文章摘要
培养单位如何为博士生不同就业取向做准备——基于全球博士生的调查
How Can Training Units Prepare for Different Career Orientations of Doctoral Students: Based on A Global Survey of Doctoral Students
投稿时间:2022-03-13  
DOI:10.19834/j.cnki.yjsjy2011.2022.06.09
中文关键词: 博士生就业取向;教育过程因素;人文关怀;同辈交流
英文关键词: career orientation of doctoral students;factors in educational process;humanistic care;peer exchanges
基金项目:国家社会科学基金"十三五规划"2018年度教育学重点课题"中国教育评估监测制度研究"(AFA1810012)
作者单位
付玉媛 华东师范大学 教育学部, 上海 200062 
韩映雄 华东师范大学 教育学部, 上海 200062 
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中文摘要:
      博士生就业早已呈现出多元化趋势,因此培养单位应为博士生不同就业取向做好准备。借助2019年Nature全球博士生调查的数据,探讨了培养单位提供的教育过程因素对博士生不同就业取向准备度的影响。研究将博士生教育过程因素分为导师、院系和学校三个层面,将博士生就业取向分为学术职业就业取向、非学术职业就业取向和跨越产业界与学术界的就业取向。从全球样本来看,导师的人文关怀、院系的就业交流、学校的文化氛围都有助于博士生在不同就业取向上做好准备,但来自导师、学校的就业指导与交流都不能对博士生不同就业取向准备度产生正向促进作用,导师的学术指导仅对博士生学术职业就业取向的准备度有促进作用。就我国样本而言,来自导师的学术指导对博士生学术职业就业取向的准备度并没有促进作用。基于此,本研究从培养单位的教育过程性因素方面深入思考,提出提高博士生不同就业准备度的循证建议。
英文摘要:
      As the employment of doctoral students shows a trend of diversity, training institutions should prepare for the different career orientations of doctoral students. Based on the data from the Nature PhD Student Survey 2019, this paper explores the influence of the educational process factors provided by trainings institutions on the readiness of doctoral students for different career orientations. This research divides the educational process factors for doctoral students into three levels: the level of supervisors, the level of departments and the level of universities, and divides the career orientations of doctoral students into academic career orientation, non-academic career orientation, and career orientation across industry and academia. Globally, the humanistic care of supervisors, the career orientation idea exchanges among different departments and the cultural atmosphere of universities are all conducive to the preparations of doctoral students for different careers, but the employment guidance and career orientation idea exchanges from supervisors and universities can hardly make positive effect on the readiness of PhD students for employment, and the academic guidance from supervisors can only be positive to the readiness of doctoral students for academic career. Domestically, the academic guidance from supervisors shows no effect on the readiness of doctoral students for academic career. Based on the educational process factors provided by training institutions, this paper puts forward some evidence-based suggestions for enhancing the readiness of doctoral students for different jobs.
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