国际比较视野下的教育博士发展研究
|
摘要
教育博士的产生和发展并不是偶然的,也不是孤立的,有其具体的历史背景。尽管教育博士和哲学博士的趋同性问题始终困扰着教育博士的发展,但教育博士在许多国家尤其是一些发达国家的快速发展并占据相当比重也是一个不争的事实。那么为什么哲学博士在世界上已经存在了100多年以后,美国还要设置新的博士学位类型——教育博士呢?本研究正是基于这个问题展开的。
论文共分为五个部分：
第一章是导论,首先提出了要讨论的问题,即一个问题的两个方面：一是哲学博士的位置在哪里?二是教育博士的产生。这部分分析了当前哲学博士面临的困境和存在的问题,明确指出：当前单一以培养科学研究人才为使命的哲学博士学位难以满足社会对高层次应用型专门人才的多元化需求。随后分析了教育博士产生和发展的历史原因和必然性。这部分还对三个重要研究对象,即中世纪大学、教育博士和新知识生产模式理论进行了文献的分析和综述,然后对专业、学位、知识等五个关键概念做了分析和界定,最后介绍了论文主要运用的几种研究方法。
无古不成今,观今宜鉴古。第二章由远及近,从历史的视角分析了大学和学位的起源以及学位制度的演变,还原了学位和大学的历史面目,揭示出：现代大学和学位制度均起源于中世纪的欧洲,而学术性行会是中世纪大学的组织原型,教师资格证书则是中世纪大学学位的起源。历史证明：学位的内涵和大学的功能是紧密相连的。学位既是学习者完成某个阶段学业的证明,也是学习者从事某个职业的资质证明。随着德国大学的改革,科学研究成为大学的核心功能,学位的内涵发生了重要变化。美国大学学术和应用并重,社会服务成为大学的第三功能,这进一步促进了学位内涵的不断丰富。学位类型和内涵的多样化已经成为主要发达国家学位制度演变的共同趋势,这为教育博士在许多国家的兴起提供了肥沃的土壤。基于此,人们才可以更加深刻的理解当前学位制度的复杂性和多样性,才能充分理解教育博士的产生和发展原因及其职业性的本质特点。
第三章先后介绍了美国、澳大利亚和英国教育博士的发展状况,着重分析了上述三个国家教育博士发展过程中共同面临的困境,即教育博士与教育学博士的趋同性问题,分析了上述三国解决这一问题的措施和努力,并分别通过其典型大学的案例研究和分析,以期能够更加深入的了解国外教育博士的发展状况及发展趋势,最后结合几个典型大学从产生背景、发展定位、培养目标、入学要求、培养方式等七个方面对上述三个国家的教育博士发展情况进行了比较。
第四章在对中国教育博士总体发展情况进行分析的基础上,着重对中国最早的两批即2010和2011级教育博士研究生的培养情况进行了调查和研究。本研究对全国教育博士首批15所试点院校的教育博士研究生进行了抽样调查,并对部分学生、教师和管理者进行了访谈。在数据处理的基础上,进行了相关分析和回归分析,最终做出结论并提出了建议。
第五章基于新知识生产模式理论的视角分析了专业博士能够快速发展的原因,分析了在此背景下专业博士的代际嬗变。目前一些国家专业博士的发展已经进入第二代,即职业导向的“混合课程+专业实践”模式,正在朝着第三代即学生自主管理的实践导向模式迈进,而根据专业博士不同发展阶段的基本特征,中国教育博士的发展仍处于第一代,即学术导向的“课程学习+学位论文”模式。因此,根据新知识生产模式理论及国外专业博士的代际嬗变情况,未来中国教育博士发展模式的特征已经非常清晰：即培养模式将变得更加开放,应用研究将成为教育博士生存和发展的竞争优势,对博士导师的评价将变得更加多元。基于和国外教育博士发展状况的比较和分析以及国内相关政策文本研究,本文从价值取向、入学要求、专业方向、办学模式、课程设置等九个方面构建了中国教育博士的未来发展模式。
The origin and development of Ed.D.(Doctor of Education) was not found to be accidental but rather inevitable for profound and specific historical reasons. The Ed.D. program is developing undisputably and rapidly, taking up a considerable proportion in the higher educational section in many countries, especially in those developed ones, though its development is perplexed by the homogeneity of Ed.D. and Ph.D. Why did the United States design and develop a new type of doctorate-Doctor of Education, against the context where the degree of Doctor of Philosophy has been in existence for more than one century? The dissertation attempts to explore the issue.
The dissertation is divided into five parts:
Part One is an introduction in which two facets of the issue are to be addressed------the orientation of Ph.D. and the origin of Ed.D. This part also brings in analysis on the current predicament and problems facing training of Ph.D. and clearly points out that:the research-oriented curricula can hardly meet the diversified demands for high-level application-oriented talents. Subsequently this part analyses the historical reason and necessity of Ed.D.'s origin and development. After reviewing three important objects of study, viz. the medieval college, Ed.D., and new modes of knowledge production theory, this part also defines five key concepts such as profession, degree, knowledge and introduces several research methods employed for the purpose of research.
Part Two traces the origin and evolution of university and degree from the historical perspective, thus restores their historical image and reveals that the system of modern university has its origins in medieval Europe while the academic guild is the prototype of the medieval college and teacher certification is the origin of the medieval University degree. History demonstrates that the connotation of the degree and functions of the university are closely linked. Following the reform of German universities, scientific research has become one of the core functions of the university, and the connotation of degree has taken drastic changes. The United States attached equal importance to research and application with social service as the university's third function, which further enriches the connotation of degree. Diversification of degree types and connotation has become common trends in the evolution of the academic degree system in the major developed countries, which offers fertile soil for the rise of Ed.D. programs. On the basis of this trend, complexity and diversity of the current degree system could be fully understood, and the origin and development of Ed.D. and its professional characteristics are clarified to some extent.
Part Three focuses upon their common problems, viz. homogeneity between Ph.D. and Ed.D. on the basis of the panorama of development of Ed.D. in United States, Australia and United Kingdom, with reference to solutions and measures taken by these countries to solving the problems. This part also made a case study for more in-depth understanding of the status quo and development trend in the three countries and finally conducts a comparative study on the training of Ed.D. in the three countries from the perspective of background, philosophy, training objectives, admission requirements, and modes of training.
Part Four is a survey and research with emphatic focus on the training of the first two batches of the2010and2011Ed.D. with a pilot research conducted in15universities and interviews with some students and teachers. Through data processing based on correlation analysis and regression analysis, final conclusions are reached and recommendations are put forward.
Part Five analyses the reasons behind the rapid development of professional doctorate and its intergenerational evolution on the basis of new modes of knowledge production. Current development of professional doctorate has entered its second phrase, viz. the career-oriented "hybrid course+professional practice" model, and is moving towards the third phase which features the practice-oriented mode of students'self-management According to the basic characteristics of the different phases, Ed.D. development in China is still in its fledging phase, namely, academic-oriented "courses+thesis" mode. Therefore, according to the new mode of knowledge production and the intergenerational evolution of professional doctorates, the development trend in China has been very eminent:The training mode will become more open with applied study as its competitive advantage and at the same time, the evaluation for doctoral supervisors will become more diversified in stead of research-oriented solely. In light of comparative analysis of related policies home and abroad, this dissertation designs China's model of Ed.D. training from such perspectives as value orientation, training direction, training mode, admission requirements and curricula setting.
论文共分为五个部分：
第一章是导论,首先提出了要讨论的问题,即一个问题的两个方面：一是哲学博士的位置在哪里?二是教育博士的产生。这部分分析了当前哲学博士面临的困境和存在的问题,明确指出：当前单一以培养科学研究人才为使命的哲学博士学位难以满足社会对高层次应用型专门人才的多元化需求。随后分析了教育博士产生和发展的历史原因和必然性。这部分还对三个重要研究对象,即中世纪大学、教育博士和新知识生产模式理论进行了文献的分析和综述,然后对专业、学位、知识等五个关键概念做了分析和界定,最后介绍了论文主要运用的几种研究方法。
无古不成今,观今宜鉴古。第二章由远及近,从历史的视角分析了大学和学位的起源以及学位制度的演变,还原了学位和大学的历史面目,揭示出：现代大学和学位制度均起源于中世纪的欧洲,而学术性行会是中世纪大学的组织原型,教师资格证书则是中世纪大学学位的起源。历史证明：学位的内涵和大学的功能是紧密相连的。学位既是学习者完成某个阶段学业的证明,也是学习者从事某个职业的资质证明。随着德国大学的改革,科学研究成为大学的核心功能,学位的内涵发生了重要变化。美国大学学术和应用并重,社会服务成为大学的第三功能,这进一步促进了学位内涵的不断丰富。学位类型和内涵的多样化已经成为主要发达国家学位制度演变的共同趋势,这为教育博士在许多国家的兴起提供了肥沃的土壤。基于此,人们才可以更加深刻的理解当前学位制度的复杂性和多样性,才能充分理解教育博士的产生和发展原因及其职业性的本质特点。
第三章先后介绍了美国、澳大利亚和英国教育博士的发展状况,着重分析了上述三个国家教育博士发展过程中共同面临的困境,即教育博士与教育学博士的趋同性问题,分析了上述三国解决这一问题的措施和努力,并分别通过其典型大学的案例研究和分析,以期能够更加深入的了解国外教育博士的发展状况及发展趋势,最后结合几个典型大学从产生背景、发展定位、培养目标、入学要求、培养方式等七个方面对上述三个国家的教育博士发展情况进行了比较。
第四章在对中国教育博士总体发展情况进行分析的基础上,着重对中国最早的两批即2010和2011级教育博士研究生的培养情况进行了调查和研究。本研究对全国教育博士首批15所试点院校的教育博士研究生进行了抽样调查,并对部分学生、教师和管理者进行了访谈。在数据处理的基础上,进行了相关分析和回归分析,最终做出结论并提出了建议。
第五章基于新知识生产模式理论的视角分析了专业博士能够快速发展的原因,分析了在此背景下专业博士的代际嬗变。目前一些国家专业博士的发展已经进入第二代,即职业导向的“混合课程+专业实践”模式,正在朝着第三代即学生自主管理的实践导向模式迈进,而根据专业博士不同发展阶段的基本特征,中国教育博士的发展仍处于第一代,即学术导向的“课程学习+学位论文”模式。因此,根据新知识生产模式理论及国外专业博士的代际嬗变情况,未来中国教育博士发展模式的特征已经非常清晰：即培养模式将变得更加开放,应用研究将成为教育博士生存和发展的竞争优势,对博士导师的评价将变得更加多元。基于和国外教育博士发展状况的比较和分析以及国内相关政策文本研究,本文从价值取向、入学要求、专业方向、办学模式、课程设置等九个方面构建了中国教育博士的未来发展模式。
The origin and development of Ed.D.(Doctor of Education) was not found to be accidental but rather inevitable for profound and specific historical reasons. The Ed.D. program is developing undisputably and rapidly, taking up a considerable proportion in the higher educational section in many countries, especially in those developed ones, though its development is perplexed by the homogeneity of Ed.D. and Ph.D. Why did the United States design and develop a new type of doctorate-Doctor of Education, against the context where the degree of Doctor of Philosophy has been in existence for more than one century? The dissertation attempts to explore the issue.
The dissertation is divided into five parts:
Part One is an introduction in which two facets of the issue are to be addressed------the orientation of Ph.D. and the origin of Ed.D. This part also brings in analysis on the current predicament and problems facing training of Ph.D. and clearly points out that:the research-oriented curricula can hardly meet the diversified demands for high-level application-oriented talents. Subsequently this part analyses the historical reason and necessity of Ed.D.'s origin and development. After reviewing three important objects of study, viz. the medieval college, Ed.D., and new modes of knowledge production theory, this part also defines five key concepts such as profession, degree, knowledge and introduces several research methods employed for the purpose of research.
Part Two traces the origin and evolution of university and degree from the historical perspective, thus restores their historical image and reveals that the system of modern university has its origins in medieval Europe while the academic guild is the prototype of the medieval college and teacher certification is the origin of the medieval University degree. History demonstrates that the connotation of the degree and functions of the university are closely linked. Following the reform of German universities, scientific research has become one of the core functions of the university, and the connotation of degree has taken drastic changes. The United States attached equal importance to research and application with social service as the university's third function, which further enriches the connotation of degree. Diversification of degree types and connotation has become common trends in the evolution of the academic degree system in the major developed countries, which offers fertile soil for the rise of Ed.D. programs. On the basis of this trend, complexity and diversity of the current degree system could be fully understood, and the origin and development of Ed.D. and its professional characteristics are clarified to some extent.
Part Three focuses upon their common problems, viz. homogeneity between Ph.D. and Ed.D. on the basis of the panorama of development of Ed.D. in United States, Australia and United Kingdom, with reference to solutions and measures taken by these countries to solving the problems. This part also made a case study for more in-depth understanding of the status quo and development trend in the three countries and finally conducts a comparative study on the training of Ed.D. in the three countries from the perspective of background, philosophy, training objectives, admission requirements, and modes of training.
Part Four is a survey and research with emphatic focus on the training of the first two batches of the2010and2011Ed.D. with a pilot research conducted in15universities and interviews with some students and teachers. Through data processing based on correlation analysis and regression analysis, final conclusions are reached and recommendations are put forward.
Part Five analyses the reasons behind the rapid development of professional doctorate and its intergenerational evolution on the basis of new modes of knowledge production. Current development of professional doctorate has entered its second phrase, viz. the career-oriented "hybrid course+professional practice" model, and is moving towards the third phase which features the practice-oriented mode of students'self-management According to the basic characteristics of the different phases, Ed.D. development in China is still in its fledging phase, namely, academic-oriented "courses+thesis" mode. Therefore, according to the new mode of knowledge production and the intergenerational evolution of professional doctorates, the development trend in China has been very eminent:The training mode will become more open with applied study as its competitive advantage and at the same time, the evaluation for doctoral supervisors will become more diversified in stead of research-oriented solely. In light of comparative analysis of related policies home and abroad, this dissertation designs China's model of Ed.D. training from such perspectives as value orientation, training direction, training mode, admission requirements and curricula setting.
引文
① 珍妮弗·雅各布森文,文慧译.教育学博士的位置在哪里[J].世界教育信息,2006,(3)：39-41.
② 贺国庆、王保星、朱文富等著.外国高等教育史(第二版)[M].北京：人民教育出版社,2006：39.
③ [美]克伯雷选编,华中师范大学教育系等译.外国教育史料[M].武汉：华中师大出版社,1991：181.
① 陈学飞等著.西方怎样培养博士——法、英、德、美的模式与经验[M].北京：教育科学出版社,2002：137-138.
① Doctorate Recipients from U.S.Universities:Summary Report 2007-2008[EB/OL]. http://www.nsf.gov/statistics/nsf10309/pdf/nsf10309.pdf,2010-10-04.
② 参见：张济洲.近年来美国博士生教育面临的问题及其改革措施[J].学位与研究生教育.2008,(11)：74.
③ 转引自何逢春.20世纪90年代以来美国博士教育的问题与改革[J].高等教育研究.2005,(4)：91.
① 参见At cross purposes:What the experiences of today's doctoral students reveal about doctoral education [EB/OL]. http://www.Ph.D.-survey.org/report%20final.pdf,2009-05-06.
② Scott Smallwood. The Path to a Ph.D.-and Beyond:How a group of historians has fared,10 years after graduation[J].The Faculty,2003,49(39):10.
③ Maresi Nerad. The Ph.D. in the US:Criticisms, Facts and Remedies [J].Higher Education Policy,2004:183-199.
④ 沈文钦,王东芳.从欧洲模式到美国模式：欧洲博士生培养模式改革的趋势[J].外国教育研究.2010(8)：69.
① Part 1:Embarking on a Doctorate[EB/OL] http://www.sagepub.com/upm-data/9786_036823chap01.pdf,2011-05-03.
② 参见：陈洪捷等著.博士质量概念、评价与趋势[M].北京：北京大学出版社,2010：275.
① 参见A Perspective on the Ph.D—Ed.D Discussion in Schools of Education, Annual Meeting for the American Educational Research Association, Boston, MA.1990. [EB/OL]. http://www.eric.ed.gov/PDFS/ED320882.pdf,1999-09-10.
② 参见Tom Bourner, Rachel Bowden, Stuart Laing, Professional Doctorates in England[J].Studies in Higher Education.2001,26(1):66.
③ 参见：Educating Researchers (2007) [EB/OL]. http://www.edschools.org/EducatingResearchers/educating_researchers.pdf,2002-03-06.
