从组织实体到跨界安排： 理解大学与学校伙伴关系的两种路径及其综合

From Entity-Based Organization to Boundary-Crossing Arrangement ：Two Approaches to Understand Schoo--University Partnership

如何理解大学与学校伙伴关系，学界存在两种路径：一是组织实体，二是跨界安排。前者将伙伴关系视作独立的组织实体，强调不同成员的共同身份与价值观、活动/组织边界、伙伴关系中的行政与管理元素；后者则将伙伴关系视作组织、共同体或活动系统之间进行互动、建立联结的跨界安排。借用活动系统理论，应综合两种路径来理解伙伴关系：伙伴关系的参与者应被视作来自不同活动系统的主体;借由不同参与主体各自的边界实践与跨界活动，伙伴关系演化为“新创的”活动系统；而为了探寻并理解伙伴关系的逻辑起点及内部互动过程，必须重新回到参与主体各自所属的活动系统，如此反复。

There are two different approaches to understand school-university partnership in literature ： entity-based organization and boundary-crossing arrangement. From the former perspective，partnership is perceived as an independent entity-based organization. Membership and identity， activity/organization boundary and managerial elements embedded within partnership are emphasized. In contrast，from the la-- ter perspective， partnership is a kind of boundary-crossing arrangement to enact mutual interaction and build connections among different organizations， communities or activity systems. Utilizing third generation activity system theory proposed by Engestrom as an analytical framework，this paper argues that two approaches reviewed should be integrated to understand the nature of partnership better. First， universities and schools in partnership should be considered as distinct activity systems respectively. Second，partnership evolves into a newly created activity system through participants' boundary practice and activities. Third，in order to explore the original logic point of，and the interaction in，partnership，we should navigate back and forth between the old activity systems and newly created activity system.