大學(xué)的身份和信譽(yù)戰(zhàn)略工作分析模型Ananalyticalmodelforuniversityidentityandreputationstrateg

1、教育與心理科學(xué)學(xué)院專業(yè)英語文獻(xiàn)翻譯題目大學(xué)的身份和聲譽(yù)戰(zhàn)略工作分析模型班級教管 1103 班學(xué)生學(xué)號20111601080二一四年四月十日大學(xué)的身份和信譽(yù)戰(zhàn)略工作分析模型An analytical model for university identity and reputation strategy workAbstract Universities face increasing global competition, pressuring them to restructure and find new identities. A multidimensional model: ide

2、ntity, image and reputation of strategic university identity and reputation work is developed. The model includes: organizational identity; employee and student attitudes; symbolic identity; influence from buildings, artefacts and reputation;and external stakeholders valuations. Image perceptions am

3、ong employees, students and external stakeholders are proposed to have a transition-mediating function with respect to university identity. The model serves as an analytical tool for both academic scholars and university administrators in the strategic work with university identity, image and reputa

4、tion, and aim to clarify the complex relations between these concepts.摘要：高校面臨的全球競爭日益激烈，迫使他們調(diào)整尋找新的身份。一個(gè)多維模型 :身份 ,形象和聲譽(yù)工作是開發(fā)戰(zhàn)略大學(xué)身份和聲譽(yù)。該模型包括：組織認(rèn)同；員工和學(xué)生的態(tài)度；象征身份的影響建筑，文物和聲譽(yù),以及外部利益相關(guān)者的估值。員工關(guān)于圖像所提出的觀感，對于大學(xué)學(xué)生和外部利益相關(guān)者的身份起到一個(gè)過渡的中介功能。該模型是一個(gè)為學(xué)者和大學(xué)管理人員用戰(zhàn)略分析工具分析大學(xué)的身份工作，形象和聲譽(yù)的工具，旨在闡明這些復(fù)雜概念之間的關(guān)系。Keywords University

5、 identitySymbolic identityReputationStrategy- 2 -Image transition關(guān)鍵詞：大學(xué)身份、象征身份、聲譽(yù)、策略、圖像過渡Introduction簡介Globalization, along with increased mobility of students and employees, has raised the pressure on universities to improve the quality of education, research and their societal engagements, in orde

6、r to be more attractive from an international standpoint.全球化，隨著流動性增加的學(xué)生和雇員，也給高校提高教育質(zhì)量帶來了壓力。因此，這些社會研究，從國際化的角度來看更有吸引力。歐洲委員會，2 所大學(xué)都沒有實(shí)現(xiàn)他們的潛能和需要使其現(xiàn)代化更有效，提高教育的質(zhì)量，研究創(chuàng)新，并加強(qiáng)其在社會中的作用。這樣的改革也意味著問責(zé)的社會是非常重要的大學(xué)，如果他們想合法化他們的工作（ 2003 Ramsden；kreysing 2002）。對市場導(dǎo)向的高校面臨的進(jìn)步，挑戰(zhàn)傳統(tǒng)理念的普遍倡導(dǎo)學(xué)術(shù)誠信，尤其是新建立的老年大學(xué)( Gioia andThomas 1

7、996)。European Commission,2 universities are not realizing their full potential and need to modernize to become more effective, by raising the quality of education, research and innovation, and to reinforce their role in society. Such a reform also means that accountability to society is important fo

8、r universities if they want to legitimize their work (Ramsden 2003; Kreysing 2002). The progress towards market orientation faced by uni-versities, challenges the- 3 -traditional ideals of academic integrity commonly advocated,especially by older more established universities (Gioia and Thomas 1996)

9、. Changing strategies in university management due to new decentralized ways used by government to control university activities, and the widened influence on higher education work from various third parties, e.g. in the form of evaluations, force universities to reorganize. For newer universities i

10、n particular, it has become all the more important to build distinct identity profiles and reputations that not only attract students, but that are alsoattractive to faculty actors in order to meet universities urgent need to employ top competence. In an aim to become a world-class university, Aulaa

11、nd Tienari ( 2011) show how a Finnish university merger is used to distinguish it from its domestic counterparts and to construct it as an attractiveand innovative global player (p. 8), which requires reputation-building activities. This is a global trend that subjects universities to increas-ingly