④ 同上。
① 参见Educating Researchers (2007) [EB/OL]. http://www.edschools.org/EducatingResearchers/educating_researchers.pdf,2010-03-06.
① Stephen Hoddell,Deborah Street, Helena Wildblood.Doctorates converging or diverging patterns of provision?[J].Quality Assurance in Education,2002,10(2):65.
① Benjamin Baez, Degree of Distinction:The Ed.D. or the Ph.D. in Education, paper presented at the Annual Meeting of the Association for the Study of Higher Education[R]. Sacramento, California,2002:50.
② David Scott, Andrew Brown, Ingrid Hunt, Lucy Thorne, Professional Doctorates:Integrating Professional and Academic Knowledge (Society for Research into Higher Education) [M]. Open University Press,2004:31.
③ The American college president(2007 edition)[EB/OL]. http://ctmirror.org/sites/default/files/documents/ACP%20report.pdf,2010-11-04.
① 杨学新、刘卫萍.美国高等教育大众化经验述评[J].中国高教研究,2003(3)：73.
① 参见：Freeman, F. N. Practices of American universities in granting higher degrees ineducation: A series of official statements (Vol.19)[M]. Chicago, IL:University of Chicago Press,1931.
① Clifford G J, Guthrie J W. Ed school:A brief for a professional education[M]. Chicago,IL: University of Chicago Press,1988:358-359.
② 文东茅,阎凤桥.美国“教育博士”(Ed.D.)培养及其启示[J].国家教育行政学院学报.2004(3)：97-100.
③ 张济洲,美国“教育博士”培养的实践、问题与挑战[J].高等教育研究,2009(3)：100-104.
④ 陈粤秀.美国教育博士学位的背景与发展[J].复旦教育论坛,2009,(3)：78-82.
① 周富强.英国“教育博士”培养的实践、问题与挑战[J].中国高教研究,2006,(6)：14-17.
② 袁锐锷,凌朝霞.关于澳大利亚若干大学教育博士培养工作的思考[J].比较教育研究,2006,(9)：23-27.
③ 赵炬明.学科、课程、学位：美国关于高等教育专业研究生培养的争论及其启示[J].高等教育研究,2002,(4)：13-22.
④ 褚艾晶.“教育博士”培养的合法性危机——基于美国现实面临的问题与挑战[J].复旦教育论坛,2008,(3)：70-73.
⑤ 邓涛,孔凡琴.美国教育博士(Ed.D)专业学位教育的问题与改革论争[J].比较教育研究,2009,(4)：28-32.
⑥ 王丽娟.浅谈我国教育博士学位(Ed.D)的兴起[J].中国成人教育,2007,(3)：22-23.
⑦ 马健生,滕珺.关于教育博士(Ed.D)培养方案的构想[J].教师教育研究,2007,(6)：33-37.
① Huff A S. Changes in organisational knowledge production:1999 presidential address[J]. Academy of Management Review.2000,25(2):288—293.
② MacLean D,Macintosh R,Grant S.Mode 2 management research[J]. British Journal of Management,2002,13(4),189—207.
① Dieter Fink. The Professional Doctorate:Its Relativity to the PhD and Relevance for the Knowledge Economy[J].International Journal of Doctoral Studies,2006, (1):35-44.
② Lee, S., Bozeman, B.. The impactof research collaboration on scientific productivity[J]. Social Studies of Science,2005,35(5):673-702.
③ 丁钢.大学发展的教育使命[J].探索与争鸣,2005,(11)：19-21.
④ 蒋逸民.新的知识生产及其对我国高等教育改革的启示[J].外国教育研究,2009,(6)：73-78.
⑤ 马万华.研究型大学知识生产的变革与学术研究的多元发展机制[J].北京大学教育评价,2009,(1)：44-51.
⑥ 洪茹燕.汪俊昌.后学院时代大学知识生产模式再审视[J].自然辩证法研究,2008,(6)：93-97.
⑦ 陈洪捷.知识生产模式的转变与博士质量的危机[J].高等教育研究,2010,(31)：57-63.
⑧ 李云鹏.知识生产模式转型与专业博士学位的代际嬗变[J].高等教育研究,2011,(4)：4248.
① 夏征农,陈至立.辞海(第六版)[M].上海：上海辞书出版社,2009：2447.
② 中华人民共和国职业分类大典(2007增补本)[M].北京：中国劳动社会保障出版社,2008：3.
① 参见：赵康.专业、专业属性及判断成熟专业的六条标准———个社会学角度的分析[J].社会学研究,2000,(5)：31.
② 广东、广西、湖南辞源修订组商务印书馆修订组.辞源(修订本、重排版)[M].北京：商务印书馆,2010：956.
③ 夏征农,陈至立.辞海(第六版)[M].上海：上海辞书出版社,2009：2525.
④ 马爱民,许立新.教师专业化是提高教师地位的必由之路[J].教育与现代化,2003,(3)：51.
⑤ 别敦荣,赵映川.闫建璋.专业学位概念释义及其定位[J].高等教育研究,2009,(6)：53.
⑥ The Encyclopedia American (an International Edition) Vol.8[S].1991:638.
⑦ 中国大百科全书出版社《不列颠百科全书》国际中文版编辑部编译.不列颠百科全书国际 中文版(修订版)第5卷[M].北京：中国大百科全书出版社,2007：211.
① AsaS knowses. The International Encyclopedia of Higher Education Vol.4[M]. California: Jossey-Bass, Inc., Publishers,1977:1230.
② 夏征农,陈至立.辞海(第六版)[M].上海：上海辞书出版社,2009：2163.
③ 顾明远主编.教育大辞典(增订合编本)上册[M]上海：上海教育出版社,1997：1813.
④ 中国大百科全书编辑部.中国大百科全书·教育卷[M].北京：中国大百科全书出版社,1985：440.
① 秦惠民.学位与研究生教育大词典[M].北京：北京理工大学出版社,1994：3.
② 骆四铭.学位的起源、发展及其特征[J].比较教育研究,2006,(4)：35.
③ 周洪宇主编.学位与研究生教育史[M].北京：高等教育出版社,2004：16.
④ 黄宝印,陈艳艳.学位内涵与功能辨析[J].高等教育研究,2007,(10)：62-66.
① (英)德·朗特里,陈建平等译.西方教育辞典[S].上海：上海译文出版社,1988：248.
② 顾明远主编.教育大辞典(增订合编本)上册[M].上海：上海教育出版社,1997：2129.
③ 秦惠民.学位与研究生教育大词典[M].北京：北京理工大学出版社,1994：14.
① 孙义燧.研究生教育辞典[M].南京：南京大学出版社,1995：5.
② 黄宝印.我国专业学位教育发展的回顾与思考(上)[J].学位与研究生教育,2007,(6)：6.
③ 《专业学位设置审批暂行办法》[EB/OL]. http://www.moe.edu.cn/publicfiles/business/htmlfiles/moe/moe_823/200410/3445.html, 2011-03-05.
④ 国务院学位委员会.《关于加强和改进专业学位教育的若干意见》(学位[2002]1号)[Z].
① 国务院学位委员会.《关于印发<硕士、博士专业学位研究生教育发展总体方案>、<硕士、博士专业学位设置与授权审核办法>的通知》(学位[2010]49号)[Z].
② 教育硕士专业学位设置方案[EB/OL]. http://www.chinadegrees.cn/xwyyjsjyxx/zzgs/zzsslk/jyss/258713.shtml,2011-03-05.
③ 教育博士专业学位设置方案[EB/OL]. http://www.chinadegrees.cn/xwyyjsjyxx/gjjl/bsszfa/jybs/,2011-03-05.
① 孙富强.专业学位的学科基础及其对专业学位研究生培养工作组织主体的影响[J].学位与研究生教育,2011,(10)：3.
① 夏征农,陈至立.辞海(第六版)[M].上海：上海辞书出版社,2009：2440-2441.
② 顾明远主编.教育大辞典(增订合编本)上册[M].上海：上海教育出版社,1997：2016.
① OECD以知识为基础的经济[R].北京：机械工业出版社,1998：17.
② 王绍平,陈兆山.陈钟鸣等编著.图书情报词典[M].上海：汉语大词典出版社,1990：556.
① 许崴.试论知识生产的构成要素与特点[J].南方经济,2005,(12)：54.
② 傅翠晓等.知识生产研究综述[J].科技进步与对策,2009,(12)：155-156.
③ 吕卫文.知识生产的“社会—认知”分析[D].华中科技大学博士学位论文.2009：51.
① 参见：马云福,扬志波.爱资哈尔大学[M].长沙：湖南教育出版社,1988：9-10.
① [美]查尔斯·霍默.哈斯金斯,梅义征译.大学的兴起[M].上海：上海三联书店,2007：1.
② 克尔·克拉克著,陈学飞等译.大学的功用[M].南昌：江西教育出版社,1993：107-108.
① 参见：亚里士多德,吴寿彭译.政治学[M].北京：商务印书馆,1981：3.
② [美]克里斯托弗·道森,长川某译.宗教与西方文化的兴起[M].成都：四川人民出版社,1989：40.
③ [美]克里斯托弗·道森,长川某译.宗教与西方文化的兴起[M].成都：四川人民出版社,1989：209.
① [美]汤普逊,许家玲等译.中世纪晚期欧洲经济社会史[M].北京：商务印书馆,1992：174.
① [法]爱弥尔·涂尔千,李康译.教育思想的演进[M].上海：上海人民出版社,2003：97.② 即阿贝拉尔.
③ [法]雅克·韦尔热,王晓辉译.中世纪大学[M].上海：世纪出版集团、上海人民出版社,2007：20.
④ [法]雅克·勒戈夫,张弘译.中世纪的知识分子[M].北京：商务印书馆,1996：59.
① [美]戴维·林德伯格,王珺等译.西方科学的起源[M].北京：中国对外翻译出版公司,2001：215.
② 张磊.欧洲中世纪大学[M].北京：商务印书馆,2010：11.
③ [美]戴维·林德伯格,王珺等译.西方科学的起源[M].北京：中国对外翻译出版公司,2001年：215.
① 宋文红.欧洲中世纪大学的演进[M].北京：商务印书馆,2010：43.
② [美]查尔斯·霍默.哈斯金斯,梅义征译.大学的兴起[M].上海：上海三联书店,2007：7.
③ [法]爱弥尔·涂尔干,李康译.教育思想的演进[M].上海：上海人民出版社,2003：111.
① [法]雅克·韦尔热,王晓辉译.中世纪大学[M].上海：世纪出版集团、上海人民出版社,2007：51.
② [美]查尔斯·霍默.哈斯金斯,梅义征译.大学的兴起[M].上海：上海三联书店,2007：7.
① 宋文红.欧洲中世纪大学的演进[M].北京：商务印书馆,2010：67.
② [法]雅克韦尔热,王晓辉译.中世纪大学[M].上海：世纪出版集团、上海人民出版社,2007：122.③ 即人文学部。
④ [美]伯顿·克拉克,王承绪等译.高等教育新论——多学科的研究[M].杭州：浙江教育出版社,2001：31.
① [美]戴维·林德伯格,王珺等译.西方科学的起源[M].北京：中国对外翻译出版公司,2001：216.
② [法]雅克·韦尔热,王晓辉译.中世纪大学[M].上海：世纪出版集团、上海人民出版社,2007：52-53.
① 即本文博洛尼亚大学。
② [法]雅克·韦尔热,王晓辉译.中世纪大学[M].上海：世纪出版集团、上海人民出版社,2007：51.
③ [法]雅克·韦尔热,王晓辉译.中世纪大学[M].上海：世纪出版集团、上海人民出版社,2007：52.
④ 即本文萨莱诺大学。
① [美]查尔斯·霍默.哈斯金斯,梅义征译.大学的兴起[M].上海：上海三联书店,2007：4.
① 贺国庆等著.外国高等教育史(第二版)[M].北京：人民教育出版社,2006：102-103.
① [德]弗·鲍乐生,滕大春等译.德国教育史[M].北京：人民教育出版社,1986：125.
② [英]C·W·克劳利,中国社会科学院世界历史编写组译.新编剑桥世界近代史(第九卷)[M].北京：中国社会科学出版社,1992：169.
① 陈学飞等著.西方怎样培养博士[M].北京：教育科学出版社,2002：139.
② [美]伯顿·克拉克著,王承绪译.研究生教育的科学研究基础[M].杭州：浙江教育出版社,2001：19.
① [美]伯顿·克拉克著,王承绪译.研究生教育的科学研究基础[M].杭州：浙江教育出版社,2001：27.
① [德]弗·鲍尔生,滕大春等译.德国教育史[M].北京：人民教育出版社,1986：132.
② [美]伯顿·克拉克著,王承绪译.研究生教育的科学研究基础[M].杭州：浙江教育出版社,2001：23.
③ 张英丽著.学术职业与博士生教育[M].武汉：华中科技大学出版社,2009：49.
① [德]弗·鲍尔生,滕大春等译.德国教育史[M].北京：人民教育出版社,1986：133.
② 贺国庆著.近代欧洲对美国教育的影响[M].保定：河北大学出版社,1994：114.
① rederick Rudolph, Curriculum:A History of the American Undergraduate Course of Study Since 1636.Jossey-Bass, Inc., Publishers,1977:128.
② 贺国庆等著.外国高等教育史(第二版)[M].北京：人民教育出版社,2006：237.
① 李盛兵著.研究生教育模式嬗变[M].北京：教育科学出版社,1997：73.
② 彭华安.约翰·霍普金斯的创举：“专业式”研究生培养机制[J].教育与职业,2007,(31)：105.
③ 施晓光.创建真正意义上的美国大学——丹尼尔·吉尔曼的大学理念[J].外国教育研究,2004,(7)：57.
① 廖晓玲,董维春.研究生院制度及其对我们的启示[J].学位与研究生教育,2003,(10)：37.
① 参见：王英杰等著.美国教育[M].长春：吉林教育出版社,2000：115-117.
② 贺国庆著.德国和美国大学发达史[M].北京：人民教育出版社,1998：150.
① 王英杰等著.美国教育[M].长春：吉林教育出版社,2000：122.
② 黄魏.美国社区学院转学教育的历史演变及其启示[D].江西师范大学硕士学位论文.2011：10-11.
① 参见：周洪宇主编.学位与研究生教育史[M].北京：高等教育出版社,2004,(9)：131.
② 研究生专业学位总体设计研究课题组.开创我国专业学位研究生教育发展的新时代[M].北京：中国人民大学出版社,2010：105.
① 杨少琳.法国学位制度研究[D].西南大学博士生学位论文.2009：80.
② 研究生专业学位总体设计研究课题组.开创我国专业学位研究生教育发展的新时代[M].北京：中国人民大学出版社,2010：122.
① 参见The Doctorate in Education:Issues of Supply and Demand in alifornia[R]ERIC.1987:3-4.
② 徐铁英.透视美国教育博士学位：历史变迁与发展趋势[J].清华大学教育研究,2012,(3)：70.
① 转引自：赵炬明.学科、课程、学位：美国关于高等教育专业研究生培养的争论及其启示[J].高等教育研究,2002,(4)：19.
② 李云鹏.国外对教育博士(Ed.D.)教育的研究、争论及其启示[J].学位与研究生教育,2011,(11)：42.
① 参见Levine A. Educating Researchers [EB/OL]. http://www.edschools.org/EducatingResearchers/educating_researchers.pdf,2011-02-09.
② Lee S. Shulman. Reclaiming Education's Doctorates:A Critique and a Proposal[J]. Educational Researcher,2006,35(3):25-32.
① 参见Freeman, F. N. Practices of American universities in granting higher degrees ineducation: A series of official statements (Vol.19)[M]. Chicago, IL:University of Chicago Press,1931.
② 参见Educating Researchers[EB/OL]. http://www.edschools.org/EducatingResearchers/educating_researchers.pdf,2011-02-09.
③ 参见：赵炬明.学科、课程、学位：美国关于高等教育专业研究生培养的争论及其启示[J].高等教育研究,2002,(4)：20.
① 参见Jered B. Kolbert, Johnston M..Brendel, Charles F. Gressard. Current Perceptions of the Doctor of Philosophy and Doctor of Education in Counselor Preparation [J]. Counselor Education and Supervision,1997,36(3):207-215
② 参见：Educating School Leaders [EB/OL]. http://www.edschools.org/pdf/Fina1313.pdf,2010-12-20.
③ 参见：褚艾晶.“教育博士”培养的合法性危机——基于美国现实面临的问题与挑战[J].复旦教育论坛,2008,(3)：71.
