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題名 從利益相關者的角度探索中國營利性民辦大學：以上海2所高校為例
Exploring China's for-profit private universities from a stakeholder perspective: Two cases from Shanghai作者 林綿
Lin, Mian貢獻者 劉嘉慧<br>侯永琪
Lau, Maggie<br>Hou, Angela
林綿
Lin, Mian關鍵詞 分類管理
營利性大學
利益相關者理論
非營利性大學
私立高等教育
Classification management
For-profit university
stakeholder theory
non-profit university
private higher education日期 2024 上傳時間 1-Nov-2024 11:01:25 (UTC+8) 摘要 近二十年來，中國高等教育經歷了一個快速發展的階段。根據《2020 年全國教育事業發展統計公報》，中國共有普通高校 2738 所。高等教育在校生總數達到 4183 萬人，高等教育毛入學率為 54.4%。在這種快速擴張的驅動下，高等教育系統的分類管理成為一個全球性的問題，在中國尤為迫切，並日益成為理論研究和政策實踐的重要課題。對高校進行分類管理和評估，促進高校分類發展，是高等教育從大眾化向普及化發展的重要特徵。不同的分類發展標準和方向，反映了不同的價值取向、利益偏好和訴求。影響高校分類的主要力量包括政府、高校自身、教育教學評估中心等。它們試圖通過構建相應的分類標準體系和評價結果來引導和影響高校的發展。當政府、高校、社會等多元價值主體同時參與到分類管理的博弈中時，不同價值主體的參與會引發衝突和矛盾。從微觀角度看，對於營利性民辦高校而言，是否尊重所有利益相關者的合理利益訴求，尤其是作為高校最重要利益相關者的教師和學生。本研究旨在探討營利性民辦高校實施分類管理政策對教師和學生的影響。作為高校最重要的利益相關者，他們的利益訴求是否得到滿足，探究他們選擇營利性 民辦大學性別化的動因等問題，將成為檢驗高等教育改革成敗的關鍵。同時，通過對營利性民辦高校師生訴求的分析，可以更好地平衡各利益相關者之間的關係，滿足公眾的個性化需求，促進 “公益性 ”與 “營利性 ”的平衡。本定性研究以利益相關者理論為基础，通過上海兩所不同營利性大學的16名學生參與者、10名教師參與者和2名高級管理人員，瞭解他們選擇營利性大學的動機，探討其變化和影響，比較學生和教師的體驗和感受，從微觀角度分析營利性民辦大學是否滿足了他們的需求。結果表明，教師和學生都缺乏對盈利性的認識。相比之下，教師對營利性私立大學的看法不一，但 “營利性 ”並不足以阻止學生選擇入讀大學，也不足以阻止教師選擇在大學工作。學生的學習動機是多種因素共同作用的結果。分類管理政策實施後，營利性民辦高校產生的變化主要體現在高校治理、學生學業體驗和教師工作體驗三個方面。從利益相關者的訴求來看，營利性民辦高校教師的利益訴求是多元化的，最主要的利益訴求集中在歸屬感和身份認同上，其次是自我價值實現不足和工資待遇較低。另一方面，學生群體則格外重視知識的轉化和實用性，關注個人能力的培養和個人價值的提升。本研究的貢獻在於，通過對學生和教師的半結構式訪談，對利益相關者理論的文獻進行了梳理。這也帶來了一些討論，營利性私立大學的出現強化了高等教育市場不平等的存在，雖然營利性私立大學強調發展特色教育在一定程度上符合學生對知識轉型的興趣，但也暴露出品質保證的問題，同時，營利性私立大學的發展也離不開政府政策的支持，尤其是教師隊伍的支持。
China’s higher education has experienced a stage of rapid development since its popularisation over the past two decades. According to the ‘2020 National Statistical Bulletin on Education Development’, China is home to 2,738 general universities. The total number of higher education students reached 41.83 million, and the gross enrolment rate of higher education was 54.4%. Driven by such rapid expansion, the classification management in higher education system become a global issue, it is particularly urgent in China and has increasingly become an important topic in theoretical research and policy practice. Classification management and evaluation of universities to promote the classified development of universities is an important feature of the development of higher education from popularization to universalization. Different classification development standards and directions reflect the different value orientations, interest preferences and demands. The main forces affecting the classification of universities include the government, the universities themselves, and the education and teaching assessment centre. They try to guide and influence the development of universities by constructing corresponding classification standard systems and evaluation results. When multiple value subjects such as governments, universities, and society participate in the game of classification management at the same time, the involvement of different values will cause conflicts and contradictions between the different subjects. Since the reform and opening up, China's higher education has established the "211", "985" projects, and "double first-class" projects, which are the development trends of macro-level classification. At the same time, the overall scale of China's private higher education has continued to expand, and the quality of teaching has been effectively improved, promoting the formation of a diversified higher education pattern and meeting the people's diverse higher education needs. On 2016, the Private Education Promotion Law, clearly proposing from for-profit and non-profit classification management of private higher education. After classification management policy, for-profit private universities appeared for the first time in China's private higher education institutions. Under the influence of China's