重思硕士培养定位:争论与可能
|
摘要
在高等教育大众化时代,需要对硕士教育进行重新思考。在制度层面虽然对硕士培养定位有着较为明确的表述,但在实践层面硕士却难与博士划出泾渭分明的分界线。从历史发展来看,关于硕士培养定位,有两大问题引起了社会各界的关注和讨论:第一,硕士究竟是过渡性学位还是终结性学位;第二,硕士的质量规格究竟是多元化还是单一化。基于对硕士就业去向、机构分布数据以及相关政策的分析,本研究认为硕士的培养应该定位于:具有过渡性质的终结性学位;在既定的层次(学士之后、博士之前)之中应具有不同的种类,以适应经济社会发展的多样化需求;不同种类之间应具有基准的质量规格,该规格是学术和市场之间的"最大公约数",能够同时满足二者对高层次人才的能力要求;基准之上,院校职能和专业特性将对质量规格提出特定要求。
In the era of higher education popularization, master's education needs to be reconsidered. Although there is a clear policy statement on the training orientation of master's degree programs, it is difficult to differentiate it from doctoral degree programs in practice. From the perspective of historical development, there are two major problems concerning the orientation of master's education that attract attention from all walks of life. Firstly, should the master's degree be considered as a transitional degree or a final degree? Secondly, should the standards of master's quality be diversified or unitary? Based on the analysis of data on employment outcomes and institutional distribution and relevant policies, this study puts forward that the training orientation of master's education should as follow:it is a final degree with transitional nature; it contains different types at the preseted level(post-baccalaureate, pre-doctorate) to meet diverse demand of economic and social development; a basic benchmarking standard of quality should be shared across different types, which is the "maximum common denominator" between academia and market that could satisfy the requirements of high-level talents capacity in both settings; and beyond the benchmark, diversified standards should be allowed to incorporate specific institutional functions and professional characteristics.
In the era of higher education popularization, master's education needs to be reconsidered. Although there is a clear policy statement on the training orientation of master's degree programs, it is difficult to differentiate it from doctoral degree programs in practice. From the perspective of historical development, there are two major problems concerning the orientation of master's education that attract attention from all walks of life. Firstly, should the master's degree be considered as a transitional degree or a final degree? Secondly, should the standards of master's quality be diversified or unitary? Based on the analysis of data on employment outcomes and institutional distribution and relevant policies, this study puts forward that the training orientation of master's education should as follow:it is a final degree with transitional nature; it contains different types at the preseted level(post-baccalaureate, pre-doctorate) to meet diverse demand of economic and social development; a basic benchmarking standard of quality should be shared across different types, which is the "maximum common denominator" between academia and market that could satisfy the requirements of high-level talents capacity in both settings; and beyond the benchmark, diversified standards should be allowed to incorporate specific institutional functions and professional characteristics.
引文
①王传毅等.十国研究生教育发展核心指标的比较研究[J].研究生教育研究,2015,(2):86-91.
②邱勇.一流本科教育是一流大学的底色[EB/OL].http://news.tsinghua.edu.cn/publish/thunews/9650/2016/20160621082238237748890.html,2016-06-21/2018-08-01.
③邱勇.一流的博士教育体现一流大学人才培养的高度[EB/OL].http://www.tsinghua.edu.cn/publish/thunews/9648/2017/20171205104029698946032.html,2017-12-05/2018-08-01.
④Cathy Wendler et al.,The Path Forward:The Future of Graduate Education in the United States(Princeton NJ:Educational Testing Service,2010),71.
(1)Joslyn L.Green,Ed.,The Master’s Degree:Jack of All Trades(Denver Colo:State Higher Education Executive Officers,1987),67.
(2)Donald S.Spencer,“The Master’s Degree in Transition,” CGS Communicator 19,no.1(January 1986):1.
(3)John P.Elder,“Reviving the Master’s Degree for the Prospective College Teacher,” Journal of Higher Education 30,no.3(1959):133-136.
(4)Stephen H.Spurr,Academic Degree Structures:Innovative Approaches(New York:McGraw-Hill,1970),63.
(5)Mary Ann E.Borchert,Master’s Education:A Guide for Faculty and Administrators.A Policy Statement(Washington,DC:Council of Graduate Schools,1994),62.
(6)William V.Mayville,A Matter of Degree:The Setting for Contemporary Master’s Programs(Washington DC:Eric Clearinghouse on Higher Education,1973),51.