① The Carnegie Project on the Education Doctorate:Phase II—A Quest for Change [EB/OL].http://www.ucea.org/storage/review/UCEAReview_Fall2011_web.pdf,2011-04-12.
② 王霁云,顾建民,严文蕃.美国教育博士与教育哲学博士之争的缘起和发展[J].大学教育科学,2012,(3)：95.
① 参见：赵炬明.学科、课程、学位：美国关于高等教育专业研究生培养的争论及其启示[J].高等教育研究,2002,(4)：20.
② Jeff Archer. Some Ed.D Programs Adopting Practical Approach[J].Education Week, Washington: 2005,25(15):8.
③ 参见Clifford G J, Guthrie J W. Ed school:A brief for a professional education [M].Chicago, IL:University of Chicago Press,1988:358-359.
① 李云鹏.“美国重塑教育博士卡内基行动”及其启示[J].学位与研究生教育,2012,(6)：63.
② 参见：Working Principles for the Professional Practice Doctorate in Education[EB/OL]. http://cpedinitiative.org/files/Working%20Principles%20for%20the%20Professional%20Practice %20Doctorate.doc,2011-03-01.
① Shulman 1. Signature Pedagogies in the Professions [J].Daedalus,2005,(3):52-59.
① 参见Developing a New Ed.D. Program in the Rossier School of Education at the University of Southern California[EB/OL]. http://cpedinitiative.org/files/Final%20Version_Developing%20New%20Ed%20D%20%20Progra m.pdf,2011-05-01.
② 参见Developing a New Ed.D. Program in the Rossier School of Education at the University of Southern California[ EB/OL].http://cpedinitiative.org/files/Final%20Version_Developing%20New%20Ed%20D%20% 20Program.pdf,2011-05-01.
① 参见PhDs in Australia, from the beginning[EB/OL]. http://www.the-funneled-web.com/PDF_Documents/Dobson%20from%20AUR%2054-01.pdf, 2011-05-01.
② 参见Creative Doctorates, Creative Education? Aligning Universities with the Creative Economy. [EB/OL]. http://www.nobleworld.biz/images/L_and_B.pdf,2011-05-01.
① 参见Enhancing the Relevance of a Professional Doctorate:The Case of the Doctor of Education Degree at the University of New England [EB/OL]. http://www.apjce.org/volume_5/Volume_5_1_60_69.pdf,2011-08-16.
② 参见Higher Education Council Future Directions for Australian Graduate Studies and Higher Degrees [R]. National Board of Employment, Education and Training. Canberra, Australian Government Publishing Service,1990.
③ 参见Education Doctorates:Reconstructing Professional Partnerships around Research? [EB/OL]. http://www.eric.ed.gov/PDFS/EJ523105.pdf,2011-05-18.
④ 参见Review of Professional Doctorates[EB/OL]. http://www.nqai.ie/docs/framework/researchreports/review%20of%20professional%20doctorates. doc,2012-05-09.
① 参见:Neumann, R.Doctoral differences:Professional doctorates and Phds compared[J]. Journal of Higher Education Policy and Management.2003,27(2):173-188.
② 资料来源：T.W. Maxwell 1. Australian professional doctorates:mapping, distinctiveness, stress and prospects EB/OL].http://wblearning-ejournal.com/currentlssue/E3011%20rtb.pdf,2012-06-19.
③ 澳大利亚资格证书框架(简称AQF)是澳大利亚关于学校教育、职业教育与培训和高等教育所颁发的资格证书的统一标准化体系,它涵盖了澳大利亚义务后教育和培训机构颁发的资格证书,认可了各种教育和培训机构与相应行业部门和机构之间的紧密联系。1995年,澳大利亚公布了资格证书框架实施手册第一版(Australian Qualifications Framework Advisory Board, Australian Qualifications Framework Implementation Handbook First Edition),之后又先后在1998年、2002年和2007年公布了第二、三、四版,2011年公布了澳大利亚资格证书框架第一版(Australian Qualifications Framework Council, Australian Qualifications Framework First Edition),2013年1月刚公布了第二版。
① 参见Maxwell,T.W,&Shanahan,P.J. The Doctor of Education in Australia:Some Comparative Data[J].Journal of Institutional Research in Australia,1996, (1):7-18.
① 参见Chapman, J "Innovation and Change in Higher Education:The Introduction of the Professional Doctorate in Education". In McKay, I and Caldwell, B (eds) Researching educational Administration. Theory and Practice[R]. Hawthorn, Vic.:Australian Council for Educational,1991:14-25.
② 参见：Lakomski, G. "Meeting the Needs of the Educator Profession". McKay, I and Caldwell, B (eds) Researching Educational Administration. Theory and Practice[R].Hawthorn, Vic.:Australian Council for Educational Administration,1991:148-152.
③ 参见：Chapman, J "Innovation and Change in Higher Education:The Introduction of the Professional Doctorate in Education". In McKay, I and Caldwell, B (eds) Researching educational Administration. Theory and Practice[R]. Hawthorn, Vic.:Australian Council for Educational,1991:14-25.
④ Bourner T. Bowden R.& Laing S. Professional Doctorates in England [J]. Studies in Higher Education,2001,26(1):65-83.
① 参见Maxwell,T.W,&Shanahan,P.J. The Doctor of Education in Australia:Some Comparative Data [J].Journal of Institutional Research in Australasia,1996, (1):7-18.
① 参见Maxwell,T.W,&Shanahan,P.J. The Doctor of Education in Australia:Some Comparative Data[J].Journal of Institutional Research in Australia,1996,(1):7-18.
① 参见Neumann, R.Doctoral differences:Professional doctorates and Phds compared[J]. Journal of Higher Education Policy and Management,2005,27(2):175-185.
② 参见:Neumann R. The Doctoral Education Experience:Diversity and complexity. Australian Government, Department of Education, Science and Training [EB/OL]. http://www.dest.gov.au/NR/rdonlyres/873B3698-F3BA-4D86-869C-0C3C6DB95658/804/03 12. pdf,2011-05-10.
③ 同上。
④ 参见Tom Maxwell. From First to Second Generation Professional Doctorate [J]. Studies in Higher Education,2003,28 (3):279-291.
⑤ 参见：李云鹏.知识生产模式转型与专业博士学位的代际嬗变[J].高等教育研究,2011,(4)：42-48.
① Gibbons Michael. The New Production of Knowledge:The Dynamics of Science and Research in Contemporary Societies [M].Sage, London,1994:17-27.
① Defining the(research) professional doctorate:Can the notion of the creative arts portfolio contribute? [EB/OL]. http://www.une.edu.au/education/postgraduate/edd/docs/newcastleconf.doc,2011-05-19.
② Producing the professional doctorate:the portfolio as a legitimate alternative to the dissertation [EB/OL]. http://www.tandfonline.com/doi/pdf/10.1080/14703290902843760,2011-05-19.
③ Defining the(research) professional doctorate:Can the notion of the creative arts portfolio contribute? [EB/OL]. http://www.une.edu.au/education/postgraduate/edd/docs/newcastleconf.doc, 2011-05-19.
① 参见Enhancing the Relevance of a Professional Doctorate:The Case of the Doctor of Education Degree at the University of New England [EB/OL]. http://www.apjce.org/volume_5/Volume_5_1_60_69.pdf,2011-08-16.
② 高等教育资格框架规定了英国高等教育学历和学位的国家水平,于2003-2004学年在英国(苏格兰除外)全面实施,并于2008年8月进行了修订。
③ 也有人翻译成本科层次,由于基础学位属于较短期的、以工作为中心、中间水平的高等职业学位,其设立主要并非以追求更高层级学位为目的,因此本人认为将这三级统称为大学生层次更为合适。
④ 参见The Framework for Higher Education Qualifications in England, Wales and Northern Ireland, August 2008, The Quality Assurance Agency for Higher Education,UK.
[EB/OL].www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/FHEQ08.pdf,2011-0 7-25.
① 参见John Tayor著,庄丽君、喻濯珂、徐秀秀编译.质量与标准：专业博士教育面临的挑战[J].学位与研究生教育,2010,(10)：58-65.
① 参见Gregory, Michael:Implications of the Introduction of the Doctor of Education Degree in British Universities:Can the EdD Reach Parts the PhD Cannot?[J] Vocational Aspect of Education,1995,47(2):177-88.
② Powell, S.& Long, E. Professional Doctorate Awards in the UK[R]. UK Council for Graduate Education,2005:10.
③ 资料来源：Powell, S.& Long, E.. Professional Doctorate Awards in the UK[R]. UK Council for Graduate Education,2005:68.
① 同上。
② Delanty, G. Challenging Knowledge:The University in the Knowledge Society [M]. Buckingham:Society for Research into Higher Education and Open University Press,2001.
③ 参见：Part 1:Embarking on a Doctorate[EB/OL] http://www.sagepub.com/upm-data/9786_036823chap01.pdf,2011-5-3.
① 参见：贺国庆等著.外国高等教育史(第二版)[M].北京：人民教育出版社,2006：442.
① 参见：张泰金.英国高等教育：历史·现状[M].上海：上海外语教育出版社,1995：74.
② 参见Maurice Kogan and Stephen Hanney. Reforming Higher Education[M].Jessica Kingsley Publishers,2000:51.
③ 参见La Belle, T. Credential inflation and the professional doctorate in California higher education[R]. Center for Studies in Higher Education, Research and Occasional Paper Series: CSHE,2004:1-5.
④ Part 1:Embarking on a Doctorate[EB/OL] http://www.sagepub.com/upm-data/9786_036823chap01.pdf,2011-05-03.
⑤ 同上。
① 周富强.英国“教育博士”培养的实践、问题与挑战[J].中国高教研究,2006(6)：14.
② 参见Gregory, Michael:Implications of the Introduction of the Doctor of Education Degree in British Universities:Can the EdD Reach Parts the PhD Cannot?[J] Vocational Aspect of Education.1995,47(2):77-88.
③ 参见：Professional Doctorates in Education [EB/OL] http://escalate.ac.uk/downloads/1713.rtf,2011-06-05.
① Professional Doctorates and their Contribution to Professional Development and Careers [EB/OL].http://www.esrc.ac.uk/my-esrc/grants/R000223643/outputs/Read/7f36eeae-dd9d-42c4-aa d0-71051793f61c,2011-06-11.
② John Taylor著,庄丽君等译.质量和标准：专业博士教育面临当的挑战[J].学位与研究生教育,2010,(10)：58-65.
③ 资料来源：http://www.educ.cam.ac.uk/courses/graduate/doctoral/,2012-01-10.
① UK Council for Graduate Education (UKCEG). Professional Doctorates [R]. Dudley:UKCEG 2001:39-45.
② 参见Review of Professional Doctorates [EB/OL] http://www.eua.be/eua/jsp/en/upload/Review%20of%20Professional%20Doctorates_Ireland2006. 1164040107604.pdf,2011-06-11.
① the framework for higher education qualifications in England, Wales and Northern Ireland (August 2008) [EB/OL]. http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/FHEQ08.pdf,2011-06-15.
② 黎学平.英国哲学博士学位与专业博士学位比较[J].学位与研究生教育,2005(6)：53.
③ 资料来源：Professional Doctorates in Education [EB/OL] http://escalate.ac.uk/downloads/1713.rtf,2011-06-05.
① 饶从满.英国教育博士研究生的培养及其特征——以伦敦大学教育研究院和格拉斯格大学为中心[J].外国教育研究,2010,(11)：17-18.
① 参见：饶从满.英国教育博士研究生的培养及其特征——以伦敦大学教育研究院和格拉斯格大学为中心[J].外国教育研究,2010,(11)：17-18.
① 李广平、饶从满.美、澳、英三国教育博士的培养目标与培养过程研究[J].学位与研究生教育,2010,(9)：71-72.
② 资料来源：相关大学的官方网站,以下同。
① 李广平、饶从满.美、澳、英三国教育博士的培养目标与培养过程研究[J].学位与研究生教育,2010,(9)：74.
① 参见：马爱民.澳大利亚教育博士改革动向——以新英格兰大学为例[J].高等教育研究,2012,(2)：107-108.
① 参见：国务院学位委员会办公室.关于开展教育博士专业学位教育试点工作的通知(学位办[2009]47号)[z].
② 以上数据来自全国教育专业学位教育指导委员会。
① Gibbons M,Limoges C,Nowotnyh,Schwartzman S,Scott P,Trow M.The new production of knowledge:the dynamics of science and research in contemporary societies [M]. London & Thousand Oaks,CA:SAGE Publications,1994:3-5.
② 樊旻倩.对GLNSST知识生产模式的探索[J].南京工业大学学报(社会科学版),2008,(3)：21-25.
① GibbonsM,Limoges C,Nowotnyh,Schwartz Man S.Scott P.Trow M.The new Production of knowledge:the dynamics of science and research in contemporary societies [M]. London & Thousand Oaks,CA:SAGE Publications,1994:preface.
② 蒋逸民.新的知识生产模式及其对我国高等教育改革的启示[J].外国教育研究.2009.(6)：73-78.
① Gibbons M,Limoges C,Nowotnyh,Schwartz Man S,Scott P,Trow M.The new production of knowledge:the dynamics of science and research in contemporary societies [M]. London & Thousand Oaks, CA:SAGE Publications,1994:preface.
② 李云鹏.知识生产模式转型与专业博士学位的代际嬗变[J].高等教育研究,2011,(4)：42-48.
① Dieter Fink. The Professional Doctorate:Its Relativity to the PhD and Relevance for the Knowledge Economy[J] International Journal of Doctoral Studies,2006, (1):35-44.
② 参见McWILLIAM, E., Taylor, P.G., Thomson, P., Green, B., Maxwell, T, Wildy, H. and Simons, D. Research Training in Doctoral Programs:What can be learned from Professional Doctorates? Evaluation and Investigations Report[R], Department of Education, Science and Training. Canberra:AGPS,2002.
③ 资料来源Dieter Fink. The Professional Doctorate:Its Relativity to the PhD and Relevance for the Knowledge Economy[J]. International Journal of Doctoral Studies,2006,(1):35-44.
① Dieter Fink.The Professional Doctorate:Its Relativity to the PhD and Relevance for the Knowledge Economy [J] International Journal of Doctoral Studies,2006,(1):35-44.
② sher,R.(2002).A diversity of doctorates:fitness for the knowledge economy[J].Higher Education Research & Development,21(2),143-153.
③ Tom Maxwell.From First to Second Generation Professional Doctorate [J].Studies in Higher Education,2003,(3):279-291.
④ 李云鹏.知识生产模式转型与专业博士学位的代际嬗变[J].高等教育研究,2011,(4)：42-48.
① James Guthrie. The Case for a Modern Do ct or of Education Degree:Multipurpose Education Doctorates No Longer Appropriate [J]Peabody Journal of Education,2009,(84):3-8.
② Terri Seddon. What is doctoral in doctoral education?[R]The 3r d Inter national Professional Doctorates Conference entitled,Doctor in Education and Professional Practice:The Next Generation?"Armidale,2000:3.
① Tom Maxwell. From First to Second Generation Professional Doctorate [J]Studies in Higher Education,2003,(3):279-291.
② 参见Conceptualising the practitioner doctorate[EB/OL] http://www.sld.demon.co.uk/pracdocs.pdf,2011-08-10.
③ 同上。
④ owards a third generation of professional doctorates managed by the learners themselves? [EB/OL].http://www.johnstephenson.net/isdeakin.pdf.,2011-05-12.
① 转引自：周春彦.大学-产业-政府三螺旋创新模式——亨利·埃茨科维兹《三螺旋》评介[J]自然辩证法研究,2006,(4)：75.
② 马爱民.澳大利亚教育博士改革动向——以新英格兰大学为例[J]高等教育研究,2012,(2)：108.
① (美)万尼瓦尔·布什等著,范岱年、谢道华等译.科学——无止境的前沿[M].北京：商务印书馆,2004.
② 资料来源：(美)司托克斯E D.基础科学与技术创新：巴斯德象限[M].北京：科学出版社,1999：42-46.
① 参见Rethinking the EdD in Educational Leadership[EB/OL]. http://ucea.org/rethinking/,2012-08-12.
① 戴长河,许天英,陈振兴,周静.行动研究概述[J].教育科学研究.1995,(1)：42-46.
② 参见Noffke,S.& Brennan,M.Action research and reflective student teaching at the University of Wisconsin-Madison. In B.R.Tabachnick & K. Zeichner (Eds.) Issues and practices in inquiry-oriented teacher education[M].London:Falmer Press,1991:186-201.
