When reputation evaluation indicators become targets, existing indicators will lose the role of indicating the true quality; At present, the evaluation of discipline reputation mostly focuses on subjective evaluation based on objective data, and there is a dispute about reliability and validity; Due to different indicators and weight settings, it is difficult to make horizontal comparison among disciplines; The evaluation also has a certain time lag. In order to solve the above four problems, this study explores a new method of discipline reputation evaluation. Taking the business administration discipline as an example, it collects data of 5848 doctoral graduates who first entered teaching posts, establishes a directed adjacency matrix from the employment unit to the doctoral degree awarding unit, and uses the theory and method of social network analysis to conduct quantitative analysis on the doctoral mutual employment network. The results show that: (1) PhD exchange network can explain discipline reputation and is a new indicator to measure discipline reputation; (2) From the perspective of employment behavior among colleges and universities, there is horizontal flow and downward flow between the head colleges and universities, and downward flow is mainly among the middle and lower colleges. There is a time lag between college talent recruitment and academic achievement output. Therefore, the mining of the structural characteristics and network evolution trend of the PhD exchange network based on the "foot voting" of doctoral graduates is faster than the discipline ranking based on the follow-up achievement indicators to reflect the changes in the discipline quality, which can be used to warn the changes in the discipline quality.
New engineering construction is a major education reform action to promote the high-quality development of engineering education. By analyzing the relationship between technological innovation and engineering education, the development path of engineering education at home and abroad is analyzed in this paper. And the challenges and development trends of China’s new engineering education are investigated. Then, exploration and practice of New Engineering Education in Chongqing University is introduced. Studies indicate that the deep integration of talent chain, innovation chain and industrial chain should be actively promoted for the construction of new engineering in colleges and universities. And, innovation and entrepreneurship education should be promoted for the field of engineering education. Through gathering innovative resources and stimulate innovation vitality, the innovative theory should be translated into practice in engineering education and the important historical opportunity of national rise should be grasped.
The national discipline construction system adhering to the idea of “key discipline construction” has a profound impact on the overall development of Chinese universities. According to different historical periods, the national discipline construction system can be divided into three stages, namely, the “pan-discipline construction” period from 1949 to 1982, the period of “key discipline construction” from 1983 to 2013 and the period of “first-class discipline construction” from 2014 to now. The formation of the national key discipline construction system is the result of rational creation, the accumulation of legitimacy in effectiveness is the main experience of its operation, and the policy learning mechanism promotes its gradual improvement. Through semi-structured interviews with 31 experts and scholars, the effect of the national key discipline construction system can be classified into two categories. The first is that the discipline grows faster obviously and has a driving effect on other disciplines. The second is the solidification of the discipline and the extrusion of other disciplines.
Knowledge-based theory emphasizes the core position of knowledge in the organization and the decisive role of heterogeneous knowledge governance in organizational development, which has important implications for the construction of modern industrial colleges. From the perspective of knowledge-based theory, modern industrial colleges can be regarded as typical knowledge-intensive organizations. The knowledge source strategy is the fundamental driving force for the development of modern industrial colleges, and the knowledge communication process shaped by the sharing, integration, creation and transformation of knowledge constitutes the knowledge logic of the operation of modern industrial colleges. In order to form a knowledge governance pattern of multi center coordination and co governance, we should build a strong connection network structure of modern industrial colleges, strengthen trust based on contracts and improve the coordination guarantee mechanism, so as to better promote the flow and innovation of knowledge in modern industrial colleges.
This article reports a study that explores the cultural background of technical higher education in Germany in the 19th century. It puts forward the concept of industrial technical culture, which opens a new horizon for the research of German higher technical education. This paper takes the development of technical higher education as a clue to analyze the relationship between German technical education and industrial technical culture by digging the development process of German higher technical education. It believes that technical education is not only the product of industrial technical culture, but also the promoter of industrial technical culture.
The “original idea” lays the cornerstone of MIT’s soul. Through the logic, mechanism and path of MIT’s previous bold innovation, MIT realizes the “original idea”. It is just that MIT try to solve the “pain points” of the higher engineering education and the higher education: to balance tradition and bold innovation to make them coexist; to guide by “mission, problem and demand”, the university-industry and university-region should form a logical consistency to solve problems and to integrate development; to integrate the innovation of basic research and industrial development; to integrate the education-innovative research-social service and to be highly modelized; to ensure that MIT’s values and mission being realized and to create the future. MIT’s process of reaching the peak of “original idea” is a historical epitome of the rise of modern universities, which is worthy of reference and reflection for Chinese “double first-class” universities and the new engineering education transformation.
Digital transformation is a key period to explore possibilities of education space in the future, and also a new opportunity to promote the modernization of education governance. According to the theory of social space and the development background of current digital technology, education space can be divided into concrete and real physical space, virtual space derived from digital devices and intelligent algorithms, social space composed of various relationships and interactions, and spiritual space concerned with thoughts, values and concepts. As technical expression of modernity, the digital transformation not only gives intelligent sensible vital signs in physical space, and creates a two-dimensional and multi-dimensional virtual space having great interaction capabilities, which provides a digital and accurate background framework, a kind of identity on a spiritual level and the emotional closeness for the social interaction in educational practice.