(7)Walter C.Eells,“Degrees in Higher Education,” The Center for Applied Research in Education,(1963):72-75.
(8)John C.French,The History of the University Founded by Johns Hopkins(Baltimore:Johns Hopkins Press,1946),540.
(9)转引自:William V.Mayville,A Matter of Degree:The Setting for Contemporary Master’s Programs(Washington,DC:Eric Clearinghouse on Higher Education,1973),51.
(10)UIS.“International Standard Classification of Education:ISCED 2011,” UNESCO,August 1,2018,http://uis.unesco.org/sites/default/files/documents/international-standard-classification-of-education-isced-2011-en.pdf.
(11)Mckay S.,European Qualifications Framework,European Union,August 1,2018,https://ec.europa.eu/ploteus/en/content/descriptors-page.
(12)Mary Ann E.Borchert,Master’s Education:A Guide for Faculty and Administrators.A Policy Statement(Washington,DC:Council of Graduate Schools,1994),62.
(13)Elizabeth C.Traugott et al.,The Doctor of Philosophy Degree:A Policy Statement(Washington DC:Council of Graduate Schools,1990),38.
(14)The Quality Assurance Agency for Higher Education,Master’s degree characteristics,August 1,2018,http://www.qaa.ac.uk/quality-code/the-existing-uk-quality-code/part-a-setting-and-maintaining-academic-standards.
(15)The Quality Assurance Agency for Higher Education,Doctor’s degree characteristics,August 1,2018,http://www.qaa.ac.uk/quality-code/the-existing-uk-quality-code/part-a-setting-and-maintaining-academic-standards.
(16)Australian Qualifications Framework Council,Australian Qualifications Framework,August 1,2018,https://www.aqf.edu.au/.
(17)中华人民共和国学位条例 [EB/OL].http://old.moe.gov.cn/ publicfiles/business/htmlfiles/moe/moe_619/200407/1315.html,2004-08-28/2018-08-01.
(18)此处需要补充说明的是,职业型博士(特别是需要经过职业行会认证的学位,如第一职业学位)不存在定位的问题,即培养职业型人才,但学术型硕士、包括专业硕士定位,如工程硕士、教育硕士等或多或少都存在着定位的问题,而这类学位往往被视为研究型学位(Research Degree)。因此本文所讨论的是此类研究型学位的硕士,但并不完全对等于我国学术学位的硕士。
(19)Mark A.Farber,“Master’s Degrees Scored in Survey,” New York Times,April 3,1972.转引自克利夫顿·康拉德等著.美国如何培养硕士研究生[M].袁本涛等译.北京:北京大学出版社,2016.
(20)National Research Council,Science Professionals:Master’s Education for a Competitive World(Washington,DC:National Academies Press,2008),129.
(21)Eugene N.Ivakhnenko,“Master’s Degree Programs in Russian Universities:Challenges and Solutions,” August 1,2018,https://cyberleninka.ru/article/n/master-s-degree-programs-in-russian-universities-challenges-and-solutions.
(22)Glazer-Raymo J.,Professionalizing Graduate Education:the Master’s Degree in the Marketplace (San Francisco:Jossey-Bass,2005),160.
(23)Stephen H.Spurr,“Changing Patterns in Graduate Education,” Journal of Higher Education 42,no.7(1971):545-557.
(24)Robert Sowell et al.,Ph.D.Completion and Attrition:Analysis of Baseline Program Data from the Ph.D.Completion Project(Washington DC:Council of Graduate Schools,2008),92.
(25)Leslie B.Sims and Daniel D.Denecke,Professional Master’s Education:A CGS Guide to Establishing Programs(Washington DC:Council of Graduate Schools,2006),142.
(26)National Survey of College Graduates,National Science Foundation,August 1,2018,https://www.nsf.gov/statistics/srvygrads/.
(27)Higher Education Statistics Agency,August 1,2018,http://www.hesa.ac.uk/.
(28)Australian Graduate Survey,Graduate Careers Australia,August 1,2018,http://www.graduatecareers.com.au/research/researchreports/;澳大利亚由于澳大利亚研究生生涯调查的统计口径仅单列课程硕士,并未区分学术硕士和哲学博士。因此,在假定哲学博士毕业后都不再进行深入学习的前提下,按照澳大利亚2012年学位授予的结构(学术硕士和哲学博士的学位授予数之比、学术硕士和课程硕士的学位授予数之比)估算出未进入博士阶段的硕士比例。
(29)the Ministry of Education,Culture,Sports,Science and Technology,August 1,2018,http://www.mext.go.jp/en/.
