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工程师形成的质量规制研究 版权信息
- ISBN：9787121379437
- 条形码：9787121379437 ; 978-7-121-37943-7
- 装帧：平装-胶订
- 册数：暂无
- 重量：暂无
- 所属分类：>
工程师形成的质量规制研究 本书特色
工程师形成的质量规制是工程师制度的核心。在工业化国家，政府干预工程师形成的质量规制已有超过100年的历史。在国际化背景下，正在试点中的中国工程师制度改革，如何借鉴工业化国家的成功经验和做法，如何设计出适合中国国情的工程师形成的质量规制框架，这两个问题是中国工程相关团体应该积极回应的。本研究综合应用内容分析法、扎根理论、历史分析法、案例研究法、层次分析法和访谈法，对国内外工程师形成的质量规制进行了系统的研究。本研究的基本发现和结论是：1、本研究分析指出：工程师形成的质量规制就是工程师市场准入规制，二者是一回事，从促进经济发展和保护公众利益的角度说是工程师市场准入规制，从工程师的培养过程的角度说是工程师形成的质量规制。在此基础上，本研究首次提供工程师形成的质量规制与工程师市场准入规制二者合一的规制图。2、本研究分析发现已有工业化国家的工程师质量规制体系的4个关键点:工程师法是推动工程师质量规制的根本动力；鉴定是国际化背景中工程师质量规制的基础；全国*工程师协会是工程师质量规制的核心；工程师两个不同侧重点的形成（专业工程师和技术工程师）是质量规制应关注的焦点。3、根据国家是否参与工程师专业形成的规制、规制的严格程度和规制的制度与组织安排三个综合分类标准，以17个工业化国家为样本，本研究首次揭示四种工程师形成的质量规制综合模式：自由模式、单元适度规制模式、单元严格规制模式和多元适度规制模式。4、综合理论分析、工业化国家的经验分析和专家访谈，本研究首次设计出中国工程师形成的质量规制的未来理想模型是鉴定、认证和注册三位一体的单元适度规制模型——简称三位一体的ACR模型，并设计出这一模型的分步实施路径和阶段性目标。实现这个理想模式的近期关键举措为：1.成立中国工程师协会联合会作为单元组织逐步推动工程师制度改革。2.颁布中国工程师法。长远关键举措为：中国工业化建设、创新型国家建设和工程经济全球化背景下广义工程社会的联合推动。这一未来理想模型在分步实施过程中，可以逐步解决中国现行工程师质量规制政策存在的三大问题：法律法规等相关制度缺位；组织体系混乱；工程教育鉴定、工程师从业资格和工程师执业资格相互之间互相脱节。5、本研究还分析指出中国工程师形成的质量规制政策的要点为：1）应充分考虑国际化因素。2）成立中国工程师协会联合会作为核心组织，在相关政府部门的授权和监督下逐步推动工程师制度改革；作为推动工程师制度改革的核心组织，该机构的性质应由"官方-半官方-民间”逐步演变。3）应尽快研究和颁布中国工程师法。4）中国工程师应实行分级质量规制，工程教育鉴定和工程师个人资格认证都应有对应于专业工程师与技术工程师的不同规制标准。5）作为发展中国家，工程师从业资格的管理即认证的管理应成为我国工程师制度改革的重点；正在进行的工程师执业资格注册制度改革，目前的重点应放在执照规制的合理范围的研究与划定上，不宜盲目扩大执照规制的范围，以实现保护公共安全和促进经济发展之间的平衡。工程师形成的质量规制是工程师制度的核心。在工业化国家，政府干预工程师形成的质量规制已有超过100年的历史。在国际化背景下，正在试点中的中国工程师制度改革，如何借鉴工业化国家的成功经验和做法，如何设计出适合中国国情的工程师形成的质量规制框架，这两个问题是中国工程相关团体应该积极回应的。本研究综合应用内容分析法、扎根理论、历史分析法、案例研究法、层次分析法和访谈法，对国内外工程师形成的质量规制进行了系统的研究。本研究的基本发现和结论是：1、本研究分析指出：工程师形成的质量规制就是工程师市场准入规制，二者是一回事，从促进经济发展和保护公众利益的角度说是工程师市场准入规制，从工程师的培养过程的角度说是工程师形成的质量规制。在此基础上，本研究首次提供工程师形成的质量规制与工程师市场准入规制二者合一的规制图。2、本研究分析发现已有工业化国家的工程师质量规制体系的4个关键点:工程师法是推动工程师质量规制的根本动力；鉴定是国际化背景中工程师质量规制的基础；全国*工程师协会是工程师质量规制的核心；工程师两个不同侧重点的形成（专业工程师和技术工程师）是质量规制应关注的焦点。3、根据国家是否参与工程师专业形成的规制、规制的严格程度和规制的制度与组织安排三个综合分类标准，以17个工业化国家为样本，本研究首次揭示四种工程师形成的质量规制综合模式：自由模式、单元适度规制模式、单元严格规制模式和多元适度规制模式。4、综合理论分析、工业化国家的经验分析和专家访谈，本研究首次设计出中国工程师形成的质量规制的未来理想模型是鉴定、认证和注册三位一体的单元适度规制模型——简称三位一体的ACR模型，并设计出这一模型的分步实施路径和阶段性目标。实现这个理想模式的近期关键举措为：1.成立中国工程师协会联合会作为单元组织逐步推动工程师制度改革。2.颁布中国工程师法。长远关键举措为：中国工业化建设、创新型国家建设和工程经济全球化背景下广义工程社会的联合推动。这一未来理想模型在分步实施过程中，可以逐步解决中国现行工程师质量规制政策存在的三大问题：法律法规等相关制度缺位；组织体系混乱；工程教育鉴定、工程师从业资格和工程师执业资格相互之间互相脱节。5、本研究还分析指出中国工程师形成的质量规制政策的要点为：1）应充分考虑国际化因素。2）成立中国工程师协会联合会作为核心组织，在相关政府部门的授权和监督下逐步推动工程师制度改革；作为推动工程师制度改革的核心组织，该机构的性质应由"官方-半官方-民间”逐步演变。3）应尽快研究和颁布中国工程师法。4）中国工程师应实行分级质量规制，工程教育鉴定和工程师个人资格认证都应有对应于专业工程师与技术工程师的不同规制标准。5）作为发展中国家，工程师从业资格的管理即认证的管理应成为我国工程师制度改革的重点；正在进行的工程师执业资格注册制度改革，目前的重点应放在执照规制的合理范围的研究与划定上，不宜盲目扩大执照规制的范围，以实现保护公共安全和促进经济发展之间的平衡。
工程师形成的质量规制研究 内容简介
本研究综合应用内容分析法、扎根理论、历史分析法、案例研究法、层次分析法和访谈法, 对国内外工程师形成的质量规制进行了系统的研究。
工程师形成的质量规制研究 目录
第 1 章 绪论···········································································································.1
1.1 研究背景··································································································.1
1.1.1 中国工程师的质量规制现状······················································.1
1.1.2 工程师质量规制的国际进展······················································.2
1.1.3 国内外研究现状与问题······························································.3
1.2 研究问题及其目的和意义······································································.8
1.2.1 研究问题······················································································.8
1.2.2 研究目的······················································································.9
1.2.3 研究意义····················································································.10
1.3 研究思路与方法····················································································.11
