协同理论视角下地方院校研究生联培与自培管理的张力调适与增效路径

Adjusting Tensions and Enhancing Paths in the Management of Joint and Autonomous Postgraduate Cultivation at Local Institutions: A Synergetic Theory Perspective

摘要: 大量尚未获得硕士学位授予权的地方本科院校通过与已有学位点的高校开展联合培养参与研究生教育，获批硕士点后则转向自主培养，二者将在较长时期内双轨并存。联培与自培的核心差异不在于培养取向，而在于学位授予权归属与标准制定权分配——联培是“标准接受者”，自培是“标准制定者”。本文对协同理论进行诊断性改造，提出“协同缺口”分析概念，从目标、资源、过程、制度四个维度诊断双轨间的结构性张力，进而提出“经验转化–资源贯通–标准衔接–制度融合”四阶协同增效路径，为地方院校从联培阶段平稳过渡到自培阶段并在双轨并存期实现协同治理提供理论参照。

Abstract: A large number of local undergraduate institutions that have not yet been authorized to award master’s degrees participate in postgraduate education through joint cultivation with universities that already have degree-granting programs. After obtaining master’s degree authorization, they shift to autonomous cultivation, and the two modes will coexist for a considerable period. The core difference between joint and autonomous cultivation lies not in the orientation of training, but in the attribution of degree-awarding authority and the allocation of standard-setting power—joint cultivation makes institutions “standard takers,” while autonomous cultivation makes them “standard makers.” This paper diagnostically adapts synergetic theory and proposes the analytical concept of “synergy gap,” diagnosing structural tensions between the two tracks across four dimensions: goals, resources, processes, and institutions. It further proposes a four‑stage synergy‑enhancing path of “experience transformation-resource integration-standard articulation-institutional integration,” offering a theoretical reference for local institutions to smoothly transition from the joint cultivation stage to autonomous cultivation and achieve collaborative governance during the dual‑track coexistence period.