陈道蓄2013 年 9 月 29日

• 基础 : 组长理应对于认证各方面的“高度”理解；• 认识：组长必须对结论形成起引导与“防偏”的作用

基础：组长理应的认证的程序、方法“非常”熟悉；认识：组长是考察的“现场组织者、领导者和责任人”而非“精神领袖”或“形象代表”

或者换个说法 : 组长最应该表现出能力的环节◦第一天上午的“见面会”

对组长而言，其它的关键环节◦ 第 0 天晚上的预备会◦结论形成之前的“碰头会”

Desired Competency: Technically Current

Desired Proficiency Possesses technical credentials for the positionFully knowledgeable about accreditation criteria, policies,

and procedures

Application During Campus Visit Possesses technical credentials for the positionFully knowledgeable about accreditation criteria, policies,

and procedures

proof of ability or trustworthiness

Desired Competency: Effective Communicator Desired Proficiency Understands the importance of clear, timely communications with all parties involved in the accreditation processAble to clearly and tactfully communicate criterion-centered statements of finding and observation both orally and in written formKnowledgeable about standards for draft and final statement content and organizationApplication During Campus Visit Keeps the institution, the program evaluators, and ABET informed before, during, and after the visitInteracts with institutional personnel to gain understanding of institutional contextWrites clear, succinct, criterion-centered statements of finding conforming to the timelines, formats and standards established by ABET and the relevant commissionEffectively communicates suggestions for continuous improvement

Desired Competency: Good Team ManagerDesired Proficiency Able to build team cohesion and effectively manage team meetings and activitiesAble to bring the team to consensus, exhibiting skill in finding common ground and fostering cooperationAble to diplomatically manage an effective exit meetingApplication During Campus Visit Effectively manages interactions with and between team membersIdentifies issues contributing to difference of opinion and guides the team in resolution of these issuesManages the exit interview diplomatically so that it proceeds at an orderly pace and is conducted in the requisite time frame

Desired Competency: ProfessionalDesired Proficiency Exhibits professional appearance and demeanorAdheres to the highest standards of professional ethics and integrityCommitted to contributing to the accreditation process, adding valueApplication During Campus Visit Demonstrates respect for the institution, all institutional personnel, and the program evaluatorsApplies the relevant criteria with appropriate professional judgmentEffectively communicates constructive suggestions for continuous improvementUpholds ABET’s Code of Conduct

Devoted to something as a cause

Desired Competency: Organized and Responsive Desired Proficiency Focuses on meeting deadlines and communicating with all parties in a timely manner (pre-visit, during the visit, and post-visit)Acts effectively in managing visit logisticsApplication During Campus Visit Makes visit arrangements well in advance of the visitManages team activities so that the evaluation proceeds in an orderly mannerCompletes and submits all required forms, draft and final statements in a timely manner

Desired Competency: Leadership Desired Proficiency Takes responsibility, facilitating constructive discussion and fostering closureExhibits adaptability and sound judgmentFosters a team environment that is cohesive and well organizedBuilds trust within the team and between the team and the institutionApplication During Campus Visit Fosters an environment in which team members can speak freely, demonstrating respect for team membersProvides support for team members and establishes appropriate ground rules; helps team members to succeedMaintains an open mind but guides team deliberations so as to establish a decision-making process that effectively deals with differences of opinion

对各个被认证专业进行横向比较的思想仍然很普遍，而且是简化了的 Pw, Pc数量的比较。

如果专业分委员会（试点工作组）和学校的教学负责人中这种想法还比较普遍，则其负面影响将被放大。

对于执行专家与被认证专业负责人造成压力，直接影响了结论的客观性与合理性。

传统评优中强调标志性成果做法对认证仍然存在深刻的影响。

突出的优秀案例与标准要求达成度有欠缺两种状况同时存在在各专业点是比较普遍的情况。这往往会影响认证结论的合理性。

一些主观意识放大了这个问题的负面影响。

The English word accreditation is derived from the Latin word credito, which means trust.

Managing internal revitalization and public respect.

对于认证本身的目的是推动专业持续改进，以实现“专业本科教学保持长期活力，稳定建立社会认可度“这一目标理解不够。这使得国内近年来在评估、鉴定类工作中的一些负面做法对于认证结论的客观合理产生明显影响。

教育的基本评价不宜以量化为主。这一点是国际教育认证的“共识”。

但是，实际上各专业认证执行机构和专家中都有对于非量化指标可以在实际认证中作为判定基础持怀疑态度的现象。

其直接后果是：对于非量化指标没有足够的认识和尊重，部分专家对于目前使用的认证标准研究不足，甚至不是很熟悉。

认证不存在自由发挥的空间。在自评报告审阅与现场考察时没有始终紧紧围绕认证标准进行，这种情况目前仍然是常见的。

这个问题由于受到传统评估重视“亮点”的影响以及少数专家“想当然”的影响而被扩大了。

其后果是部分认证报告不够合理。

对于国际上普遍认可的“依赖与相信专家判断”的基本工作方式认识不足。

在认证实践中不适当地理解“个别人意见”（这导致了部分认证分委员会或试点工作组在改动现场考察专家意见时有一定的倾向性和随意性）。

片面的理解来自教育界和产业界专家的角色，客观上影响了认证结论的合理性。

对于认证专家的要求与遴选产生了消极影响。

由于对于认证根本目的的理解不够全面，标准掌握普遍偏松。

对于认证结论的含义理解不足。比较普遍的问题是有意无意地模糊“存在的问题”和“潜在的问题”之间的差别。

由于对于非量化指标描述的尊重程度本身有差异，这一问题被扩大了。有时甚至是有意回避标准其实很明确的要求。

在给于认证标准充分尊重的前提下，收集“证据”，给出判断。

逐条逐句按照标准判定达成状况并给出评价尚未成为每个认证专家工作的基本思维模式，更没有成为各分委员会（试点工作组）形成认证结论的定式。

其后果是：导致了有时判定依据不足，焦点不准，同时也使得不同专业、不同专家工作结果的一致性不稳定。

当前的认证形成结论时在一定程度上受到各专业多年来形成的学科相对强弱态势的影响。

最极端的情况就是在认真进行逐项考察前就对某个专业的结论定下了一个框框。

由于潜意识中横向比较的意识存在，这个问题被扩大了。

认证过程中发现的优点 /缺点和认证结论匹配程度不稳定。

特别是分委员会（试点工作组）如何在自评报告审阅以及现场考察专家意见的基础上合理得到最终的认证结论缺乏规范的方式。这一问题由于在理念方面的一些问题而被扩大了。

如果不能以正确的方式逐步解决，对认证工作的健康发展会有很大负面影响。

认证报告的指导性不足。

对于专家的“合格性”要求理解有片面性。特别是专家在认证工作中是否“比较专业”包括了其学科专业水平和“认证工作的专业水平”两方面。比较普遍地忽略了后者。

认证的“专业性”除了严格遵守规范与标准外 , 特别体现在如何在有限时间内尽可能有效获得必须的信息，以及如何通过细节以及案例得到相对合理的结论。这方面差距很大。

谢谢各位！欢迎提问！

陈道蓄 南京大学cdx@nju.edu.cn