① 教育博士专业学位设置方案[EB/OL].http://www.chinadegrees.cn/xwyyjsjyxx/zzgs/zzsslk/jyss/258713.shtml.2011-03-05.
① 国务院学位委员会办公室.关于开展教育博士专业学位教育试点工作的通知(学位办[2009]47号)[Z].
② 陈粤秀.美国教育博士学位的背景与发展[J].复旦教育论坛,2009,(3)：82.
③ 教育博士专业学位设置方案[EB/OL]. http://www.cdgdc.edu.cn/xwyyjsjyxx/gjjl/bsszfa/jybs/,2013-01-18.
① 国务院学位委员会办公室.教育博士专业学位研究生指导性培养方案(试行)(学位办[2010]62号)[Z].
② 《全国教育专业学位教育指导委员会关于教育博士专业学位研究生培养工作的指导意见》[EB/OL] http://www.edm.edu.cn/listys.jsp?id=704,2013-01-18.
① 国务院学位委员会办公室.教育博士专业学位研究生指导性培养方案(试行)(学位办[2010]62号)[Z].
① 国务院学位委员会办公室.《教育博士专业学位研究生指导性培养方案(试行)》(学位办[2010]62号)[Z].
[1][法]爱弥尔·涂尔干,李康译.教育思想的演进[M].上海：上海人民出版社,2003.
[2][美]伯顿·克拉克著,王承绪译.研究生教育的科学研究基础[M].杭州：浙江教育出版社,2001.
[3][美]查尔斯·霍默.哈斯金斯,梅义征译.大学的兴起[M].上海：上海三联书店,2007.
[4]陈洪捷等著.博士质量概念、评价与趋势[M].北京：北京大学出版社,2010.
[5]陈学飞等著.西方怎样培养博士——法、英、德、美的模式与经验[M].北京：教育科学出版社,2002.
[6][英]C·W·克劳利,中国社会科学院世界历史编写组译.新编剑桥世界近代史(第九卷)[M].北京：中国社会科学出版社,1992.
[7][英]德·朗特里,陈建平等译.西方教育辞典[M].上海：上海译文出版社,1988.
[8][美]戴维·林德伯格,王珺等译.西方科学的起源[M].北京：中国对外翻译出版公司,2001.
[9][德]弗·鲍乐生,滕大春等译.德国教育史[M].北京：人民教育出版社,1986.
[10]广东、广西、湖南辞源修订组商务印书馆修订组.辞源(修订本、重排版)[M].北京：商务印书馆,2010.
[11]顾明远主编.教育大辞典(增订合编本)[M].上海：上海教育出版社,1997.
[12]贺国庆,王保星,朱文富等著.外国高等教育史(第二版)[M].北京：人民教育出版社,2006.
[13]贺国庆著.德国和美国大学发达史[M].北京：人民教育出版社,1998.
[14]贺国庆著.近代欧洲对美国教育的影响[M].保定：河北大学出版社,1994.
[15]黄魏.美国社区学院转学教育的历史演变及其启示[D].江西师范大学硕士 学位论文.2011.
[16][美]克伯雷选编,华中师范大学教育系等译.外国教育史料[M].武汉：华中师大出版社,1991.
[17].[美]克尔·克拉克著,陈学飞等译.大学的功用[M].南昌：江西教育出版社,1993.
[18][美]克里斯托弗·道森,长川某译.宗教与西方文化的兴起[M].成都：四川人民出版社,1989.
[19]罗红波.博洛尼亚大学[M].长沙：湖南教育出版社,1993.
[20]李盛兵著.研究生教育模式嬗变[M].北京：教育科学出版社,1997.
[21]吕卫文.知识生产的“社会—认知”分析[D].华中科技大学博士学位论文.2009.
[22]马云福,扬志波.爱资哈尔大学[M].长沙：湖南教育出版社,1988.
[23]OECD.以知识为基础的经济[R].北京：机械工业出版社,1998.
[24]全书国际中文版(修订版)第5卷[M].北京：中国大百科全书出版社,2007.
[25]秦惠民.学位与研究生教育大词典[M].北京：北京理工大学出版社,1994.
[26]宋文红.欧洲中世纪大学的演进[M].北京：商务印书馆,2010.
[27]孙义燧,研究生教育辞典[M].南京：南京大学出版社,1995.
[28][美]汤普逊,许家玲等译.中世纪晚期欧洲经济社会史[M].北京：商务印书馆,1992.
[29]王绍平,陈兆山,陈钟鸣等编著.图书情报词典[M].上海：汉语大词典出版社,1990.
[30](美)万尼瓦尔·布什等著、范岱年、谢道华等译.科学——无止境的前沿[M].北京：商务印书馆,2004.
[31]王英杰等著.美国教育[M].长春：吉林教育出版社,2000.
[32]夏征农,陈至立.辞海(第六版)[M].上海：上海辞书出版社,2009.
[33]亚里士多德,吴寿彭译.政治学[M].北京：商务印书馆,1981.
[34]研究生专业学位总体设计研究课题组.开创我国专业学位研究生教育发展 的新时代[M].北京：中国人民大学出版社,2010.
[35]杨少琳.法国学位制度研究[D].西南大学博士学位论文.2009.
[36][法]雅克·韦尔热,王晓辉译.中世纪大学[M].上海：世纪出版集团、上海人民出版社,2007.
[37][法]雅克·勒戈夫,张弘译.中世纪的知识分子[M].北京：商务印书馆,1996.
[38]中华人民共和国职业分类大典(2007增补本)[M].北京：中国劳动社会保障出版社,2008.
[39]中国大百科全书出版社《不列颠百科全书》国际中文版编辑部编译.不列颠百科全书国际中文版(修订版)第5卷[M].北京：中国大百科全书出版社,2007.
[40]中国大百科全书编辑部.中国大百科全书·教育卷[M].北京：中国大百科全书出版社,1985.
[41]周洪宇主编.学位与研究生教育史[M].北京：高等教育出版社,2004.
[42]张磊.欧洲中世纪大学[M].北京：商务印书馆,2010.
[43]张泰金.英国高等教育：历史·现状[M].上海：上海外语教育出版社,1995.
[44]张英丽著.学术职业与博士生教育[M].武汉：华中科技大学出版社,2009.
[45]周洪宇主编.学位与研究生教育史[M].北京：高等教育出版社,2004.
[1]别敦荣,赵映川,闫建璋.专业学位概念释义及其定位[J].高等教育研究,2009,(6).
[2]褚艾晶.“教育博士”培养的合法性危机——基于美国现实面临的问题与挑战[J].复旦教育论坛,2008,(3).
[3]陈洪捷.知识生产模式的转变与博士质量的危机[J].高等教育研究,2010,(31).
[4]陈粤秀.美国教育博士学位的背景与发展[J].复旦教育论坛,2009,(3).
[5]邓涛,孔凡琴.美国教育博士(Ed.D)专业学位教育的问题与改革论争[J].比较教育研究,2009,(4).
[6]戴长河,许天英,陈振兴,周静.行动研究概述[J].教育科学研究,1995,(1).
[7]丁钢.大学发展的教育使命[J].探索与争鸣,2005,(11).
[8]樊旻倩.对GLNSST知识生产模式的探索[J].南京工业大学学报(社会科学版),2008,(3).
[9]傅翠晓等.知识生产研究综述[J].科技进步与对策,2009,(12).
[10]顾建民,王霁云.创建新型毕业环节——美国教育博士学位论文革新的案例分析[J].高等工程教育研究,2012,(2).
[11]黄宝印,陈艳艳.学位内涵与功能辨析[J].高等教育研究,2007,(10).
[12]黄宝印.我国专业学位教育发展的回顾与思考(上)[J].学位与研究生教育,2007,(6).
[13]何逢春.20世纪90年代以来美国博士教育的问题与改革[J].高等教育研究,2005,(4).
[14]洪茹燕,汪俊昌.后学院时代大学知识生产模式再审视[J].自然辩证法研究,2008,(6).
[15]蒋逸民.新的知识生产及其对我国高等教育改革的启示[J].外国教育研究,2009,(6).
[16]John Tayor著,庄丽君、喻濯珂、徐秀秀编译.质量与标准：专业博士教育面临的挑战[J].学位与研究生教育,2010,(10).
[17]李云鹏.知识生产模式转型与专业博士学位的代际嬗变[J].高等教育研究,2011,(4).
[18]李云鹏.“美国重塑教育博士卡内基行动”及其启示[J].学位与研究生教育,2012,(6).
[19]李云鹏.国外对教育博士(Ed.D.)教育的研究、争论及其启示[J].学位与研究生教育,2011,(11).
[20]李广平,饶从满.美、澳、英三国教育博士的培养目标与培养过程研究[J].学位与研究生教育,2010,(9).
[21]黎学平.英国哲学博士学位与专业博士学位比较[J].学位与研究生教育,2005,(6).
[22]廖晓玲,董维春.研究生院制度及其对我们的启示[J].学位与研究生教 育,2003,(10).
[23]骆四铭.学位的起源、发展及其特征[J].比较教育研究,2006,(4).
[24]马爱民,许立新.教师专业化是提高教师地位的必由之路[J].教育与现代化,2003,(3).
[25]马爱民.澳大利亚教育博士改革动向——以新英格兰大学为例[J].高等教育研究,2012,(2).
[26]马健生,滕珺.关于教育博士(Ed.D)培养方案的构想[J].教师教育研究,2007,(6).
[27]马万华.研究型大学知识生产的变革与学术研究的多元发展机制[J].北京大学教育评论,2009,(1).
[28]彭华安.约翰·霍普金斯的创举：“专业式”研究生培养机制[J].教育与职业,2007,(31).
[29]饶从满.英国教育博士研究生的培养及其特征——以伦敦大学教育研究院和格拉斯格大学为中心[J].外国教育研究,2010,(11).
[30]沈文钦,王东芳.从欧洲模式到美国模式：欧洲博士生培养模式改革的趋势[J].外国教育研究,2010,(8).
[31]孙富强.专业学位的学科基础及其对专业学位研究生培养工作组织主体的影响[J].学位与研究生教育,2011,(10).
[32]施晓光.创建真正意义上的美国大学——丹尼尔·吉尔曼的大学理念[J].外国教育研究,2004,(7).
[33]文东茅,阎凤桥.美国“教育博士”(Ed.D.)培养及其启示[J].国家教育行政学院学报,2004,(3).
[34]王丽娟.浅谈我国教育博士学位(Ed.D)的兴起[J].中国成人教育,2007,(3).
[35]王霁云、顾建民、严文蕃.美国教育博士与教育哲学博士之争的缘起和发展[J].大学教育科学,2012年,(3).
[36]杨学新,刘卫萍.美国高等教育大众化经验述评[J].中国高教研究,2003,(3).
[37]许崴.试论知识生产的构成要素与特点[J].南方经济,2005,(12).
[38]徐铁英.透视美国教育博士学位：历史变迁与发展趋势[J].清华大学教育研究,2012,(3).
[39]袁锐锷,凌朝霞.关于澳大利亚若干大学教育博士培养工作的思考[J].比较教育研究,2006,(9).
[40]珍妮弗·雅各布森文,文慧译.教育学博士的位置在哪里[J].世界教育信息,2006,(3).
[41]周春彦.大学-产业-政府三螺旋创新模式——亨利·埃茨科维兹《三螺旋》评介[J].自然辩证法研究,2006,(4).
[42]张济洲.近年来美国博士生教育面临的问题及其改革措施[J].学位与研究生教育,2008,(11).
[43]张济洲,美国“教育博士”培养的实践、问题与挑战[J].高等教育研究,2009,(3).
[44]周富强.英国“教育博士”培养的实践、问题与挑战[J].中国高教研究,2006,(6).
[45]赵炬明.学科、课程、学位：美国关于高等教育专业研究生培养的争论及其启示[J].高等教育研究,2002,(4).
[46]赵康.专业、专业属性及判断成熟专业的六条标准——一个社会学角度的分析[J].社会学研究,2000,(5).
[1]国务院学位委员会.关于加强和改进专业学位教育的若干意见(学位[2002]1号)[Z].
[2]国务院学位委员会.关于印发<硕士、博士专业学位研究生教育发展总体方案>、<硕士、博士专业学位设置与授权审核办法>的通知(学位[2010]49号)[Z].
[3]国务院学位委员会办公室.教育博士专业学位研究生指导性培养方案(试行)(学位办[2010]62号)[Z].
[4]专业学位设置审批暂行办法[EB/OL]. http://www.moe.edu.cn/publicfiles/business/htmlfiles/moe/moe_823/2004 10/3445. html,2011-03-05.
[5]教育硕士专业学位设置方案[EB/OL]. http://www.chinadegrees.cn/xwyyjsjyxx/gjjl/bsszfa/jybs/,2011-03-05.
[6]教育博士专业学位设置方案[EB/OL].http://www.cdgdc.edu.cn/xwyyjsjyxx/gjjl/bsszfa/jybs/,2013-01-18.
[7]全国教育专业学位教育指导委员会关于教育博士专业学位研究生培养工作的指导意见[EB/OL]. http://www.edm.edu.cn/listys.jsp?id=704,2013-01-18.
[1]AsaS knowses. The International Encyclopedia of Higher Education[M].Vol.4. California:Jossey-Bass, Inc., Publishers,1977.
[2]Benjamin Baez. Degree of Distinction:The Ed.D. or the Ph.D. in Education[R]. paper presented at the Annual Meeting of the Association for the Study of Higher Education, Sacramento, California,2002.
[3]Chapman, J "Innovation and Change in Higher Education:The Introduction of the Professional Doctorate in Education". In McKay, I and Caldwell, B (eds) Researching educational Administration. Theory and Practice[R]. Hawthorn, Vic:Australian Council for Educational,1991.
[4]Clifford G J,Guthrie J W.Ed school:A brief for a professional education [M].Chicago, IL:University of Chicago Press,1988.
[5]Commission, Report. The Doctorate in Education:Issues of Supply and Demand in California[R]ERIC,1987.
[6]Delanty, G. Challenging Knowledge:The University in the Knowledge Society [M].Buckingham:Society for Research into Higher Education and Open University Press,2001.
[7]Freeman, F. N. Practices of American universities in granting higher degrees in education:A series of official statements [M]. Chicago, IL:University of Chicago Press,1931.
[8]Frederick Rudolph, Curriculum:A History of the American Undergraduate Course of Study Since 1636[M].Jossey-Bass, Inc., Publishers,1977.
[9]Gibbons M,Limoges C,Nowotnyh,Schwartz Man S,Scott P,Trow M. The new production of knowledge:the dynamics of science and research in contemporary societies [M]. London & Thousand Oaks, CA:SAGE Publications,1994.
[10]Higher Education Council Future Directions for Australian Graduate Studies and Higher Degrees [R]. National Board of Employment, Education and Training. Canberra, Australian Government Publishing Service,1990.
[11]La Belle, T. Credential inflation and the professional doctorate in California higher education[R].Center for Studies in Higher Education, Research and Occasional Paper Series:CSHE,2004.
[12]Lakomski, G. "Meeting the Needs of the Educator Profession". McKay, I and Caldwell, B (eds) Researching Educational Administration. Theory and Practice[R].Hawthorn, Vic.:Australian Council for Educational Administration,1991.
[13]Maurice Kogan and Stephen Hanney. Reforming Higher Education[M]. Jessica Kingsley Publishers,2000.
[14]Noffke,S.& Brennan,M. Action research and reflective student teaching at the University of Wisconsin-Madison, In B.R. Tabachnick & K. Zeichner (Eds.) Issues and practices in inquiry-oriented teacher education[M].London:Falmer Press,1991.
[15]Powell, S.& Long, E.. Professional Doctorate Awards in the UK[R]. UK Council for Graduate EducationJ,2005.
[16]The Encyclopedia American (an International Edition) Vol.8[S],1991.
[17]Terri Seddon. What is doctoral in doctoral education? [R]The 3r d Inter national Professional Doctorates Conference entitled, Doctor in Education and Professional Practice:The Next Generation.Armidale,2000.
[18]UK Council for Graduate Education. Professional Doctorate Awards in the UK[R]. Lichfield:UKCGE,2005.
[19]UK Council for Graduate Education (UKCEG). Professional Doctorates [R]. Dudley:UKCEG,2001.
[1]Bourner T. Bowdenr.& Laings. Professional Doctorates in England [J]. Studies in Higher Education,2001.
[2]Dieter Fink. The Professional Doctorate:Its Relativity to the PhD and Relevance for the Knowledge Economy[J].International Journal of Doctoral Studies,2006.
