甘肃省属高等院校博士生和硕士生 培养过程调查分析

就甘肃省属高等院校研究生培养过程对349名博士研究生和2894名硕士研究生进行了问卷调查.结果表明:①对研究生的指导方式过于单一;②对研究生在学期间的综合考核和中期考核不够严格,有的甚至流于形式;③部分研究生培养单位对研究生学位论文的答辩环节不够严格;④多数研究生对发表论文的作用持肯定态度,但他们反对硬性规定发表学术论文的做法;⑤分别有近38％的博士生和近12％的硕士生参加过国际学术会议,近60％的博士生和23％的硕士生参加过国内学术会议;⑥研究资料有限、经费不足和缺乏导师指导是研究生撰写学位论文过程中的主要困难.     

ESI高被引论文博士研究生作者的群体特征 ——基于中山大学自然科学类学术型博士研究生的实证研究

认为博士研究生参与发表论文,尤其是ESI高被引论文的情况可在一定程度上反映高校人才培养的质量和科学研究的水平。作者通过统计和分析中山大学近十年发表ESI高被引论文的自然科学类学术型博士研究生的数据信息,研究了作者群体特征,即主要来自学校优势学科;本科和硕士生阶段在国内一流高校学习;多数研究生有国际学术交流经历;获得了优秀导师的培育。作者据此对提高博士生培养质量进行了思考。     

海归导师与博士生国际高水平论文发表——基于博士生培养全过程关键要素的实证研究

选取了博士生培养投入和过程环节的关键要素,考察导师学术背景、导学关系提升博士生高水平论文发表的影响机制。基于“双一流”建设高校材料学科高水平学术论文发表的博士生问卷调查分析结果,发现导师学术背景对博士生发表论文具有显著影响,海归导师指导的博士生在SCI一区和三区发表论文的数量更高,而在二区发表论文的数量则与本土导师指导的博士生没有显著差异;导学关系对博士生发表亦有不同影响,权威型导学关系对博士生在SCI一区发表论文数量有显著正向影响,而其他类型导学关系对博士生在SCI一区发表论文的系数皆为负。进一步分析导师学术背景与导学关系的交互效应后发现,海归导师对博士生高水平学术论文发表具有独立的正向效应,且海归导师并不依赖权威型导学关系,而是通过合作型导学关系促进博士生学术论文发表。高校应重视提升博士生导师学术背景的多元化以及导学关系的有效性。     

美国博士生在读期间学术论文发表的实证研究——以19所美国研究型大学的经济学院为例

在“破五唯”背景下,改革博士生培养过程中的论文发表要求,探索博士生学术能力培养的科学路径对于国家培养高层次拔尖创新人才、推进“双一流”建设至关重要。美国研究型大学博士生培养模式对我国博士生培养的质量保障具有借鉴意义。研究发现：美国研究型大学的经济学院并未将学术论文发表作为博士学位授予的硬性要求;样本中约1/4的美国经济学博士在读期间发表过论文,且基本刊登在SCI/SSCI收录的高水平期刊上,论文发表时间主要集中在高年级阶段。在读期间有论文发表尤其是高质量的论文发表可以提高博士毕业生进入高校或科研机构工作的可能性,而论文数量对其进入高校教职岗并无显著影响。鉴于此,应充分重视博士生的科研能力训练,院校培养应当重“过程”轻“结果”,博士生对科研成果应当重“质”轻“量”,科研单位对学术素养的评估应当重“能力”轻“形式”。     

从地质学博士培养谈SCI和EI收录论文的评价体系

博士是高等教育的最高层次。地质学作为理科学科,以博士生发表SCI或EI收录论文为评价指标,受到越来越多的培养单位的重视。要求博士生发表SCI或EI收录论文,可以大大提高博士生（尤其是脱产博士生）的科学研究水平、科学思维和创新能力,保证博士生的培养质量。将地质学的新理论、新方法用于生产和社会实践,取得好的经济效益和社会效益,也是地质学博士培养的重要评价指标。     

探索开拓博士研究生国际学术交流空间的途径和方法

通过深化境外合作基地建设、规范出国联合培养、建立国际项目合作、引导博士生参加高水平国际学术会议等途径,探索了提高博士生国际学术交流的广度和深度,取得了积极成效,博士生出国人数和发表高水平论文数明显增加.     

