文章摘要
双一流高校博士延期毕业有损其长期学术生产力吗?
Can Postponed Doctoral Graduation Harm Their Long-Term Academic Productivity in Double First-Class Universities?
投稿时间:2022-01-23  
DOI:10.19834/j.cnki.yjsjy2011.2022.05.04
中文关键词: 博士延期毕业;学术生产力;高校教师;"双一流"高校
英文关键词: postponed doctoral student graduation;academic productivity;faculty;double first-class universities
基金项目:教育部人文社科青年基金项目:创新驱动背景下高校教师跨学科研究的激励机制(19YJC880126);陕西省社会科学基金项目:新时代陕西高校跨学科组织治理模式研究(2021P004);西北大学"国家社科一般项目孵化计划"项目:创新驱动背景下高校教师跨学科研究的激励机制(19XNFH006)
作者单位
张冰冰 西北大学 公共管理学院, 西安 710069 
姚聪莉 西北大学 公共管理学院, 西安 710069 
张雪儿 西北大学 公共管理学院, 西安 710069 
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中文摘要:
      基于PSM—OLS估计,实证评估了"双一流"高校教师的博士延期毕业经历对其长期学术生产力的影响。研究发现,延期毕业教师在国内发表和国际发表上分别存在25%和10%的劣势,即延期毕业会危害其长期学术生产力。上述影响可被累积优势效应所解释,并存在明显的异质性,在学术生涯中期、学术竞争激烈的环境和高等教育内涵式发展的阶段更为明显。同时,上述影响产生的根本原因并不是延期毕业者的学术能力偏低,而是其往往承受着延期毕业带来的时间滞后劣势、就业区位劣势和心理特性弱势,导致正常毕业者在初期拥有明显的相加优势,这在量化导向的学术评价中进一步转化为相乘优势,使延期毕业者在学术产出上明显滞后于正常毕业者。基于此,本研究认为应推行博士修业年限的弹性管理,落实学术评价的质量导向,以及打造从"一流博士"到"一流学者"的一流育才体系。
英文摘要:
      Based on the PSM-OLS estimation, this paper empirically evaluates the impact of the postponed doctoral graduation experienced by the faculty members of double first-class universities on their long-term academic productivity. The study finds that the teachers who have experienced postponed graduation are disadvantageous when it comes to their publication both domestically and internationally, i.e. 25% and 10% less respectively, which means the postponed graduation affects their long-term academic productivity. The result can be explained by the cumulative advantage effect. There is obvious heterogeneity, which is more obvious in the middle of the academic career, in the fiercely competitive academic environment, and at the stage of intensive development of higher learning education. Meanwhile, the root reason of the influence is not the inferior academic ability of those who have experienced postponed graduation, but the disadvantages in time lag, employment location, and the weak psychological characteristics brought about by the postponed graduation, which, comparatively, result in apparent overlapped advantages for those who graduated normally in the early stage and which can become multiplied advantages in the quantitative-oriented academic evaluation. Therefore, the academic output of those from postponed graduation is obviously behind those from normal graduation. Based on the above analysis, the authors call for promotion of flexible control over the study duration of doctoral students, implementation of the quality-oriented academic evaluation, and development of a first-class training system-a system that shifts its focus from on training first-class doctors to on cultivating first-class scholars.
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