[3]Gregory, Michael:Implications of the Introduction of the Doctor of Education Degree in British Universities:Can the EdD Reach Parts the PhD Cannot?[J]. Vocational Aspect of Education,1995.
[4]Huff A S. Changes in organisational knowledge production:1999 presidential address[J]. Academy of Management Review,2000.
[5]James Guthrie(Ed. D.). The Case for a Modern Do ct or of Education Degree: Multipurpose Education Doctorates No Longer Appropriate [J]Peabody Journal of Education,2009.
[6]Jeff Archer. Some Ed.D Programs Adopting Practical Approach [J]. Education Week, Washington,2005.
[7]Jered B. Kolbert, Johnston M..Brendel, Charles F. Gressard. Current Perceptions of the Doctor of Philosophy and Doctor of Education in Counselor Preparation [J]. Counselor Education and Supervision,1997.
[8]Lee,S.,Bozeman,B-The impactof research collaboration on scientific productivity[J]. Social Studies of Science,2005.
[9]Lee S. Shulman. Reclaiming Education's Doctorates:A Critique and a Proposal[J]. Educational Researcher,2006.
[10]MacLean D, Macintosh R, Grant S. Mode 2 management research[J]. British Journal of Management,2002.
[11]Maresi Nerad. The Ph.D. in the US:Criticisms, Facts and Remedies [J].Higher Education,2003.
[12]Maxwell,T.W,&Shanahan,P.J. The Doctor of Education in Australia:Some Comparative Data[J] Journal of Institutional Research in Australasia,1996.
[13]Neumann, R., Doctoral differences:Professional doctorates and Phds compared[J]. Journal of Higher Education Policy and Management,2003.
[14]SCOTT SMALLWOOD. The Path to a Ph.D.-and Beyond:How a group of historians has fared,10 years after graduation[J].The Faculty,2003.
[15]Shulman 1. Signature Pedagogies in the Professions [J].Daedalus,2005.
[16]Usher,R. A diversity of doctorates:fitness for the knowledge economy [J].Higher Education Research & Development,2002.
[17]Stephen Hoddell,Deborah Street,Helena Wildblood. Doctorates converging or diverging patterns of provision?[J].Quality Assurance in Education,2002.
[18]Tom Bourner, Rachel Bowden, Stuart Laing, Professional Doctorates in England[J].Studies in Higher Education.2001.
[19]Tom Maxwell. From First to Second Generation Professional Doctorate [J]. Studies in Higher Education,2003.
[1]American Council on Education, The American college president(2007 edition) [EB/OL].http://ctmirror.org/sites/default/files/documents/ACP%20report.pdf,2010-11-04.
[2]At cross purposes:What the experiences of today's doctoral students reveal about doctoral education[EB/OL].http://www.Ph.D.-survey.org/report%20final.pdf, 2009-05-06.
[3]Australian Qualifications Framework Second Edition January 2013.[EB/OL]. http://www.aqf.edu.au/Portals/0/Documents/2013%20docs/AQF%202nd%20Edition %20 January%202013.pdf,2012-05-05.
[4]Australian professional doctorates:mapping, distinctiveness, stress and prospects [EB/OL]. http://wblearning-ejoumal.com/currentIssue/E3011%20rtb.pdf,2012-06-19.
[5]A Perspective on the Ph.D—Ed.D Discussion in Schools of Education, Annual Meeting for the American Educational Research Association, Boston, MA.1990. [EB/OL].http://www.eric.ed.gov/PDFS/ED320882.pdf,2009-09-10.
[6]Conceptualising the practitioner doctorate[EB/OL]. http://www.sld.demon.co.uk/pracdocs.pdf,2011-08-10.
[7]Creative Doctorates, Creative Education? Aligning Universities with the Creative Economy. [EB/OL]. http://www.nobleworld.biz/images/L_and_B.pdf,2011-05-01.
[8]Defining the(research) professional doctorate:Can the notion of the creative arts portfolio contribute? [EB/OL]. http://www.une.edu.au/education/postgraduate/edd/docs/newcastleconf.doc, 2011-05-19.
[9]Developing a New Ed.D. Program in the Rossier School of Education at the University of Southern California[EB/OL]. http://cpedinitiative.org/files/Final%20Version_Developing%20New%20Ed%20D%2 0%20Program.pdf.2011-05-01.
[10]Doctoring the portfolio:Some problematics and possibilities[EB/OL]. http://www.une.edu.au/education/postgraduate/edd/docs/portfolio.doc,2011-05-01.
[11]Doctoral Degree Distinctions[EB/OL]. http://cpedinitiative.org/files/UCEA%20DoctoraI%20Distinctions.pdf,2011-03-16.
[12]Education Doctorates:Reconstructing Professional Partnerships around Research? [EB/OL]. http://www.eric.ed.gov/PDFS/EJ523105.pdf,2011-05-18.
[13]Educating Researchers[EB/OL]. http://www.edschools.org/EducatingResearchers/educating_researchers.pdf,2011-02-09.
[14]Enhancing the Relevance of a Professional Doctorate:The Case of the Doctor of Education Degree at the University of New England [EB/OL]. http://www.apjce.org/volume_5/Volume_5_1_60_69.pdf,2011-08-16.
[15]Part 1:Embarking on a Doctorate[EB/OL]. http://www.sagepub.com/upm-data/9786_036823chap01.pdf,2011-05-03.
[16]PhDs in Australia, from the beginning[EB/OL], http://www.the-funneled-web.com/PDF_Documents/Dobson%20from%20AUR%205 4-01.pdf,2011-03-01.
[17]Producing the professional doctorate:the portfolio as a legitimate alternative to the dissertation[EB/OL]. http://www.tandfonline.com/doi/pdf/10.1080/14703290902843760,2011-05-19
[18]Professional Doctorates in Education [EB/OL]. http://escalate.ac.uk/downloads/1713.rtf,2011-06-05.
[19]Professional Doctorates and their Contribution to Professional Development and Careers[EB/OL].http://www.esrc.ac.uk/my-esrc/grants/R000223643/outputs/Read/7f3 6eeae-dd9d-42c4-aad0-71051793f61 c,2011-06-11.
[20]Rethinking the EdD in Educational Leadership [EB/OL]. http://ucea.org/rethinking/,2012-08-12.
[21]Review of Professional Doctorates[EB/OL]. http://www.nqai.ie/docs/framework/researchreports/review%20of%20professional%2 0doctorates.doc,2012-05-09.
[22]Towards a third generation of professional doctorates managed by the learners themselves? [EB/OL].http://www.johnstephenson.net/isdeakin.pdf,2011-05-12.
[23]The Carnegie Project on the Education Doctorate:Phase Ⅱ—A Quest for Change [EB/OL].http://www.ucea.org/storage/review/UCEAReview_Fall2011_web.pdf,2011-06-05.
[24]The framework for higher education qualifications in England, Wales and Northern Ireland (August 2008) [EB/OL]. http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/FHEQ08.pd f,2011-06-15.
[25]Working Principles for the Professional Practice Doctorate in Education[EB/OL]. http://cpedinitiative.org/files/Working%20Principles%20for%20the%20Professional %20Practice%20Doctorate.doc,2011-03-01.
② 贺国庆、王保星、朱文富等著.外国高等教育史(第二版)[M].北京：人民教育出版社,2006：39.
③ [美]克伯雷选编,华中师范大学教育系等译.外国教育史料[M].武汉：华中师大出版社,1991：181.
① 陈学飞等著.西方怎样培养博士——法、英、德、美的模式与经验[M].北京：教育科学出版社,2002：137-138.
① Doctorate Recipients from U.S.Universities:Summary Report 2007-2008[EB/OL]. http://www.nsf.gov/statistics/nsf10309/pdf/nsf10309.pdf,2010-10-04.
② 参见：张济洲.近年来美国博士生教育面临的问题及其改革措施[J].学位与研究生教育.2008,(11)：74.
③ 转引自何逢春.20世纪90年代以来美国博士教育的问题与改革[J].高等教育研究.2005,(4)：91.
① 参见At cross purposes:What the experiences of today's doctoral students reveal about doctoral education [EB/OL]. http://www.Ph.D.-survey.org/report%20final.pdf,2009-05-06.
② Scott Smallwood. The Path to a Ph.D.-and Beyond:How a group of historians has fared,10 years after graduation[J].The Faculty,2003,49(39):10.
③ Maresi Nerad. The Ph.D. in the US:Criticisms, Facts and Remedies [J].Higher Education Policy,2004:183-199.
④ 沈文钦,王东芳.从欧洲模式到美国模式：欧洲博士生培养模式改革的趋势[J].外国教育研究.2010(8)：69.
① Part 1:Embarking on a Doctorate[EB/OL] http://www.sagepub.com/upm-data/9786_036823chap01.pdf,2011-05-03.
② 参见：陈洪捷等著.博士质量概念、评价与趋势[M].北京：北京大学出版社,2010：275.
① 参见A Perspective on the Ph.D—Ed.D Discussion in Schools of Education, Annual Meeting for the American Educational Research Association, Boston, MA.1990. [EB/OL]. http://www.eric.ed.gov/PDFS/ED320882.pdf,1999-09-10.
② 参见Tom Bourner, Rachel Bowden, Stuart Laing, Professional Doctorates in England[J].Studies in Higher Education.2001,26(1):66.
③ 参见：Educating Researchers (2007) [EB/OL]. http://www.edschools.org/EducatingResearchers/educating_researchers.pdf,2002-03-06.
④ 同上。
① 参见Educating Researchers (2007) [EB/OL]. http://www.edschools.org/EducatingResearchers/educating_researchers.pdf,2010-03-06.
① Stephen Hoddell,Deborah Street, Helena Wildblood.Doctorates converging or diverging patterns of provision?[J].Quality Assurance in Education,2002,10(2):65.
① Benjamin Baez, Degree of Distinction:The Ed.D. or the Ph.D. in Education, paper presented at the Annual Meeting of the Association for the Study of Higher Education[R]. Sacramento, California,2002:50.
② David Scott, Andrew Brown, Ingrid Hunt, Lucy Thorne, Professional Doctorates:Integrating Professional and Academic Knowledge (Society for Research into Higher Education) [M]. Open University Press,2004:31.
③ The American college president(2007 edition)[EB/OL]. http://ctmirror.org/sites/default/files/documents/ACP%20report.pdf,2010-11-04.
① 杨学新、刘卫萍.美国高等教育大众化经验述评[J].中国高教研究,2003(3)：73.
① 参见：Freeman, F. N. Practices of American universities in granting higher degrees ineducation: A series of official statements (Vol.19)[M]. Chicago, IL:University of Chicago Press,1931.
① Clifford G J, Guthrie J W. Ed school:A brief for a professional education[M]. Chicago,IL: University of Chicago Press,1988:358-359.
② 文东茅,阎凤桥.美国“教育博士”(Ed.D.)培养及其启示[J].国家教育行政学院学报.2004(3)：97-100.
③ 张济洲,美国“教育博士”培养的实践、问题与挑战[J].高等教育研究,2009(3)：100-104.
④ 陈粤秀.美国教育博士学位的背景与发展[J].复旦教育论坛,2009,(3)：78-82.
① 周富强.英国“教育博士”培养的实践、问题与挑战[J].中国高教研究,2006,(6)：14-17.
② 袁锐锷,凌朝霞.关于澳大利亚若干大学教育博士培养工作的思考[J].比较教育研究,2006,(9)：23-27.
③ 赵炬明.学科、课程、学位：美国关于高等教育专业研究生培养的争论及其启示[J].高等教育研究,2002,(4)：13-22.
④ 褚艾晶.“教育博士”培养的合法性危机——基于美国现实面临的问题与挑战[J].复旦教育论坛,2008,(3)：70-73.
⑤ 邓涛,孔凡琴.美国教育博士(Ed.D)专业学位教育的问题与改革论争[J].比较教育研究,2009,(4)：28-32.
⑥ 王丽娟.浅谈我国教育博士学位(Ed.D)的兴起[J].中国成人教育,2007,(3)：22-23.
⑦ 马健生,滕珺.关于教育博士(Ed.D)培养方案的构想[J].教师教育研究,2007,(6)：33-37.
① Huff A S. Changes in organisational knowledge production:1999 presidential address[J]. Academy of Management Review.2000,25(2):288—293.
② MacLean D,Macintosh R,Grant S.Mode 2 management research[J]. British Journal of Management,2002,13(4),189—207.
① Dieter Fink. The Professional Doctorate:Its Relativity to the PhD and Relevance for the Knowledge Economy[J].International Journal of Doctoral Studies,2006, (1):35-44.
② Lee, S., Bozeman, B.. The impactof research collaboration on scientific productivity[J]. Social Studies of Science,2005,35(5):673-702.
③ 丁钢.大学发展的教育使命[J].探索与争鸣,2005,(11)：19-21.
④ 蒋逸民.新的知识生产及其对我国高等教育改革的启示[J].外国教育研究,2009,(6)：73-78.
⑤ 马万华.研究型大学知识生产的变革与学术研究的多元发展机制[J].北京大学教育评价,2009,(1)：44-51.
⑥ 洪茹燕.汪俊昌.后学院时代大学知识生产模式再审视[J].自然辩证法研究,2008,(6)：93-97.
⑦ 陈洪捷.知识生产模式的转变与博士质量的危机[J].高等教育研究,2010,(31)：57-63.
⑧ 李云鹏.知识生产模式转型与专业博士学位的代际嬗变[J].高等教育研究,2011,(4)：4248.
① 夏征农,陈至立.辞海(第六版)[M].上海：上海辞书出版社,2009：2447.
② 中华人民共和国职业分类大典(2007增补本)[M].北京：中国劳动社会保障出版社,2008：3.
① 参见：赵康.专业、专业属性及判断成熟专业的六条标准———个社会学角度的分析[J].社会学研究,2000,(5)：31.
② 广东、广西、湖南辞源修订组商务印书馆修订组.辞源(修订本、重排版)[M].北京：商务印书馆,2010：956.
③ 夏征农,陈至立.辞海(第六版)[M].上海：上海辞书出版社,2009：2525.
④ 马爱民,许立新.教师专业化是提高教师地位的必由之路[J].教育与现代化,2003,(3)：51.
⑤ 别敦荣,赵映川.闫建璋.专业学位概念释义及其定位[J].高等教育研究,2009,(6)：53.
⑥ The Encyclopedia American (an International Edition) Vol.8[S].1991:638.
⑦ 中国大百科全书出版社《不列颠百科全书》国际中文版编辑部编译.不列颠百科全书国际 中文版(修订版)第5卷[M].北京：中国大百科全书出版社,2007：211.
① AsaS knowses. The International Encyclopedia of Higher Education Vol.4[M]. California: Jossey-Bass, Inc., Publishers,1977:1230.
② 夏征农,陈至立.辞海(第六版)[M].上海：上海辞书出版社,2009：2163.
③ 顾明远主编.教育大辞典(增订合编本)上册[M]上海：上海教育出版社,1997：1813.
④ 中国大百科全书编辑部.中国大百科全书·教育卷[M].北京：中国大百科全书出版社,1985：440.
① 秦惠民.学位与研究生教育大词典[M].北京：北京理工大学出版社,1994：3.
② 骆四铭.学位的起源、发展及其特征[J].比较教育研究,2006,(4)：35.
③ 周洪宇主编.学位与研究生教育史[M].北京：高等教育出版社,2004：16.
④ 黄宝印,陈艳艳.学位内涵与功能辨析[J].高等教育研究,2007,(10)：62-66.
① (英)德·朗特里,陈建平等译.西方教育辞典[S].上海：上海译文出版社,1988：248.
② 顾明远主编.教育大辞典(增订合编本)上册[M].上海：上海教育出版社,1997：2129.
③ 秦惠民.学位与研究生教育大词典[M].北京：北京理工大学出版社,1994：14.
① 孙义燧.研究生教育辞典[M].南京：南京大学出版社,1995：5.
② 黄宝印.我国专业学位教育发展的回顾与思考(上)[J].学位与研究生教育,2007,(6)：6.
③ 《专业学位设置审批暂行办法》[EB/OL]. http://www.moe.edu.cn/publicfiles/business/htmlfiles/moe/moe_823/200410/3445.html, 2011-03-05.
④ 国务院学位委员会.《关于加强和改进专业学位教育的若干意见》(学位[2002]1号)[Z].
① 国务院学位委员会.《关于印发<硕士、博士专业学位研究生教育发展总体方案>、<硕士、博士专业学位设置与授权审核办法>的通知》(学位[2010]49号)[Z].
