博士生希望什么样的培养环境——基于博士生意见调查的实证研究
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摘要
博士生对院校培养工作的意见是进行培养环境优化的重要依据。基于1200余名博士生调查数据,采用混合式研究方法展开探索,结果发现:第一,博士生意见集中在奖助体系、导师指导、考核评价和学术交流上,具体内容分别指向奖助学金支持力度不够,导师的学术指导缺位,考核评价方式固化单一,学术交流机会不足;第二,在学科差异上,理工科博士生的导师指导满意度和科研自由度得分较低,并且相比其它学科学生提出较多导师指导方面的意见,人文学科博士生更加支持采用1篇论文代表作的评价方式,并且相比其它学科学生提出较多考核评价方面的意见。基于上述发现提出博士生培养环境的改进对策。
It is believed that the opinions of doctoral students on the training at universities are important for optimizing training environment.The results of a study based on the survey data of more than 1,200 doctoral students with mixed methods show that,first,the opinions of doctoral students mainly focus on the scholarship and funding system,supervisor's guidance,examination and evaluation system,and academic exchange,specifically,they are dissatisfied with the insufficient support from the scholarship and funding system,absence of supervisors' academic guidance,outdated and singular form of examination and evaluation,and lack of academic exchange opportunities;second,in terms of different disciplines,both the scores of satisfaction with the guidance and the freedom in scientific research to supervisors of doctoral students in science and engineering are comparatively low,with more criticism to the guidance of their supervisors in comparison with that from the doctoral students of other disciplines,while the doctoral students in the humanities are more supportive of the method evaluating only one representative paper,and they put forward more proposals for improving evaluation compared with doctoral students from other disciplines.Based on the findings,the author proposes some countermeasures to improve the training environment for doctoral students.
It is believed that the opinions of doctoral students on the training at universities are important for optimizing training environment.The results of a study based on the survey data of more than 1,200 doctoral students with mixed methods show that,first,the opinions of doctoral students mainly focus on the scholarship and funding system,supervisor's guidance,examination and evaluation system,and academic exchange,specifically,they are dissatisfied with the insufficient support from the scholarship and funding system,absence of supervisors' academic guidance,outdated and singular form of examination and evaluation,and lack of academic exchange opportunities;second,in terms of different disciplines,both the scores of satisfaction with the guidance and the freedom in scientific research to supervisors of doctoral students in science and engineering are comparatively low,with more criticism to the guidance of their supervisors in comparison with that from the doctoral students of other disciplines,while the doctoral students in the humanities are more supportive of the method evaluating only one representative paper,and they put forward more proposals for improving evaluation compared with doctoral students from other disciplines.Based on the findings,the author proposes some countermeasures to improve the training environment for doctoral students.
引文
[1]沈文钦,王东芳.20世纪90年代之前的欧美研究生教育研究:一个学术领域的起源与演变[J].教育学术月刊,2018(8):26-37.
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[13]罗英姿,刘泽文,张佳乐,等.基于IPOD框架的博士生教育质量研究:以涉农学科为例[J].高等教育研究,2017(5):59-67.
[14]Heath.A quantitative analysis of PhD students'views of supervision[J].Higher Education Research&Development,2002,21(1):41-53.
[15]袁本涛,李莞荷.博士生培养与世界一流学科建设:基于博士生科研体验调查的实证分析[J].江苏高教,2017(2):1-6.
[16]李明磊,周文辉,黄雨恒.博士生对培养过程满意吗?基于数据监测视角[J].研究生教育研究,2017(5):36-42.
[17]王仰麟,生玉海,黄俊平,等.研究生培养机制改革与研究生奖助体系的构建:以北京大学为例[J].学位与研究生教育,2009(4):11-15.
[18]宋晓平,梅红.博士生培养过程中师生互动关系研究:基于博士研究生的视角[J].中国高教研究,2012(8):50-54.
[19]周光礼.中国博士质量调查:基于U/H大学的案例分析[M].北京:社会科学文献出版社,2010:262-263.
[20]张立迁.彰显心灵性对话的博士生师生关系研究[J].高等教育评论,2016(1):130-141.
