改革与变迁：西方博士生教育政策研究探析

20世纪80年代以来。西方博士生教育政策研究的核心是对“改革与变迁”的关注,即博士生教育结构化与多样化的政策议题。文章根据政策研究的三种研究取向,对博士生教育的相关文献进行分析,并梳理政策背景与动因、政策特点与指向、政策实施以及政策评估,最后探讨未来研究的生长点,为中国的博士生教育政策研究提供启示和路径。     

Research training and careers in transition: a European perspective on the many faces of the Ph.D

Traditional structures and processes as well as norms and beliefs in the field of research training across Europe are challenged by four recent trends. They encompass the implications of the expansion and diversification of the student body in higher education, the changing functioning and role of research in the knowledge economy, the internationalization of the Ph.D. factory and the growing role of governmental supervision for doctoral training. Altogether, these trends foster internal diversity within higher education and research as well as external diversity in the contribution made to the economy and the growing variety of careers for those who have gone through doctoral training. The paper reviews these processes and respective responses in public intervention as well as in higher education to reorganize doctoral training. It is argued that a diversity of organizational and structural forms as well as different validation criteria and procedures will probably determine the future face of doctoral education across Europe.     

Growth and diversity in doctoral education: assessing the Australian experience

The major growth of doctoral education in recent decades has attracted attention from policy makers and researchers. In this article we explore the growth of doctoral education in Australia, its impact on diversity in respect of the doctoral population, shifts in disciplinary strengths, institutional concentration and award programs. We conclude that there has been both change and continuity in the provision of doctoral education with extensive variation at the level of practice in what is a reasonably stable system featuring continuing hierarchical institutional diversification. The limitations of available data and issues for further research, policy and practice are discussed.

通向博士的路径:在精英选拔与规模扩张之间

随着知识社会的出现,博士培养越来越成为制度管理、国家和超国家政策的关注对象。结构化的博士培养被提上欧洲高等教育改革议程,并得到了各个层面的政策支持。本文揭示了这一趋势下博士生规模扩张与精英选拔之间的矛盾,并探讨了通过博士培养模式多样化解决这一矛盾的可能性及其后果。     

博士研究生教育的集聚效应研究

本文通过对中美两国高等教育总规模、R & D经费支出和各省/州的博士学位授予数量的相关性分析,研究博士生教育的集聚效应,并提出我国发展博士生教育的政策建议.     

我国博士生教育体制改革探讨

调查发现,近十年我国的博士研究生招生数量急剧增加,每年毕业获得博士学位的人数也相应增加,不仅推动了我国经济、科技等领域的快速发展,同时也对传统的教育体制和教育方式提出了挑战。文章主要探讨了博士生教育的现状、存在的问题,并对比美国的博士生教育体制,给出了相应的解决办法和政策建议。     

The Experience of Doctoral Studies in the UK and France: differences in epistemology,research objects and training

This article investigates how doctoral students perceive their research education in different disciplines in two higher education systems, the UK and France. It explores what underlies the diversity of doctoral students' experiences. Three theoretical positions are identified: the epistemological position, conceptualisation of research objects and organisational structures of research training. A questionnaire on the experiences of research training was distributed to doctoral students in Economics & Management (representative of social sciences) and Chemistry (representative of natural sciences) in France and was compared to a survey carried out earlier in Education (representative of social sciences) and Chemistry (representative of natural sciences) in the UK. Strikingly, similar disciplinary patterns were found in the doctoral research experiences in the two countries. The findings were used to review the three theoretical positions on the experiences of doctoral studies.     

美国博士生培养质量影响因素的实证研究——基于美国ARDP调查数据的分析

本研究基于美国基于调研评估‘研究-博士’项目(ARDP)调查中关于美国研究型大学与博士生培养质量相关的调查数据,对美国研究型大学博士生培养现状以及培养质量的影响因素进行了分析,研究结论是,美国研究型大学博士生源优秀,具有多样性和国际化程度高的特点;博士生完成学业年限较长且具有学科差异性;博士筛选及选拔机制严格,淘汰率高;博士生导师科研能力突出,学术能力和科研项目是选拔;博士生培养规模一般都比较小;博士生资助面广,资助力度较大。     

关于当前博士研究生培养改革的思考

当前,为了更好地促进博士研究生创新精神和创新能力的培养,不断提高博士研究生的培养质量,我们需要不断深化教育改革,而正确认识博士研究生培养尤其是课程改革是其前提。对此,我们需要从以下几方面进行反思:第一,博士研究生按一级学科管理与培养是两个不同范畴,不能简单将两者等同化,即以管理思维来化约培养过程中的复杂性与多样性;第二,无论是就历史还是就现实而言,博士研究生教育的关键环节不是课程而是科研训练,为博士研究生教育提供共同的知识基础是本科、硕士阶段教育的责任,博士研究生的培养与课程设计的权力应在基层培养单位而不是行政部门;第三,虽然在不同时期,实质性功用和形式性功用使探究性、个性化的研究生课程教学成为研究生培养过程之一,但当前我国博士研究生培养的问题应在于培养目标的厘清,而非课程建设。为此,哥伦比亚大学教师学院的相关做法或许值得我们借鉴。     

A Diversity Of Doctorates: Fitness for the knowledge economy?

