Practitioner-centred research and the Ph.D.

This paper is about Ph.Ds, practitioner-centred research and action learning. The aim of this paper is to help develop a framework for those completing doctorates based on action learning. The paper explores relationships between the personal learning of action learning participants and the public knowledge associated with conventional research. It concludes that the new professional doctorates based on action learning offer a way of integrating evidence-based practice with practice-based evidence.     

Foreign Languages and the Ph.D. Degree

The need for a knowledge of foreign languages by the leaders in scientific research is discussed. It is argued that if one language is started in school and a second one in college, fluency in both may be achieved before entering graduate school. This avoids the waste of valuable time by Ph.D. candidates who are far beyond the age when languages are easily learned. Engineering colleges are urged to adjust their requirements and curricula to implement this proposal.     

Ph.D. Education for the Nineties

The Ph.D. degree in Australia, established some three and a half decades ago, has become recognised internationally as of high professional standing. However, attitudinal deficiencies in individual graduates, first recognised in the Fensham Report, still need to be addressed. Serious consideration needs to be given to the introduction of relevant course‐work within the degree programme to broaden the intellectual base and to offset premature specialisation. A corresponding reduction in the extent, but not the quality, of the thesis should be envisaged. Advantages are seen in interspersing employment between Honours degrees and Ph.D. commencement and greater emphasis should be given to counselling of candidates embarking on a Ph.D. programme. The quality and character of Ph.D. programmes is influenced by the sole‐supervisor model, constraints on university research funding and the career expectations of candidates. The emergence of joint university‐industry companies offers new opportunities for entrepreneurial and creative Ph.D. graduates in small firms rather than, as earlier, in large corporations.

New initiatives are proposed to build on the successful base of existing programmes to alter the balance in favour of greater intellectual development and awareness of Ph.D. graduates.     

文化的竞争 文化权利和少数民族文化保护

一个民族的文化要有竞争力,它才能持久地传承。而文化的竞争力来源于它是否能满足最广大人民的根本利益,是否符合社会和时代发展的浪潮。因此,我们要保护的是那些传统文化的精粹,而非主张固步自封,拒绝变化。本文认为文化的竞争以经济为依托,而非相悖,并提出保障文化权利的作用及相应制度建设。     

关于博士学位论文评审有关问题的探讨

通过对博士论文的双向隐名复审结果和相同论文申请博士学位论文答辩前的同行专家评审结果进行比较分析,探讨不同的评审方式对学位论文评价的影响,对如何提高博士学位论文评审质量进行了讨论.     

The production of Ph.D.'s in chemistry

Data for 434 graduate faculty members of U.S. departments of chemistry during 1954–57 show that the distribution of new Ph.D. production is positively skewed with a level of inequality similar to that of the production of publications. Ph.D. production has moderate positive associations with measures of recognition and eminence, but an exploratory regression analysis of its determinants shows a surprisingly large independent effect for academic rank. Also examined are the determinants of the number of Ph.D.'s produced who later obtain positions that emphasize publishing and the total amount of recognition received by a faculty member's Ph.D.'s about a decade after their degrees. Some implications of the results are discussed as they apply to an understanding of the social organization of chemistry and the generalizability of the results to other disciplines.     

博士论文选题研究

本文通过对102篇博士论文选题的统计分析,提出博士论文选题应遵循前沿性、应用性、创新性、挑战性和可行性五大原则,以及以选题为指南的博士生招生改革思路。     

博士学位论文创新性及相关因素关联分析

通过对某高校博士学位论文进行调查,获得近3年1164份有效创新性评价数据,并以此为基础对博士学位论文的总体创新性和单项创新性进行分析,进而研究论文创新性与相关因素（学科门类、在读年限）间的关系,以期为改进博士生培养、提高博士学位论文创新性及博士生教育质量提供参考。     

Online Ph.D. Program Delivery Models and Student Success

The purpose of this study was to provide information to an online university that offers Ph.D. programs in three formats: knowledge area modules (or KAM, a type of faculty-led, self-directed doctoral study), course-based model, and mixed model (a combination of the KAM and course-based models). The investigators sought to determine why students choose a particular delivery model; their satisfaction with the model; and if they switch, why they do so. A mixed-method approach was utilized using quantitative student characteristics and survey data as well as qualitative survey and interview data. Results indicate that students enrolled in a course-based online Ph.D. program are more likely to be retained and more satisfied than students enrolled in other online delivery models.     

论博士研究生创新能力的培养——以燕山大学博士研究生为例

分析了我国博士生在科研能力、论文质量和组织协调能力等方面创新能力的现状,据此提出一系列提高博士研究生创新能力的措施,包括培养良好的学术环境、优化课程设置、加强导师队伍建设以及扩大与外界交往等方面。     

Within-Year Retention Among Ph.D. Students: The Effect of Debt,Assistantships, and Fellowships

This study employs the 2007–2008 National Postsecondary Student Aid Study and the National Research Center’s survey data, “A Data-Based Assessment of Research-Doctorate Programs in the United States,” to investigate the (1) the effects of debt in relation to tuition and fees paid and (2) the effects of teaching assistantships, research assistantships, and fellowships on within year retention among Ph.D. students. We created an innovative conceptual model for this study by merging a socioeconomic model for graduate students and a graduate student socialization model. We used propensity score weights for estimating average treatment effects and average treatment effect on the treated as well as a series of control and balancing variables. This study provides timely insights into which of these financial strategies are likely to improve the already low doctoral retention rates nationwide. To the best of our knowledge, this is the first study that includes proxies of socialization variables in examining the role of various funding mechanisms in doctoral retention using a national representative dataset.     

博士研究生教育质量状况调查报告(博士生导师卷)

从保障博士研究生教育质量的角度出发,课题组对华东地区某师范大学的在校博士生导师进行了文件调查。调查显示,随着高等教育的跨越式发展,入学选拔、培养过程和学位授予等影响博士生教育质量的环节有待进一步改进。     

全国优秀博士学位论文指导教师特征分析

对全国优博论文指导教师的特征(导师年龄、指导博士生经验、学术身份、学历和海外学术经历)进行了描述统计,重点对各个特征维度进行了纵向比较.共收集了1999～2008年975名全国优秀博士学位论文作者导师的特征数据,从时间序列分析中可以看出:导师的年龄呈现下降趋势;指导博士生的经验基本都是6年左右;导师的学术身份呈现多样化趋势;导师的学历与出国经历都呈现上升趋势.