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| 培养过程中的条件保障如何影响博士生就读满意度？——基于26所普通高校的调查研究 |
| How Does the Condition Guarantee Influence the Satisfaction of Doctoral Students in Their Study Experience ?——Based on a Survey in 26 Higher Education Institutions |
| 投稿时间：2023-11-14 |
| DOI：10.19834/j.cnki.yjsjy2011.2024.03.09 |
| 中文关键词: 条件保障;学术学位博士生;满意度;普通高校;组织支持理论 |
| 英文关键词: supporting conditions;academic degree PhD;satisfaction;regular higher education institution;organizational support theory |
| 基金项目: |
| 作者 | 单位 | | 周寅 | 南京大学 教育研究院, 南京 210023 | | 汪霞 | 南京大学 教育研究院, 南京 210023 |
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| 摘要点击次数: 132 |
| 全文下载次数: 138 |
| 中文摘要: |
| 通过对26所普通高校学术学位博士生的问卷调查,探究培养过程中条件保障的现状以及各类条件保障对博士生就读经历满意度的影响。研究发现:第一,高校的管理制度和导师指导能够较好地满足博士生需求,国际交流和奖助机制的支持力度较弱,科研训练硬件条件充分但课题项目等软件资源匮乏。第二,"双一流"建设地方高校和非"双一流"建设高校在多项条件保障上优于"双一流"建设部属高校;理工科在科研训练条件上具有显著优势,但人文社科的导生互动更加深入,不同学科在不同的奖助来源上各有优势。第三,各类条件保障均能够有效地提升博士生的就读经历满意度,其中,管理制度的推动作用最强,奖助机制的作用最弱。对此,在博士生培养过程中应激励深度的科研参与,推进良性的导生互动,拓展对外交流渠道,健全落实管理制度,优化资助体系结构。 |
| 英文摘要: |
| Through the questionnaire survey on academic degree doctoral students in 26 regular universities, this paper explores the present situation of condition guarantee in the training process and the influence of various conditions on the satisfaction of doctoral students in their study experience. The study finds: firstly, the university management system and the guidance of supervisors can meet the need of doctoral students, but the support for international exchanges and financial aid is at a low level, and the hardware conditions for scientific training are sufficient while the software resources for research project are scarce; secondly, local universities under double first-class construction and universities not in the list of double first-class construction enjoy better guarantee in several conditions than ministry-affiliated universities, science and engineering universities have significant advantages in terms of research training conditions, while humanities and social sciences universities have more in-depth supervisor-student interactions; and thirdly, all kinds of conditions can effectively improve the satisfaction of doctoral students in their study experience, among which the management system plays the strongest role, and the reward and subsidy mechanism plays the weakest role. Hence, the authors suggest that in training process we should encourage doctoral students to deeply participate in scientific research, promote active supervisor-student interaction, expand channels for international exchanges, improve the implementation of management system, and optimize the funding system structure. |
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