[目的/意义] 国外将信息资源管理作为一门独立学科进行建设的实践较早,对其学科建设实践进行考察,有助于为我国信息资源管理学科建设提供新视野。[方法/过程] 采用网络调查法和内容分析法,对29所iCaucus院校的专业设置情况以及英国、美国、加拿大、澳大利亚以及德国等五个国家的学科目录设置情况进行调查。[结果/结论] 发现国外信息资源管理类专业设置具有传统图书情报档案管理专业与新兴专业并存、回应行业发展需求、学科交叉色彩浓厚等特征,并结合我国学科发展的情况提出以下建议:保留图书馆学、情报学与档案学的二级学科地位;结合院校学科优势,建设“行业+信息”模式的新兴二级学科;以开放主动的心态,推动学科交叉融合。
[Purpose/Significance] The practice of building information resources management as an independent discipline abroad is early, and the examination of its discipline building practice can help provide a new vision for the discipline building of information resources management in China.[Method/Process] The web survey method and content analysis method were used to investigate the professional setting of 29 iCaucus institutions and the setting of discipline catalogs in five countries, including the United Kingdom, the United States, Canada, Australia, and Germany.[Result/Conclusion] It finds that the setting of information resources management majors in foreign countries is characterized by the coexistence of traditional library, information and archives management majors and emerging majors, responding to the development needs of the industry, and strong interdisciplinary color, etc. The following suggestions are made in the light of the development of disciplines in China:retain the status of secondary disciplines of library science, information science and archives science; combine the disciplinary advantages of institutions to build "industry + information" model of emerging secondary disciplines. And to promote the cross-fertilization of disciplines with an open and active attitude.
[1] 马费成.凝聚共识, 推动信息资源管理一级学科建设[J/OL].信息资源管理学报.[2022-11-29].http://kns.cnki.net/kcms/detail/42.1812.G2.20221019.1758.002.html.
[2] 王喜明, 杨新明."图情档"一级学科更名的历史回顾与未来展望[J].图书馆论坛, 2022, 42(6):11-19.
[3] 初景利, 黄水清.从"图书情报与档案管理"到"信息资源管理"——一级学科更名的解析与思考[J].图书情报工作, 2022, 66(14):3-9.
[4] 刘琼, 刘桂锋, 卢章平, 等.开放与进取:"图情档"一级学科更名为"信息资源管理"[J].图书馆论坛, 2022, 42(6):20-27.
[5] 冯惠玲.以信息资源管理的名义再绘学科蓝图[J/OL].信息资源管理学报.[2022-11-29].http://kns.cnki.net/kcms/detail/42.1812.G2.20221018.1717.002.html.
[6] 宋艳辉, 魏新星, 余彩霞.从"图书情报与档案管理"到"信息资源管理"的学科嬗变与教学发展[J].评价与管理, 2022, 20(2):1-6.
[7] The National Center for Education Statistics.Classification of instructional programs (CIP 2000)[EB/OL].[2022-11-21].https://nces.ed.gov/pubs2002/cip2000/ciplist.asp.
[8] The Higher Education Statistics Agency.JACS1.7(four-digit) subject codes[EB/OL].[2022-11-21].https://www.hesa.ac.uk/support/documentation/jacs/jacs1-7-detailed.
[9] The Higher Education Statistics Agency.JACS2.0:detailed (fourdigit) subject codes[EB/OL].[2022-11-21].https://www.hesa.ac.uk/support/documentation/jacs/jacs2-principal.
[10] The Higher Education Statistics Agency.JACS3.0:detailed (four digit) subject codes[EB/OL].[2022-11-21].https://www.hesa.ac.uk/support/documentation/jacs/jacs3-detailed.
[11] The Higher Education Statistics Agency.The higher education classification of subjects (HE Cos)[EB/OL].[2022-11-21].https://www.hesa.ac.uk/support/documentation/hecos.
[12] The Statistics Canada.Classification of instructional programs (CIP) Canada 2000[EB/OL].[2022-11-21].https://www.statcan.gc.ca/en/subjects/standard/cip/2000/index.
[13] 冯惠玲, 闫慧, 张姝婷, 等.中国图书情报与档案管理教育发展研究:历史与现状[J].中国图书馆学报, 2020, 46(1):38-52.
[14] 肖希明, 司莉, 吴冈, 等.iSchools运动与图书情报学教育的变革[M].武汉:武汉大学出版社, 2017.
[15] iSchools.Member Database[EB/OL].[2022-11-01].https://www.ischools.org/members.
[16] 宋伟.澳大利亚学位与研究生教育的特点[J].中国高等教育, 2011, (5):61-62.
[17] 李温温.澳大利亚高等教育体系思考与启示——以悉尼科技大学为例[J].白城师范学院学报, 2021, 35(5):93-96.
[18] 韩双淼, 许为民, 衣龙涛.英国研究生学科专业目录:演变轨迹与启示[J].学位与研究生教育, 2019, (8):71-77.
[19] The Higher Education Statistics Agency.Common aggregation hierarchy (CAH)[EB/OL].[2022-11-21].https://www.hesa.ac.uk/support/documentation/hecos/cah.
[20] 彭湃, 蔺亚琼, 赵仲宇.学科分类与交叉学科设置:德国的现状及启示[J].学位与研究生教育, 2022, (10):72-78.
[21] The National Center for Education Statistics.The classification of instructional programs[EB/OL].[2022-11-21].https://nces.ed.gov/ipeds/cipcode/browse.aspx?y=55.
[22] The Statistics Canada.Classification of Instructional Programs (CIP) Canada 2021 Version 1.0[EB/OL].[2022-11-21].https://www23.statcan.gc.ca/imdb/p3VD.pl?Function=getVD&TVD=1420413.
[23] Statistisches Bundesamt.Bildung und kultur studierende an hochschulen fachersystematik 2021[EB/OL].[2022-11-21].http://www.destatis.de/DE/Methoden/Klassifikationen/Bildung/stud enten-pruefungsstatistik.pdf.
[24] Statistisches Bundesamt.Bildung und kultur studierende an hochschulen fachersystematik 2021[EB/OL].[2022-11-21].http://www.destatis.de/DE/Methoden/Klassifikationen/Bildung/personal-stellenstatistik.pdf.
[25] Golisano College of Computing and Information Science in Rochester Institute of Technology.Health informatics MS[EB/OL].[2022-11-21].https://www.rit.edu/online/study/healthinformatics-ms.
[26] 龚蛟腾.图书馆学上位学科再探究:知识管理学还是公共管理学[J].中国图书馆学报, 2008(2):24-28.
[27] 叶继元, 成颖.情报的概念及其与信息链、DIKW链的关系探讨[J].中国图书馆学报, 2022, 48(4):39-51.
[28] 杨峰.开启人才培养新征程:对"图情档"一级学科更名的释读[J].图书馆论坛, 2022, 42(6):28-29, 95.
[29] 王立清.信息资源管理学科体系构建初探[J].图书馆学研究, 2012(3):2-4.