basic national conditions and market economy characteristics, the development background and development process of China's for-profit private universities have their own uniqueness and complexity, and their educational goals are constantly changing between "for-profit" and "public welfare" balance. From a micro perspective, for for-profit private universities, whether they respect the reasonable interest demands of all stakeholders, especially teachers and students, as the most important stakeholders in universities. This study aims to explore the impact of the implementation of classification management policy on teachers and students in for-profit private universities. As the most important stakeholders in universities, whether their interest demands have been met, and explore their choice of for-profit Issues such as the motivations of gender-based private universities will become the key to testing the success of the higher education reform. At the same time, through the analysis of the demands of teachers and students in for-profit private universities, we can better balance the relationship between various stakeholders, meet the individual needs of the public, and promote the "public welfare" and "profitability" balance. Guided by stakeholders’ theory, this qualitative study used the 16 student participants and 10 teacher participants and 2 senior managers from two different for-profit universities in Shanghai to understand their motivation to choose the for-profit university and explore the changes and impacts to compare the experiences and feelings of the students and teachers and to analyse whether for-profit private universities meet their needs or not in a micro perspective. Results show perceptions of profitability among both teachers and students are lacking. By contrast, the teachers have mixed perceptions of for-profit private universities, but ‘for-profit’ is not a sufficiently strong deterrent for students to choose to enrol in a college or for teachers to choose to work there. Students' motivation to study is a combination of many factors. After the implementation of the classification management policy, the changes produced by the for-profit private universities are primarily reflected in the three aspects of university governance, students' academic experience and teachers' work experience. In terms of stakeholders' demands, the interests of teachers in for-profit private universities are diversified with the most important interests focusing on the sense of belonging and identity, followed by insufficient self-worth realisation and lower salaries. On the other hand, the student group puts extra emphasis on the transformation and practicality of knowledge and pays attention to the cultivation of personal ability and the enhancement of personal value. The contributions of this study lie in its use of semi-structured interviews with students and teachers to the literature on stakeholders’ theory. 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國立政治大學
教育學系
109152518資料來源 http://thesis.lib.nccu.edu.tw/record/#G0109152518 資料類型 thesis dc.contributor.advisor 劉嘉慧<br>侯永琪 zh_TW dc.contributor.advisor Lau, Maggie<br>Hou, Angela en_US dc.contributor.author (Authors) 林綿 zh_TW dc.contributor.author (Authors) Lin, Mian en_US dc.creator (作者) 林綿 zh_TW dc.creator (作者) Lin, Mian en_US dc.date (日期) 2024 en_US dc.date.accessioned 1-Nov-2024 11:01:25 (UTC+8) - dc.date.available 1-Nov-2024 11:01:25 (UTC+8) - dc.date.issued (上傳時間) 1-Nov-2024 11:01:25 (UTC+8) - dc.identifier (Other Identifiers) G0109152518 en_US dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/154198 - dc.description (描述) 博士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 教育學系 zh_TW dc.description (描述) 109152518 zh_TW dc.description.abstract (摘要) 近二十年來，中國高等教育經歷了一個快速發展的階段。根據《2020 年全國教育事業發展統計公報》，中國共有普通高校 2738 所。高等教育在校生總數達到 4183 萬人，高等教育毛入學率為 54.4%。在這種快速擴張的驅動下，高等教育系統的分類管理成為一個全球性的問題，在中國尤為迫切，並日益成為理論研究和政策實踐的重要課題。