高等教育普及化背景下我国一流高校本科人才培养绩效研究——基于41所首期“世界一流大学”建设高校数据的DEA分析

Research on the Performance of Undergraduate Talent Training in China’s First Class Universities under the Background of Popularization of Higher Education—DEA Analysis Based on the Data of 41 First Issue “World First Class University” Construction Universities

摘要: 本科教育是人才培养的重中之重。随着我国高等教育迈入普及化阶段，高校人数创历史新高，本科教育就更加显得尤为重要，其人才培养质量更是备受关注。本文从生均本科经费支出、生均教学科研设备值、生源质量、师生比、教授承担本科课程情况五个维度构建投入指标，从毕业生质量和深造率两个维度构建产出指标，借助DEA指数方法对2020~2021年我国41所“世界一流大学”建设高校的截面数据展开测量，旨在研究当前我国一流大学的育人绩效现状，为高校优化资源配置提供参考。结果表明，一流大学建设高校的育人绩效总体表现一般，过半数高校在人才培养上呈现无效率状态，纯技术效率不足是导致部分高校育人无效率的主要原因，在区域上呈现“东北最高，西部次之，中部随后，东部最低”的特征。针对此，本文提出控制总体办学规模，建立科学的投入产出评估机制的建议。

Abstract: Undergraduate education is the top priority in talent cultivation. As China’s higher education enters the stage of popularization and the number of universities reaches a historic high, undergraduate education becomes even more important, and the quality of talent cultivation is of great concern. This article constructs input indicators from five dimensions: per capita undergraduate funding expenditure, per capita teaching and research equipment value, student source quality, teacher-student ratio, and professors’ assumption of undergraduate courses. Output indicators are constructed from two dimensions: graduate quality and further education rate. Using the DEA index method, cross-sectional data of 41 “world-class universities” in China from 2020 to 2021 are measured, aiming to study the current status of education performance of first-class universities in China, provide reference for optimizing resource allocation in universities. The results indicate that the overall performance of top tier universities in cultivating talents is average, with over half of the universities showing an inefficient state in talent cultivation. Insufficient pure technical efficiency is the main reason for the inefficiency of some universities’ education, with a regional characteristic of “the highest in the Northeast, followed by the West, followed by the Central, and the lowest in the East”. In response to this, this article pro-poses suggestions to control the overall scale of education and establish a scientific input-output evaluation mechanism.