12、higher levels of external scrutiny (Yang 2004).在高校管理中，由于采用新的分散的方式改變策略，政府控制著大學(xué)的活動，并從各種第三方的工作上擴(kuò)大對高等教育的影響，例如在評價(jià)形式上，迫使學(xué)校重組。特別是新大學(xué)，構(gòu)建獨(dú)特的身份和名譽(yù)已經(jīng)變得越來越重要，不僅能夠吸引學(xué)生，也能夠吸引頂級教師來滿足高校迫切需要。為了成為世界一流的大學(xué)，Aula and Tienari（2011）顯示如何使芬蘭大學(xué)合并以區(qū)別于國內(nèi)同行并將其構(gòu)建為一個(gè)有吸引力的和創(chuàng)新的全球玩家”（page8），它需要信譽(yù)建設(shè)活動。這是一個(gè)大學(xué)學(xué)科水平受- 4 -到越來越高層次的外部審查的全球趨勢

13、（yang 2004）。Knowledge on how newer universities cope, both in theory and practice, with identity transition is limited and above all concentrated to single aspects and less about multidi-mensional changes. Recent research on academic identity has concentrated on internal changes in policies, staff a

14、utonomy and strategies (Henkel 2005), changing ideals and practices of university research (Ylijoki 2003), emulation in academia, and how to balance structure and identity (Labianca et al. 2001). Defining the essence of university branding and identity (Waeraas and Solbakk 2009) and the need for ope

15、nness to government in relation to market efficiency requirements (Yang 2004) are other examples.在理論和實(shí)踐中，如何應(yīng)對高校更新知識，其身份過渡是有限的。首先，集中在單一方面而不是多維變化。最近的學(xué)術(shù)研究已集中在內(nèi)部的學(xué)術(shù)身份政策的變化， 員工的自主性和策略 （漢高 2005），改變理想大學(xué)科研的做法（ ylijoki 2003 ），仿真在學(xué)術(shù)界，以及如何平衡結(jié)構(gòu)和身份（安卡等2001）并界定了大學(xué)品牌的精髓與身份（waeraas and Solbakk2009），也在其它例子中對于開放的政府與市

16、場效率方面提出了要求（yang 2004）。Multidimensional models used to investigate employees, students and external third-party attitudes of strategic university change are few, however, and mainly focused on how to consider the principles of reputation. Several studies have looked at organizational identity (Balmer

17、 and Wilson 1998),- 5 -symbolic influence (Rafaeli and Pratt 2006) and reputational principles (Rindova et al. 2010). An analytical process model of the multiple dimensions of identity, image and reputation in university contexts is missing. Forinstance, how a campuss teaching and research facilitie

18、s and artefacts symbolically influence identity is commonly neglected in research. Symbolic image transition needs to be considered when analysing how universities adapt to new ways of relating to stake-holders using physical and virtual meeting places. The internet has emerged as a new meeting plac

19、e for communicating university image since the use of devices that allow one to access the internet is an everyday activity for young people (Briones et al. 2010). The impact of institutionalization is commonly overlooked in identity research. Identity needs to be analysed both as a historically def

20、ined concept and as a strategically important consideration for university administration. For analytical use, different dimensions of identity transition need to beidentified. This requires a holistic perspective. To reveal the organization s current identity, its historical roots, culture, strateg

21、y and structure ought to be analysed (van den Bosch et al. 2005). An analysis of the strategic alternatives in academia benefits from a knowledge of university image, identity and reputation factors.多維模型很少用于研究雇員、學(xué)生和戰(zhàn)略性大學(xué)改變外部第三方的態(tài)度方面，主要集中在如何考慮聲譽(yù)的原則。有幾項(xiàng)研究關(guān)注研究組織- 6 -身份 (巴爾默和威爾遜1998)，象征性影響 (楊瑞和普拉特2006)名

22、譽(yù)原則(Rindova 等人 2010)。但是對于大學(xué)的身份， 形象和聲譽(yù)的多層次分析模型維度的研究缺失了。例如，如何利用校園的教學(xué)、科研設(shè)施和文物的象征身份是通常被忽視的影響研究。象征性的圖像過渡需要被認(rèn)為是在分析高校如何適應(yīng)與股權(quán)持有者使用物理和虛擬會議場所的新途徑。大學(xué)形象因?yàn)樵试S一個(gè)設(shè)備的使用訪問，使互聯(lián)網(wǎng)已經(jīng)成為一個(gè)新的會議交流的地方，因特網(wǎng)對年輕人來說是一種日?；顒?布里奧尼斯等人2010)。制度化是影響身份認(rèn)同研究中常被忽略的。標(biāo)識需要無論是作為一個(gè)歷史概念定義，還是作為一個(gè)重要的戰(zhàn)略高校管理的思考，不同的尺寸身份的轉(zhuǎn)變需要去確定。這需要一個(gè)整體的視角去揭示組織目前的身份，其歷史