對高校進行分類管理和評估，促進高校分類發展，是高等教育從大眾化向普及化發展的重要特徵。不同的分類發展標準和方向，反映了不同的價值取向、利益偏好和訴求。影響高校分類的主要力量包括政府、高校自身、教育教學評估中心等。它們試圖通過構建相應的分類標準體系和評價結果來引導和影響高校的發展。當政府、高校、社會等多元價值主體同時參與到分類管理的博弈中時，不同價值主體的參與會引發衝突和矛盾。從微觀角度看，對於營利性民辦高校而言，是否尊重所有利益相關者的合理利益訴求，尤其是作為高校最重要利益相關者的教師和學生。本研究旨在探討營利性民辦高校實施分類管理政策對教師和學生的影響。作為高校最重要的利益相關者，他們的利益訴求是否得到滿足，探究他們選擇營利性 民辦大學性別化的動因等問題，將成為檢驗高等教育改革成敗的關鍵。同時，通過對營利性民辦高校師生訴求的分析，可以更好地平衡各利益相關者之間的關係，滿足公眾的個性化需求，促進 “公益性 ”與 “營利性 ”的平衡。本定性研究以利益相關者理論為基础，通過上海兩所不同營利性大學的16名學生參與者、10名教師參與者和2名高級管理人員，瞭解他們選擇營利性大學的動機，探討其變化和影響，比較學生和教師的體驗和感受，從微觀角度分析營利性民辦大學是否滿足了他們的需求。結果表明，教師和學生都缺乏對盈利性的認識。相比之下，教師對營利性私立大學的看法不一，但 “營利性 ”並不足以阻止學生選擇入讀大學，也不足以阻止教師選擇在大學工作。學生的學習動機是多種因素共同作用的結果。分類管理政策實施後，營利性民辦高校產生的變化主要體現在高校治理、學生學業體驗和教師工作體驗三個方面。從利益相關者的訴求來看，營利性民辦高校教師的利益訴求是多元化的，最主要的利益訴求集中在歸屬感和身份認同上，其次是自我價值實現不足和工資待遇較低。另一方面，學生群體則格外重視知識的轉化和實用性，關注個人能力的培養和個人價值的提升。本研究的貢獻在於，通過對學生和教師的半結構式訪談，對利益相關者理論的文獻進行了梳理。這也帶來了一些討論，營利性私立大學的出現強化了高等教育市場不平等的存在，雖然營利性私立大學強調發展特色教育在一定程度上符合學生對知識轉型的興趣，但也暴露出品質保證的問題，同時，營利性私立大學的發展也離不開政府政策的支持，尤其是教師隊伍的支持。 zh_TW dc.description.abstract (摘要) China’s higher education has experienced a stage of rapid development since its popularisation over the past two decades. According to the ‘2020 National Statistical Bulletin on Education Development’, China is home to 2,738 general universities. The total number of higher education students reached 41.83 million, and the gross enrolment rate of higher education was 54.4%. Driven by such rapid expansion, the classification management in higher education system become a global issue, it is particularly urgent in China and has increasingly become an important topic in theoretical research and policy practice. Classification management and evaluation of universities to promote the classified development of universities is an important feature of the development of higher education from popularization to universalization. Different classification development standards and directions reflect the different value orientations, interest preferences and demands. The main forces affecting the classification of universities include the government, the universities themselves, and the education and teaching assessment centre. They try to guide and influence the development of universities by constructing corresponding classification standard systems and evaluation results. When multiple value subjects such as governments, universities, and society participate in the game of classification management at the same time, the involvement of different values will cause conflicts and contradictions between the different subjects. Since the reform and opening up, China's higher education has established the "211", "985" projects, and "double first-class" projects, which are the development trends of macro-level classification. At the same time, the overall scale of China's private higher education has continued to expand, and the quality of teaching has been effectively improved, promoting the formation of a diversified higher education pattern and meeting the people's diverse higher education needs. On 2016, the Private Education Promotion Law, clearly proposing from for-profit and non-profit classification management of private higher education. After classification management policy, for-profit private universities appeared for the first time in China's private higher education institutions. Under the influence of China's basic national conditions and market economy characteristics, the development background and development process of China's for-profit private universities have their own uniqueness and complexity, and their educational goals are constantly changing between "for-profit" and "public welfare" balance. From a micro perspective, for for-profit private universities, whether they respect the reasonable interest demands of all stakeholders, especially teachers and students, as the most important stakeholders in universities. This study aims to explore the impact