育认证制度中主要采取缓冲器、服务器和交换器等实施机制。缓冲器机制是介于政府和大学之间的高等教育中介组织的性质和作用的主要机制;服务器机制是为学校以及为政府和社会公众提供信息服务,减少大学与政府、大学与社会之间存在的信息不对称;交换器机制是大学与政府、市场、学术界、学生和社会之间的协调机制。这三个机制在美国远程高等教育质量认证活动中相得益彰,共同发挥作用和功能。美国拥有世界上最庞大的远程高等教育体系,并且始终维持着高水平的教育质量,与其拥有完善的远程高等教育质量认证机制有着密切关系。
第五章分析了美国远程高等教育质量认证制度的借鉴与启示。本章从中美远程高等教育质量认证制度的历史进程、结构体系、社会背景和实施机制等四个方面,对中美两国的远程高等教育认证制度进行了比较分析,在此基础上,对我国借鉴美国远程高等教育质量认证制度进行了分析和思考。当前我国正处于远程高等教育大发展、大变革的时代,在这个背景下,我国远程高等教育同样面临许多前所未有的问题和挑战。虽然这些问题与美国远程高等教育同时期所面临的问题相比,情况同中异,程度或大或小,但从总体上看,我国远程高等教育发展到目前阶段已经为我国认证制度的生长和壮大提供了较为适宜的土壤。种种迹象表明,认证制度在中国已经处于呼之欲出的萌芽阶段,我们需要加速这个历史进程,使之早日能够登上中国远程高等教育改革与发展的宽阔舞台,成为我国远程高等教育变革的“生力军”。
Quality is an eternal issue in distance higher education. To guarantee and improve education quality is the core theme of the reform and development of distance higher education all over the world. In China's distance higher education, tremendous progress has been made and much experience has been accumulated in this regard. However, some noticeable issues have also emerged in its development, in particular the issue of education quality. Research on the quality accreditation system in distance higher education in the US is helpful for us to learn from their good practice of guaranteeing education quality of distance higher education and promote the reform and development of distance higher education in China.
In this research, the quality accreditation system of distance higher education in the US is examined from the aspects of institution transition, the structure and function of accreditation system, institutional culture and implementation mechanism of accreditation system from the perspective of institution analysis to describe and analyze the quality, structure and function of US higher education accreditation system and probe into the varieties of socio-cultural factors and implementation mechanism of the quality accreditation system of distance higher education in the US so that the quality accreditation system of distance higher education in China can draw lessons and inspiration from its counterpart in the US. In this study the author adopts the methods of institution analysis, literature research, comparative research, case study, factor analysis and historical analysis to answer the following questions: what is the accreditation system of distance higher education in the US and what is not? How is it functioning? What is the relation between the quality and function of the accreditation system of distance higher education in the US? Which factors are necessary to guarantee its functioning? Against what background did the accreditation system of distance higher education in the US come into being and under what system does it function? What internal/external factors and objective/subjective conditions are necessary to guarantee its very existence and its functioning? Whether and how can we draw lessons from the application of the accreditation system in the distance higher education in the US? More stress will be put on the research theme and research perspective so as to yield new findings.
Chapter One lays the theoretical foundation and logical basis for the thesis. In this chapter the notions of distance education, distance higher education and some other related or confusing ones are given full analyses and exploration to set the research area. Based on these analyses, the author delineates the theoretical foundation of the research, namely, the institutional analysis theory, Total Quality Management, higher education evaluation theory and the third sector theory, which shape the theoretical framework for the chapters that follow.
Chapter Two provides historical analysis method to describe the transition of the quality accreditation system of distance higher education in the US, including its structural system, institutional culture and implementation mechamsm. With the method of factor analysis, this chapter discusses the cultural values that influence the quality accreditation system of distance higher education in the US from the aspects of high degree of autonomy and freedom in US schools, pragmatism, individualism and multiculturalism, all of which make the quality accreditation system in the US its American features and American spirits. Therefore, our understanding of the accreditation system of distance higher education in the US cannot be limited to its structure and function. Rather, we should probe into its underlying culture and value to gain a deeper understanding of the system per se. The quality accreditation system of distance higher education in the US takes hundreds of years to develop and undergoes different stages to reach its consummation. It reminds us the fact that such a system is not established in just one step, but formed through gradual interaction with the political, economic and cultural elements within its nation. It is always under the influence of its politics, economy, culture and values.
In Chapter Three the author analyzes the structure and function of the quality accreditation system of distance higher education in the US. Both the methods of factor analysis and case study are applied to discuss the types, objectives, criteria, contents, procedures, nature and functions of the quality accreditation system of the US distance higher education. Although the structure and function of the quality accreditation system of distance higher education in the US have their own particularities, they are almost the same as the structure and function of the quality accreditation system of regular higher education. Moreover, they are consummate with American characteristics.
Chapter Four is about the implementation mechanism of the quality accreditation system of distance higher education in the US. The author discusses implementation issues, namely, the implementation mechanism from the aspects of mechanism, accreditation mechamsm of higher education, quality accreditation mechanism of distance higher education, constituents of mechanism and mechanism of implementation. As a quality guarantee and improvement system, accreditation system plays multiple roles in distance higher education and its relations with society and government. The implementation mechanism of the quality accreditation system of distance higher education in the US mainly takes the form of buffer, server and switch. Buffer mechanism is the main mechanism of the quality and function of intermediary organizations of higher education between schools and government; server mechanism provides information for government and public as well as schools so as to reduce the information asymmetry between universities and government, universities and society; switch mechanism works as the coordination mechanism between universities and government, market, academic circle, students and society. The three mechanisms reinforce each other and work together in the quality accreditation system of distance higher education in the US. America boasts the largest distance higher education system and has always maintained a high level of education quality, both of which are closely related to its consummate quality accreditation mechanism of distance higher education.
In Chapter Five the author analyzes the lessons and inspirations drawn from the quality accreditation system of distance higher education in the US. The quality accreditation systems of distance higher education in the US and China are compared in terms of their respective historical processes, structural systems, social backgrounds and the implementation mechanisms. Based on the comparison, the chapter proceeds to analyze and reflect on how China can learn from the quality accreditation system of distance higher education in the US. Currently, China's distance higher education is undergoing great development and reform. At the same time, it is also facing a great many unprecedented problems and challenges. Although these problems are different to varying degrees from the problems of distance higher education at the same period in the US, in general, distance higher education in China having developed so far has provided appropriate soil for the growth and development of accreditation system in China. It is indicated that accreditation system in China is already at the embryo stage, very close to being the real thing. We need to accelerate this historical process to make it appear on the stage of the reform and development of distance higher education in China to an early date and become a "new force" in the reform of distance higher education in China.
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