柯氏四级评估模型在高校创新创业教育评估中的适用性探索

摘要/Abstract

摘要： 创新创业教育已经被世界各国作为在教育方向上助力经济发展的重要战略。为响应国家人才发展战略,近年来,我国高校也在大力转型发展创新创业教育。对高校现有的创新创业教育进行客观评价,不仅能实时监控“双创”教育的办学方向,还能及时发现短板,优化办学方法和资源配置,同时集取创新创业教育的最佳实践,总结典型经验、推广复制。该文在回顾学者在“双创”教育评估领域探索的基础上,创新性地提出将企业培训评估领域著名的柯氏四级评估模型应用于高校创新创业教育评估中,并对其做了适应性和创造性改造,采用混合测评模式对高校的创新创业教育做出评价设计,为创新创业教育评价实践向更加全面客观、操作便捷和常态化的方向发展提供思路。

关键词: 创新创业教育, “双创”教育评估, 柯氏四级评估, 高校创新创业教育四级评估模型, 监测与评估, 混合测评

Abstract: Innovation and entrepreneurship education has been regarded as an important strategy to boost economic development in the direction of education by countries around the world. Recent years, in response to the national talent development strategy, Chinese universities are also vigorously transforming and developing innovation and entrepreneurship education. To objectively evaluate the existing innovation and entrepreneurship education in colleges and universities, we can not only monitor the running direction of entrepreneurship and innovation education in real time, but also timely find weaknesses, optimize the running methods and resource allocation, and at the same time, precipitate the best practice of innovation and entrepreneurship education, extract experience, promote replication. On the basis of reviewing the previous scholars' exploration in the field of mass entrepreneurship and innovation education evaluation, this paper creatively proposes to apply the famous Kirkpatrick four-level evaluation model in the field of enterprise training evaluation to the evaluation of innovation and entrepreneurship education in colleges and universities, and has made adaptive and creative transformation. The mixed evaluation model is used to make evaluation design for innovation and entrepreneurship education in colleges and universities, so as to provide ideas for making the evaluation practice of innovation and entrepreneurship education more comprehensive and objective, in the direction of convenient operation and normalization.

Key words: Innovation and entrepreneurship education, Evaluation of entrepreneurship and innovation education, Kirkpatrick four-level evaluation, Four-level evaluation model of innovation and entrepreneurship education in colleges and universities, Monitoring and evaluation, Mixed evaluation

中图分类号:

G642

许鸿, 温兴琦. 柯氏四级评估模型在高校创新创业教育评估中的适用性探索[J]. 创新创业理论研究与实践, 2023, 6(8): 170-177.

XU Hong, WEN Xingqi. The Applicability of Kirkpatrick's Four-Level Evaluation Model in the Evaluation of Innovation and Entrepreneurship Education in Colleges and Universities[J]. The Theory and Practice of Innovation and Enntrepreneurship, 2023, 6(8): 170-177.

参考文献

[1] 克里斯汀娜·埃尔基莱.创业教育:美、英、芬的论争[M].北京:商务印书馆,2017.
[2] 刘敏. 法国创业教育研究及启示[J].比较教育研究,2010,32(10):72-75.
[3] 陈冲,钱逸昀.中国、荷兰、比利时高校创业教育比较研究[J].高等农业教育,2012(2):90-95.
[4] 刘琼,温兴琦.以色列高校创新创业教育的经验借鉴[J].中国科技产业,2021(11):62-63.
[5] 刘海春等. 中外创新创业教育理论与实践[M].广州:广东高等教育出版社,2016.
[6] 王建梁,刘海洋.高校创新创业教育的量化评价探索:印度阿塔尔排名及其启示[J].国家教育行政学院学报,2022(10):50-61.
[7] STUFFLEBEAN D L.The CIPP Model for Programme Evaluation[M]. Boston: Kluwer-Nijhoff,1983.
[8] 黄兆信等. 中国高校创新创业教育质量评价研究[M].北京:人民出版社,2020.
[9] 葛莉,刘则渊.基于CIPP的高校创业教育能力评价指标体系研究[J].东北大学学报(社会科学版),2014,16(4):377-382.
[10] 赵岩松,朱伟,刘毅.基于CIPP的高校二级学院创新创业教育评价体系构建[J].创新与创业教育,2020,11(5):113-118.
[11] 肖鹏,葛渊峥,郝雪.OBE+CIPP课堂评估模式探究[J].高等工程教育研究,2021(6):176-182.
[12] VESPER K H.Measuring Progress in Entrepreneurship Education[J].Journal of Business Venturing, 1997(5): 403-421.
[13] FAYOLLE A.et al.Assessing the Impact of Entrepreneurship Education Programmes: A New Methodology[J].Journal of European Industrial Training,2006(9).
[14] 理查德·斯格特.组织理论[M].黄洋等,译.北京:华夏出版社,2002.
[15] 兰文巧. 组织绩效评估视域下高校创新创业教育价值取向的反观与思考[J].黑龙江高教研究,2020,38(9):117-121.
[16] 斯派帝. 基于产出的教育模式:争议与答案[M].柏林:施普林格,1980.
[17] 胡剑锋,程样国.基于OBE的民办本科高校大学生创新创业能力评价[J]社会科学家,2016(12):123-127.
[18] KIRKPATRICK D L, KIRKPATRICK J D.”Transferring Learning to Behavior Using the Four Levels to Improve Performance[M].Berrett-Koehler Publishers ,2005.
[19] 贾建锋,姚旭生.高校创新创业教育评价体系设计——基于消费者导向评价模式理论的视角[J].东北大学学报(社会科学版),2019,21(1):82-88,95.
[20] 刘雪君,凌海蓉.近十年国内外创业教育评价研究热点比较与展望[J].创新与创业教育,2022,13(4): 58-66.
[21] 宋跃芬,潘文华,田起香,等.国内创新创业教育评价研究现状及主题述评[J].黑龙江高教研究, 2020,38(6):126-131.
[22] 王建梁,刘海洋.高校创新创业教育的量化评价探索:印度阿塔尔排名及其启示[J].国家教育行政学院学报,2022(10):50-61.
[23] 李圣,查钢强,李春科.丝绸之路沿线高校创新创业教育评价体系构建研究[J].西安财经大学学报,2021,34(5):88-96.
[24] 常瑜,史淑雅.基于AHP-FCE模型的设计学类专业创新创业教育评价研究[J].创新与创业教育, 2017,8(6):23-29.
[25] 吴维东,张晓然,叶雨晴,等.基于竞赛数据画像的双创教育评价——中国国际“互联网+”大学生创新创业大赛数据分析[J].高等工程教育研究, 2022(2):155-159.
[26] KIRKPATRIC,D.Evaluating Training Programs: The Four Levels,Third ed.[M]. Berrett- Koehler,2006.
[27] 张男星,黄海军,孙继红,等.大学师生双重视角下的本科教育多维评价——基于全国高等教育满意度调查的实证分析[J].中国高教研究, 2019(7):70-77,103.
[28] National Student Satisfaction Report[R/OL].2005-11-04.http://www.noellevitz.com/NR/rdonlyres/0438FAA8-D50F-4F56-83AD-769C308BF203/0/2003-SSI-Report.pdf.