In recent years, great attention has been paid worldwidely to the cultivation of innovative engineering talents because it is a critical issue related to sustainable development and the socio-economic development of a country. Many universities and colleges have offered the course of “introduction to engineering” for first-year students who lack the understanding of engineering and engineering problems but generally lack the guidance of open tasks of innovation and entrepreneurship. This paper introduces the teaching practice based on the theory of reverse instructional design. It refines the teaching design of “introduction to engineering” from learning objectives, teaching organization, and evaluation methods to organizing teaching resources inside and outside the school. It also reforms the teaching effectiveness evaluation methods. It ends the course in the form of the freshman innovation and entrepreneurship seminar, which better achieves the goal of cultivating students’ engineering awareness and innovation and entrepreneurship ability.
The professional development of engineering teachers in universities is the key to the construction of outstanding engineers in China, which is related to the quality and prospects of the entire engineering education. This study investigated 2789 teachers’ professional development in different regions of China, which outlines the current situation of the professional development of engineering teachers from three perspectives: professional development needs, professional development methods and professional development effects. Data results show that engineering teachers have the strongest demand for the improvement of subject knowledge and teaching ability; engineering faculty with 0-5 years of teaching experience, under 35 years of age and doctor degree have the strongest demand for development; the frequency of engineering teachers’ participation in various professional development activities is low, especially in school enterprise cooperation related activities; there are significant differences in the participation frequency of professional development activities among engineering faculty with different teaching ages, ages, professional titles, degrees and administrative positions in schools; the professional development of engineering faculty has been improved to a certain extent, and is positively affected by professional development needs and participation in professional development. In this regard, we can constantly improve the professional development system of engineering teachers from three aspects: training on demand, stimulating motivation, and optimizing resource allocation, so as to enhance the professional development level of engineering teachers.
The new era has put forward higher requirements for the cultivation of engineering professional degree postgraduate students. Given the problems such as the lack of endogenous power of enterprise participation and the weak application innovation ability of postgraduate students in the traditional cultivation of industry-education integration, universities rely on their disciplinary advantages to carry out collaborative innovation with enterprises, to stimulate the enthusiasm of enterprises to participate in the integration of industry and education collaborative innovation. This paper constructs the “Dual Synergism” industry-education integration cultivation mode for postgraduate students based on the path of “1-2-3”, and achieves the organic combination of collaborative innovation and collaborative education of universities and enterprises, and drives the “Dual Synergism” integration of industry and education developing adaptively and sustainably. The research results provide new ideas and paradigms for the cultivation of engineering professional degree postgraduate students.
The Guangdong Hong Kong Macao university alliance aims to integrate heterogeneous high-quality resources of the universities in these three regions. It plays an active role in promoting the flowing, merging and innovation of educational resources among its members. Meanwhile, the development of the alliance is facing challenges like limited-scale cooperation, weak regulatory, loose network and low-frequency interaction due to traditional bottom-up cooperation model, loose organization and so on. This paper made a comparison between the Guangdong Hong Kong Macao university alliance and the league of European research universities under the perspective of knowledge embeddedness, to put forward suggestions for the future development of the Guangdong Hong Kong Macao university alliance.
Under the background of new engineering construction and Internet+education ecological reconstruction, integrating virtual simulation experiment into teaching process is an important way to promote the reform and innovation of experimental teaching for hydraulic engineering major, which is oriented by theory-practice integration, and aims at production-education synergy and ability improvement. Based on the characteristics of hydraulics course, this paper analyzes the demand and connotation of virtual simulation experimental teaching construction on flow joint characteristic of open-channel flow. Then, a “six-module, four-level, whole process, multi-path” virtual simulation experimental teaching system is proposed based on the education idea of student-centered. And the virtual simulation experiment is designed and practiced, in which the three-dimensional reproduction and simulation execution of national major water conservancy projects and flow joint characteristic of open-channel flow are realized by the virtual simulation technology. The method and process of experimental teaching are reformed and innovated from the following four aspects: authenticity, comprehensiveness, flexibility and interactivity. The practice shows that relying on high-quality virtual simulation experimental teaching resources, the proposed experimental teaching system can effectively connect book knowledge and practical engineering, and is helpful for student in terms of self-research ability, innovative practical ability and comprehensive ability to solve complex engineering problems.
The teaching reform team from University of Chinese Academy of Sciences has innovatively developed an OOICCI model to cultivate talents of chips. As the second article of a series of studies, this article found that the idea of open enrollment has inspired students’ aspiration and interest in chip industry. The design of inductive trainings has honed students’ resilience. The design of individualized phases has realized the phasal learning of knowledge. The design of coherent practices has improved students’ engineering skills. The design of cascaded communities has improved students’ engineering leadership. The design of outcome-oriented procedures has improved students’ ability to learn. The OOICCI model offers implications for the cultivation of core-technology talents in five aspects.
