教育学博士生学术社会化四维内容结构的建构研究

博士生学术社会化内容结构的建构有助于理解博士生学术社会化的内涵与分析学术社会化的影响机制,更好地对博士生的学术成长进行指导。对教育学科博士生学术社会化过程的研究,有助于从学科视角深入探究学生的成长过程,促进教育学科高层次人才培养质量的提升。     

努力成为一名合格的博士生导师

认为博士生教育是国家人才强国战略的重要部分,博士生导师使命光荣,任务艰巨;在博士生教育过程中,导师应加强对学生批判性思维和创新能力的培养;指导博士生要求导师拥有较高的学术水平与宽阔的学术视野,并在学风与敬业精神方面发挥榜样作用。     

导师指导对博士生教育经历满意度的影响研究

导师指导是影响博士研究生成才和发展的关键因素,也是“双一流”大学人才培养质量保障的关键因素之一。通过对西北工业大学博士生满意度的实证研究发现：导师指导博士生的学术规范对博士生教育经历的满意度影响作用最大,其次是导师指导频率、激发博士生的学术兴趣和指导博士生的职业规划,提升科研能力的影响关系较弱。为进一步提高博士生满意度,应充分研究和分析影响关系的内在机理,有的放矢,以加强导师队伍建设。     

婚育妨碍博士生的学术训练吗？——基于博士生调查的实证研究

随着博士生教育规模的扩张和弹性学制的实行,婚育博士生的数量日益增多,结婚生子是否会妨碍博士生的学术训练成为值得关注的问题。基于1所一流大学建设高校的博士生调查数据分析不同婚育状态博士生的学术经历与学术收获差异,结果表明有子女的博士生比其他博士生尤其是未婚博士生报告了更高的导师指导、项目参与和课程学习得分,并报告了更高的科研能力增长和整体满意度得分。一个可能的解释是有孩子的博士生提高了师生交流、项目参与和课程学习的有效投入,因此提升了科研能力和整体满意度。另外,在婚育与博士生学术经历以及收获的关系上没有发现显著的性别差异。研究结果不支持婚育必然妨碍博士生学术训练的观点,未来的研究可结合更多指标对两者间的关系开展进一步探索。     

西方博士生教育研究的主题

对近年来西方学者博士生教育研究的主题进行了研究,将其归纳为博士生教育的规模与结构、学术指导与师生关系、流失率、完成率与修业年限、博士生教育的质量评估、博士毕业生的职业生涯发展和专业博士教育六个方面,指出这些研究可分为定量研究、定性研究、定性研究与定量研究相结合三种取向,大部分研究仍然是纯经验性的,纯理论维度和历史维度的研究比较缺乏.     

博士生创新能力的影响因素分析——基于江苏省五所大学资深博导的访谈结果

博士生创新能力是多种教育因素共同作用的结果。通过对数十位资深博士生导师的调查表明:影响博士生创新能力的因素大体可归结为主观因素和客观因素两大方面,前者主要包含博士生导师的学术人格、学术能力与造诣、学术指导,博士生自身的学业基础、智力水平、心理素质、创新性意识与思维等;后者则主要包括课程设置、淘汰机制、培养年限、资助制度、学术氛围等几个关键维度。     

单一导师制抑或联合指导制 ——博士生对不同指导方式的偏好及其满意度

利用博士质量调查数据及相关访谈资料分析了我国博士生对不同指导方式的偏好,同时比较了单一导师制和联合指导制博士生对学术指导满意度的学科差异。研究结果表明,大多数博士生尤其是理工科博士生普遍倾向于选择联合指导制度,但除医学博士生外,两种指导方式的满意度并无显著差异。考虑到在一些学科中某些博士生尽管名义上受单一导师的指导,但事实上是导师联合指导,因此回归结果可能低估了联合指导制度的实际效果。此外,研究发现,如果博士生偏好的指导方式与实际指导方式一致,其满意度也更高。从国际研究生教育发展趋势和学生期望来看,我国应进一步推行联合指导制度,同时坚持主导师的责任。     

什么是好的博士生学术指导模式？ ——基于中国博士质量调查数据的实证分析

本研究使用2007年中国博士质量调查数据,从导师对博士生指导投入精力、指导方式、指导内容、导师制度等方面选取一系列指标考察了目前博士生导师学术指导行为的特点、模式及其影响,并从不同学科的视角对好的学术指导特征进行了分析.研究发现,好的博士生学术指导模式包含两大共性:学生论文选题与导师专长契合度高,导师能为学生提供系统的科学研究方法的指导.同时,良好的导师指导也存在学科差异,对于人文学科,博士生更适宜“协商秩序”模式的指导,而对于工学博士生则更适合“技术理性”模式的指导.     