[21]王东芳.博士教育中的师生关系:学科文化视角的解读[J].比较教育研究,2015,37(6):57-63.
[22]覃红霞,张瑞菁.SSCI与高校人文社会科学学术评价之反思[J].高等教育研究,2008(3):6-12.
[23]董少校.“代表作”引导评聘制度方向[J].教育旬刊,2012(4):34-35.
[24]托尼·比彻,保罗·特罗勒尔.学术部落及其领地[M].北京:北京大学出版社,2015:121.
[25]约翰·亨利·纽曼.大学的理想[M].徐辉,顾建新,何曙荣,译.杭州:浙江教育出版社,2001:66.
[2]陈洪捷等.博士质量[M].北京:北京大学出版社,2010:1.
[3]Lovitts B E.The Transition to Independent Research:Who Makes It,Who Doesn't,and Why[J].Journal of Higher Education,2008,79(3):296-325.
[4]顾剑秀,罗英姿.学术抑或市场:博士生培养模式变革的逻辑与路径[J].高等教育研究,2016(1):49-56.
[5]王蔚虹.我国博士生培养现状:基于四所高等学校的调查[J].大学(研究版),2008(11):44-50.
[6]Turner G.PRES 2015:The research student journey[R].Higher Education Academy,2015:1-40.
[7]鲍威,吴宇川.研究生培养机制改革推进及其成效的实证分析[J].学位与研究生教育,2011(7):4-10.
[8]L ee A.How are doctoral students supervised?Concepts of doctoral research supervision[J].Studies in Higher Education,2008,33(3):267-281.
[9]王晓漫,王宗萍.研究生培养条件影响研究生质量的实证分析[J].教育科学,2008,24(2):68-71.
[10]张国栋.博士生培养模式各要素与培养质量的关系的实证研究:以上海交通大学为例[J].研究生教育研究,2011(2):21-24.
[11]Ivankova N V,Stick S L.Students’Persistence in a Distributed Doctoral Program in Educational Leadership in Higher Education:A Mixed Methods Study[J].Research in Higher Education,2007,48(1):93-135.
[12]闵韡.理工科博士生招生方式对培养效果的影响:基于35所研究生院理工科博士生的调查[J].研究生教育研究,2018(2):36-41.
[13]罗英姿,刘泽文,张佳乐,等.基于IPOD框架的博士生教育质量研究:以涉农学科为例[J].高等教育研究,2017(5):59-67.
[14]Heath.A quantitative analysis of PhD students'views of supervision[J].Higher Education Research&Development,2002,21(1):41-53.
[15]袁本涛,李莞荷.博士生培养与世界一流学科建设:基于博士生科研体验调查的实证分析[J].江苏高教,2017(2):1-6.
[16]李明磊,周文辉,黄雨恒.博士生对培养过程满意吗?基于数据监测视角[J].研究生教育研究,2017(5):36-42.
[17]王仰麟,生玉海,黄俊平,等.研究生培养机制改革与研究生奖助体系的构建:以北京大学为例[J].学位与研究生教育,2009(4):11-15.
[18]宋晓平,梅红.博士生培养过程中师生互动关系研究:基于博士研究生的视角[J].中国高教研究,2012(8):50-54.
[19]周光礼.中国博士质量调查:基于U/H大学的案例分析[M].北京:社会科学文献出版社,2010:262-263.
[20]张立迁.彰显心灵性对话的博士生师生关系研究[J].高等教育评论,2016(1):130-141.
[21]王东芳.博士教育中的师生关系:学科文化视角的解读[J].比较教育研究,2015,37(6):57-63.
[22]覃红霞,张瑞菁.SSCI与高校人文社会科学学术评价之反思[J].高等教育研究,2008(3):6-12.
[23]董少校.“代表作”引导评聘制度方向[J].教育旬刊,2012(4):34-35.
[24]托尼·比彻,保罗·特罗勒尔.学术部落及其领地[M].北京:北京大学出版社,2015:121.
[25]约翰·亨利·纽曼.大学的理想[M].徐辉,顾建新,何曙荣,译.杭州:浙江教育出版社,2001:66.
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