“项目负责人”何以成为“关键先生”？ ——以大学生学习评估“明德项目”为例-清华大学教育研究

文章信息/Info

Title:: How Does a Project Manager Become the “Mr.Key”? ——Based on the Mingde College Student Learning Assessment Program

Author(s):: WANG Xiao-qing¹ YIN Hong-biao²; 1.School of Education, Huazhong University of Science & Technology;2.Faculty of Education, The Chinese University of Hong Kong

Keywords:: project manager; college student learning; student assessment; project impact; grounded theory

摘要:: 本研究以全国性大学生学习评估项目“明德项目”为例，探讨院校一级“项目负责人”在项目影响院校本科教育质量过程中的行为模式。借助扎根理论方法生成特定情境下的中层理论——院校一级项目负责人“自我博弈”的行为模式。该行为模式以项目负责人对行政场域规则的遵守程度(呆板-灵活)和专业性程度(弱-强)为属性形成矩阵，分为四种类型：规则遵守呆板-专业性弱，规则遵守呆板-专业性强，规则遵守灵活-专业性弱和规则遵守灵活-专业性强，分别对应“应声虫”“自我成长妨碍者”“识时务者”和“通机变者”四种角色行为。这些发现对中国情境下大学生学习评估项目如何更好发挥影响具有一定借鉴意义。

Abstract:: Based on the Mingde Project, a national college student learning (CSL) assessment program, this study investigated the behavioral patterns of college-level project managers (PMs) in promoting the project’s impact on the quality of undergraduate education in the institutions. The grounded theory approach was used to generate a middle-range theory for the specific context. Based on the data analysis, the research found a “self-game” behavior pattern of the PMs. The pattern comprises a matrix consisting of two properties, namely, the degree of the compliance of PMs to the administrative rules (dull-flexible) and the professional degree (weak-strong). The matrix contains four areas: dull compliance-weak professionalism, dull compliance-strong professionalism, flexible compliance-weak professionalism, and flexible compliance-strong professionalism. These four areas correspond to four typical images of PMs, that is, “Yes man”, “self-improvement hindrance”, “Shi Shi Wu Zhe” and “Tong Ji Bian Zhe”. These findings have implications for the enhancement of the CSL assessment projects and their influence on institutional improvement in the Chinese context.