There is now an increasing diversity of doctoral education in the Australian higher education landscape. As well as the traditional PhD by thesis, there are professional doctorates, doctorates by publication and PhDs by project. The latter are a particularly significant development since for the most part they are entirely work-based with minimal formal disciplinary input. This paper seeks to relate this diversity of doctoral degrees to the growth of the knowledge economy and the imperatives it is said to impose on universities and the education of doctoral students. Changes in knowledge production and what constitutes legitimate knowledge are related to doctoral education. Can research training any longer remain an education in disciplinary knowledge and skills? Does it also need to include the skill development required by the knowledge economy? In this context, the growth of doctorates by project becomes particularly significant since these programs, it is argued, are most appropriate for fitting doctoral studies to the needs of the knowledge economy. However, their growth also poses serious problems of accreditation and assessment, in the process raising fundamental issues concerning the academic mission and purpose of universities.     

Putting doctoral education to work: challenges to academic practice

Professional doctorates designed to meet the needs of particular groups (education, nursing, business, law, etc.) have been established, and the PhD now encompasses a wide range of academic pursuits. However, the combination of the PhD and designated professional doctorates does not exhaust the range of doctoral‐level education. Is there a particular role for a doctoral‐level qualification for those who do not wish to follow the academic path of the PhD, or the designated path of existing professional doctorates? This paper argues that there is such a need, and identifies and explores some of the issues to be faced in addressing such a need. The paper focuses on three challenges for academic practice in doctoral education arising from this. First, the impetus for new forms of doctoral education is considered and what this implies for the diversity of current provision. Second, the target population for new professionally orientated doctorates is examined, namely ‘new knowledge workers’, those who operate in areas not covered by specialized doctorates and those who wish to negotiate transdisciplinary programs. Finally, the paper examines issues universities face in meeting the needs of new populations of doctoral candidates, particularly the need to develop new academic cultural practices.     

Does Educational Preparation Match Professional Practice: The Case of Higher Education Policy Analysts

This study compares the extent to which higher education policy analysts and master’s and doctoral faculty of higher education and public affairs programs match on a set of competencies thought to be important to higher education policy analysis. Analysts matched master’s faculty in three competencies while analysts and doctoral faculty matched in five competencies. The findings suggest possible reasons why analysts and graduate faculty agree or differ on various competencies. Also, the findings raise important questions regarding the preparation of higher education policy analysts and the graduate programs that educate them. This study is an addition to the body of competency literature. Eduardo C. Arellano  obtained a B.A. in Political Science and an M.P.A from the University of Texas at El Paso, and he holds the Ph.D. in Educational Administration from New Mexico State University. He is an assistant professor at New Mexico State University in the Department of Educational Management and Development. His special interests are interactional diversity, competency, and US–Mexico border studies. Mario C. Martinez  has a B.A. in Electrical Engineering from New Mexico State University, an M.B.A. from the University of Texas at Austin, and a Ph.D. in Educational Policy and Leadership from Arizona State University. He is an associate professor at the University of Nevada-Las Vegas in the department of Educational Leadership. His special interests are higher education policy, governance, finance, competency modeling, and strategy.     

中国博士生教育的增长速度与质量保障——中美比较的角度

本文考察了中美两国博士生教育的总体规模和发展速度,从经济发展阶段、工业化程度和就业等角度分别探讨了近年来我国博士学位授予数量增长速度的合理性。通过分析生师比和硕博比等博士培养支撑条件,讨论了我国博士生教育中存在的问题,并就如何提高我国博士生教育质量提出了政策建议。     

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。     

Some Cultural and Moral Implications of Inclusive Education in India—a personal view

This article provides a personal viewpoint on and outline of the author's contribution to learning disability in India. It refers to her doctoral research on policy and the status of people with disability in India. It puts forth the view that although India addresses diversity in many ways it tends to exclude people with disability from national programmes. It argues that inclusive education should be context- and culture-specific and that inclusive programmes can develop, albeit incrementally, despite the fact that systemic change has not taken place. The article ends with the suggestion that moral and ethical considerations demand that people engaged with inclusion need to work towards inclusion of all children wherever necessary and that each individual first of all needs to internalise the change within themselves.     

