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| 理工科博士生入学前后学术职业志趣变化特征及教育对策 |
| Characteristics of Academic Career Interest Changes of Science and Engineering Doctoral Students before & after Admission and Educational Countermeasures |
| 投稿时间：2019-07-26 |
| DOI： |
| 中文关键词: 博士生;学术职业;学术志趣;逃离科研 |
| 英文关键词: doctoral students;academic career;academic interest;escaping from research |
| 基金项目:国家自然科学基金面上项目"团队心理资本、知识协同及创新绩效：以重大科研项目团队为对象"（71372014） |
| 作者 | 单位 | | 邝宏达 | 北京理工大学 人文与社会科学学院, 北京 100081 | | 李林英 | 北京理工大学 马克思主义学院, 北京 100081 |
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| 中文摘要: |
| 基于472名理工科在校博士生的调查数据和10名博士生的访谈资料分析发现：去学前后学术职业志趣不变占比为64.8%，回归科研意愿比例（9.1%）大于逃离科研比例（7.6%）；以学术职业志趣不变为参照组，父母教育程度、课题组规模和科研训练环境3个因素显著预测回归科研的发生率，攻博方式、科研角色认同和课题组规模3个因素显著预测逃离科研的发生率。高校可以从优化博士生招考方式、加强入学前学术志趣筛查、理性看待课题组规模、改善科研训练环境、增进科研角色认同五个方面入手，提升理工科博士生的学术职业志趣，吸引优秀博士生以学术为志业。 |
| 英文摘要: |
| An analysis based on the survey data of 472 science and engineering doctoral students and interviews with 10 PhDs finds that the proportion of the students who keep their academic career interest unchanged before and after matriculation is 64.8 percent, the proportion (9.1 percent) of those who resume academic research interest is larger than that (7.6 percent) of those who escape from research work. With reference to the group keeping academic career interest unchanged, the three factors, i.e. parents' educational level, research team size and research training environment are significant in predicting the occurrence rate of the students who may resume sci-tech research, while the three factors, i.e. the way of study for a doctorate, the academic role recognition, and the research team size are significant in predicting the occurrence rate of the students who may escape from sci-tech research. In order to enhance the academic career interest of the science and engineering doctoral students and attract them to keep academic work as their career, the authors suggest to improve the work from five aspects:optimizing the way of doctoral students' enrollment, strengthening the screening of academic interest before admission, rationalizing research team size, improving research training environment, and promoting academic role recognition. |
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