(30)高耀等.中国硕士毕业生就业状况——基于2014届75所教育部直属高校的量化分析[J].研究生教育研究,2016,(3):12-19.
(31)National Survey of College Graduates,National Science Foundation,August 1,2018,https://www.nsf.gov/statistics/srvygrads/.
(32)National Research Council,Science Professionals:Master’s Education for a Competitive World(Washington,DC:National Academies Press,2008),148.
(33)Mary Ann E.Borchert,Master’s Education:A Guide for Faculty and Administrators.A Policy Statement(Washington,DC:Council of Graduate Schools,1994),62.
(34)Higher Education Statistics Agency,August 1,2018,http://www.hesa.ac.uk/.
(35)Department of Education and Training-Australian Government,August 1,2018,https://www.education.gov.au/.
(36)中国学位与研究生教育发展年度报告课题组.中国学位与研究生教育发展年度报告(2017).
(37)National Research Council,Science Professionals:Master’s Education for a Competitive World(Washington,DC:National Academies Press,2008),148.
(38)William V.Mayville,A Matter of Degree:The Setting for Contemporary Master’s Programs(Washington,DC:Eric Clearinghouse on Higher Education,1973),51.
(39)Park Young,“Teacher Preparation Programs and the Junior College,” Junior College Research Review 5,(1971):4.
(40)John P.Elder,“Reviving the Master’s Degree for the Prospective College Teacher,” Journal of Higher Education 30,no.3(1959):133-136.
(41)Theodore C.Blegen,“How Can Graduate Schools Increase the Supply of College Teachers,” Journal of Higher Education 30,no.3(1959):127-133.
(42)Eells Walter Crosby and Harold A.Haswell,Academic Degrees:Earned and Honorary Degrees Conferred by Institutions of Higher Education in the United States(Washington D.C.:U.S.Office of Education,1960),126.
(43)张建功,张振刚.美国专业学位研究生教育的学位结构及启示[J].高等教育研究,2008,(7):104-109.
(44)The Quality Assurance Agency for Higher Education,Master’s degree characteristics,August 1,2018,http://www.qaa.ac.uk/quality-code/the-existing-uk-quality-code/part-a-setting-and-maintaining-academic-standards.
(45)牛津大学和剑桥大学授予的文学硕士并非一种学位,苏格兰部分大学授予的荣誉文学硕士实为学士学位,并非硕士学位。
(46)法务博士和教职硕士主要由专门性的研究生院授予,如法科大学院。
(47)William V.Mayville,A Matter of Degree:The Setting for Contemporary Master’s Programs(Washington,DC:Eric Clearinghouse on Higher Education,1973),51.
(48)Association of American Universities (AAU),“The Master’s Degree:Report of the Committee on Graduate Work,” Journal of Proceedings and Addresses of the Forty-sixth Annual Conference of the Association of American Universities 46,(1945):111-125.
(49)Bernard Berelson,Graduate Education in the United States(New York:McGraw-Hill,1960).
(50)Donald S.Spencer,“The Master’s Degree in Transition,” CGS Communicator 19,no.1(January 1986):1.
(51)Association of American Universities (AAU),“Problems of the Master’s Degree:Committee on Problems Relating to the Master’s Degree,” Journal of Proceedings and Addresses of the Thirty-seventh Annual Conference of the Association of American Universities 37,(1935):32-37.
(52)Council of Graduate Schools in the United States,The Master’s Degree(Washington,DC:Council of Graduate Schools,1968) 转引自William V.Mayville,A Matter of Degree:The Setting for Contemporary Master’s Programs(Washington,DC:Eric Clearinghouse on Higher Education,1973),51.
(53)转引自:克利夫顿·康拉德等著.美国如何培养硕士研究生[M].袁本涛等译.北京大学出版社,2016.
(54)Leslie B.Sims and Daniel D.Denecke,Professional Master’s Education:A CGS Guide to Establishing Programs(Washington,DC:Council of Graduate Schools,2006),142.
(55)Association of American Universities (AAU),“The Master’s Degree:Report of the Committee on Graduate Work,” Journal of Proceedings and Addresses of the Forty-sixth Annual Conference of the Association of American Universities 46(1945):111-125.
