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題名:永續發展視角下東亞追趕型高校邁向世界級一流學府的戰略規劃:澳門大學與深圳大學的比較研究
作者:張夢晨
作者(外文):ZHANG,MENG-CHEN
校院名稱:國立臺北大學
系所名稱:公共行政暨政策學系
指導教授:黃朝盟
學位類別:博士
出版日期:2021
主題關鍵詞:高等教育戰略規劃世界一流大學可持續發展東亞追趕型大學Higher EducationStrategic planningWorld-class universitySustainabilityEast Asian Catch-up University
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隨著全球化的發展,東亞各高校開始認識到自身和西方國家在高等教育發展方面的差距,迫切的想要提升自身的全球競爭力。越來越多的東亞高校開始通過各種全球排名體系評估自己,並針對排名系統中表現較差的指標進行資源投放,以期盡快發展成為世界一流大學。但是這種短期內提升排名的做法並非永續的。
本研究的主要觀點是東亞追趕型高校想要發展成為世界一流大學,不僅要利用好策略規劃,而且要同時具備系統觀。作者通過對澳門大學和深圳大學這兩所東亞追趕型大學的對比,以動態戰略學派的動態能力理論為基礎,用紮根理論將兩校的深度訪談的結果進行理論編碼,加入系統的觀點,豐富了動態能力理論。本文使用二手資料、深度訪談和問卷調查對兩所大學的戰略規劃進行對比分析。
深圳大學作為深圳成立的第一所大學,是廣東率先探索高等教育的開拓性示範區,肩負著探索我國高等教育改革的重任。深圳大學在對多個高權重指標投入大量資源的同時,也獲得了大量資源。單純的從大學職能來看,澳門大學更像一所傳統大學,該模式的目標是培養學生自身的能力和希望,通過提高自身能力,實現建設世界一流大學的目標。兩所學校的發展模式在大學不同的發展階段具有不同的效用,深圳大學的追趕模式在一定程度上需要改變,澳門大學的模式也不一定能夠作為普遍性的典範。單純的從高等教育的目的來看,澳門大學的戰略規劃過程可以為其他東亞追趕型大學提供一些經驗。
As a result of the disparity between Asian and Western countries regarding higher education development and pressure from global competition, East Asian universities strive to become world-class universities (WCUs) by using various global ranking systems to assess themselves actively and invest in key performance indicators.
Many scholars have suggested that for these East Asian catch-up universities (EACUs), improving high-weight indicator factors could improve ranking performance in the short term. However, such an approach is incompatible with sustainable development. In addition, there is little understanding of sustainable development strategies for developing EACUs into WCUs.
This study compares the University of Macau and Shenzhen University, which are both East Asian catch-up universities. Based on the results coded theoretically by the grounded theory, a new theoretical framework “Systematic-Dynamic Strategic Planning Theory” is constructed to enrich the dynamic capability theory in the vibrant strategic school. To analyze the strategic planning of the two universities, the author uses secondary data, in-depth interviews, and questionnaires. The results were compared with the previous decision-making trial model and the evaluation laboratory method.
By contrast, in terms of "aspire to support regional and national socioeconomic mobility and economic development," Shenzhen University is more like what Douglass calls a "Flagship University." As the first university established in Shenzhen, Shenzhen University bears the responsibility of cultivating talents with the characteristics and style of Shenzhen and takes the lead in exploring the pioneering demonstration of higher education. Shenzhen University takes the responsibility of investigating the reform of higher education in China. Shenzhen University got a lot of resources while investing many resources on multiple high-weight indicators. In this study, the author has named this a “resource acquisition type university.” From the perspective of university functions (talent training, scientific research, social services, knowledge innovation, international scientific exchanges, and cooperation), the University of Macau functions more like a traditional university. The academy system allows students an arena for the collision of ideas. With resources and support from the student activity center, they create a relaxed and innovative atmosphere for making appointments. The model's objective is for students to develop their abilities and hopes and achieve the aim of building a world-class university by improving its capabilities. In this study, the author has titled this a “capability-gaining university.”
The development models of the two universities have different effects in different stages of university development. Shenzhen University's catch-up model needs to be changed to some extent, and the model of The University of Macau may not be universal. Purely for higher education, the strategic planning process of THE University of Macau can provide some experience for other catch-up universities in East Asia.
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