把握好指导博士生的重要环节

结合作者多年来在国内外培养博士生的经验,梳理了博士生指导过程中几个重要环节,总结和提出了博士生培养中的几点经验和问题,强调博士生选取、课程学习、师生关系处理、选题、论文研究及论文发表等方面在博士生培养过程中的重要性。     

省属高等院校硕士研究生培养过程调查研究——以甘肃省为例

为了改革现行硕士研究生的培养模式,提高西北地区普通高等学校硕士研究生的培养质量,文章运用问卷法对甘肃省3所不同类型的高等院校硕士研究生培养过程的主要环节进行了实证研究。调查发现:硕士生对所在学校硕士培养方案的满意程度不高;学校及导师对硕士生的指导方式较为单一;多数硕士生对发表论文的作用持肯定态度,但多为任务性强制要求;撰写论文过程中的最大困难是研究资料有限及经费不足等。针对这些问题,可采取以下对策:打破硕士研究生单一导师指导为主的现状,实行多元化的硕士研究生指导方式;改革现有硕士生发表学术论文的有关规定,变强迫任务型的发表学术论文规定为激励奖励发表论文;加大对图书馆和各学院资料室的投资和管理力度。     

优秀博士论文从何而来——关于博士生培养质量的分析及思考

从1998年第一次评选全国百篇优秀博士学位论文以来,优秀博士学位论文已经成为检验学校博士研究生教育的重要指标。到目前为止,第二军医大学共有6篇论文入选,特别是2002年,同时有3篇论文入选,列当年度医学门类和生物学学科评选第一和医科院校排名第一。认真分析优秀论文产生的原因,思考当前博士论文质量存在的问题,对提高博士生教育质量具有一定的现实意义。一、优秀博士学位论文的基本特点论文选题属于前沿,有重要的学术价值或实际意义。在博士生的培养过程中,抓住了学位论文也就抓住了整个博士生培养的总纲。产生优秀博士论文的关键首先是…     

博士研究生培养质量调查的统计分析

文章指出发表论文对博士生学术成长的帮助较大;创新能力、科研能力和学位论文质量是衡量博士生的质量的重要方面;学科水平、学术氛围和导师指导是对博士质量影响最重要的方面;加强学术交流是博士生培养必须重视的问题。     

Reproducing “academic successors” or cultivating “versatile experts”: influences of doctoral training on career expectations of Chinese PhD students

This investigation focuses on Chinese doctoral students’ career expectations, and examines how the students’ career expectations changed over time under the influence of doctoral training based on survey data of 1467 doctoral students from 8 Chinese universities. Doctoral students’ evaluations of doctoral training were identified. The examination indicates that more than half of doctoral students expect a non-academic profession, and more than 70% of students did not alter their professional expectations radically over time. Logistic regression model results indicate that doctoral students’ career expectations and their changes over time were influenced by doctoral training in their university environment, students’ relationships with supervisors, and students’ experiences of collaboration with non-academic organizations. Doctoral students are dissatisfied with doctoral training that does not encourage and prepare them for diverse career paths. We conclude that in the present environment, the goal of doctoral training should not only be the reproduction of “academic successors” but also be the cultivation of “versatile experts.”     

我国高校博士生课程设置的现状及问题分析——基于48所研究生院高校的调查

为深入探讨我国博士生课程设置的现状及问题,对全国48所研究生院8064名在校博士生进行了调查。调查结果显示,学生认为博士课程设置应至少遵循强调研究方法训练、与研究方向相结合以及强调应用知识能力三种取向。然而,现实中博士生课程仍与硕士课程有较多或非常多重复,在选修课的选择范围和研究方法课程量上存在明显不足;课程内容的广度与深度以及前沿知识与跨学科知识比重有待提升;课程设置体现出较大的学校与学科差异。研究认为,应激发博士生主体意识,鼓励博士生参与课程建设;明晰本硕博课程的层次性,提高课程衔接度;适当扩大选修课的选择范围,增加前沿知识与跨学科知识比重,实现不同学校和学科博士课程的横向拓展与纵向深化。     

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。     

Why do students consider dropping out of doctoral degrees? Institutional and personal factors

Despite the increasing popularity of doctoral education, many students do not complete their studies, and very little information is available about them. Understanding why some students consider that they do not want to, or cannot, continue with their studies is essential to reduce dropout rates and to improve the overall quality of doctoral programmes. This study focuses on the motives students give for considering dropping out of their doctoral degree. Participants were 724 social sciences doctoral students from 56 Spanish universities, who responded to a questionnaire containing doctoral degree conditions questions and an open-ended question on motives for dropping out. Results showed that a third of the sample, mainly the youngest, female and part time students, stated that they had intended to drop out. The most frequent motives for considering dropping out were difficulties in achieving a balance between work, personal life and doctoral studies and problems with socialization. Overall, results offer a complex picture that has implications for the design of doctoral programmes, such as the conditions and demands of part-time doctoral studies or the implementation of educational proposals that facilitate students’ academic and personal integration into the scientific community in order to prevent the development of a culture of institutional neglect.     