(56)Leslie B.Sims and Peter Syverson.Professional Master’s Programs in the Social Sciences:Current Status and Future Possibilities [An unpublished report to the Ford Foundation.] (Washington,DC:Council of Graduate Schools,2003).转引自Leslie B.Sims and Daniel D.Denecke,Professional Master’s Education:A CGS Guide to Establishing Programs(Washington,DC:Council of Graduate Schools,2006),142.
(57)克利夫顿·康拉德等著.美国如何培养硕士研究生[M].袁本涛等译.北京大学出版社,2016.
(58)Tony Becher,Graduate Education in Britain(Bristol:Jessica Kingsley Publishers Ltd.,1994),213.
(59)Robin Mellors-Bourne et al.,“Provision of Professional Doctorates in English HE institutions,” the Careers Research & Advisory Centre,January 2016,http://eprints.brighton.ac.uk/14776/.
(60)Cathy Wendler et al.,Pathways Through Graduate School and Into Careers(Princeton,NJ:Educational Testing Service,2012),55.
(61)王传毅,程哲.研究生招生考试中“非认知能力”的测量:概念、实践与展望[J].研究生教育研究,2017,(5):67-72.
(62)Julia D.Kent and Maureen Terese McCarthy,Holistic Review in Graduate Admissions(Washington,DC:Council of Graduate Schools,2016),48.
(63)Jung Cheol Shin and Barbara M.Kehm,ed.,Institutionalization of World-Class University in Global Competition(Berlin:Springer Netherlands,2013),301.
②邱勇.一流本科教育是一流大学的底色[EB/OL].http://news.tsinghua.edu.cn/publish/thunews/9650/2016/20160621082238237748890.html,2016-06-21/2018-08-01.
③邱勇.一流的博士教育体现一流大学人才培养的高度[EB/OL].http://www.tsinghua.edu.cn/publish/thunews/9648/2017/20171205104029698946032.html,2017-12-05/2018-08-01.
④Cathy Wendler et al.,The Path Forward:The Future of Graduate Education in the United States(Princeton NJ:Educational Testing Service,2010),71.
(1)Joslyn L.Green,Ed.,The Master’s Degree:Jack of All Trades(Denver Colo:State Higher Education Executive Officers,1987),67.
(2)Donald S.Spencer,“The Master’s Degree in Transition,” CGS Communicator 19,no.1(January 1986):1.
(3)John P.Elder,“Reviving the Master’s Degree for the Prospective College Teacher,” Journal of Higher Education 30,no.3(1959):133-136.
(4)Stephen H.Spurr,Academic Degree Structures:Innovative Approaches(New York:McGraw-Hill,1970),63.
(5)Mary Ann E.Borchert,Master’s Education:A Guide for Faculty and Administrators.A Policy Statement(Washington,DC:Council of Graduate Schools,1994),62.
(6)William V.Mayville,A Matter of Degree:The Setting for Contemporary Master’s Programs(Washington DC:Eric Clearinghouse on Higher Education,1973),51.
(7)Walter C.Eells,“Degrees in Higher Education,” The Center for Applied Research in Education,(1963):72-75.
(8)John C.French,The History of the University Founded by Johns Hopkins(Baltimore:Johns Hopkins Press,1946),540.
(9)转引自:William V.Mayville,A Matter of Degree:The Setting for Contemporary Master’s Programs(Washington,DC:Eric Clearinghouse on Higher Education,1973),51.
(10)UIS.“International Standard Classification of Education:ISCED 2011,” UNESCO,August 1,2018,http://uis.unesco.org/sites/default/files/documents/international-standard-classification-of-education-isced-2011-en.pdf.
(11)Mckay S.,European Qualifications Framework,European Union,August 1,2018,https://ec.europa.eu/ploteus/en/content/descriptors-page.
(12)Mary Ann E.Borchert,Master’s Education:A Guide for Faculty and Administrators.A Policy Statement(Washington,DC:Council of Graduate Schools,1994),62.
(13)Elizabeth C.Traugott et al.,The Doctor of Philosophy Degree:A Policy Statement(Washington DC:Council of Graduate Schools,1990),38.
(14)The Quality Assurance Agency for Higher Education,Master’s degree characteristics,August 1,2018,http://www.qaa.ac.uk/quality-code/the-existing-uk-quality-code/part-a-setting-and-maintaining-academic-standards.
(15)The Quality Assurance Agency for Higher Education,Doctor’s degree characteristics,August 1,2018,http://www.qaa.ac.uk/quality-code/the-existing-uk-quality-code/part-a-setting-and-maintaining-academic-standards.
