我国高校专任教师博士率的结构特征及其成因分析
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摘要
通过对全国710所公立普通本科高校专任教师博士率的数据分析发现,我国高校专任教师博士率总体水平依然不高,并且存在显著的地域分割和层级分割。导致专任教师博士率差异的核心因素是院校的声望、所在省份的博士自给率和学术市场吸引力。文章提出通过扩大中西部地区博士培养规模不足省份的博士点和博士培养规模、设立地方普通本科高校专任教师在职读博专项计划等具体措施,促进我国高校教师资源的区域均衡和层级均衡。
Through the data analysis of the doctor rate of full-time faculty in 710 public universities in China,this study found that the overall level of the doctor rate of full-time faculty in universities is still not high,and there is a significant geographical and hierarchical division.The core factors that lead to the differences in the Ph D rates among full-time teachers are the prestige of institutions,the self-sufficiency rate of Ph Ds in their provinces and the attraction of academic markets.This study proposed that the scale of provincial doctoral training needs to meet the dual needs of economic and social development and academic development as well as appropriately expand the scale of doctoral training.Many specific measures,like expanding the cultivation scale of doctoral programs and doctoral programs for under-scaled provinces in the central and western regions and establishing specific programs for full-time undergraduate college teachers have been proposed to promote China's university faculty resources regional balance and level of balance.
Through the data analysis of the doctor rate of full-time faculty in 710 public universities in China,this study found that the overall level of the doctor rate of full-time faculty in universities is still not high,and there is a significant geographical and hierarchical division.The core factors that lead to the differences in the Ph D rates among full-time teachers are the prestige of institutions,the self-sufficiency rate of Ph Ds in their provinces and the attraction of academic markets.This study proposed that the scale of provincial doctoral training needs to meet the dual needs of economic and social development and academic development as well as appropriately expand the scale of doctoral training.Many specific measures,like expanding the cultivation scale of doctoral programs and doctoral programs for under-scaled provinces in the central and western regions and establishing specific programs for full-time undergraduate college teachers have been proposed to promote China's university faculty resources regional balance and level of balance.
引文
[1]张英丽.论学术职业与博士生教育的关系[D].武汉:华中科技大学博士学位论文,2008:189.
[2]孙诚,王占军.我国普通高等学校师资队伍结构现状分析[J].大学:学术版,2010(8):70-79.
[3]柯进,刘博智,刘盾.一堂迟到了十一年的课咋补?[N].中国教育报,2014-03-14.
[4]教育部.关于印发《关于新时期加强高等学校教师队伍建设的意见》的通知[EB/OL].[2018-02-25].http://www.moe.edu.cn/s78/A04/s7051/201410/t20141021_177417.html.
[5]沈红.中国大学教师发展状况---基于“2014中国大学教师调查”的分析[J].高等教育研究,2016(2):37-46.
[6][美]亚瑟·科恩.美国高等教育通史[M].北京:北京大学出版社,2010:72.
[7]Theodore Caplow and Reece J.McGee The academic marketplace[M].Anchor Books:Doubleday,1965:6.
[8]马莉萍,岳昌君,闵维方.高等院校布局与大学生区域流动[J].教育发展研究,2009(23):31-36.
(1)2017年,《国务院学位委员会关于开展2017年博士硕士学位授权审核工作的通知》中明确提出:“西部地区和民族高校在申请新增博士硕士学位授予单位和新增博士硕士学位授权点时,申请条件可降低20%。”
(2)缺失的109所高校中“985”高校、“211”高校、博士授权高校、硕士授权高校和普通高校分别有2所、8所、22所、27所和50所。
(3)图1中北京市49.2%的高校专任教师博士率为2015年数据,考虑到博士率的年均增幅,2016年已经超过50%。
[2]孙诚,王占军.我国普通高等学校师资队伍结构现状分析[J].大学:学术版,2010(8):70-79.
[3]柯进,刘博智,刘盾.一堂迟到了十一年的课咋补?[N].中国教育报,2014-03-14.
[4]教育部.关于印发《关于新时期加强高等学校教师队伍建设的意见》的通知[EB/OL].[2018-02-25].http://www.moe.edu.cn/s78/A04/s7051/201410/t20141021_177417.html.
[5]沈红.中国大学教师发展状况---基于“2014中国大学教师调查”的分析[J].高等教育研究,2016(2):37-46.
[6][美]亚瑟·科恩.美国高等教育通史[M].北京:北京大学出版社,2010:72.
[7]Theodore Caplow and Reece J.McGee The academic marketplace[M].Anchor Books:Doubleday,1965:6.
[8]马莉萍,岳昌君,闵维方.高等院校布局与大学生区域流动[J].教育发展研究,2009(23):31-36.
(1)2017年,《国务院学位委员会关于开展2017年博士硕士学位授权审核工作的通知》中明确提出:“西部地区和民族高校在申请新增博士硕士学位授予单位和新增博士硕士学位授权点时,申请条件可降低20%。”
(2)缺失的109所高校中“985”高校、“211”高校、博士授权高校、硕士授权高校和普通高校分别有2所、8所、22所、27所和50所。
(3)图1中北京市49.2%的高校专任教师博士率为2015年数据,考虑到博士率的年均增幅,2016年已经超过50%。
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