博士生培养过程中的进展报告制度:动因、特征与成效
|
摘要
过高的损耗率和逾期率是博士生教育面临的严峻挑战,监测培养过程、实行学业进展报告制度是英美高校控制损耗率和逾期率、保障博士生培养质量的重要举措,但鲜有研究进行系统梳理。文章从动因、特征和成效三个方面对这一制度进行了考察,研究发现:博士生学业进展报告制度是管理主义的外推力和专业社会化的内驱力双重作用下的产物;这一制度以博士生为主体,重点监测博士生就读期间的关键节点,制度形式灵活多样,制度目标重在提升,同时也兼顾筛选;推行学业进展报告制度有助于缩短博士学位修业年限,实现博士生的合理分流退出,并为调节师生关系奠定了制度基础。中国高校在借鉴学业进展报告制度时需合理界定行政权力与学术权力的边界,充分考虑院校差异、学科差异和个体差异,贯通相关配套制度,力争做到知行统一。
The high attrition rate and retention rate are severe challenges facing doctoral education.In British and American universities,monitoring the training process and conducting the academic progress report institution are important measures to control attrition rate and retention rate as well as to guarantee the training quality.However,there has been little systematic research on this institution.From the perspective of motivation,characteristic and effect,our study found that doctoral academic progress report institution is the product of both the external and internal push.The former refers to managerialism and the latter refers to professional socialization.With doctoral students as the main body,this institution focuses on monitoring the key nodes of doctoral education process.The institution form is flexible and the goal is improvement-oriented,with its elimination function retained.The implementation of academic progress report institution is conducive to shortening the time to doctoral degree,realizing reasonable elimination,and laying the institutional foundation for adjusting the relationship between advisors and students.To introduce this institution,universities should define the boundary of administrative power and academic power reasonably,give full consideration to institution difference,discipline difference and individual difference,coordinate relevant rules and regulations,and strive to achieve the integration between cognition and action.
The high attrition rate and retention rate are severe challenges facing doctoral education.In British and American universities,monitoring the training process and conducting the academic progress report institution are important measures to control attrition rate and retention rate as well as to guarantee the training quality.However,there has been little systematic research on this institution.From the perspective of motivation,characteristic and effect,our study found that doctoral academic progress report institution is the product of both the external and internal push.The former refers to managerialism and the latter refers to professional socialization.With doctoral students as the main body,this institution focuses on monitoring the key nodes of doctoral education process.The institution form is flexible and the goal is improvement-oriented,with its elimination function retained.The implementation of academic progress report institution is conducive to shortening the time to doctoral degree,realizing reasonable elimination,and laying the institutional foundation for adjusting the relationship between advisors and students.To introduce this institution,universities should define the boundary of administrative power and academic power reasonably,give full consideration to institution difference,discipline difference and individual difference,coordinate relevant rules and regulations,and strive to achieve the integration between cognition and action.
引文
[1]Bair C.R.,Haworth J.G.Doctoral Student Attrition and Persistence:A Meta-Synthesis of Research[J].Higher Education Handbook of Theory&Research,2004(13):481-534.
[2]Rigler,K.L.,Bowlin,L.K.,Sweat,K.,Watts,S.,Throne,R.Agency,Socialization,and Support:A Critical Review of Doctoral Student Attrition[C].Paper presented at the 3rd International Conference on Doctoral Education,University of Central Florida,2017.
[3][7]全国研究生培养质量反馈调查课题组.全国博士研究生培养质量调查报告(2017)[R].2018.
[4]袁本涛,李莞荷.博士生培养与世界一流学科建设——基于博士生科研体验调查的实证分析[J].江苏高教,2017(2):1-6.
[5]Ehrenberg R.G,Jakubson G.H,Groen J.A,et al.Inside the Black Box of Doctoral Education:What Program Characteristics Influence Doctoral Students'Attrition and Graduation Probabilities?[J].Educational Evaluation&Policy Analysis,2007(2):134-150.
[6](摩洛哥)萨米,等.世界一流大学:挑战与途径[M].上海:上海交通大学出版社,2009.
[8]Trow M.Managerialism and the Academic Profession:The Case of England[J].Higher Education Policy,1994(2):11-18.