学术活跃度与博士生学术产出的实证分析——以中国某研究型大学为案例

本文以我国某研究型大学自然科学领域的博士生为研究对象,分析博士生在读期间的学术产出状况;构造了以学术研究投入时间、国内国际会议报告、与导师交流频率为维度的学术活跃度概念,并利用负二项分布的回归模型,证实了学术活跃度与博士生学术产出之间的关系。本研究认为,应努力创造良好的博士生教育环境和氛围,通过提高博士生的学术活跃度,进而提高其学术产出,这对提高我国博士生教育培养质量具有十分重要的意义。     

博士生的学术经历、 学术志趣与科研能力增长的关系

博士生的学术经历和学术志趣对科研能力增长的重要作用已得到实证研究的支持，不过很少有研究能够综合考察不同方面的学术经历以及学术志趣对科研能力增长的预测作用。基于1286份博士生调查数据进行相关探索，结果发现：（1）博士生的学术志趣对科研能力增长的正向预测作用最大，超过了前沿涉猎、导师指导、课程学习等学术经历的预测作用；（2）导师指导是对博士生学术志趣正向预测作用最大的变量；（3）与人文社科博士生相比，理工科博士生的学术志趣与科研能力增长具有更强的关联；（4）学术志趣在前沿涉猎、导师指导、课程学习等学术经历与科研能力增长之间存在中介效应。上述结果支持了学术志趣在博士生学术训练中的重要性，而导师在博士生学术志趣的激发方面扮演着关键角色。     

Partnerships and parents – relationships in tutorial programmes

The tutorial system is considered to be a useful pedagogical intervention to improve student retention, particularly in the context of a first-year student’s experience of entering university. For these novice students to achieve academic success, it is important that they are given access to the subject-specific knowledge and practices in their different disciplines, that is, that they acquire ‘epistemological access’. A recent study of the tutorial system in a South African university (Layton, D.M. [2013]. A social realist account of the tutorial system at the University of Johannesburg (Unpublished doctoral dissertation). Rhodes University, Grahamstown), sought to discover to what extent tutorials were discursively constructed as being about the enablement of epistemological access. This paper focuses on two discourses that emerged from the study – the parent discourse and the partnership discourse. Both discourses were concerned with relationships between key stakeholders in the tutorial programme. Given that tutorials are considered to be spaces in which more intimate learning can take place than in the anonymous environment of the large lecture hall, an interrogation of the relationships fostered in tutorials is important. The parent discourse, in which students were positioned as ‘kids’ needing care, was supportive of new students but ran the risk of being patronising and reductionist. The partnerships discourse, in which tutors and academics were seen to be working together towards the common goal of student success, was seen to be enabling of epistemological access. But it required a commitment to teaching endeavours that was in tension with the institutional focus on research. Through a social realist analysis of the two discourses constructing relationships in the tutorial system, we conclude that these discourses have the power to both constrain and enable the extent to which the tutorial system can be a site of epistemological access.     

Advancing Doctoral Social Work Education: An Application of the Social-Ecological Framework

Graduates of social work doctoral programs are an integral part of social work education and, as faculty, training of BSW and MSW students. Missing from the literature are theoretical frameworks that advance the study of “what works and for whom” in social work doctoral education. Building upon the existing literature, this article proposes a conceptual framework for enhancing doctoral students’ experiences, as well as doctoral education programs. Specific strategies grounded by this framework are put forward to guide PhD students and educators in advancing doctoral social work education.     

博士生为什么延期?——国外博士生毕业时间影响因素研究

20世纪80年代以来,博士生延期毕业问题已经引起各国高等教育学界的关注。博士生毕业时间的影响因素可归纳为个人先赋性、外部环境、个体自致性三个方面。个人先赋性对博士生毕业时间的影响并不显著;学科文化、导师等大学支持系统、社会就业环境等,会间接影响博士生的毕业时间;博士生的个体自致性特征是影响毕业进程的关键因素。外部环境和个体自致性因素的叠加、消减作用,使博士生毕业时间的影响因素呈现出个性化、动态化和交互性的特点。对其内在机理的深入研究,有助于对博士生进行追踪式的个性化指导。     

The trouble with doctoral aspiration now

This article attends to the affective-political dimensions of doctoral aspiration. It considers why doctoral students continue to hope for an ‘academic good life’ in spite of the depressed and precarious features of the academic present. The article emerges from 2013 research with ten doctoral students in the Arts and Social Sciences, at a research-intensive university in Aotearoa New Zealand, and accomplishes two primary objectives. Firstly, it contributes to scholarship that considers how visual methodologies might inform accounts of contemporary doctoral education. And secondly, it extends queer theorizing of affect in higher education studies, with the goal of understanding how doctoral aspiration might be reimagined through an engagement with Lauren Berlant’s ‘Cruel Optimism’ (2011). I propose that Berlant’s analytic framework helps to explain why students retain attachments to even problematic objects, like PhDs. I conclude the article by tarrying with the question of what to do about doctoral aspiration now.     

