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| 多元主体视角下博士生教育：质量评价与路径选择 |
| Quality Evaluation and Training Path Option: Doctoral Education from the Perspective of Multiple Stakeholders |
| 投稿时间：2021-08-03 |
| DOI：10.19834/j.cnki.yjsjy2011.2022.03.14 |
| 中文关键词: 利益相关者;博士生教育;质量评价;个体发展;矛盾 |
| 英文关键词: stakeholders;doctoral education;quality evaluation;individual development;match contradiction |
| 基金项目:安徽省哲学社会科学规划项目"安徽高校青年教师职业发展质量评价模型建构与提升路径研究"(AHSKQ2019D028) |
| 作者 | 单位 | | 刘泽文 | 安徽大学 管理学院, 合肥 230061 | | 罗英姿 | 南京农业大学 发展规划与学科建设处, 南京 210095 | | 叶淼 | 华中科技大学 社会学院, 武汉 430000 |
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| 中文摘要: |
| 如何回应不同利益主体对博士生教育质量的质疑成为当前博士生教育质量管理的重要挑战。结合对博士生培养单位、用人单位、在读博士生及毕业博士的访谈,获悉不同利益主体对博士生教育质量的评价。调查发现,博士生教育呈现出多重匹配矛盾:毕业博士能力供给与市场需求的矛盾;学术成果导向的评价与博士生个体发展的矛盾;非学术能力提升与传统模式培养的矛盾;毕业博士职业期望与职业现实的矛盾。针对博士生教育出现的匹配矛盾,基于不同主体价值诉求从理念输入、宏观把控、过程培养及发展引导四个维度提出具体的质量提升路径:一是以学生发展为导向,整合多元利益主体诉求;二是政府稳步推进职能转变,宏观把控博士生教育质量;三是注重跨学科培养,提升博士生可迁移性能力;四是重视职业训练,拓宽博士生职业发展路径。 |
| 英文摘要: |
| How to respond to the questions about doctoral education quality from different stakeholders has become an important challenge for the quality management of the education at present. The authors obtain views on doctoral education quality from different stakeholders through interviews with doctoral training entities, employers, doctoral students and doctoral graduates. The investigation shows that the doctoral education presents multiple matching contradictions: the matching contradiction between the ability of doctoral graduates and market demand; the matching contradiction between the academic outcome-oriented evaluation and the individual development of doctoral students; the matching contradiction between the non-academic ability improvement of doctoral students and the traditional training mode; and the matching contradiction between the career expectation of doctoral graduates and the reality of the practical career situation. In view of the matching contradictions in doctoral education and based on the value demands of different stakeholders, this paper proposes some quality improvement paths from the four dimensions of concept input, macro control, cultivation in process, and development guidance, specifically: integrate the demands of multiple stakeholders with the individual development of students as the guiding principle; the government steadily promotes the transformation of functions so as to macroscopically control the quality of doctoral education; pay attention to interdisciplinary education for improving the mobility of doctoral students; and attach importance to professional training and broaden the career development horizon of doctoral students. |
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