生源背景、博士生培养与科研绩效的关系研究——基于教育公平的视角
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摘要
针对部分一流高校在博士生"申请—考核"制中对考生生源背景进行限制的情况,选取3所一流大学608名已毕业5年的博士作为研究样本,通过模型构建与计算发现:博士生生源背景虽会对博士生科研绩效造成影响,但影响程度非常小;博士生培养是博士生科研绩效的最主要影响因素;在博士生培养中,导师科研指导与课程因素是影响博士生科研产出的关键。建议高校在今后博士生招生中,取消生源背景的限制,公平、公正地选拔博士生。
In view of the restriction of students' institutional background in the application-evaluation system of Ph.D.programs at some first-class universities,608 doctors who have graduated within five years from three first-class universities are selected as research samples.Based on model construction and calculation,key findings are summarized as follows:although the institutional background of doctoral students affects their research performance,the influence is very little; doctoral training is the major factor affecting doctoral research performance; in the training of doctoral students,tutors' academic guidance and curriculum factors are key to doctoral research output.It is suggested that in the future enrollment of doctoral students,the restriction of students' institutional background be abolished so as to select doctoral students fairly and impartially.
In view of the restriction of students' institutional background in the application-evaluation system of Ph.D.programs at some first-class universities,608 doctors who have graduated within five years from three first-class universities are selected as research samples.Based on model construction and calculation,key findings are summarized as follows:although the institutional background of doctoral students affects their research performance,the influence is very little; doctoral training is the major factor affecting doctoral research performance; in the training of doctoral students,tutors' academic guidance and curriculum factors are key to doctoral research output.It is suggested that in the future enrollment of doctoral students,the restriction of students' institutional background be abolished so as to select doctoral students fairly and impartially.
引文
[1]习近平.决胜全面建成小康社会夺取新时代中国特色社会主义伟大胜利---在中国共产党第十九次全国代表大会上的报告[M].北京:人民出版社,2017:45-46.
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[19]BREWER G A,DOUGLAS J W,FACER R L,et al.Determinants of graduate research productivity in doctoral programs of public administration[J].Public Administration Review,1999,59(5):373-382.
[20]王蔚虹.博士生质量影响因素权重研究---基于五所高校的调查[J].现代教育管理,2009(2):108-110.
[21]BRUSA J,CARTER M,HEILMAN G E.Academic content,research productivity and tenure[J].Journal of Economic and Finance,2010,34(1):46-60.
[22]张存群,马莉萍.学术活跃度与博士生学术产出的实证分析---以中国某研究型大学为案例[J].研究生教育研究,2013(6):1-7.
[23]南京大学研究生办公室.南京大学文学院2016年博士生招生“申请考核制”办法[EB/OL].(2015-10-20)[2017-12-06]http://chin.nju.edu.cn/shownews1225.html.
[24]边国英.科研过程、科研能力以及科研训练的特征分析[J].教育学术月刊,2008(5):22-25.
[25]HARTLEY J E,MONKS J W,ROBINSON M D.Economists'publication patterns[J].American Economist,2001,45(1):80-85.
[26]鲍威,陈杰,万蜓婷.我国“985工程”的运行机制与投入成效分析:基于国际比较与实证研究的视角[J].复旦教育论坛,2016(3):11-16.
[2]蔡继乐,焦以璇.办公平而有质量的教育---十九大代表议报告谈体会[EB/OL].(2017-10-22)[2017-11-10].http://paper.jyb.cn/zgjyb/html/2017-10/22/content_487349.htm?div=-1.
[3]郑淮.略论我国社会分层变化及其对教育公平的影响[J].华南师范大学学报(哲学社科版),1999(2):50-53.
[4]瞿葆奎,郑金洲.中国教育研究的新进展[M].上海:华东师范大学出版社,2001:61-62.
[5]郑若玲.高考公平的忧思与求索[J].北京大学教育评论,2010(4):16-27.
[6]张丽敏,于书林.博士生入学申请制的实施及其完善的政策建议[J].重庆高教研究,2013(9):63-66.
[7]陈亮.公平正义诉求下的博士生“申请-考核”制微探[J].现代教育管理,2014(9):107-111.
[8]张宇迪,贾晓明,王战军.我国博士招生“申请-考核制”的公平性制度设计[J].学位与研究生教育,2016(3):48-50.
[9]ASTIN A W.The methodology of research on college impact[J].Sociology of Education,1970,43(3):223-254.
[10]屈廖健.美国大学院校影响因素理论模型研究[J].比较教育研究,2015(4):59-60.
[11]程俊,李明磊.博士生教育输入-过程-结果质量影响路径研究---基于“院校影响因素理论”模型[J].研究生教育研究,2016(5):12-16.
[12]LONG R G,BOWERS W P,BARNETT T,et al.Research productivity of graduates in management:effects of academic origin and academic affiliation[J].Academy of Management Journal,1998,41(6):704-714.
[13]古继宝,蔺玉.基于不同学科的博士生科研绩效管理[J].科研管理,2011(11):115-116.
[14]黄海刚,金夷.通往PH.D之路:中国博士生入学动机的实证研究---兼论学术动机对博士生培养质量的意义[J].复旦教育论坛,2016(5):61-63.
[15]LI S,SEALE C.Managing criticism in Ph D supervision:a qualitative case study[J].Studies in Higher Education,2007,32(4):511-526.
[16]IVES G,ROWLEY G.Supervisor selection or allocation and continuity of supervision:Ph.D.students’progress and outcomes[J].Studies in Higher Education,2005,30(5):535-555.
[17]李艳丽,王俊,胡涛,等.构建以科研为导向的博士生选拔和激励机制--基于博士生科研绩效测度和影响因素的分析学位与研究生教育[J].学位与研究生教育,2014(8):43-44.
[18]中华人民共和国教育部.中华人民共和国学位条例[EB/OL].[2017-11-28]http://www.moe.edu.cn/publicfiles/business/htmlfiles/m oe/moe_619/200407/1315.html.
[19]BREWER G A,DOUGLAS J W,FACER R L,et al.Determinants of graduate research productivity in doctoral programs of public administration[J].Public Administration Review,1999,59(5):373-382.
[20]王蔚虹.博士生质量影响因素权重研究---基于五所高校的调查[J].现代教育管理,2009(2):108-110.
[21]BRUSA J,CARTER M,HEILMAN G E.Academic content,research productivity and tenure[J].Journal of Economic and Finance,2010,34(1):46-60.
[22]张存群,马莉萍.学术活跃度与博士生学术产出的实证分析---以中国某研究型大学为案例[J].研究生教育研究,2013(6):1-7.
[23]南京大学研究生办公室.南京大学文学院2016年博士生招生“申请考核制”办法[EB/OL].(2015-10-20)[2017-12-06]http://chin.nju.edu.cn/shownews1225.html.
[24]边国英.科研过程、科研能力以及科研训练的特征分析[J].教育学术月刊,2008(5):22-25.
[25]HARTLEY J E,MONKS J W,ROBINSON M D.Economists'publication patterns[J].American Economist,2001,45(1):80-85.
[26]鲍威,陈杰,万蜓婷.我国“985工程”的运行机制与投入成效分析:基于国际比较与实证研究的视角[J].复旦教育论坛,2016(3):11-16.