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Research On Higher Vocational School-running Model Reform:from The Perspectives Of Stakeholder Theory

Posted on:2013-01-17Degree:DoctorType:Dissertation
Country:ChinaCandidate:X LiuFull Text:PDF
GTID:1117330374968049Subject:Vocational and Technical Education
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Higher vocational education has been regarded as the foundation to enhance social and economic development in a country or area, and the source to promote its core competition as well. Back in the history, higher vocational education has never received such wide concern and blame as today, and the reform in the field also caused wide attention. Along with the society's increasing emphasis in the new century, our country's higher vocational education has achieved great-leap-forward development in school size. In addition, it has trained a great number of high skilled talents in urgent needs, and provided strong human resource support for local social and economic development. But due to dramatic expansion in school size in recent years, school conditions, educational mode and employment rate have become the bottlenecks which greatly restricted the development of higher vocational education. Additionally, other restraining factors included the loose connection between education and industry, schools and enterprises, major setting and working position, unclear school orientation, unsmooth school operation system, and especially the failure to establish practice-oriented talent training mode. And meanwhile, the existing studies on school-running mode were lack of clear concept definition and scientific analysis framework, which led to chaos in the practice of higher vocational education. At the new historical starting point characterized by developing vocational education, constructing modern vocational education system, and mobilizing the enthusiasm of enterprises, it was of great significance to put forward the direction of higher vocational school-running mode reform, and enhance its innovation and revolution based on its current difficult situation.From the perspectives of stakeholder theory, the current study analyzed the reform practice of higher vocational school-running mode in the past30years by adopting normative analysis and empirical analysis method, and attempted to comprehend the reform's essence and functioning mechanism via investigating the interests needs, interaction, conflict, and coordination among the stakeholders involved. By focusing on our country's higher vocational education school reform practice, the study tried to anwer the following questions through a systematic and distinct perspective:first of all, why does school-running mode in China's higher vocational education need urgent reform? In other words, why do we need to change the school-running mode? What motivate the occurance, development and expansion of the reform? How the different stakeholders plan and implement the reform? What do they expect through the reform? Compared to former reforms, what breakthrough will the current reform bring? Secondly, whost interests will the reform involve? In other words, what stakeholders will be involved in the reform process? What stakeholders will directly influence the reform? Thirdly, what are the interests needs of the stakeholders in the reform process? What are the conflicts among them? How their balance and conflict promote or hinder the reform? Fourthly, what effects will the worldwide school-running reform bring on China's reform? What challenges will be confronted with? Lastly, how to achieve innovation in the reform? Based on the above logical analysis, the contents of the current study were as follows:The introduction part would make a brief statement in terms of research background, research significance, research contents and method, research design as well as main definitions.The1st part, historical analysis and present situation of China's school-running mode reform in higher vocational education. Objectively describe the process of China's higher vocational education, sum up experiences and lessons and explore its historical rules; Based on the historical rules obtained from historical research, try to answer the questions such as what stages China's school-running mode reform in higher vocational education has experienced? What lead to the present problems in school-running mode? What are the problems? How can we reform?The2nd part, the classification of stakeholders and analysis of interests needs. To understand how stakeholders influence and restrict the higher vocational school-running mode reform, we have to know first what stakeholders are involved? How about their degree of influence? By adopting Mitchell's classification method, the current will identify out the stakeholders involved in higher vocational school-running mode based on legitimacy, rationality and urgency, such as the connotation, constitution and needs analysis of stakeholders.The3rd part, the interests conflicts between higher vocational education and stakeholders. Based on the former empirical study, this part aimed to analyze the interests conflicts existing among stakeholders in the process of higher vocational school-running mode reform. Thereby, to understand how stakeholders influence and restrict the reform, and identify out where the barriers in the reform lie in.The4th part, the coordination between higher vocational education and stakeholders involved. When analyzing the interests conflicts among stakeholders, the current study analyzed what role the various stakeholders should play in the reform, how to participate in the reform, how to achieve their interests balance by fully utilizing interest coordination theory.The5th part, the experiences from advanced countries when executing higher vocational school-running mode reforms. By other's faults,wise men correct their own. By analyzing the typical higher vocational school-running mode in Germany and Britain, this chapter would investigate the composition of their stakeholders and funtioning mechanism, and provide enlightenments for China's practice.The6th part,countermeasure research on China's higher vocational school-running mode from the perspectives of stakeholders. Based on a diversified vocational school-running mode and a reference to historical, international and domestic successful experiences, the current study put forward the direction for future reform, together with the specific aims, steps, main tasks and key measures on a middle-long-term reform basis.The7th part, case study. To prove its feasibility and real effects, the study would further analyze a city's "government-school-enterprise integration" school-running mode from the perspectives of stakeholder theory.Finally, to reach elementary conclusion, policy suggestions, and recommendations for further research. This study not only paid attention to theoretical and academic aspects, but also pursued the combination of theory with practice. By taking into consideration China's real situation, through systematic comparative study, the study attempted to put forward workable suggestions for higher vocational school-running mode reform which was suitable for China's socialist market economy development.
Keywords/Search Tags:Higher vocational education, stakeholders, interests subjects, school-running mode, reform
PDF Full Text Request
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