【作者】 邱秧琼；

【导师】 王沛民； 孔寒冰；

【作者基本信息】 浙江大学 ， 教育经济与管理， 2012， 博士

【摘要】 在知识经济加速、技术变革日新月异的背景下,知识与掌握知识的人才已经成为当前世界最为关键的资源。在教育与职业互动增强的当今社会,国际范围内的教育质量保证以及学术／职业资历互认运动,促成了目前全球各类“资历框架”(qualification framework)的产生。在工程教育界,质量保证和工程师国际流动也进一步成为热门的主题。围绕如何构建适当的资历框架以保证工程教育质量和促进工程人才流动,近年来许多国家和地区开展了一系列研究和实践探索。在这样的背景下,本论文的研究问题聚焦于：1)分析资历框架的系统构成,2)分析现有资历框架的发展模式,3)技术图径分析我国工程师资历框架；并在此基础上,提供我国工程师资历框架设计的对策建议。本论文分7章讨论了基于知识体的资历框架的发展脉络和设计构建。第1章“引言”,提出并界定了研究问题和研究思路。第2章“文献探讨”以知识论、质量保证理论和公共政策规制理论为基础,辨析“知识”、“知识体”、“资历”和“资历框架”的概念,梳理论文相关理论与概念元素,以备后续章节的应用。第3章以系统方式分析资历框架,从环境的视角、宏观的视角、功能的视角、微观的视角和过程的视角,分析资历框架的组成要素和结构构架,为后文资历框架模式分析和实证研究提供框架基础。第4章“资历框架的模式分析”从集成五种系统方式入手,在Citespace知识图谱和相关文献研究基础上对若干资历框架做了模式分类,并对每个模式的样本案例进行了案例分析研究,概括并归纳了这些案例在构建资历框架、保证教育质量和促进终身学习氛围的共有的成功经验。第5章实证研究以大量的第一手材料,借助内容分析法和历史/比较研究法等方法分析典型资历框架表征知识体的关键要素和资历框架学习结果的组成成分,从“知识”、“问题解决”、“技能”和“态度”4个维度的14个层面、72个学习结果组成成分中抽出了45个高频出现的核心成分作为资历框架建筑基础的核心知识体要素,并在分析统计结果的基础上得出了本论文初步的结论。第6章以技术图径的方法绘制出资历框架的技术图径,并在此基础上构建了我国的工程师资历框架的概念模型,并就促进我国工程师资历框架的建设提出了相应的政策建议。本论文得出了以下几个有新意的结论如下：1.在全球范围内的终身教育的氛围,工程科技人才的国际资历互认和流动的情境中,资历框架的诞生与发展模式具有形态多样性以及框架元素的一致性的特征。资历框架受到其背景环境所限,其产生和发展具备多元化色彩。但是就资历框架的结构构成看来一致性很明显：都由区域/领域内的权威组织颁布；清晰罗列框架内的学习路径与职业通道；学习结果的阐述上也有一定的重合。其中,学习结果的描述便是知识体的具体表达。2.资历框架的构建是一个系统性的过程,受到社会多方利益相关者的约束。从资历框架的教育性—职业性维度、通用性—专业性维度可以将资历框架分为四个模式,分别为模式Ⅰ：通用的教育资历框架；模式Ⅱ：通用的职业资历框架；模式Ⅲ：工程教育的资历框架；模式Ⅳ：职业工程师的资历框架。这四个模式中的资历框架在对于知识体表述上侧重各异,倾向不同。在不同资历框架中高频出现的学习结果组成成分可以成为未来构建资历框架的知识体基础,但该基础需要在发展的过程中不断地进行更新与改进。3.通过对资历框架构建的技术图径分析,本论文认为我国工程师资历框架的构建与应用可以建立在吸取国外资历框架建设的经验上,在全国范围内设立统一的权威机构、大量相应的配套措施和基础性工作来开发并支撑统一的资历框架。在构建我国工程师资历框架时可采取国际化的策略,融通国际现有各种工程资历框架；结合普遍性与特殊性,促进人才在社会结构中的纵向迁移与横向流动,促进学术交流和科技创新,加速社会和经济的发展的同时激发资历框架的知识网络效应。更多还原