1.3.1 研究思路····················································································.11
1.3.2 研究方法····················································································.13
第 2 章 相关理论概述·························································································.18
2.1 专业人员规制的基本理论····································································.18
2.1.1 专业主义理论············································································.18
2.1.2 专业人员规制的理由································································.34
2.1.3 专业人员规制方式与特点························································.34
2.1.4 规制中的关键证书····································································.35
2.2 工程师市场准入规制的质量控制理论 ················································.41
2.2.1 工程专业与工程师的特征························································.41
2.2.2 工程师形成的两个阶段····························································.52
2.2.3 工程师形成的质量规制的控制机理········································.52
2.2.4 国际化背景下的工程师质量规制············································.55
2.3 工程师质量规制的公共政策 ································································.56
2.3.1 工程师质量规制：工程师制度的核心主题····························.56
2.3.2 政府干预专业人员质量规制的发展历程································.57
2.3.3 政府干预专业人员质量规制的原则········································.61
2.3.4 政府规制的未来发展趋势························································.63
2.4 本章小结································································································.64
第 3 章 **个工程师质量规制史：美国专业工程师百年发展史 ·················.66
3.1 美国工程师质量规制的起源与发展 ····················································.66
3.1.1 工业革命催生工程新专业························································.66
3.1.2 工程事故催生工程师执照························································.67
3.1.3 美国工程师质量规制体系的主要发展阶段····························.68
3.2 美国工程师质量规制的关注点 ····························································.74
3.2.1 工程专业分化的规制································································.74
3.2.2 工程师的社会地位····································································.75
3.2.3 专业工程师的跨州和国际流动················································.76
3.2.4 工业界及政府的执照免除························································.77
3.2.5 多元松散体系的整合································································.78
3.3 本章小结································································································.79
第 4 章 主要国家工程师形成的质量规制案例描述 ·········································.80
4.1 美国工程师形成的质量规制模式 ························································.80
4.1.1 美国工程师形成过程································································.80
4.1.2 美国工程师组织结构································································.81
4.1.3 美国工程教育鉴定····································································.83
4.1.4 美国工程师执照········································································.83
4.1.5 美国继续工程教育····································································.84
4.1.6 美国工程师国际流动································································.84
4.2 加拿大工程师形成的质量规制
1.1 研究背景··································································································.1
1.1.1 中国工程师的质量规制现状······················································.1
1.1.2 工程师质量规制的国际进展······················································.2
1.1.3 国内外研究现状与问题······························································.3
1.2 研究问题及其目的和意义······································································.8
1.2.1 研究问题······················································································.8
1.2.2 研究目的······················································································.9