有效益的公平:我国博士招生“申请-考核”制实施状况回顾与反思

博士招生"申请-考核"制是对中国传统的博士普通招考制度的变革。在实践与完善的过程中,该制度表现出了渐进式改革的特征。在"申请-考核"制实践中,各高校在维护招考公平的前提下,更加重视考察学生的学术能力与综合素养,力图招收学术能力与综合素养并优的博士生,提高"申请-考核"制招生的效益,实现公平与效益的平衡。招生只是博士生培养的初始环节,各高校应以招生制度改革为契机,在确保招生过程有效益的公平前提下深化培养制度变革,注重发挥导师在博士生培养中的关键性作用,切实提升博士生培养质量。     

博士生师生关系满意度现状及其影响因素——基于2019年Nature全球博士生调查和文献分析

在"以学生为中心"的理念下,基于2019年Nature全球博士生调查数据,文章探讨了全球博士生师生关系满意度现状,并运用多元线性回归方法分析了其影响因素。研究结论如下。第一,总体上,全球博士生师生关系满意度水平良好,但中国博士生师生关系满意度水平低于全球平均水平。第二,博士生的个体特征对其满意度的影响显著,男性、在本国学习以及独立程度高的博士生满意度更高。第三,导师的学术指导、培养条件支持及情感支持均对博士生满意度的影响显著;导师提供的学术指导越多、学术能力支持越大、科研控制支持越大、心理健康支持越大、越认同学生的研究,则博士生对师生关系就越满意。第四,导师认可是影响博士生师生关系满意度最为重要的因素。     

What is a Doctorate? Changing Meanings and Practices in Communication Sciences in Switzerland

In this article, we analyse the organisation of the doctorate in communication sciences in the context of the overall discussion on the changing organisation of doctoral studies in Switzerland. We focus on three tensions which appear central for the field, namely the employment status of doctoral students, the importance of academic vs. professional training and, finally, the organisation of doctoral studies and the possibilities and difficulties in the introduction of a graduate school model. Our results show that in this field the doctorate has to be considered more as an orientation period, where professional and academic training coexist and where there is an extremely high diversity of objectives, activities and organisation forms, both between universities and individual students. This model is surprisingly well adapted to the situation of a field characterised by high internal diversity, rather low research intensity and strong orientation to application. Reforms like the introduction of graduate schools or the reinforcement of academic training have thus to be implemented with some care.     

Doctoral students on the university–industry interface: a review of the literature

Doctoral students are highly important in university—firm relationships, since they are significant producers of knowledge in collaborative research projects, they are an important channel for knowledge transfer between universities and firms, and are vital in network configurations between firms and universities. An increasing number of doctoral students interact with firms, but we know relatively little about the experiences of these students or how collaboration influences their training, research and subsequent careers. With this in mind, this paper presents a literature review of (1) theoretical assumptions concerning the roles doctoral students are expected to fulfill in university–industry relationships, and (2) empirical research of doctoral students’ interaction experience and outcomes of doctoral student-industry interaction. The aim of the paper is to develop hypotheses for further research on doctoral student—industry interaction.     

From Scientific Apprentice to Multi-skilled Knowledge Worker: changes in Ph.D education in the Nordic-Baltic Area

There is no doubt that what is generally referred to as 'Ph.D education' has undergone dramatic changes in Europe in recent years. Whereas the Bologna Process, launched in 1999, originally had in mind to make it easier for undergraduate students to gain international experience and enhance their employability by facilitating mobility and transparency of higher education in Europe, the idea of a 'third cycle' of doctoral studies came relatively late in the discussion (2003). For some academic cultures, the idea of educating doctoral students was and still is perceived as a threat against academic freedom, originality and credibility. Other academic cultures have already long adopted Ph.D training schemes as an integrated part of training future scientists and knowledge workers. This article presents the result of a recent survey on Ph.D training in the Nordic-Baltic Area (Andreas Önnerfors: 'Ph.D-training/PGT in the Nordic-Baltic Area', Exploring the North: papers in Scandinavian Culture and Society 2006:1, Lund 2006) initiated by the Nordic research organisation NordForsk, which discusses new concepts of doctoral education and training in the five Nordic and the three Baltic countries as well as in Russia, Poland and three northern states of the Federal Republic of Germany. Whereas there is great correspondence in the performance of doctoral training and education in the Nordic countries and changes have been introduced permanently for about 30 years, Poland, Germany and Russia are battling with their academic traditions and the challenge of adapting their academic cultures to joint European standards. This concerns especially the phenomenon of two postgraduate degrees (the Ph.D and a further degree) and the view upon training elements in doctoral studies. After their independence, the three Baltic countries rapidly adapted their systems of higher education to the Nordic model.     

学术互动对博士生国际期刊论文产出的影响 ——基于2017年全国博士毕业生调查数据的分析

博士生是科学研究的生力军,也是高校科研产出的重要贡献者。然而,博士生从“学术学徒”到“独立研究者”的蜕变过程,必定要借助来自外界的经验丰富的同行们的学术指导、交流、共享和帮助。那么,以知识共享为核心的学术互动对博士生培养质量有什么样的影响呢?运用标准负二项回归对“中国博士生毕业调查数据”的全国61所高校8207份博士生数据进行分析。结果显示,“与导师的学术互动频次和质量”和“与其他教师的学术互动频次与质量”均对博士生国际期刊论文产出具有正向影响;“与博士生同学的学术互动频次和质量”对国际期刊论文产出的影响不显著。