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| 超越“学术”与“实用”:英国博士生教育的“人本”转向及其启示 |
| Beyond “Academic” and “Practical”: The Human-centric Turn of Doctoral Education in the UK and Its Inspiration |
| 投稿时间：2025-10-15 |
| DOI：10.19834/j.cnki.yjsjy2011.2026.03.10 |
| 中文关键词: 英国;博士培养期望声明;博士生教育;“人本”转向;平等、多样性与包容性 |
| 英文关键词: United Kingdom;the Statement of Expectations for Doctoral Training;human-centric shift;equality, diversity and inclusiveness |
| 基金项目: |
| 作者 | 单位 | | 谢冉 | 上海电力大学 科学技术研究院, 上海 200090 |
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| 中文摘要: |
| 2024年英国研究与创新署通过颁布《博士培养期望声明》,引导英国博士生教育从侧重学术产出和经济实用的传统范式,转向以博士生全人发展为核心的“人本”范式。该《声明》在政策层面重塑了博士生资助框架,确立了简化、灵活和“平等、多样性与包容性”原则,将博士生个人福祉、职业适应性和个性化发展贯穿招生与遴选、培养体系与课程内容、导师角色与支持模式等全过程。英国博士生教育“人本”转向是政策、现实和制度三重逻辑交互作用的结果。尽管该《声明》实施过程面临政策理想与资源分配、传统评估模式和文化惯性之间的张力,但作为博士生培养模式的战略性重构,它为未来培养更具人文关怀、社会责任感和职业适应能力的高层次创新人才指明了方向。 |
| 英文摘要: |
| In 2024, UK Research and Innovation (UKRI) issued the Statement of Expectations for Doctoral Training, guiding UK doctoral education to move beyond the traditional paradigm-prioritizing "elite academic output" and "economic utility" and shift toward a human-centric approach that centers on doctoral candidates’ personal well-being and holistic development. At the policy level, the Statement reshapes the doctoral funding framework by redefining the principles of streamlined processes, flexibility, and "equality, diversity, and inclusiveness". It integrates the personal well-being, career adaptability, and personalized development of doctoral students across all stages, including admissions and selection mechanisms, training systems and curriculum design, and academic supervisors’ support.This "human-centric" shift in UK doctoral education is the result of the interplay of the triple logic: policy, reality, and institutional framework. Its implementation faces tensions between policy ideals and resource allocations, as well as between traditional assessment models and cultural inertia.The Statement represents not only a critical reflection on the current doctoral training models but also a forward-looking strategic initiative. It responds to broader societal expectations for doctoral education and charts the course for cultivating future high-level talent with greater humanistic care, social responsibility, and adaptability. |
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