Knowledge aid as instrument of regulation: World Bank's non-lending higher education support for Ethiopia

In the context of low-income countries, the role of donors in public policymaking is of great importance. Donors use a combination of lending and non-lending instruments as pathways of influence to shape policy directions in aid-recipient countries. This paper reports some findings from a doctoral study on the role of the World Bank in the recent higher education (HE) policy reform process in Ethiopia. It focuses on the nature and impact of non-lending assistance by the Bank to the Ethiopian HE subsystem. Based on an interpretive policy analysis of sector reviews and advisory activities of the Bank, and selected national HE policy documents, the following findings are highlighted. First, as a ‘knowledge institution’, the World Bank produces, systematises and disseminates knowledge through policy advice, policy reports, analytical sector reviews, and thematic conferences and workshops. Second, knowledge aid from the Bank not only has a profound discursive effect on shaping Ethiopian HE policy reform priorities in accordance with its neoliberal educational agenda but also undermines the knowledge production capacity of the nation. The paper also argues that, for an effective education policy support, the Bank needs to shift its modality of engagement from knowledge aid to research capacity building.     

导师指导频率对博士生培养质量的影响--基于博士生视角的分析和探讨

博士生教育是国际上公认的正规高等教育的最高层次,导师的指导在博士生培养过程中起着举足轻重的作用。本文对澳大利亚昆士兰大学关于博士生导师指导情况的调查进行了分析和研究,并通过国际比较,从博士生的角度,阐述了导师指导频率这一影响博士生培养质量的关键因素。最后对提高我国博士生导师的指导频率提出了若干建议。     

‘Timescapes’ in doctoral education: the politics of temporal equity in higher education

ABSTRACT

In the twenty-first century, the politics of higher education in Australia and around the globe have become dominated by neoliberal agendas of efficiency, profitability and managerialism. This has fundamentally altered the ‘timescapes’ of higher education. In the case of doctoral education, doctoral candidates and supervisors are subjected to increasing time pressures and required to produce a wide variety of outcomes in very short timeframes. These managerial agendas of efficiency and speed impact upon all doctoral candidates and supervisors but present particular practical and epistemic difficulties for Indigenous, migrant, refugee and international students. In this article, I illustrate how fast doctoral timescapes encourage assimilationist pedagogies that have been shown to be especially detrimental for Indigenous, migrant, refugee and international doctoral candidates. Drawing upon a complex array of theoretical resources that investigate Lefebvre’s rhythm analysis and other authors’ notions of epistemic time and the ethics of time, this article argues for a reconceptualization of doctoral timescapes in order to promote a politics of temporal equity in doctoral education. This especially involves making space for epistemic, lived and eternal temporal rhythms in doctoral education policy and practice.     

Quo Vadis Doctoral Education? New European Approaches in the Context of Global Changes

The first part of the article provides an overview of the changing policy contexts in Europe and North America in which doctoral education and training are embedded and points out the similarities and differences of the ongoing debates and concerns about doctoral education in the two world regions. The second part provides some insight into the differentiation of motives and purposes of doctoral education which has led to a differentiation of the models for doctoral education based on a clearer distinction between a research and a professional doctorate. In the third part, a number of networks, projects and initiatives concerned with reforming doctoral education are introduced to serve as an illustration of the direction current changes are taking. The last part draws some conclusions, emphasising in particular the fact that knowledge production has become a strategic resource in the emerging knowledge economies and thus an object of policy-making and institutional management. This development tends to lead to a concentration of research and research training in fewer institutions.     

Changes in the Management of Doctoral Education

This article deals with the current reform of European doctoral education. It is argued that the concrete results of the reform can be better understood by analysing changes in the management of doctoral programmes. This rests on the case study of a Norwegian PhD programme in finance and is based on an analytical framework composed of three public management narratives: New Public Management (NPM), Network Governance (NG) and Neo-Weberian-State (NWS). The latter allows for a particular focus on the instruments, actors and objectives of governance. The article concludes that the examined doctoral programme's management story can be divided into two episodes. The first — the 'internationalisation' episode — is shaped by the academic profession in finance which uses a wide range of constraining NPM instruments and applies them in a comprehensive manner to doctoral education in order to achieve its overall objective, namely to implement an internationally competitive PhD programme. The second — the 'integration' episode — is about a recently developed policy instrument with relatively non-constraining NWS elements, used by the State to establish National Research Schools. The latter are principally aimed at the better development and coordination of doctoral training between small and large higher education institutions. Due to those differences between the two episodes in terms of constraining character and scope, the reform of the examined doctoral programme is strongly shaped by the first episode. Hence, the reform essentially consists in a doctoral programme with an international and academic character.