我国高水平行业特色型大学一流学科建设的思考——世界学科排名的研究与启示

通过分析THE、QS、U.S.News和软科“四大世界学科排名”指标体系，发现世界学科排名指标体系具有共性特征：在指标内涵上强调论文产出，突出高影响力；在权重分配上强调学科分类，突出学科差异化；在评价形式上强调主观评价与客观评价相结合；在最新动向上强调国际交流与合作。在明确国际学科评价关注点的基础上，考察我国高水平行业特色大学在软科世界学科排名中的表现，结果发现：上榜总量较多且逐年上升，但名次分布靠后；工学领域表现强势，社会科学领域表现欠佳；论文数量与影响力具备竞争实力，但卓越科研、国际化水平相对落后。高水平行业特色大学未来要推进一流学科建设，应在学科发展适度综合化、科研产出注重高质化、学科建设突出国际化、学科评价强调多元化和学科建设遵循本土化等方面进一步下足功夫。

Thoughts on the Construction of First-Class Disciplines of China's High-Level Industry Leader Universities——A Research on International Universities Rankings by Subject

Through analyzing the common characteristics of the index system of the four international universities rankings by subject, which include THE, QS, U.S. News and Shanghai Ranking, the common characteristics of the index system of the world subject rankings are summarized: the index connotation emphasizes the output of research papers and highlights the high influence;the weight distribution emphasizes the subject classification and highlights the subject differentiation;the form of evaluation emphasizes the combination of subjective evaluation and objective evaluation, and international communication and cooperation are emphasized. On this basis, we further investigate the performance of China's high-level industry leader universities in Shanghai Ranking's Global Ranking of Academic Subjects and find that the total number of universities listed is increasing year by year with prominent performance in engineering fields but poor performance in social sciences; the ranking position is relatively low; the number and influence of research papers is competitive but the level of excellent scientific researches and internationalization is relatively backward. In the future, to promote the construction of first-class disciplines in high-level industry leader universities, we should make efforts in the aspects of moderate comprehensive development of disciplines, high quality of scientific research output, internationalization of discipline construction, diversification of discipline evaluation and localization of discipline construction.