【Abstract】 In the context of accelerating knowledge economy and rapid development of technology, knowledge and intellectuals have become the most critical resources of contemporary world. As the interaction between education and vocation has been strengthened in the current society, the movements of education quality assurance and mutual recognition of educational and professional qualification around the world give rise to the emergence of multiple qualification frameworks. Therefore, quality assurance and international mobility of engineers have become research hotspots in the community of engineering education. Explorations have been launched in many countries/regions and profession fields, focusing on constructing appropriate qualification framework to support the engineering education quality assurance and promotion of engineering talent mobility via both research and practice. With the fore cited research background, the research issues identified in this study focus on:1) the system structure of qualification framework; 2) mode development analysis of existing qualification framework; 3) the roadmap of engineer qualification framework in China. In addition, this thesis also provides countermeasures and suggestions for the design of engineer qualification framework in China.This thesis probes into the development and configuration of the Body of Knowledge based qualification framework in 7 chapters.Chapter 1 "Introduction" proposes and defines the research topics and approaches. Chapter 2 "literature review" bases on the theories of knowledge, quality assurance and public policy regulation, identifying the elements of conceptions for the following chapters. Chapter 3 analyzes the qualification framework in a systemic approach, which is from the environmental perspective, the macro perspective, the functional perspective, the micro perspective and process perspective to discuss the elements and structure of qualification framework, providing framework basis for qualification framework pattern analysis and empirical research in following chapters. Chapter 4 "the qualification pattern analysis" starts from the integration of five systemic approaches and then classifies the patterns of existing qualification frameworks based on relevant literature review and Citespace knowledge map. Therefore case studies are performed in this chapter for each pattern, summarizing successful experience in constructing qualification framework, quality assurance and promoting lifelong learning in the whole society. In Chapter 5 an empirical study was carried out to analyze the critical elements that represent the Body of Knowledge and the contents of learning outcomes of typical qualification framework, extracting 45 most frequent components of the core learning outcome content from 72 learning outcomes,14 aspects of the 4 dimensions which are "knowledge", "problem-solving", "skills", and "attitudes" as the key Body of Knowledge for the foundation of qualification framework. Preliminary conclusion is drawn from the statistical results in this chapter. Chapter 6 draws up the roadmap for the vision of future qualification framework, and provides conceptual model for engineer qualification framework in China and corresponding policy suggestions.The main original contributions of this study are as the following:To start with, in the context of global lifelong learning atmosphere, international mutual recognition and mobility of engineering and technology intellectuals, the launching and development of qualification framework is of morphological diversions; however, the elements of the framework shares characteristics of consistency. Due to the geographic and historical restrictions, the emergence and development of qualification framework is of diversification though; the similarity in terms of structure is still remarkable. Examples are authorized qualification frameworks, clear path of learning and profession and the overlapping of learning outcome desriptors. Among them, the descriptors of learning outcomes are the specific expression of the Body of Knowledge.Moreover, the establishment of qualification framework is a dynamic and systemic process, constrained by certain stakeholders. The thesis categorizes existing qualification framework into 4 patterns via educational-vocational and general-professional dimensions. These patterns are general education qualification framework, general vocation qualification framework, engineering education qualification framework and professional engineer qualification framework. With the 4 patterns the Body of Knowledge are expressed from different focuses and tendencies. The most frequent learning outcomes from different qualification framework can be the Body of knowledge basis for establishing future qualification framework. However, such basis is subjected to constant upgrading in a developing process.Thirdly, this thesis argues that the establishment and application of our engineer qualification framework can be based on foreign experience, which includes establishing unified authority, plenty corresponding measures and infrastructure to support national qualification framework. The founding of China’s engineer qualification framework can adopt the international strategy, in which the boundary of existing qualification framework is merged; the universality and particularity of qualification frameworks are combined to promote the vertical and lateral mobility of intellectuals in the society. As a result, the academic communication and technology innovation is accelerated to boost society and economic development and stimulate knowledge network effects of qualification framework simultaneously.更多还原