[9]Rosemary Deem.'New Managerialism'and Higher Education:The Management of Performances and Cultures in Universities in The United Kingdom[J].International Studies in Sociology of Education,1998(1):47-70.
[10]Deem R,Brehony K J.Management as Ideology:The Case of'New Managerialism'in Higher Education[J].Oxford Review of Education,2005(2):217-235.
[11]Estelle M,Phillips,Derek S.P.How to Get a PhD:A Handbook for Students and Their Supervisors(3rd edition)[M].Taiwan:Humg-Chih Books Co.,LTD.,2003.
[12]Sokovic M,Pavletic D,Pipan K.K.Quality Improvement Methodologies-PDCA Cycle,RADAR Matrix,DMAIC and DFSS[J].Journal of Achievements in Materials&Manufacturing Engineering,2010(1):476-483.
[13]王顶明.规范、行动与质量:博士生培养过程管理研究[M].广州:广东高等教育出版社,2017.
[14]Johns Hopkins Medicine.Financial Aid-Satisfactory Academic Progress-Graduate Students[EB/OL].[2018-06-28].https://www.hopkinsmedicine.org/som/offices/finaid/SAP/Financial%20Aid-%20Satisfactory%20Academic%20Progress-Grad.
[15]Berkeley Graduate Division.Guide to Graduate Policy[EB/OL].[2018-06-28].http://grad.berkeley.edu/policy/fullguide/.
[16]Weidman,J.C.Twale,D.J.Stein,E.L.Socialization of Graduate and Professional Students in Higher Education,A Perilous Passage?[R].ASHE-ERIC Higher Education Report,San Francisco:Jossey-Bass,2001.
[17]Barbara E.Lovitts.Being A Good Course-Taker Is Not Enough:A Theoretical Perspective on The Transition to Independent Research[J].Studies in Higher Education,2005(2):137-154.
[18]郑觅.博士生专业社会化理论研究概述[J].学位与研究生教育,2014(2):62-66.
[19]Johns Hopkins University.Statement of the Rights and Responsibilities of Ph.D.Students at Johns Hopkins University[EB/OL].[2018-06-29].http://web.jhu.edu/administration/provost/initiatives/phd_board/rights_responsibilities.
[20]王顶明,于玲.美国大学博士生学习年限规定及其启示[J].学位与研究生教育,2014(11):68-71.
[21]Valero.Departmental Factors Affecting Time-to-Degree and Completion Rates of Doctoral Students at One LandGrant Research Institution[J].Journal of Higher Education,2001(3):341-367.
[22]Bair C.R.,Haworth J.G.Doctoral Student Attrition and Persistence:A Meta-Synthesis of Research[J].Higher Education Handbook of Theory&Research,2004(13):481-534.
[23]MIT Biological Engineering.Graduate Student Handbook2017-2018[EB/OL].[2018-06-18].http://be.mit.edu/sites/default/files/documents/BE_GradHandbook.pdf.
[24]张淑林,古继宝,彭莉君.实施博士生质量工程建立分流淘汰机制——中国科学技术大学的实践与探索[J].学位与研究生教育,2011(11):19-22.
[25]南京大学.南京大学关于全面实施学术学位博士研究生教育改革的意见[EB/OL].[2018-06-18].http://grawww.nju.edu.cn/48/2f/c917a215087/page.htm.
[26]Mewburn I,Tokareva E,Cuthbert D,et al.'These Are Issues That Should Not Be Raised in Black and White':The Culture of Progress Reporting and The Doctorate[J].Higher Education Research&Development,2014(3):510-522.
[2]Rigler,K.L.,Bowlin,L.K.,Sweat,K.,Watts,S.,Throne,R.Agency,Socialization,and Support:A Critical Review of Doctoral Student Attrition[C].Paper presented at the 3rd International Conference on Doctoral Education,University of Central Florida,2017.
[3][7]全国研究生培养质量反馈调查课题组.全国博士研究生培养质量调查报告(2017)[R].2018.
[4]袁本涛,李莞荷.博士生培养与世界一流学科建设——基于博士生科研体验调查的实证分析[J].江苏高教,2017(2):1-6.