1.2.3 研究意义····················································································.10
1.3 研究思路与方法····················································································.11
1.3.1 研究思路····················································································.11
1.3.2 研究方法····················································································.13
第 2 章 相关理论概述·························································································.18
2.1 专业人员规制的基本理论····································································.18
2.1.1 专业主义理论············································································.18
2.1.2 专业人员规制的理由································································.34
2.1.3 专业人员规制方式与特点························································.34
2.1.4 规制中的关键证书····································································.35
2.2 工程师市场准入规制的质量控制理论 ················································.41
2.2.1 工程专业与工程师的特征························································.41
2.2.2 工程师形成的两个阶段····························································.52
2.2.3 工程师形成的质量规制的控制机理········································.52
2.2.4 国际化背景下的工程师质量规制············································.55
2.3 工程师质量规制的公共政策 ································································.56
2.3.1 工程师质量规制：工程师制度的核心主题····························.56
2.3.2 政府干预专业人员质量规制的发展历程································.57
2.3.3 政府干预专业人员质量规制的原则········································.61
2.3.4 政府规制的未来发展趋势························································.63
2.4 本章小结································································································.64
第 3 章 **个工程师质量规制史：美国专业工程师百年发展史 ·················.66
3.1 美国工程师质量规制的起源与发展 ····················································.66
3.1.1 工业革命催生工程新专业························································.66
3.1.2 工程事故催生工程师执照························································.67
3.1.3 美国工程师质量规制体系的主要发展阶段····························.68
3.2 美国工程师质量规制的关注点 ····························································.74
3.2.1 工程专业分化的规制································································.74
3.2.2 工程师的社会地位····································································.75
3.2.3 专业工程师的跨州和国际流动················································.76
3.2.4 工业界及政府的执照免除························································.77
3.2.5 多元松散体系的整合································································.78
3.3 本章小结································································································.79
第 4 章 主要国家工程师形成的质量规制案例描述 ·········································.80
4.1 美国工程师形成的质量规制模式 ························································.80
4.1.1 美国工程师形成过程································································.80
4.1.2 美国工程师组织结构································································.81
4.1.3 美国工程教育鉴定····································································.83
4.1.4 美国工程师执照········································································.83
4.1.5 美国继续工程教育····································································.84
4.1.6 美国工程师国际流动································································.84
4.2 加拿大工程师形成的质量规制
展开全部
工程师形成的质量规制研究 作者简介
蒋石梅，女，益阳人，河北工业大学经济管理学院管理案例研发中心副主任；教授（2019年12月），博导（2019年6月），浙江大学管理学博士，美国波特兰特立大学工程与技术管理系访问学者。主要承担MBA《企业研究方法与论文写作》和《创新管理》（中英文）与《项目管理》（中英文）等教学任务。研究方向为科技人力资源和创新管理，获得国家自科基金面上项目、工程院与教育部联合资助的科技人才培养专项和河北省社科基金项目等基金资助；发表SCI、国内管理学与教育学A类期刊及核心期刊等30余篇学术论文；开发中欧商学院的中欧案例、清华大学的中国工商管理案例库和MBA教职委的中国管理案例库案例近20篇，连续三届以第一作者获得MBA教指委颁发的全国管理案例百优案例奖。
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