文章摘要
研究生“特需项目”终止“后遗症”及其解决思路
The"Sequelae"of Termination of "Specially Needed Programs" for Postgraduates and Its Solutions
投稿时间:2021-10-13  
DOI:10.19834/j.cnki.yjsjy2011.2022.02.10
中文关键词: 特需项目;学位授权;政策终止;后遗症;专业学位
英文关键词: specially needed program;degree-conferring authorization;policy termination;sequela;professional degree
基金项目:教育部哲学社会科学研究重大课题攻关项目"中国社会需求变化与学位授予体系发展前瞻研究"(15JZD041)
作者单位
陆晓静 北京师范大学 教育学部, 北京 100875 
姚云 北京师范大学 教育学部, 北京 100875 
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中文摘要:
      特需项目的终止既是由于学位授权许可届满而触发的自然终止,又是由于政府学位授权改革而产生的自觉终止。参与特需项目的所有高校,均面临两个层面的终止行为,而对于未成为博士、硕士学位授予单位的试点高校而言,其终止对象是更加复杂的研究生人才培养功能,终止方式是更具有冲击力的政策废止,容易引起综合性负面反应,造成相关方的利益损失。为解决好试点高校中出现的项目终止"后遗症",应采取多种策略降低项目终止的冲击,创新措施保障学校及学生的相关利益。未来在学位授权审核制度创新上,应明确制度自身的复杂性,实现制度创新中多重关系的平衡;在专业学位授权制度改革上,可探索学科标准与单位标准"脱钩"的可能空间。
英文摘要:
      The termination of "specially needed programs" can be an automatic termination upon the expiration of degree authorization,or a corresponding termination following the degree authorization reform by the government.All higher-learning institutions in the specially needed program face two kinds of terminations.For the pilot universities that are not yet doctoral degree or master's degree awarding units,the object of the termination is the postgraduate training function that is more complicated in comparison,and the way of termination because of the cancellation of policies could produce stronger impact,which is easy to cause comprehensive negative reactions and the loss of interests of relevant parties.In order to solve the"sequelae"after the termination in pilot higher-learning institutions,the authors suggest that more strategies be adopted to reduce the impact of the termination,and more innovative measures be taken to protect the interests of the schools and students.The authors also suggest that in the future when improving the examination and approval system of the academic degree authorization,the complexity of the system itself be clarified for the balance of multiple relations;and in terms of the reform of professional degree authorization system,the possible space of "decoupling" between discipline standards and unit standards be explored.
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