② 教育硕士专业学位设置方案[EB/OL]. http://www.chinadegrees.cn/xwyyjsjyxx/zzgs/zzsslk/jyss/258713.shtml,2011-03-05.
③ 教育博士专业学位设置方案[EB/OL]. http://www.chinadegrees.cn/xwyyjsjyxx/gjjl/bsszfa/jybs/,2011-03-05.
① 孙富强.专业学位的学科基础及其对专业学位研究生培养工作组织主体的影响[J].学位与研究生教育,2011,(10)：3.
① 夏征农,陈至立.辞海(第六版)[M].上海：上海辞书出版社,2009：2440-2441.
② 顾明远主编.教育大辞典(增订合编本)上册[M].上海：上海教育出版社,1997：2016.
① OECD以知识为基础的经济[R].北京：机械工业出版社,1998：17.
② 王绍平,陈兆山.陈钟鸣等编著.图书情报词典[M].上海：汉语大词典出版社,1990：556.
① 许崴.试论知识生产的构成要素与特点[J].南方经济,2005,(12)：54.
② 傅翠晓等.知识生产研究综述[J].科技进步与对策,2009,(12)：155-156.
③ 吕卫文.知识生产的“社会—认知”分析[D].华中科技大学博士学位论文.2009：51.
① 参见：马云福,扬志波.爱资哈尔大学[M].长沙：湖南教育出版社,1988：9-10.
① [美]查尔斯·霍默.哈斯金斯,梅义征译.大学的兴起[M].上海：上海三联书店,2007：1.
② 克尔·克拉克著,陈学飞等译.大学的功用[M].南昌：江西教育出版社,1993：107-108.
① 参见：亚里士多德,吴寿彭译.政治学[M].北京：商务印书馆,1981：3.
② [美]克里斯托弗·道森,长川某译.宗教与西方文化的兴起[M].成都：四川人民出版社,1989：40.
③ [美]克里斯托弗·道森,长川某译.宗教与西方文化的兴起[M].成都：四川人民出版社,1989：209.
① [美]汤普逊,许家玲等译.中世纪晚期欧洲经济社会史[M].北京：商务印书馆,1992：174.
① [法]爱弥尔·涂尔千,李康译.教育思想的演进[M].上海：上海人民出版社,2003：97.② 即阿贝拉尔.
③ [法]雅克·韦尔热,王晓辉译.中世纪大学[M].上海：世纪出版集团、上海人民出版社,2007：20.
④ [法]雅克·勒戈夫,张弘译.中世纪的知识分子[M].北京：商务印书馆,1996：59.
① [美]戴维·林德伯格,王珺等译.西方科学的起源[M].北京：中国对外翻译出版公司,2001：215.
② 张磊.欧洲中世纪大学[M].北京：商务印书馆,2010：11.
③ [美]戴维·林德伯格,王珺等译.西方科学的起源[M].北京：中国对外翻译出版公司,2001年：215.
① 宋文红.欧洲中世纪大学的演进[M].北京：商务印书馆,2010：43.
② [美]查尔斯·霍默.哈斯金斯,梅义征译.大学的兴起[M].上海：上海三联书店,2007：7.
③ [法]爱弥尔·涂尔干,李康译.教育思想的演进[M].上海：上海人民出版社,2003：111.
① [法]雅克·韦尔热,王晓辉译.中世纪大学[M].上海：世纪出版集团、上海人民出版社,2007：51.
② [美]查尔斯·霍默.哈斯金斯,梅义征译.大学的兴起[M].上海：上海三联书店,2007：7.
① 宋文红.欧洲中世纪大学的演进[M].北京：商务印书馆,2010：67.
② [法]雅克韦尔热,王晓辉译.中世纪大学[M].上海：世纪出版集团、上海人民出版社,2007：122.③ 即人文学部。
④ [美]伯顿·克拉克,王承绪等译.高等教育新论——多学科的研究[M].杭州：浙江教育出版社,2001：31.
① [美]戴维·林德伯格,王珺等译.西方科学的起源[M].北京：中国对外翻译出版公司,2001：216.
② [法]雅克·韦尔热,王晓辉译.中世纪大学[M].上海：世纪出版集团、上海人民出版社,2007：52-53.
① 即本文博洛尼亚大学。
② [法]雅克·韦尔热,王晓辉译.中世纪大学[M].上海：世纪出版集团、上海人民出版社,2007：51.
③ [法]雅克·韦尔热,王晓辉译.中世纪大学[M].上海：世纪出版集团、上海人民出版社,2007：52.
④ 即本文萨莱诺大学。
① [美]查尔斯·霍默.哈斯金斯,梅义征译.大学的兴起[M].上海：上海三联书店,2007：4.
① 贺国庆等著.外国高等教育史(第二版)[M].北京：人民教育出版社,2006：102-103.
① [德]弗·鲍乐生,滕大春等译.德国教育史[M].北京：人民教育出版社,1986：125.
② [英]C·W·克劳利,中国社会科学院世界历史编写组译.新编剑桥世界近代史(第九卷)[M].北京：中国社会科学出版社,1992：169.
① 陈学飞等著.西方怎样培养博士[M].北京：教育科学出版社,2002：139.
② [美]伯顿·克拉克著,王承绪译.研究生教育的科学研究基础[M].杭州：浙江教育出版社,2001：19.
① [美]伯顿·克拉克著,王承绪译.研究生教育的科学研究基础[M].杭州：浙江教育出版社,2001：27.
① [德]弗·鲍尔生,滕大春等译.德国教育史[M].北京：人民教育出版社,1986：132.
② [美]伯顿·克拉克著,王承绪译.研究生教育的科学研究基础[M].杭州：浙江教育出版社,2001：23.
③ 张英丽著.学术职业与博士生教育[M].武汉：华中科技大学出版社,2009：49.
① [德]弗·鲍尔生,滕大春等译.德国教育史[M].北京：人民教育出版社,1986：133.
② 贺国庆著.近代欧洲对美国教育的影响[M].保定：河北大学出版社,1994：114.
① rederick Rudolph, Curriculum:A History of the American Undergraduate Course of Study Since 1636.Jossey-Bass, Inc., Publishers,1977:128.
② 贺国庆等著.外国高等教育史(第二版)[M].北京：人民教育出版社,2006：237.
① 李盛兵著.研究生教育模式嬗变[M].北京：教育科学出版社,1997：73.
② 彭华安.约翰·霍普金斯的创举：“专业式”研究生培养机制[J].教育与职业,2007,(31)：105.
③ 施晓光.创建真正意义上的美国大学——丹尼尔·吉尔曼的大学理念[J].外国教育研究,2004,(7)：57.
① 廖晓玲,董维春.研究生院制度及其对我们的启示[J].学位与研究生教育,2003,(10)：37.
① 参见：王英杰等著.美国教育[M].长春：吉林教育出版社,2000：115-117.
② 贺国庆著.德国和美国大学发达史[M].北京：人民教育出版社,1998：150.
① 王英杰等著.美国教育[M].长春：吉林教育出版社,2000：122.
② 黄魏.美国社区学院转学教育的历史演变及其启示[D].江西师范大学硕士学位论文.2011：10-11.
① 参见：周洪宇主编.学位与研究生教育史[M].北京：高等教育出版社,2004,(9)：131.
② 研究生专业学位总体设计研究课题组.开创我国专业学位研究生教育发展的新时代[M].北京：中国人民大学出版社,2010：105.
① 杨少琳.法国学位制度研究[D].西南大学博士生学位论文.2009：80.
② 研究生专业学位总体设计研究课题组.开创我国专业学位研究生教育发展的新时代[M].北京：中国人民大学出版社,2010：122.
① 参见The Doctorate in Education:Issues of Supply and Demand in alifornia[R]ERIC.1987:3-4.
② 徐铁英.透视美国教育博士学位：历史变迁与发展趋势[J].清华大学教育研究,2012,(3)：70.
① 转引自：赵炬明.学科、课程、学位：美国关于高等教育专业研究生培养的争论及其启示[J].高等教育研究,2002,(4)：19.
② 李云鹏.国外对教育博士(Ed.D.)教育的研究、争论及其启示[J].学位与研究生教育,2011,(11)：42.
① 参见Levine A. Educating Researchers [EB/OL]. http://www.edschools.org/EducatingResearchers/educating_researchers.pdf,2011-02-09.
② Lee S. Shulman. Reclaiming Education's Doctorates:A Critique and a Proposal[J]. Educational Researcher,2006,35(3):25-32.
① 参见Freeman, F. N. Practices of American universities in granting higher degrees ineducation: A series of official statements (Vol.19)[M]. Chicago, IL:University of Chicago Press,1931.
② 参见Educating Researchers[EB/OL]. http://www.edschools.org/EducatingResearchers/educating_researchers.pdf,2011-02-09.
③ 参见：赵炬明.学科、课程、学位：美国关于高等教育专业研究生培养的争论及其启示[J].高等教育研究,2002,(4)：20.
① 参见Jered B. Kolbert, Johnston M..Brendel, Charles F. Gressard. Current Perceptions of the Doctor of Philosophy and Doctor of Education in Counselor Preparation [J]. Counselor Education and Supervision,1997,36(3):207-215
② 参见：Educating School Leaders [EB/OL]. http://www.edschools.org/pdf/Fina1313.pdf,2010-12-20.
③ 参见：褚艾晶.“教育博士”培养的合法性危机——基于美国现实面临的问题与挑战[J].复旦教育论坛,2008,(3)：71.
① The Carnegie Project on the Education Doctorate:Phase II—A Quest for Change [EB/OL].http://www.ucea.org/storage/review/UCEAReview_Fall2011_web.pdf,2011-04-12.
② 王霁云,顾建民,严文蕃.美国教育博士与教育哲学博士之争的缘起和发展[J].大学教育科学,2012,(3)：95.
① 参见：赵炬明.学科、课程、学位：美国关于高等教育专业研究生培养的争论及其启示[J].高等教育研究,2002,(4)：20.
② Jeff Archer. Some Ed.D Programs Adopting Practical Approach[J].Education Week, Washington: 2005,25(15):8.
③ 参见Clifford G J, Guthrie J W. Ed school:A brief for a professional education [M].Chicago, IL:University of Chicago Press,1988:358-359.
① 李云鹏.“美国重塑教育博士卡内基行动”及其启示[J].学位与研究生教育,2012,(6)：63.
② 参见：Working Principles for the Professional Practice Doctorate in Education[EB/OL]. http://cpedinitiative.org/files/Working%20Principles%20for%20the%20Professional%20Practice %20Doctorate.doc,2011-03-01.
① Shulman 1. Signature Pedagogies in the Professions [J].Daedalus,2005,(3):52-59.
① 参见Developing a New Ed.D. Program in the Rossier School of Education at the University of Southern California[EB/OL]. http://cpedinitiative.org/files/Final%20Version_Developing%20New%20Ed%20D%20%20Progra m.pdf,2011-05-01.
② 参见Developing a New Ed.D. Program in the Rossier School of Education at the University of Southern California[ EB/OL].http://cpedinitiative.org/files/Final%20Version_Developing%20New%20Ed%20D%20% 20Program.pdf,2011-05-01.
① 参见PhDs in Australia, from the beginning[EB/OL]. http://www.the-funneled-web.com/PDF_Documents/Dobson%20from%20AUR%2054-01.pdf, 2011-05-01.
② 参见Creative Doctorates, Creative Education? Aligning Universities with the Creative Economy. [EB/OL]. http://www.nobleworld.biz/images/L_and_B.pdf,2011-05-01.
① 参见Enhancing the Relevance of a Professional Doctorate:The Case of the Doctor of Education Degree at the University of New England [EB/OL]. http://www.apjce.org/volume_5/Volume_5_1_60_69.pdf,2011-08-16.
② 参见Higher Education Council Future Directions for Australian Graduate Studies and Higher Degrees [R]. National Board of Employment, Education and Training. Canberra, Australian Government Publishing Service,1990.
③ 参见Education Doctorates:Reconstructing Professional Partnerships around Research? [EB/OL]. http://www.eric.ed.gov/PDFS/EJ523105.pdf,2011-05-18.
④ 参见Review of Professional Doctorates[EB/OL]. http://www.nqai.ie/docs/framework/researchreports/review%20of%20professional%20doctorates. doc,2012-05-09.
① 参见:Neumann, R.Doctoral differences:Professional doctorates and Phds compared[J]. Journal of Higher Education Policy and Management.2003,27(2):173-188.
② 资料来源：T.W. Maxwell 1. Australian professional doctorates:mapping, distinctiveness, stress and prospects EB/OL].http://wblearning-ejournal.com/currentlssue/E3011%20rtb.pdf,2012-06-19.
③ 澳大利亚资格证书框架(简称AQF)是澳大利亚关于学校教育、职业教育与培训和高等教育所颁发的资格证书的统一标准化体系,它涵盖了澳大利亚义务后教育和培训机构颁发的资格证书,认可了各种教育和培训机构与相应行业部门和机构之间的紧密联系。1995年,澳大利亚公布了资格证书框架实施手册第一版(Australian Qualifications Framework Advisory Board, Australian Qualifications Framework Implementation Handbook First Edition),之后又先后在1998年、2002年和2007年公布了第二、三、四版,2011年公布了澳大利亚资格证书框架第一版(Australian Qualifications Framework Council, Australian Qualifications Framework First Edition),2013年1月刚公布了第二版。
① 参见Maxwell,T.W,&Shanahan,P.J. The Doctor of Education in Australia:Some Comparative Data[J].Journal of Institutional Research in Australia,1996, (1):7-18.
① 参见Chapman, J "Innovation and Change in Higher Education:The Introduction of the Professional Doctorate in Education". In McKay, I and Caldwell, B (eds) Researching educational Administration. Theory and Practice[R]. Hawthorn, Vic.:Australian Council for Educational,1991:14-25.
② 参见：Lakomski, G. "Meeting the Needs of the Educator Profession". McKay, I and Caldwell, B (eds) Researching Educational Administration. Theory and Practice[R].Hawthorn, Vic.:Australian Council for Educational Administration,1991:148-152.
③ 参见：Chapman, J "Innovation and Change in Higher Education:The Introduction of the Professional Doctorate in Education". In McKay, I and Caldwell, B (eds) Researching educational Administration. Theory and Practice[R]. Hawthorn, Vic.:Australian Council for Educational,1991:14-25.
④ Bourner T. Bowden R.& Laing S. Professional Doctorates in England [J]. Studies in Higher Education,2001,26(1):65-83.
① 参见Maxwell,T.W,&Shanahan,P.J. The Doctor of Education in Australia:Some Comparative Data [J].Journal of Institutional Research in Australasia,1996, (1):7-18.
① 参见Maxwell,T.W,&Shanahan,P.J. The Doctor of Education in Australia:Some Comparative Data[J].Journal of Institutional Research in Australia,1996,(1):7-18.
① 参见Neumann, R.Doctoral differences:Professional doctorates and Phds compared[J]. Journal of Higher Education Policy and Management,2005,27(2):175-185.
② 参见:Neumann R. The Doctoral Education Experience:Diversity and complexity. Australian Government, Department of Education, Science and Training [EB/OL]. http://www.dest.gov.au/NR/rdonlyres/873B3698-F3BA-4D86-869C-0C3C6DB95658/804/03 12. pdf,2011-05-10.
③ 同上。
④ 参见Tom Maxwell. From First to Second Generation Professional Doctorate [J]. Studies in Higher Education,2003,28 (3):279-291.
⑤ 参见：李云鹏.知识生产模式转型与专业博士学位的代际嬗变[J].高等教育研究,2011,(4)：42-48.
① Gibbons Michael. The New Production of Knowledge:The Dynamics of Science and Research in Contemporary Societies [M].Sage, London,1994:17-27.
① Defining the(research) professional doctorate:Can the notion of the creative arts portfolio contribute? [EB/OL]. http://www.une.edu.au/education/postgraduate/edd/docs/newcastleconf.doc,2011-05-19.
② Producing the professional doctorate:the portfolio as a legitimate alternative to the dissertation [EB/OL]. http://www.tandfonline.com/doi/pdf/10.1080/14703290902843760,2011-05-19.
③ Defining the(research) professional doctorate:Can the notion of the creative arts portfolio contribute? [EB/OL]. http://www.une.edu.au/education/postgraduate/edd/docs/newcastleconf.doc, 2011-05-19.
① 参见Enhancing the Relevance of a Professional Doctorate:The Case of the Doctor of Education Degree at the University of New England [EB/OL]. http://www.apjce.org/volume_5/Volume_5_1_60_69.pdf,2011-08-16.