of the implementation of classification management policy on teachers and students in for-profit private universities. As the most important stakeholders in universities, whether their interest demands have been met, and explore their choice of for-profit Issues such as the motivations of gender-based private universities will become the key to testing the success of the higher education reform. At the same time, through the analysis of the demands of teachers and students in for-profit private universities, we can better balance the relationship between various stakeholders, meet the individual needs of the public, and promote the "public welfare" and "profitability" balance. Guided by stakeholders’ theory, this qualitative study used the 16 student participants and 10 teacher participants and 2 senior managers from two different for-profit universities in Shanghai to understand their motivation to choose the for-profit university and explore the changes and impacts to compare the experiences and feelings of the students and teachers and to analyse whether for-profit private universities meet their needs or not in a micro perspective. Results show perceptions of profitability among both teachers and students are lacking. By contrast, the teachers have mixed perceptions of for-profit private universities, but ‘for-profit’ is not a sufficiently strong deterrent for students to choose to enrol in a college or for teachers to choose to work there. Students' motivation to study is a combination of many factors. After the implementation of the classification management policy, the changes produced by the for-profit private universities are primarily reflected in the three aspects of university governance, students' academic experience and teachers' work experience. In terms of stakeholders' demands, the interests of teachers in for-profit private universities are diversified with the most important interests focusing on the sense of belonging and identity, followed by insufficient self-worth realisation and lower salaries. On the other hand, the student group puts extra emphasis on the transformation and practicality of knowledge and pays attention to the cultivation of personal ability and the enhancement of personal value. The contributions of this study lie in its use of semi-structured interviews with students and teachers to the literature on stakeholders’ theory. It also bring some discussion about emergence of for-profit private universities reinforces the existence of inequality in the higher education market, although emphasis of for-profit private universities on the development of speciality education is somewhat in line with students' interest in knowledge transformation, it also exposes quality assurance issue, also, developing of for-profit private universities cannot be separated from the support of government policies, especially the teaching staff. en_US dc.description.tableofcontents LIST OF TABLES ii ACKNOWLEDGEMENTS iii CHAPTER 1 INTRODUCTION 1 2 LITERATURE REVIEW 8 3 POLICY REVIEW 30 4 METHODOLOGY 48 5 FINDINGS 59 6 DISCUSSION 93 7 CONCLUSION 103 APPDENDIX 111 BIBLIOGRAPHY 117 zh_TW dc.format.extent 3383215 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0109152518 en_US dc.subject (關鍵詞) 分類管理 zh_TW dc.subject (關鍵詞) 營利性大學 zh_TW dc.subject (關鍵詞) 利益相關者理論 zh_TW dc.subject (關鍵詞) 非營利性大學 zh_TW dc.subject (關鍵詞) 私立高等教育 zh_TW dc.subject (關鍵詞) Classification management en_US dc.subject (關鍵詞) For-profit university en_US dc.subject (關鍵詞) stakeholder theory en_US dc.subject (關鍵詞) non-profit university en_US dc.subject (關鍵詞) private higher education en_US dc.title (題名) 從利益相關者的角度探索中國營利性民辦大學：以上海2所高校為例 zh_TW dc.title (題名) Exploring China's for-profit private universities from a stakeholder perspective: Two cases from Shanghai en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) Amaral, A., & Magalhães, A. 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