(16)Australian Qualifications Framework Council,Australian Qualifications Framework,August 1,2018,https://www.aqf.edu.au/.
(17)中华人民共和国学位条例 [EB/OL].http://old.moe.gov.cn/ publicfiles/business/htmlfiles/moe/moe_619/200407/1315.html,2004-08-28/2018-08-01.
(18)此处需要补充说明的是,职业型博士(特别是需要经过职业行会认证的学位,如第一职业学位)不存在定位的问题,即培养职业型人才,但学术型硕士、包括专业硕士定位,如工程硕士、教育硕士等或多或少都存在着定位的问题,而这类学位往往被视为研究型学位(Research Degree)。因此本文所讨论的是此类研究型学位的硕士,但并不完全对等于我国学术学位的硕士。
(19)Mark A.Farber,“Master’s Degrees Scored in Survey,” New York Times,April 3,1972.转引自克利夫顿·康拉德等著.美国如何培养硕士研究生[M].袁本涛等译.北京:北京大学出版社,2016.
(20)National Research Council,Science Professionals:Master’s Education for a Competitive World(Washington,DC:National Academies Press,2008),129.
(21)Eugene N.Ivakhnenko,“Master’s Degree Programs in Russian Universities:Challenges and Solutions,” August 1,2018,https://cyberleninka.ru/article/n/master-s-degree-programs-in-russian-universities-challenges-and-solutions.
(22)Glazer-Raymo J.,Professionalizing Graduate Education:the Master’s Degree in the Marketplace (San Francisco:Jossey-Bass,2005),160.
(23)Stephen H.Spurr,“Changing Patterns in Graduate Education,” Journal of Higher Education 42,no.7(1971):545-557.
(24)Robert Sowell et al.,Ph.D.Completion and Attrition:Analysis of Baseline Program Data from the Ph.D.Completion Project(Washington DC:Council of Graduate Schools,2008),92.
(25)Leslie B.Sims and Daniel D.Denecke,Professional Master’s Education:A CGS Guide to Establishing Programs(Washington DC:Council of Graduate Schools,2006),142.
(26)National Survey of College Graduates,National Science Foundation,August 1,2018,https://www.nsf.gov/statistics/srvygrads/.
(27)Higher Education Statistics Agency,August 1,2018,http://www.hesa.ac.uk/.
(28)Australian Graduate Survey,Graduate Careers Australia,August 1,2018,http://www.graduatecareers.com.au/research/researchreports/;澳大利亚由于澳大利亚研究生生涯调查的统计口径仅单列课程硕士,并未区分学术硕士和哲学博士。因此,在假定哲学博士毕业后都不再进行深入学习的前提下,按照澳大利亚2012年学位授予的结构(学术硕士和哲学博士的学位授予数之比、学术硕士和课程硕士的学位授予数之比)估算出未进入博士阶段的硕士比例。
(29)the Ministry of Education,Culture,Sports,Science and Technology,August 1,2018,http://www.mext.go.jp/en/.
(30)高耀等.中国硕士毕业生就业状况——基于2014届75所教育部直属高校的量化分析[J].研究生教育研究,2016,(3):12-19.
(31)National Survey of College Graduates,National Science Foundation,August 1,2018,https://www.nsf.gov/statistics/srvygrads/.
(32)National Research Council,Science Professionals:Master’s Education for a Competitive World(Washington,DC:National Academies Press,2008),148.
(33)Mary Ann E.Borchert,Master’s Education:A Guide for Faculty and Administrators.A Policy Statement(Washington,DC:Council of Graduate Schools,1994),62.
(34)Higher Education Statistics Agency,August 1,2018,http://www.hesa.ac.uk/.
(35)Department of Education and Training-Australian Government,August 1,2018,https://www.education.gov.au/.
(36)中国学位与研究生教育发展年度报告课题组.中国学位与研究生教育发展年度报告(2017).
(37)National Research Council,Science Professionals:Master’s Education for a Competitive World(Washington,DC:National Academies Press,2008),148.
(38)William V.Mayville,A Matter of Degree:The Setting for Contemporary Master’s Programs(Washington,DC:Eric Clearinghouse on Higher Education,1973),51.
(39)Park Young,“Teacher Preparation Programs and the Junior College,” Junior College Research Review 5,(1971):4.
(40)John P.Elder,“Reviving the Master’s Degree for the Prospective College Teacher,” Journal of Higher Education 30,no.3(1959):133-136.
