本文選題：高校創(chuàng)業(yè)教育 + QFD�。� 參考：《天津大學》2010年博士論文

【摘要】： 20世紀80年代以來,世界高等教育進入了以提高質量為核心目標的時代。1996年聯(lián)合國教科文組織也將“質量、針對性和國際化”作為高等教育的主題詞正式發(fā)表在關于高等教育變革與發(fā)展的文件中。在國際金融危機導致的嚴峻就業(yè)形勢下,提高創(chuàng)業(yè)教育質量以擴大就業(yè)機會的強烈社會訴求,使得創(chuàng)業(yè)教育質量評價成為當前教育理論和實踐的熱點問題。然而,國內現(xiàn)行的以“學校滿意度”為標準的質量評價體系難以客觀真實地反映社會需求的狀況。因此,克服“學校滿意度”評價標準的弊端,構建面向社會需求的高校創(chuàng)業(yè)教育質量評價體系,對于推動我國創(chuàng)業(yè)教育的健康發(fā)展具有重要的理論和實踐意義。 本文基于QFD對高校創(chuàng)業(yè)教育質量進行評價研究,主要內容如下: 一是將QFD理論引入了高校創(chuàng)業(yè)教育質量評價領域。QFD作為一種面向設計的、基于結構化過程的質量控制方法,在高校創(chuàng)業(yè)教育中的基本環(huán)節(jié)和流程包括:招生宣傳(商業(yè)廣告)——招生(引進原料)——在校教育(加工生產)——畢業(yè)考核(產品檢驗)——畢業(yè)分配(產品出廠)——用人單位的使用及畢業(yè)生信息反饋(質量跟蹤)。 二是構建了基于QFD的高校創(chuàng)業(yè)教育質量評價體系。該體系包括2個子系統(tǒng)、5項一級指標、16項二級指標和57項三級指標,涵蓋了組織支持、創(chuàng)業(yè)教育環(huán)境、教學活動、學生、創(chuàng)業(yè)教育延展活動等方面的情況。 三是建立了基于QFD的DEA-AHP-FAHP高校創(chuàng)業(yè)教育質量綜合評價模型。根據(jù)基于QFD的高校創(chuàng)業(yè)教育質量評價體系內容,吸取DEA法、AHP法和FAHP法的優(yōu)點,提出了一種DEA-AHP-FAHP綜合評價法:在篩選顯性與非顯性指標體系的投入與產出指標時,采用DEA法;在計算顯性指標下的二級指標時,采用AHP法;在計算顯性指標、非顯性指標及其二級指標的權重時,采用FAHP法;最后得到總的權重,以實現(xiàn)對創(chuàng)業(yè)教育質量的綜合評價。 四是運用基于QFD的高校創(chuàng)業(yè)教育質量評價體系和DEA-AHP-FAHP綜合評價模型進行了模擬分析,并對山東省部分高校創(chuàng)業(yè)教育質量進行了評價。
[Abstract]:Since the 1980s, the world's higher education has entered an era in which the core goal is to improve quality. In 1996, the United Nations Educational, Scientific and Cultural Organization (UNESCO) will also "quality," As the theme words of higher education, pertinence and internationalization are officially published in the document on the reform and development of higher education. Under the severe employment situation caused by the international financial crisis, the strong social appeal to improve the quality of entrepreneurship education in order to expand the employment opportunities makes the evaluation of the quality of entrepreneurship education become a hot issue in the current educational theory and practice. However, the current quality evaluation system based on school satisfaction is difficult to reflect the social needs objectively and realistically. Therefore, it is of great theoretical and practical significance to overcome the shortcomings of the evaluation standard of "school satisfaction" and to construct a quality evaluation system of entrepreneurship education in colleges and universities, which is oriented to the social needs, for promoting the healthy development of entrepreneurship education in China. The main contents of this paper are as follows: firstly, qfd theory is introduced into the field of quality evaluation of entrepreneurship education in colleges and universities. Qfd is a kind of design-oriented. Based on the quality control method of structured process, The basic links and processes of entrepreneurship education in colleges and universities include: enrollment publicity (commercial advertisement)-enrollment (introduction of raw materials)-school education (processing and production)-graduation examination (product inspection)-graduation distribution ( The use of employers and graduate information feedback (quality tracking). Second, the quality evaluation system of entrepreneurship education in colleges and universities based on qfd is constructed. The system consists of 2 subsystems, 5 primary indicators, 16 secondary indicators and 57 tertiary indicators, covering organizational support, entrepreneurial education environment, teaching activities, students, entrepreneurship education extension activities, and so on. Thirdly, the comprehensive evaluation model of DEA-AHP-FAHP university entrepreneurship education quality based on qfd is established. According to the content of quality evaluation system of college entrepreneurship education based on qfd, and absorbing the advantages of DEA method and FAHP method, a comprehensive evaluation method of DEA-AHP-FAHP is put forward: when selecting the input and output indexes of dominant and non-dominant index system, DEA method is adopted; AHP method is used to calculate the secondary index under dominant index, FAHP method is used to calculate the weight of dominant index, non-dominant index and its secondary index, and the total weight is obtained in order to realize the comprehensive evaluation of the quality of entrepreneurship education. Fourthly, the quality evaluation system of entrepreneurship education based on qfd and DEA-AHP-FAHP comprehensive evaluation model are used to simulate and analyze the quality of entrepreneurship education in some colleges and universities in Shandong Province.
【學位授予單位】：天津大學
【學位級別】：博士
【學位授予年份】：2010
【分類號】：G647.38

【引證文獻】

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本文編號：2112166