首页|由科层封闭到开源开放:数智时代大学治理选择

由科层封闭到开源开放:数智时代大学治理选择

扫码查看
数智时代大学治理模式应从科层封闭走向开源开放.开放是大学天然的价值追求.传统的开放多从政治维度考量大学的公平公正,数智时代的开源开放注重从生产维度强调以开放促知识生产、发现和创新.开源开放的大学数字治理内涵有三:治理议题扩大化,权力分配与促进开放并重;治理主体多元化,多方协同、主次依时而变;治理逻辑共享透明,基于数据运行的大学数字生态系统决定.我国大学数字治理建设应强化数据意识,构建数据中台;秉持开放共享,重构产学研系统;聚焦开放创新,广泛参与社会建设.
Transitioning from Bureaucracy to Open Source:Pursuing Enhanced University Governance in the Digital Era
The governance model of universities in the digital era should shift from a hierarchical bu-reaucracy towards an open-source and open-access approach.Openness is inherently a core value of uni-versity education.While traditional concepts of openness have primarily emphasized political dimensions such as fairness and equity,the open source and open access approach in the digital intelligence era em-phasizes promoting knowledge production,discovery,and innovation from a production dimension.U-niversity digital governance,characterized by open-source principles,involves three key aspects:ex-panding governance issues with a balanced focus on power distribution and promoting openness;the di-versification of governance actors with multi-party collaboration,where the primary and secondary roles vary over time;and the shared and transparent governance logic,determined by the digital ecosystem of universities based on data operations.In building digital governance in Chinese universities,it is crucial to:strengthen data awareness and build centralized data platforms;adhere to principles of openness and sharing by restructuring the industry-academia-research system to enhance collaboration and knowledge exchange;and emphasize open innovation,encouraging universities to engage in societal development through various initiatives and partnerships actively.

university digital ecosystemdigital governanceopen source and open accessopen in-novation

李晔、周娜、李辉

展开 >

上海师范大学,上海 200234

信阳师范大学 教育科学学院,河南 信阳 464000

香港教育大学 教育与人类发展学院,香港

大学数字生态系统 数字治理 开源开放 开放式创新

2024

清华大学教育研究
清华大学

清华大学教育研究

CSTPCDCSSCICHSSCD北大核心
影响因子:2.734
ISSN:1001-4519
年,卷(期):2024.45(4)