23、根源，文化，戰(zhàn)略和結(jié)構(gòu)，應(yīng)當(dāng)從大學(xué)形象，身份和聲譽(yù)的影響因素方面去分析（van den博世等人2005）學(xué)術(shù)界的利益。The identity, image and reputation model (IIR model) developed here considers dif-ferent dimensions of identity. Organizational identitysignals thevalues and attitudes of the organizations actors (Albert and Whetten 1985). These values and a

24、ttitudes are envisaged as symbolic representations of the organization (Christensen and Askegaard 2001; Gray1986). To differentiate organizational identity from symbolic identity , we use the definition of Berg and Kreiner (1990): the aggregation of affective perceptions of organizational attributes

25、. Reputation reflects the attitudes and valuations of influential and prominent stakeholders, students and research financiers, as well as government authorities (Rindovaet al.2005).- 7 -通過身份、形象和聲譽(yù)模型(IIR) 來考慮組織的價(jià)值觀和態(tài)度等(Albert 和 Whetten 1985)各個(gè)維度的標(biāo)識。這些價(jià)值觀和態(tài)度作為組織的象征 (克里斯滕森和 Askegaard 2001；1986)用組織認(rèn)同的符

26、號來區(qū)分身份，我們使用的定義Kreiner(1990)：對組織情感認(rèn)知的聚集屬性。聲譽(yù)和影響力，突出反映了估值的學(xué)生和研究，以及政府當(dāng)局等利益相關(guān)者的態(tài)度(Rindovaet al。 2005)。The aim is to develop a multidimensional model, making it possible to identify and analyse both internal and external factors that have an influence on university identity and reputation. There is also

27、a practical goal in that the model could be used for strategic work regarding university identity and reputation. The model provides knowledge upon which to base decisionsrelated to a universitys practical reform work. By outlining a model, the theoretical contribution shows how different dimensions

28、 of university identity are inter-connected. In particular, the article discusses how to understand identity, and symbolic and reputation attributes analytically in relation to image perceptions.我們的目標(biāo)是發(fā)展一個(gè)多維模型，從而能夠識別和分析內(nèi)部和外部因素如何去影響大學(xué)的身份聲譽(yù)。還有一個(gè)實(shí)際的目標(biāo)，該模型可以用于關(guān)于大學(xué)的身份和信譽(yù)戰(zhàn)略工作。該模型提供了依據(jù)一個(gè)大學(xué)的改革實(shí)踐與工作有關(guān)的知識基礎(chǔ)。概

29、述了一種顯示不同維度的理論貢獻(xiàn)的模型與大學(xué)的身份是相互聯(lián)系的。特別是，探討了如何理解身份，象征信譽(yù)屬性分析在圖像感知的關(guān)系。- 8 -Dimensions of identity身份的維度Identity is formed by social processes and determined by the specific social structure in which it is maintained, modified and reshaped (Berger and Luckmann 1966). Identity emerges from the dialectic betwee

30、n individuals and society, which means that it is shaped in the interplay between the subject and the context. University identity is constructed by four dimensions: organizational identity, symbolic identity, image, and reputation.身份是社會作用形成，它由特定的社會結(jié)構(gòu)維持，修改和重塑（伯杰和盧克曼 1966）。身份從個(gè)人與社會之間的辯證法來說，這意味著它在主體與環(huán)

31、境之間的相互作用。大學(xué)形象是由四個(gè)維度：組織認(rèn)同，象征身份，形象，聲譽(yù)。Organizational identity組織認(rèn)同The identity of a university organization is multidimensional, changing, and multifaceted (Balmer and Wilson 1998). This contrasts with the traditional concept of identity having central, distinctive and enduring features (Whetten and Go

32、dfrey 1998; Downey 1986;Abratt 1989; Dowling 1994). Pratt and Rafaeli ( 1997) discussed how different actors canhave different opinions of identity, supporting the need for multiple identity research. Cornelissen and Thorpe (2002) indicate that different actors of an organization may define identity in different ways depending on their- 9 -respective focus.大學(xué)組織的身份是多維的、變化的，而且是多方面的(巴爾默和威爾遜 1998)。 與此相反，傳統(tǒng)身份觀念具有中立的，獨(dú)特的和持久的特征(Whetten 和 1998；1986；Abratt 1989；道林 1994)。 普拉特和 Raf