② 高等教育资格框架规定了英国高等教育学历和学位的国家水平,于2003-2004学年在英国(苏格兰除外)全面实施,并于2008年8月进行了修订。
③ 也有人翻译成本科层次,由于基础学位属于较短期的、以工作为中心、中间水平的高等职业学位,其设立主要并非以追求更高层级学位为目的,因此本人认为将这三级统称为大学生层次更为合适。
④ 参见The Framework for Higher Education Qualifications in England, Wales and Northern Ireland, August 2008, The Quality Assurance Agency for Higher Education,UK.
[EB/OL].www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/FHEQ08.pdf,2011-0 7-25.
① 参见John Tayor著,庄丽君、喻濯珂、徐秀秀编译.质量与标准：专业博士教育面临的挑战[J].学位与研究生教育,2010,(10)：58-65.
① 参见Gregory, Michael:Implications of the Introduction of the Doctor of Education Degree in British Universities:Can the EdD Reach Parts the PhD Cannot?[J] Vocational Aspect of Education,1995,47(2):177-88.
② Powell, S.& Long, E. Professional Doctorate Awards in the UK[R]. UK Council for Graduate Education,2005:10.
③ 资料来源：Powell, S.& Long, E.. Professional Doctorate Awards in the UK[R]. UK Council for Graduate Education,2005:68.
① 同上。
② Delanty, G. Challenging Knowledge:The University in the Knowledge Society [M]. Buckingham:Society for Research into Higher Education and Open University Press,2001.
③ 参见：Part 1:Embarking on a Doctorate[EB/OL] http://www.sagepub.com/upm-data/9786_036823chap01.pdf,2011-5-3.
① 参见：贺国庆等著.外国高等教育史(第二版)[M].北京：人民教育出版社,2006：442.
① 参见：张泰金.英国高等教育：历史·现状[M].上海：上海外语教育出版社,1995：74.
② 参见Maurice Kogan and Stephen Hanney. Reforming Higher Education[M].Jessica Kingsley Publishers,2000:51.
③ 参见La Belle, T. Credential inflation and the professional doctorate in California higher education[R]. Center for Studies in Higher Education, Research and Occasional Paper Series: CSHE,2004:1-5.
④ Part 1:Embarking on a Doctorate[EB/OL] http://www.sagepub.com/upm-data/9786_036823chap01.pdf,2011-05-03.
⑤ 同上。
① 周富强.英国“教育博士”培养的实践、问题与挑战[J].中国高教研究,2006(6)：14.
② 参见Gregory, Michael:Implications of the Introduction of the Doctor of Education Degree in British Universities:Can the EdD Reach Parts the PhD Cannot?[J] Vocational Aspect of Education.1995,47(2):77-88.
③ 参见：Professional Doctorates in Education [EB/OL] http://escalate.ac.uk/downloads/1713.rtf,2011-06-05.
① Professional Doctorates and their Contribution to Professional Development and Careers [EB/OL].http://www.esrc.ac.uk/my-esrc/grants/R000223643/outputs/Read/7f36eeae-dd9d-42c4-aa d0-71051793f61c,2011-06-11.
② John Taylor著,庄丽君等译.质量和标准：专业博士教育面临当的挑战[J].学位与研究生教育,2010,(10)：58-65.
③ 资料来源：http://www.educ.cam.ac.uk/courses/graduate/doctoral/,2012-01-10.
① UK Council for Graduate Education (UKCEG). Professional Doctorates [R]. Dudley:UKCEG 2001:39-45.
② 参见Review of Professional Doctorates [EB/OL] http://www.eua.be/eua/jsp/en/upload/Review%20of%20Professional%20Doctorates_Ireland2006. 1164040107604.pdf,2011-06-11.
① the framework for higher education qualifications in England, Wales and Northern Ireland (August 2008) [EB/OL]. http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/FHEQ08.pdf,2011-06-15.
② 黎学平.英国哲学博士学位与专业博士学位比较[J].学位与研究生教育,2005(6)：53.
③ 资料来源：Professional Doctorates in Education [EB/OL] http://escalate.ac.uk/downloads/1713.rtf,2011-06-05.
① 饶从满.英国教育博士研究生的培养及其特征——以伦敦大学教育研究院和格拉斯格大学为中心[J].外国教育研究,2010,(11)：17-18.
① 参见：饶从满.英国教育博士研究生的培养及其特征——以伦敦大学教育研究院和格拉斯格大学为中心[J].外国教育研究,2010,(11)：17-18.
① 李广平、饶从满.美、澳、英三国教育博士的培养目标与培养过程研究[J].学位与研究生教育,2010,(9)：71-72.
② 资料来源：相关大学的官方网站,以下同。
① 李广平、饶从满.美、澳、英三国教育博士的培养目标与培养过程研究[J].学位与研究生教育,2010,(9)：74.
① 参见：马爱民.澳大利亚教育博士改革动向——以新英格兰大学为例[J].高等教育研究,2012,(2)：107-108.
① 参见：国务院学位委员会办公室.关于开展教育博士专业学位教育试点工作的通知(学位办[2009]47号)[z].
② 以上数据来自全国教育专业学位教育指导委员会。
① Gibbons M,Limoges C,Nowotnyh,Schwartzman S,Scott P,Trow M.The new production of knowledge:the dynamics of science and research in contemporary societies [M]. London & Thousand Oaks,CA:SAGE Publications,1994:3-5.
② 樊旻倩.对GLNSST知识生产模式的探索[J].南京工业大学学报(社会科学版),2008,(3)：21-25.
① GibbonsM,Limoges C,Nowotnyh,Schwartz Man S.Scott P.Trow M.The new Production of knowledge:the dynamics of science and research in contemporary societies [M]. London & Thousand Oaks,CA:SAGE Publications,1994:preface.
② 蒋逸民.新的知识生产模式及其对我国高等教育改革的启示[J].外国教育研究.2009.(6)：73-78.
① Gibbons M,Limoges C,Nowotnyh,Schwartz Man S,Scott P,Trow M.The new production of knowledge:the dynamics of science and research in contemporary societies [M]. London & Thousand Oaks, CA:SAGE Publications,1994:preface.
② 李云鹏.知识生产模式转型与专业博士学位的代际嬗变[J].高等教育研究,2011,(4)：42-48.
① Dieter Fink. The Professional Doctorate:Its Relativity to the PhD and Relevance for the Knowledge Economy[J] International Journal of Doctoral Studies,2006, (1):35-44.
② 参见McWILLIAM, E., Taylor, P.G., Thomson, P., Green, B., Maxwell, T, Wildy, H. and Simons, D. Research Training in Doctoral Programs:What can be learned from Professional Doctorates? Evaluation and Investigations Report[R], Department of Education, Science and Training. Canberra:AGPS,2002.
③ 资料来源Dieter Fink. The Professional Doctorate:Its Relativity to the PhD and Relevance for the Knowledge Economy[J]. International Journal of Doctoral Studies,2006,(1):35-44.
① Dieter Fink.The Professional Doctorate:Its Relativity to the PhD and Relevance for the Knowledge Economy [J] International Journal of Doctoral Studies,2006,(1):35-44.
② sher,R.(2002).A diversity of doctorates:fitness for the knowledge economy[J].Higher Education Research & Development,21(2),143-153.
③ Tom Maxwell.From First to Second Generation Professional Doctorate [J].Studies in Higher Education,2003,(3):279-291.
④ 李云鹏.知识生产模式转型与专业博士学位的代际嬗变[J].高等教育研究,2011,(4)：42-48.
① James Guthrie. The Case for a Modern Do ct or of Education Degree:Multipurpose Education Doctorates No Longer Appropriate [J]Peabody Journal of Education,2009,(84):3-8.
② Terri Seddon. What is doctoral in doctoral education?[R]The 3r d Inter national Professional Doctorates Conference entitled,Doctor in Education and Professional Practice:The Next Generation?"Armidale,2000:3.
① Tom Maxwell. From First to Second Generation Professional Doctorate [J]Studies in Higher Education,2003,(3):279-291.
② 参见Conceptualising the practitioner doctorate[EB/OL] http://www.sld.demon.co.uk/pracdocs.pdf,2011-08-10.
③ 同上。
④ owards a third generation of professional doctorates managed by the learners themselves? [EB/OL].http://www.johnstephenson.net/isdeakin.pdf.,2011-05-12.
① 转引自：周春彦.大学-产业-政府三螺旋创新模式——亨利·埃茨科维兹《三螺旋》评介[J]自然辩证法研究,2006,(4)：75.
② 马爱民.澳大利亚教育博士改革动向——以新英格兰大学为例[J]高等教育研究,2012,(2)：108.
① (美)万尼瓦尔·布什等著,范岱年、谢道华等译.科学——无止境的前沿[M].北京：商务印书馆,2004.
② 资料来源：(美)司托克斯E D.基础科学与技术创新：巴斯德象限[M].北京：科学出版社,1999：42-46.
① 参见Rethinking the EdD in Educational Leadership[EB/OL]. http://ucea.org/rethinking/,2012-08-12.
① 戴长河,许天英,陈振兴,周静.行动研究概述[J].教育科学研究.1995,(1)：42-46.
② 参见Noffke,S.& Brennan,M.Action research and reflective student teaching at the University of Wisconsin-Madison. In B.R.Tabachnick & K. Zeichner (Eds.) Issues and practices in inquiry-oriented teacher education[M].London:Falmer Press,1991:186-201.
① 教育博士专业学位设置方案[EB/OL].http://www.chinadegrees.cn/xwyyjsjyxx/zzgs/zzsslk/jyss/258713.shtml.2011-03-05.
① 国务院学位委员会办公室.关于开展教育博士专业学位教育试点工作的通知(学位办[2009]47号)[Z].
② 陈粤秀.美国教育博士学位的背景与发展[J].复旦教育论坛,2009,(3)：82.
③ 教育博士专业学位设置方案[EB/OL]. http://www.cdgdc.edu.cn/xwyyjsjyxx/gjjl/bsszfa/jybs/,2013-01-18.
① 国务院学位委员会办公室.教育博士专业学位研究生指导性培养方案(试行)(学位办[2010]62号)[Z].
② 《全国教育专业学位教育指导委员会关于教育博士专业学位研究生培养工作的指导意见》[EB/OL] http://www.edm.edu.cn/listys.jsp?id=704,2013-01-18.
① 国务院学位委员会办公室.教育博士专业学位研究生指导性培养方案(试行)(学位办[2010]62号)[Z].
① 国务院学位委员会办公室.《教育博士专业学位研究生指导性培养方案(试行)》(学位办[2010]62号)[Z].
[1][法]爱弥尔·涂尔干,李康译.教育思想的演进[M].上海：上海人民出版社,2003.
[2][美]伯顿·克拉克著,王承绪译.研究生教育的科学研究基础[M].杭州：浙江教育出版社,2001.
[3][美]查尔斯·霍默.哈斯金斯,梅义征译.大学的兴起[M].上海：上海三联书店,2007.
[4]陈洪捷等著.博士质量概念、评价与趋势[M].北京：北京大学出版社,2010.
[5]陈学飞等著.西方怎样培养博士——法、英、德、美的模式与经验[M].北京：教育科学出版社,2002.
[6][英]C·W·克劳利,中国社会科学院世界历史编写组译.新编剑桥世界近代史(第九卷)[M].北京：中国社会科学出版社,1992.
[7][英]德·朗特里,陈建平等译.西方教育辞典[M].上海：上海译文出版社,1988.
[8][美]戴维·林德伯格,王珺等译.西方科学的起源[M].北京：中国对外翻译出版公司,2001.
[9][德]弗·鲍乐生,滕大春等译.德国教育史[M].北京：人民教育出版社,1986.
[10]广东、广西、湖南辞源修订组商务印书馆修订组.辞源(修订本、重排版)[M].北京：商务印书馆,2010.
[11]顾明远主编.教育大辞典(增订合编本)[M].上海：上海教育出版社,1997.
[12]贺国庆,王保星,朱文富等著.外国高等教育史(第二版)[M].北京：人民教育出版社,2006.
[13]贺国庆著.德国和美国大学发达史[M].北京：人民教育出版社,1998.
[14]贺国庆著.近代欧洲对美国教育的影响[M].保定：河北大学出版社,1994.
[15]黄魏.美国社区学院转学教育的历史演变及其启示[D].江西师范大学硕士 学位论文.2011.
[16][美]克伯雷选编,华中师范大学教育系等译.外国教育史料[M].武汉：华中师大出版社,1991.
[17].[美]克尔·克拉克著,陈学飞等译.大学的功用[M].南昌：江西教育出版社,1993.
[18][美]克里斯托弗·道森,长川某译.宗教与西方文化的兴起[M].成都：四川人民出版社,1989.
[19]罗红波.博洛尼亚大学[M].长沙：湖南教育出版社,1993.
[20]李盛兵著.研究生教育模式嬗变[M].北京：教育科学出版社,1997.
[21]吕卫文.知识生产的“社会—认知”分析[D].华中科技大学博士学位论文.2009.
[22]马云福,扬志波.爱资哈尔大学[M].长沙：湖南教育出版社,1988.
[23]OECD.以知识为基础的经济[R].北京：机械工业出版社,1998.
[24]全书国际中文版(修订版)第5卷[M].北京：中国大百科全书出版社,2007.
[25]秦惠民.学位与研究生教育大词典[M].北京：北京理工大学出版社,1994.
[26]宋文红.欧洲中世纪大学的演进[M].北京：商务印书馆,2010.
[27]孙义燧,研究生教育辞典[M].南京：南京大学出版社,1995.
[28][美]汤普逊,许家玲等译.中世纪晚期欧洲经济社会史[M].北京：商务印书馆,1992.
[29]王绍平,陈兆山,陈钟鸣等编著.图书情报词典[M].上海：汉语大词典出版社,1990.
[30](美)万尼瓦尔·布什等著、范岱年、谢道华等译.科学——无止境的前沿[M].北京：商务印书馆,2004.
[31]王英杰等著.美国教育[M].长春：吉林教育出版社,2000.
[32]夏征农,陈至立.辞海(第六版)[M].上海：上海辞书出版社,2009.
[33]亚里士多德,吴寿彭译.政治学[M].北京：商务印书馆,1981.
[34]研究生专业学位总体设计研究课题组.开创我国专业学位研究生教育发展 的新时代[M].北京：中国人民大学出版社,2010.
[35]杨少琳.法国学位制度研究[D].西南大学博士学位论文.2009.
[36][法]雅克·韦尔热,王晓辉译.中世纪大学[M].上海：世纪出版集团、上海人民出版社,2007.
[37][法]雅克·勒戈夫,张弘译.中世纪的知识分子[M].北京：商务印书馆,1996.
[38]中华人民共和国职业分类大典(2007增补本)[M].北京：中国劳动社会保障出版社,2008.
[39]中国大百科全书出版社《不列颠百科全书》国际中文版编辑部编译.不列颠百科全书国际中文版(修订版)第5卷[M].北京：中国大百科全书出版社,2007.
[40]中国大百科全书编辑部.中国大百科全书·教育卷[M].北京：中国大百科全书出版社,1985.
[41]周洪宇主编.学位与研究生教育史[M].北京：高等教育出版社,2004.
[42]张磊.欧洲中世纪大学[M].北京：商务印书馆,2010.
[43]张泰金.英国高等教育：历史·现状[M].上海：上海外语教育出版社,1995.
[44]张英丽著.学术职业与博士生教育[M].武汉：华中科技大学出版社,2009.
[45]周洪宇主编.学位与研究生教育史[M].北京：高等教育出版社,2004.
[1]别敦荣,赵映川,闫建璋.专业学位概念释义及其定位[J].高等教育研究,2009,(6).
[2]褚艾晶.“教育博士”培养的合法性危机——基于美国现实面临的问题与挑战[J].复旦教育论坛,2008,(3).
[3]陈洪捷.知识生产模式的转变与博士质量的危机[J].高等教育研究,2010,(31).
[4]陈粤秀.美国教育博士学位的背景与发展[J].复旦教育论坛,2009,(3).
[5]邓涛,孔凡琴.美国教育博士(Ed.D)专业学位教育的问题与改革论争[J].比较教育研究,2009,(4).
[6]戴长河,许天英,陈振兴,周静.行动研究概述[J].教育科学研究,1995,(1).
[7]丁钢.大学发展的教育使命[J].探索与争鸣,2005,(11).
