Applied Study Of Theory And Method Of Overall Evaluation On Core Competitive Ability Of Medical University In Our Country

The study of the comprehensive assessment theory and method for themedical university's core competence is an extent of the enterprise's corecompetence in the field of advanced education, particularly in the field of schoolresearch. This article, on the basis of taking in the research result of thecomprehensive assessment for the core competence inside or outside our country,gathering together various theories and methods, taking 14 locally-managedmedical universities in our country since 1999 to 2003 as its study objects,analyzing their existing conditions, studies the concept, character, and theircomponent elements, builds up the fundamental frame of the medicaluniversity's theory of core competence. Guided by the frame, we systematicallystudy some theoretical and practical problems of the assessment index system,the comprehensive assessment method, and the way to promote and progress aswell as other theoretical and practical problems of the medical university's corecompetence,The medical university's core competence mainly indicate the medicaluniversity's creative use of the organizational capital and social capital inteaching, scientific research, as well as in medical services to obtain variousresources, systematize various elements and achieve its own value. It iscontained in the medical university's organization, embodied in the creative useof the organizational capital and social capital, making the university possess allalong the initiative power in the competitive environment. The corecompetences are different in different medical universities, but the threefunctions of obtaining resources, systematizing elements, achieving its value arealmost the same, and each function can not work well without the co-operationof the source, ability and environment which can be concluded as the Three KeyElements. Whether a medical university has core competence, we can judgefrom the three functions of obtaining resources, systematizing elements, achieving its value. However, to make sure the quality, taste, ecologicalenvironment and life cycle of the medical university's core competence, wemust comprehensively investigate the general conditions of the university'smarket layer, technology layer and management layer.The component elements of the medical university's core competence, withits localness, vagueness, timeliness and rigidity, decide that we cannot simplyuse the method of mathematical modeling, moreover, we must take the methodof index system to comprehensively assess it. Through thoroughly analyzing ofthe medical university's core competence, we find that the medical university'sthree functions of obtaining resources, systematizing elements, achieving itsvalue are only the outer presentation of the medical university's corecompetence, which are decided by many factors such as resource, technology,market and environment, etc, which not only affect the three function but alsointeract with and restrict with each other, of which the layers are obvious. Thesefactors are just like the biological index of a certain disease testing. Though it isnot the disease itself, but we could feel and make an accurate judgment. By thatreason, we pick up these factors, giving them a certain meaning, setting itsobserving scale, making use of the statistics method to make assure the relationsbetween each factor. Then in accordance with the 14 medical universities' realenvironment, the purpose of the comprehensive assessment, and also givingconsideration to the distinctiveness of these affecting factors and the availabilityof the observation, and then we combine these factors in accordance with thetheoretical logic of the medical university's core competence to establish twosets of index assessment system, of which one is identification assessmentsystem, the other is diagnostic assessment system, which are composed by goallayer, principle layer, index layer. In accordance with these systems, we can getthe corresponding index, and comprehensively assess the scale and quality of themedical university's core competence.Index system is the premise of the scientific evaluation. The method we choose to sum up every single index into one general index will affect the resultsof comprehensive assessment, and more importantly, affect the decision-making.About the vagueness, timeliness of the medical university's core competence,we must assess them from different angles. On the basis of the accurate graspingof the assessment object, the essential understanding and repeated comparison ofvarious assessment methods, we choose these three naturally completelydifferent methods of holistic-scoring, TOPSIS, and gene-analyzing to buildmodel for the comprehensive assessment of the same one object.In order to verify that the presumed theory of the medical university's corecompetence is true and the comprehensive assessment theory and methodswhich has been build accordingly is feasibility, we comprehensively assess theresearch of the 14medical universities' core competence. After conductingnecessarily some collected data from the 14 universities and inputting into theassessment model.We implement the method and procedure entirely according to the schemedesigned for the study and got three different results from the assessment. AfterSpearman rank correlation testing, we found that the three results are closelyrelated with each other. Then, we choose to use Borda method (a kind ofvagueness method) to combine the three results into one final result, which alsohas close relation with the original three results judging by Kendall and theguarantee degree is 95%. Hence, the resuk we get by comprehensively assessingthe 14 universities is closer to the objective practice. Comprehensive assessmentfor the medical university's core competence should not satisfied itself bygetting the final assessment value, it should find more efficient way to furtherpromote and breed the core competence, through which the medical universitycan be inducted to correct its judgments of value, overcome its flighty attitude toavoid attending to trifles and neglect the essentials.In view of the result, we will divide the 14 universities into 4 groups.Through analyzing the four groups' common advantages and their separate weak links, we find the key elements which impact the medical universities' corecompetence, and also we know that the general strategy to raise and breed thecore competence is to play out its advantages, overcome its weakness, activateresources and comprehensively innovate. These countermeasures are: (a). Weshould not only pay attention to play out competitive advantage, but also playout comparative advantage and the late-developing advantage, and we alsoshould transfer timely comparative advantage and late-developing advantage tocompetitive advantage. (b). the weak links are relative and changeable, weshould set up constantly comprehensive assessment principles, and find point towork on through analyzing its weakness. (c). We should pay more attention toactivate education resources, make full use of the potential advantages of theexisting people, finance and substances to promote its utilization ratio, andrealize its largest profit in running a school through internal development. (d.)Limited scientific and technological innovation is the key problem, whichlowers the universities' core competence, and circumscribes their fastdevelopment. We should renovate our idea, strengthen our innovation in theareas of system, mechanism, ability, knowledge and management, give ourattention to overcoming the inertia of the core competence, and maintain ourown school's advantages in scientific and technological innovation.