Coordinative training of talents in the field of higher engineering education is a significant choice for universities in Guangdong-Hong Kong-Macao Greater Bay Area to serve the integrated development of this area. The article, by expounding the logic of coordinative education among universities as well as analyzing the real cases of industrial colleges in the Greater Bay Area, proposes a new education mechanism, which features multi-subject participation, multi-element integration and multi-dimensional evaluation. Such mechanism is intended to achieve win-win results in co-construction, to create industry-university interaction in integration, and to implement industry-oriented principle in evaluation, so as to ultimately promote the innovative development of higher engineering education and thus facilitate industrial upgrading in the Greater Bay Area.
New requirements for the talents training of traditional water conservancy major is put forward for the development needs of the water industry and emerging engineering education, and it is an inevitable trend to carry out transformation and upgrading of water conservancy major with the support of new technologies. According to the requirements of emerging engineering education, the characteristics of water conservancy program are mainly reflected in “two emphasis”: the emphasis on the integration of traditional water conservancy major with new technology development and needs of the water industry; and the emphasis on the training of high-quality talents with intelligent application ability of the whole life cycle of water conservancy engineering. It is mainly realized by upgrading the training program, transforming the curriculum system, updating the curriculum content, innovating the training mode, strengthening the construction of characteristic courses and textbooks, promoting the integrated teachers and the ability improvement.
The integrated design of middle and higher education is one of the important tasks in building a modern vocational education system. The catalog of vocational education majors（2021 edition） fully embodies the requirements of vertical integration of middle and higher education levels, as well as the vertical connection of major systems. Many vocational schools are actively exploring talent training reforms that combine the needs of local industrial development. This paper takes the intelligent manufacturing major group as an example to conduct cluster analysis on multi-level job groups in this field. It generates a list of capability requirements and integrates expert interactive to optimize the results. The paper then proposes a hierarchically linked core course list and training practice system. This integrated design method is based on job big data analysis, which has certain reference value for the integrated construction of middle and higher education and the promotion of the integration of production and education.
The 1+X certificate system of vocational education attaches importance to the development of the intelligent era based on the background of macroeconomic industrial reform. In addition, the system also provides institutional support for the training of compound technical talents based on talent evaluation. In order to explore the broad coverage and deep negotiation pattern of the subject of the 1+X certificate system, the article intends to study the system with the help of actor-network theory. After the deconstruction of “three categories” of action subjects, the analysis of “three levels” of action relations, and the network description of the “three black boxes” action process through the 1+X certificate system, this paper proposes a “four step” action translation strategy. Finally, this paper shows the linkage path and coupling logic of the main body of the 1+X certificate system, which helps to cultivate compound technical talents.
As an important way to enhance the adaptability of vocational education, how to promote the generation of major cluster is the core issue that needs to be answered in the construction of major cluster. Based on French organizational sociology and case study, it is found that the generation of major cluster is not the inevitable outcome of a transcendental institutional arrangement, but the result of the power game between the core major and the general major, which requires appropriate governance structure at different stages of generation. In the early stage of the formation of major cluster, school and major cluster can allocate administrative power through the decentralization of bureaucracy to promote the shallow flow of technical knowledge. In the middle stage, core major and general majors can activate professional power through the practice of exchange of strong interests to promote the deep flow of technical knowledge. In the later stage, the major cluster can emancipate the professional power through the independent cross-major team to promote the joint production of technical knowledge. In order to ensure the effective generation of major cluster, external actors and school can establish a competition system for managers to restrict administrative power.
The intension-type development of innovation and entrepreneurship education contains a few issues, such as high-quality curriculum construction, coupling transformation of technological achievements, effective integration of resources and value guidance. Aiming at these problems, Zhejiang University constructs an open environment, continuously strengthens the “main channel of courses” and “unifying undergraduate and postgraduate education”, and promotes international exchange programs. For transformation of innovation and entrepreneurship education into technological achievements, it integrates education with production and technology, incorporating professional education and entrepreneurial education. For effective and efficient integration of innovation and entrepreneurship education resources, it coordinates all the sections with the departments at its center. For innovation and entrepreneurship education value leading, it facilitates the leadership of innovation and responsibility, Zhejiang University has made considerable achievements in innovation-based Entrepreneurship.
Course is an important basis for the implementation of emerging engineering construction. As the essential component of emerging engineering courses construction, traditional major course transformation, involving a wide range of fields and numerous challenges, turns to be the difficulty of the current course construction. Considering that traditional major courses do not fit in with emerging engineering construction in the following aspects like teaching orientation and objectives, contents and resources, methods and modes, assessment and evaluation, with the concept of “student-centered, outcome-based and continuous improvement”, this paper proposed the path and methodology of traditional major courses transformation serving emerging engineering, that is the reform oriented by demand and outcome, and driven by integration of technology and non-technology. A case of transforming the course “computer network security” into “network security” is given, which has important inspiration and reference value for engineering education majors to implement the emerging engineering transformation and upgrading of traditional major courses.