[8]樊旻倩.对GLNSST知识生产模式的探索[J].南京工业大学学报(社会科学版),2008,(3).
[9]傅翠晓等.知识生产研究综述[J].科技进步与对策,2009,(12).
[10]顾建民,王霁云.创建新型毕业环节——美国教育博士学位论文革新的案例分析[J].高等工程教育研究,2012,(2).
[11]黄宝印,陈艳艳.学位内涵与功能辨析[J].高等教育研究,2007,(10).
[12]黄宝印.我国专业学位教育发展的回顾与思考(上)[J].学位与研究生教育,2007,(6).
[13]何逢春.20世纪90年代以来美国博士教育的问题与改革[J].高等教育研究,2005,(4).
[14]洪茹燕,汪俊昌.后学院时代大学知识生产模式再审视[J].自然辩证法研究,2008,(6).
[15]蒋逸民.新的知识生产及其对我国高等教育改革的启示[J].外国教育研究,2009,(6).
[16]John Tayor著,庄丽君、喻濯珂、徐秀秀编译.质量与标准：专业博士教育面临的挑战[J].学位与研究生教育,2010,(10).
[17]李云鹏.知识生产模式转型与专业博士学位的代际嬗变[J].高等教育研究,2011,(4).
[18]李云鹏.“美国重塑教育博士卡内基行动”及其启示[J].学位与研究生教育,2012,(6).
[19]李云鹏.国外对教育博士(Ed.D.)教育的研究、争论及其启示[J].学位与研究生教育,2011,(11).
[20]李广平,饶从满.美、澳、英三国教育博士的培养目标与培养过程研究[J].学位与研究生教育,2010,(9).
[21]黎学平.英国哲学博士学位与专业博士学位比较[J].学位与研究生教育,2005,(6).
[22]廖晓玲,董维春.研究生院制度及其对我们的启示[J].学位与研究生教 育,2003,(10).
[23]骆四铭.学位的起源、发展及其特征[J].比较教育研究,2006,(4).
[24]马爱民,许立新.教师专业化是提高教师地位的必由之路[J].教育与现代化,2003,(3).
[25]马爱民.澳大利亚教育博士改革动向——以新英格兰大学为例[J].高等教育研究,2012,(2).
[26]马健生,滕珺.关于教育博士(Ed.D)培养方案的构想[J].教师教育研究,2007,(6).
[27]马万华.研究型大学知识生产的变革与学术研究的多元发展机制[J].北京大学教育评论,2009,(1).
[28]彭华安.约翰·霍普金斯的创举：“专业式”研究生培养机制[J].教育与职业,2007,(31).
[29]饶从满.英国教育博士研究生的培养及其特征——以伦敦大学教育研究院和格拉斯格大学为中心[J].外国教育研究,2010,(11).
[30]沈文钦,王东芳.从欧洲模式到美国模式：欧洲博士生培养模式改革的趋势[J].外国教育研究,2010,(8).
[31]孙富强.专业学位的学科基础及其对专业学位研究生培养工作组织主体的影响[J].学位与研究生教育,2011,(10).
[32]施晓光.创建真正意义上的美国大学——丹尼尔·吉尔曼的大学理念[J].外国教育研究,2004,(7).
[33]文东茅,阎凤桥.美国“教育博士”(Ed.D.)培养及其启示[J].国家教育行政学院学报,2004,(3).
[34]王丽娟.浅谈我国教育博士学位(Ed.D)的兴起[J].中国成人教育,2007,(3).
[35]王霁云、顾建民、严文蕃.美国教育博士与教育哲学博士之争的缘起和发展[J].大学教育科学,2012年,(3).
[36]杨学新,刘卫萍.美国高等教育大众化经验述评[J].中国高教研究,2003,(3).
[37]许崴.试论知识生产的构成要素与特点[J].南方经济,2005,(12).
[38]徐铁英.透视美国教育博士学位：历史变迁与发展趋势[J].清华大学教育研究,2012,(3).
[39]袁锐锷,凌朝霞.关于澳大利亚若干大学教育博士培养工作的思考[J].比较教育研究,2006,(9).
[40]珍妮弗·雅各布森文,文慧译.教育学博士的位置在哪里[J].世界教育信息,2006,(3).
[41]周春彦.大学-产业-政府三螺旋创新模式——亨利·埃茨科维兹《三螺旋》评介[J].自然辩证法研究,2006,(4).
[42]张济洲.近年来美国博士生教育面临的问题及其改革措施[J].学位与研究生教育,2008,(11).
[43]张济洲,美国“教育博士”培养的实践、问题与挑战[J].高等教育研究,2009,(3).
[44]周富强.英国“教育博士”培养的实践、问题与挑战[J].中国高教研究,2006,(6).
[45]赵炬明.学科、课程、学位：美国关于高等教育专业研究生培养的争论及其启示[J].高等教育研究,2002,(4).
[46]赵康.专业、专业属性及判断成熟专业的六条标准——一个社会学角度的分析[J].社会学研究,2000,(5).
[1]国务院学位委员会.关于加强和改进专业学位教育的若干意见(学位[2002]1号)[Z].
[2]国务院学位委员会.关于印发<硕士、博士专业学位研究生教育发展总体方案>、<硕士、博士专业学位设置与授权审核办法>的通知(学位[2010]49号)[Z].
[3]国务院学位委员会办公室.教育博士专业学位研究生指导性培养方案(试行)(学位办[2010]62号)[Z].
[4]专业学位设置审批暂行办法[EB/OL]. http://www.moe.edu.cn/publicfiles/business/htmlfiles/moe/moe_823/2004 10/3445. html,2011-03-05.
[5]教育硕士专业学位设置方案[EB/OL]. http://www.chinadegrees.cn/xwyyjsjyxx/gjjl/bsszfa/jybs/,2011-03-05.
[6]教育博士专业学位设置方案[EB/OL].http://www.cdgdc.edu.cn/xwyyjsjyxx/gjjl/bsszfa/jybs/,2013-01-18.
[7]全国教育专业学位教育指导委员会关于教育博士专业学位研究生培养工作的指导意见[EB/OL]. http://www.edm.edu.cn/listys.jsp?id=704,2013-01-18.
[1]AsaS knowses. The International Encyclopedia of Higher Education[M].Vol.4. California:Jossey-Bass, Inc., Publishers,1977.
[2]Benjamin Baez. Degree of Distinction:The Ed.D. or the Ph.D. in Education[R]. paper presented at the Annual Meeting of the Association for the Study of Higher Education, Sacramento, California,2002.
[3]Chapman, J "Innovation and Change in Higher Education:The Introduction of the Professional Doctorate in Education". In McKay, I and Caldwell, B (eds) Researching educational Administration. Theory and Practice[R]. Hawthorn, Vic:Australian Council for Educational,1991.
[4]Clifford G J,Guthrie J W.Ed school:A brief for a professional education [M].Chicago, IL:University of Chicago Press,1988.
[5]Commission, Report. The Doctorate in Education:Issues of Supply and Demand in California[R]ERIC,1987.
[6]Delanty, G. Challenging Knowledge:The University in the Knowledge Society [M].Buckingham:Society for Research into Higher Education and Open University Press,2001.
[7]Freeman, F. N. Practices of American universities in granting higher degrees in education:A series of official statements [M]. Chicago, IL:University of Chicago Press,1931.
[8]Frederick Rudolph, Curriculum:A History of the American Undergraduate Course of Study Since 1636[M].Jossey-Bass, Inc., Publishers,1977.
[9]Gibbons M,Limoges C,Nowotnyh,Schwartz Man S,Scott P,Trow M. The new production of knowledge:the dynamics of science and research in contemporary societies [M]. London & Thousand Oaks, CA:SAGE Publications,1994.
[10]Higher Education Council Future Directions for Australian Graduate Studies and Higher Degrees [R]. National Board of Employment, Education and Training. Canberra, Australian Government Publishing Service,1990.
[11]La Belle, T. Credential inflation and the professional doctorate in California higher education[R].Center for Studies in Higher Education, Research and Occasional Paper Series:CSHE,2004.
[12]Lakomski, G. "Meeting the Needs of the Educator Profession". McKay, I and Caldwell, B (eds) Researching Educational Administration. Theory and Practice[R].Hawthorn, Vic.:Australian Council for Educational Administration,1991.
[13]Maurice Kogan and Stephen Hanney. Reforming Higher Education[M]. Jessica Kingsley Publishers,2000.
[14]Noffke,S.& Brennan,M. Action research and reflective student teaching at the University of Wisconsin-Madison, In B.R. Tabachnick & K. Zeichner (Eds.) Issues and practices in inquiry-oriented teacher education[M].London:Falmer Press,1991.
[15]Powell, S.& Long, E.. Professional Doctorate Awards in the UK[R]. UK Council for Graduate EducationJ,2005.
[16]The Encyclopedia American (an International Edition) Vol.8[S],1991.
[17]Terri Seddon. What is doctoral in doctoral education? [R]The 3r d Inter national Professional Doctorates Conference entitled, Doctor in Education and Professional Practice:The Next Generation.Armidale,2000.
[18]UK Council for Graduate Education. Professional Doctorate Awards in the UK[R]. Lichfield:UKCGE,2005.
[19]UK Council for Graduate Education (UKCEG). Professional Doctorates [R]. Dudley:UKCEG,2001.
[1]Bourner T. Bowdenr.& Laings. Professional Doctorates in England [J]. Studies in Higher Education,2001.
[2]Dieter Fink. The Professional Doctorate:Its Relativity to the PhD and Relevance for the Knowledge Economy[J].International Journal of Doctoral Studies,2006.
[3]Gregory, Michael:Implications of the Introduction of the Doctor of Education Degree in British Universities:Can the EdD Reach Parts the PhD Cannot?[J]. Vocational Aspect of Education,1995.
[4]Huff A S. Changes in organisational knowledge production:1999 presidential address[J]. Academy of Management Review,2000.
[5]James Guthrie(Ed. D.). The Case for a Modern Do ct or of Education Degree: Multipurpose Education Doctorates No Longer Appropriate [J]Peabody Journal of Education,2009.
[6]Jeff Archer. Some Ed.D Programs Adopting Practical Approach [J]. Education Week, Washington,2005.
[7]Jered B. Kolbert, Johnston M..Brendel, Charles F. Gressard. Current Perceptions of the Doctor of Philosophy and Doctor of Education in Counselor Preparation [J]. Counselor Education and Supervision,1997.
[8]Lee,S.,Bozeman,B-The impactof research collaboration on scientific productivity[J]. Social Studies of Science,2005.
[9]Lee S. Shulman. Reclaiming Education's Doctorates:A Critique and a Proposal[J]. Educational Researcher,2006.
[10]MacLean D, Macintosh R, Grant S. Mode 2 management research[J]. British Journal of Management,2002.
[11]Maresi Nerad. The Ph.D. in the US:Criticisms, Facts and Remedies [J].Higher Education,2003.
[12]Maxwell,T.W,&Shanahan,P.J. The Doctor of Education in Australia:Some Comparative Data[J] Journal of Institutional Research in Australasia,1996.
[13]Neumann, R., Doctoral differences:Professional doctorates and Phds compared[J]. Journal of Higher Education Policy and Management,2003.
[14]SCOTT SMALLWOOD. The Path to a Ph.D.-and Beyond:How a group of historians has fared,10 years after graduation[J].The Faculty,2003.
[15]Shulman 1. Signature Pedagogies in the Professions [J].Daedalus,2005.
[16]Usher,R. A diversity of doctorates:fitness for the knowledge economy [J].Higher Education Research & Development,2002.
[17]Stephen Hoddell,Deborah Street,Helena Wildblood. Doctorates converging or diverging patterns of provision?[J].Quality Assurance in Education,2002.
[18]Tom Bourner, Rachel Bowden, Stuart Laing, Professional Doctorates in England[J].Studies in Higher Education.2001.
[19]Tom Maxwell. From First to Second Generation Professional Doctorate [J]. Studies in Higher Education,2003.
[1]American Council on Education, The American college president(2007 edition) [EB/OL].http://ctmirror.org/sites/default/files/documents/ACP%20report.pdf,2010-11-04.
[2]At cross purposes:What the experiences of today's doctoral students reveal about doctoral education[EB/OL].http://www.Ph.D.-survey.org/report%20final.pdf, 2009-05-06.
[3]Australian Qualifications Framework Second Edition January 2013.[EB/OL]. http://www.aqf.edu.au/Portals/0/Documents/2013%20docs/AQF%202nd%20Edition %20 January%202013.pdf,2012-05-05.
[4]Australian professional doctorates:mapping, distinctiveness, stress and prospects [EB/OL]. http://wblearning-ejoumal.com/currentIssue/E3011%20rtb.pdf,2012-06-19.
[5]A Perspective on the Ph.D—Ed.D Discussion in Schools of Education, Annual Meeting for the American Educational Research Association, Boston, MA.1990. [EB/OL].http://www.eric.ed.gov/PDFS/ED320882.pdf,2009-09-10.
[6]Conceptualising the practitioner doctorate[EB/OL]. http://www.sld.demon.co.uk/pracdocs.pdf,2011-08-10.
[7]Creative Doctorates, Creative Education? Aligning Universities with the Creative Economy. [EB/OL]. http://www.nobleworld.biz/images/L_and_B.pdf,2011-05-01.
[8]Defining the(research) professional doctorate:Can the notion of the creative arts portfolio contribute? [EB/OL]. http://www.une.edu.au/education/postgraduate/edd/docs/newcastleconf.doc, 2011-05-19.
[9]Developing a New Ed.D. Program in the Rossier School of Education at the University of Southern California[EB/OL]. http://cpedinitiative.org/files/Final%20Version_Developing%20New%20Ed%20D%2 0%20Program.pdf.2011-05-01.
[10]Doctoring the portfolio:Some problematics and possibilities[EB/OL]. http://www.une.edu.au/education/postgraduate/edd/docs/portfolio.doc,2011-05-01.
[11]Doctoral Degree Distinctions[EB/OL]. http://cpedinitiative.org/files/UCEA%20DoctoraI%20Distinctions.pdf,2011-03-16.
[12]Education Doctorates:Reconstructing Professional Partnerships around Research? [EB/OL]. http://www.eric.ed.gov/PDFS/EJ523105.pdf,2011-05-18.
[13]Educating Researchers[EB/OL]. http://www.edschools.org/EducatingResearchers/educating_researchers.pdf,2011-02-09.
[14]Enhancing the Relevance of a Professional Doctorate:The Case of the Doctor of Education Degree at the University of New England [EB/OL]. http://www.apjce.org/volume_5/Volume_5_1_60_69.pdf,2011-08-16.
[15]Part 1:Embarking on a Doctorate[EB/OL]. http://www.sagepub.com/upm-data/9786_036823chap01.pdf,2011-05-03.
[16]PhDs in Australia, from the beginning[EB/OL], http://www.the-funneled-web.com/PDF_Documents/Dobson%20from%20AUR%205 4-01.pdf,2011-03-01.
[17]Producing the professional doctorate:the portfolio as a legitimate alternative to the dissertation[EB/OL]. http://www.tandfonline.com/doi/pdf/10.1080/14703290902843760,2011-05-19
[18]Professional Doctorates in Education [EB/OL]. http://escalate.ac.uk/downloads/1713.rtf,2011-06-05.
[19]Professional Doctorates and their Contribution to Professional Development and Careers[EB/OL].http://www.esrc.ac.uk/my-esrc/grants/R000223643/outputs/Read/7f3 6eeae-dd9d-42c4-aad0-71051793f61 c,2011-06-11.
[20]Rethinking the EdD in Educational Leadership [EB/OL]. http://ucea.org/rethinking/,2012-08-12.
[21]Review of Professional Doctorates[EB/OL]. http://www.nqai.ie/docs/framework/researchreports/review%20of%20professional%2 0doctorates.doc,2012-05-09.
[22]Towards a third generation of professional doctorates managed by the learners themselves? [EB/OL].http://www.johnstephenson.net/isdeakin.pdf,2011-05-12.
[23]The Carnegie Project on the Education Doctorate:Phase Ⅱ—A Quest for Change [EB/OL].http://www.ucea.org/storage/review/UCEAReview_Fall2011_web.pdf,2011-06-05.
[24]The framework for higher education qualifications in England, Wales and Northern Ireland (August 2008) [EB/OL]. http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/FHEQ08.pd f,2011-06-15.
[25]Working Principles for the Professional Practice Doctorate in Education[EB/OL]. http://cpedinitiative.org/files/Working%20Principles%20for%20the%20Professional %20Practice%20Doctorate.doc,2011-03-01.