[5]Ehrenberg R.G,Jakubson G.H,Groen J.A,et al.Inside the Black Box of Doctoral Education:What Program Characteristics Influence Doctoral Students'Attrition and Graduation Probabilities?[J].Educational Evaluation&Policy Analysis,2007(2):134-150.
[6](摩洛哥)萨米,等.世界一流大学:挑战与途径[M].上海:上海交通大学出版社,2009.
[8]Trow M.Managerialism and the Academic Profession:The Case of England[J].Higher Education Policy,1994(2):11-18.
[9]Rosemary Deem.'New Managerialism'and Higher Education:The Management of Performances and Cultures in Universities in The United Kingdom[J].International Studies in Sociology of Education,1998(1):47-70.
[10]Deem R,Brehony K J.Management as Ideology:The Case of'New Managerialism'in Higher Education[J].Oxford Review of Education,2005(2):217-235.
[11]Estelle M,Phillips,Derek S.P.How to Get a PhD:A Handbook for Students and Their Supervisors(3rd edition)[M].Taiwan:Humg-Chih Books Co.,LTD.,2003.
[12]Sokovic M,Pavletic D,Pipan K.K.Quality Improvement Methodologies-PDCA Cycle,RADAR Matrix,DMAIC and DFSS[J].Journal of Achievements in Materials&Manufacturing Engineering,2010(1):476-483.
[13]王顶明.规范、行动与质量:博士生培养过程管理研究[M].广州:广东高等教育出版社,2017.
[14]Johns Hopkins Medicine.Financial Aid-Satisfactory Academic Progress-Graduate Students[EB/OL].[2018-06-28].https://www.hopkinsmedicine.org/som/offices/finaid/SAP/Financial%20Aid-%20Satisfactory%20Academic%20Progress-Grad.
[15]Berkeley Graduate Division.Guide to Graduate Policy[EB/OL].[2018-06-28].http://grad.berkeley.edu/policy/fullguide/.
[16]Weidman,J.C.Twale,D.J.Stein,E.L.Socialization of Graduate and Professional Students in Higher Education,A Perilous Passage?[R].ASHE-ERIC Higher Education Report,San Francisco:Jossey-Bass,2001.
[17]Barbara E.Lovitts.Being A Good Course-Taker Is Not Enough:A Theoretical Perspective on The Transition to Independent Research[J].Studies in Higher Education,2005(2):137-154.
[18]郑觅.博士生专业社会化理论研究概述[J].学位与研究生教育,2014(2):62-66.
[19]Johns Hopkins University.Statement of the Rights and Responsibilities of Ph.D.Students at Johns Hopkins University[EB/OL].[2018-06-29].http://web.jhu.edu/administration/provost/initiatives/phd_board/rights_responsibilities.
[20]王顶明,于玲.美国大学博士生学习年限规定及其启示[J].学位与研究生教育,2014(11):68-71.
[21]Valero.Departmental Factors Affecting Time-to-Degree and Completion Rates of Doctoral Students at One LandGrant Research Institution[J].Journal of Higher Education,2001(3):341-367.
[22]Bair C.R.,Haworth J.G.Doctoral Student Attrition and Persistence:A Meta-Synthesis of Research[J].Higher Education Handbook of Theory&Research,2004(13):481-534.
[23]MIT Biological Engineering.Graduate Student Handbook2017-2018[EB/OL].[2018-06-18].http://be.mit.edu/sites/default/files/documents/BE_GradHandbook.pdf.
[24]张淑林,古继宝,彭莉君.实施博士生质量工程建立分流淘汰机制——中国科学技术大学的实践与探索[J].学位与研究生教育,2011(11):19-22.
[25]南京大学.南京大学关于全面实施学术学位博士研究生教育改革的意见[EB/OL].[2018-06-18].http://grawww.nju.edu.cn/48/2f/c917a215087/page.htm.
[26]Mewburn I,Tokareva E,Cuthbert D,et al.'These Are Issues That Should Not Be Raised in Black and White':The Culture of Progress Reporting and The Doctorate[J].Higher Education Research&Development,2014(3):510-522.