(41)Theodore C.Blegen,“How Can Graduate Schools Increase the Supply of College Teachers,” Journal of Higher Education 30,no.3(1959):127-133.
(42)Eells Walter Crosby and Harold A.Haswell,Academic Degrees:Earned and Honorary Degrees Conferred by Institutions of Higher Education in the United States(Washington D.C.:U.S.Office of Education,1960),126.
(43)张建功,张振刚.美国专业学位研究生教育的学位结构及启示[J].高等教育研究,2008,(7):104-109.
(44)The Quality Assurance Agency for Higher Education,Master’s degree characteristics,August 1,2018,http://www.qaa.ac.uk/quality-code/the-existing-uk-quality-code/part-a-setting-and-maintaining-academic-standards.
(45)牛津大学和剑桥大学授予的文学硕士并非一种学位,苏格兰部分大学授予的荣誉文学硕士实为学士学位,并非硕士学位。
(46)法务博士和教职硕士主要由专门性的研究生院授予,如法科大学院。
(47)William V.Mayville,A Matter of Degree:The Setting for Contemporary Master’s Programs(Washington,DC:Eric Clearinghouse on Higher Education,1973),51.
(48)Association of American Universities (AAU),“The Master’s Degree:Report of the Committee on Graduate Work,” Journal of Proceedings and Addresses of the Forty-sixth Annual Conference of the Association of American Universities 46,(1945):111-125.
(49)Bernard Berelson,Graduate Education in the United States(New York:McGraw-Hill,1960).
(50)Donald S.Spencer,“The Master’s Degree in Transition,” CGS Communicator 19,no.1(January 1986):1.
(51)Association of American Universities (AAU),“Problems of the Master’s Degree:Committee on Problems Relating to the Master’s Degree,” Journal of Proceedings and Addresses of the Thirty-seventh Annual Conference of the Association of American Universities 37,(1935):32-37.
(52)Council of Graduate Schools in the United States,The Master’s Degree(Washington,DC:Council of Graduate Schools,1968) 转引自William V.Mayville,A Matter of Degree:The Setting for Contemporary Master’s Programs(Washington,DC:Eric Clearinghouse on Higher Education,1973),51.
(53)转引自:克利夫顿·康拉德等著.美国如何培养硕士研究生[M].袁本涛等译.北京大学出版社,2016.
(54)Leslie B.Sims and Daniel D.Denecke,Professional Master’s Education:A CGS Guide to Establishing Programs(Washington,DC:Council of Graduate Schools,2006),142.
(55)Association of American Universities (AAU),“The Master’s Degree:Report of the Committee on Graduate Work,” Journal of Proceedings and Addresses of the Forty-sixth Annual Conference of the Association of American Universities 46(1945):111-125.
(56)Leslie B.Sims and Peter Syverson.Professional Master’s Programs in the Social Sciences:Current Status and Future Possibilities [An unpublished report to the Ford Foundation.] (Washington,DC:Council of Graduate Schools,2003).转引自Leslie B.Sims and Daniel D.Denecke,Professional Master’s Education:A CGS Guide to Establishing Programs(Washington,DC:Council of Graduate Schools,2006),142.
(57)克利夫顿·康拉德等著.美国如何培养硕士研究生[M].袁本涛等译.北京大学出版社,2016.
(58)Tony Becher,Graduate Education in Britain(Bristol:Jessica Kingsley Publishers Ltd.,1994),213.
(59)Robin Mellors-Bourne et al.,“Provision of Professional Doctorates in English HE institutions,” the Careers Research & Advisory Centre,January 2016,http://eprints.brighton.ac.uk/14776/.
(60)Cathy Wendler et al.,Pathways Through Graduate School and Into Careers(Princeton,NJ:Educational Testing Service,2012),55.
(61)王传毅,程哲.研究生招生考试中“非认知能力”的测量:概念、实践与展望[J].研究生教育研究,2017,(5):67-72.
(62)Julia D.Kent and Maureen Terese McCarthy,Holistic Review in Graduate Admissions(Washington,DC:Council of Graduate Schools,2016),48.
(63)Jung Cheol Shin and Barbara M.Kehm,ed.,Institutionalization of World-Class University in Global Competition(Berlin:Springer Netherlands,2013),301.
© 2004-2018 中国地质图书馆版权所有 京ICP备05064691号 京公网安备11010802017129号 地址：北京市海淀区学院路29号 邮编：100083 电话：办公室：(+86 10)66554848；文献借阅、咨询服务、科技查新：66554700 |