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| 澳大利亚专业学位博士生教育的产教协同机制 |
| The Industry-Education Collaboration Mechanism for Professional Doctoral Degree Education in Australia |
| 投稿时间：2025-07-03 |
| DOI：10.19834/j.cnki.yjsjy2011.2025.05.14 |
| 中文关键词: 专业学位博士生教育;产教协同;澳大利亚 |
| 英文关键词: professional doctoral degree education;industry-university collaboration;Australia |
| 基金项目:国家社会科学基金一般课题"专业博士实践能力培养的国际经验与中国路径研究"(BIA230216) |
| 作者 | 单位 | | 王东芳 | 天津师范大学 教育学部, 天津 300387 | | 郎子娟 | 天津师范大学 教育学部, 天津 300387 |
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| 中文摘要: |
| 基于三螺旋与三角协调理论,剖析澳大利亚专业学位博士生教育产教协同机制。研究发现,澳大利亚政府通过质量保障政策、培养指导规范和绩效拨款机制主导专业博士产教协同的方向;行业依托标准化合作指南明确需求导向,借知识产权管理框架与成果转化制度驱动专业博士产教协同培养;高校则通过制定适配产教协同的培养标准、构建产业合作育人模式落实专业博士产教协同实践。其协同路径呈现为国家权力的制度化渗透、市场力量的契约化约束及学术权威的适应性重构。借鉴澳大利亚经验,我国需完善专业博士产教协同的政策与竞争性分配机制,创新专业博士产教融合育人模式,构建多元质量保障体系,以深化专业博士教育的产教融合。 |
| 英文摘要: |
| Based on the Triple Helix and Triangle Coordination theories, this study examines the mechanism of industry-education collaboration in professional doctoral degree education in Australia. The findings reveal that the Australian government leads the way in terms of industry-education collaboration for professional doctoral programs through quality assurance policies, training guidance norms, and performance-based funding mechanisms; The industry sector promotes the collaborative cultivation of professional doctoral students by relying on standardized cooperation guidelines to clarify demand, and by using an intellectual property management framework and a technology transfer system; and universities manage the implementation of industry-education collaboration for professional doctoral students by formulating suitable training standards and tailoring an education model for industrial cooperation. The collaborative pathway is characterized by the institutionalized permeation of state power, the contractual constraints of market forces, and the adaptive restructuring of academic authority. This paper suggests that we should learn from Australian experience, improve the policies and the competitive allocation mechanism for the industry-education collaboration involving professional doctoral students, innovate an integrated industry-education collaborative training model, and establish a diversified quality assurance system to deepen integrated industry-education collaboration in professional doctorate education. |
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