关键词: 全球高等教育转型, 新型研究型大学, 创新驱动, 大学迭代, 可持续

Abstract:

The convergence of the development stages of global universities shows that universities have gradually stepped out of the “Humboldt model” and accelerated the transformation to the “post-Humboldt model” since the first decade of the 21st century. The rise of emerging research university is a “global phenomenon”, which is based on the iteration and upgrading of traditional research universities. In a sense, it is a profound higher education model revolution and paradigm reconstruction. The practice and exploration of the new type of research university in China is the choice of developing high-quality higher education in the new era, further implementing the strategy of developing the country through science and education, the strategy of strengthening the country through talents, and the strategy of innovation-driven development, which gives new dynamic to the construction of world-class universities and opens up a new track for high-level research universities. Through the comparative analysis of the essential characteristics of the new type of research university, it is found that the “new” of the emerging research university is the new orientation of serving the national innovation-driven development strategy, the new academic structure of promoting cross-disciplinary and strengthening organized scientific research, and the new multi-body of the university run by the state, enterprises and social forces. As a new type of higher education institution, it still faces many difficulties and challenges in resource allocation, evaluation system and related supporting policies. We should further strengthen top-level design, accelerate relevant policy reforms, and formulate higher education layout plans that meet the needs of building an innovative country. And it's important to improve the classification system of colleges and universities, optimize the spatial layout of colleges and universities, build a new evaluation and review system for the establishment of colleges and universities. Also we should adjust the structure of disciplines and specialties, and promote the reasonable flow and resource sharing of higher education resources across regions and departments to promote regional integration, integration of industry and education, and integration of science and education.

Key words: global higher education transformation, emerging-model research universities, innovation-driven, university iteration, sustainability