Doctoral Student Socialization: Educating Stewards of the Physical Education Profession

ABSTRACT

In preparing the future stewards of the physical education profession, the occupational socialization and professional development of physical education doctoral students is important to consider. To date, there has been scant scholarly inquiry into doctoral education in physical education. However, there is an abundance of research related to doctoral training in the higher education literature more generally. Drawing upon this larger body of work, this article expands occupational socialization theory to address the socialization of physical education doctoral students and faculty members. The case is made that effective doctoral training in physical education is essential to securing the future of the profession. Provided is an overview of the existing literature, presentation of an adaptation to occupational socialization theory that explains doctoral physical education socialization, and a discussion of key professional development issues that academic leaders and student support personnel should consider. Implications and recommendations for doctoral physical education leadership and academic programs are provided.     

博士生对导师指导满意吗?——基于Nature全球博士生调查

导师是博士生培养的关键。在与高等教育发达国家比较视野下,从博士生体验和评价视角探析当前我国博士生导师对博士生指导现状及相对水平,可为优化研究生导师指导行为提供支持。经选取Nature调查中代表性发达国家对比发现,我国博士生对导师总体满意,但对导师指导分项满意度还有较大提升空间。具体到导师指导行为上,我国博士生对出版发表、合作机会、资金支持的满意度略高于或接近于发达国家,但在导师学术指导频次,给予心理支持和职业发展指导方面与发达国家存在一定差距,尤其是对导师给予其学术指导,提供参加学术会议、会议报告机会等培养支持满意度处于对比8国的较低水平。基于数据分析和讨论,建议导师遴选应加强对导师指导能力和指导质量的考察,高校对导师的岗位要求和岗位评价等应细化导师指导行为,多渠道为博士生开展同行学术交流创造条件。     

Institutional logics of Chinese doctoral education system

As Chinese doctoral education has grown dramatically in the past four decades and developed into one of the largest doctoral education systems in the world, it has become one significant and integral part of the global doctoral education landscape. However, in the literature, there is a lack of both a comprehensive understanding of the Chinese doctoral education system and of generic frameworks for understanding doctoral education in a global context, with an emphasis on the underlying value systems. This may not only hamper the research on doctoral education in China but also affect international comparison and collaboration with Chinese doctoral education. Using the theory of institutional logics, this study tries to bridge the gap by identifying the complex value systems underlying the context of the Chinese doctoral education system, through a qualitative study mainly based on interview data and complemented by documentary data. The interview involves 135 participants, including 45 university academic leaders, 33 doctoral supervisors and 56 doctoral students from 17 research universities, as well as one government policy-maker. We found that the context of Chinese doctoral education system consists of multiple logics of state, profession, family, market and corporation. The special constellation of institutional logics has shaped the current Chinese doctoral education system as a state-led model but meanwhile incorporating family characteristics, market orientation and regulated academic autonomy. The study also showed that Chinese doctoral education has been developing in line with international academic norms and global marketization trends, and has also been shaped by China’s socio-cultural tradition and the strong state regulation. In addition to the institutional logics analysis of the Chinese doctoral education system, this study paves the way for developing a novel framework for analysing doctoral education systems in other contexts and for comparative purposes.     

博士生学业成就影响因素分析及其概念模型研究

博士生教育承担着为党和国家培养高层次人才的重要任务,全球化背景下知识经济竞争的加剧使得博士人才培养的重要性日益凸显。随着我国研究生招生规模的扩大,博士生教育面临的教育质量问题愈发严峻。博士生教育质量体现在博士生的学业成就上,而影响学业成就的因素是多方面的,了解影响因素并揭示相互之间的关联无疑可以帮助博士生顺利完成学业,提升高等教育质量。本研究基于契合理论,扩展了博士生环境契合度的理论框架,创建了更为细致的博士生教育契合度多维框架,包括博士生环境契合度、学生职业契合度和博士生文化契合度三个维度。该分析框架呈现了博士生教育契合度与博士生学业成就之间的关联,对于完善博士人才培养、提升教育质量具有重要作用。