美国博士培养过剩防范机制的形成及对我国的启示
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摘要
20世纪70年代以来,美国通过供给侧和需求侧的双重调节,有效解决并防范了博士供给过剩问题。在供给侧,通过动态调节博士招生数量、提高海外留学生比例、鼓励博士多元就业等措施,既合理控制了国内博士供给数量,又提高了博士供给与就业需求的区域、学科和职业之间的匹配程度。在需求侧,通过扩大博士后招聘数量、提升非终身教职比例,扩大了学术性岗位的需求数量和博士就业的层级弹性。建议我国通过提高博士培养的国际化程度、加强博士可迁移能力培养、扩大博士后招生规模建立博士培养过剩防范机制。
The United States has effectively solved and prevented the surplus supply of PhDs since the 1970 sthrough the dual regulations on both the supply side and the demand side.On the supply side,by dynamically adjusting the doctoral student enrollment,increasing the proportion of international students and encouraging diversified employment of PhDs,the United States has not only reasonably controlled the PhD supply in its domestic market,but also improved the suitability of the supply of PhDs to the demand side of the locals,disciplines and occupations.On the demand side,by enlarging postdoctoral recruitment and increasing the proportion of non-tenured faculty,it has increased the demand for academic posts and the employment flexibility of PhDs at different levels.Therefore,the authors propose that we should enhance the internationalization in doctoral education,strengthen the cultivation of the transferability of PhDs,and enlarge postdoctoral recruitment so that we can also establish a surplus prevention mechanism in doctoral education.
The United States has effectively solved and prevented the surplus supply of PhDs since the 1970 sthrough the dual regulations on both the supply side and the demand side.On the supply side,by dynamically adjusting the doctoral student enrollment,increasing the proportion of international students and encouraging diversified employment of PhDs,the United States has not only reasonably controlled the PhD supply in its domestic market,but also improved the suitability of the supply of PhDs to the demand side of the locals,disciplines and occupations.On the demand side,by enlarging postdoctoral recruitment and increasing the proportion of non-tenured faculty,it has increased the demand for academic posts and the employment flexibility of PhDs at different levels.Therefore,the authors propose that we should enhance the internationalization in doctoral education,strengthen the cultivation of the transferability of PhDs,and enlarge postdoctoral recruitment so that we can also establish a surplus prevention mechanism in doctoral education.
引文
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[2]OECD.Education at a Glance 2012:OECD Indicators[M].Paris:OECD Publishing,2012:109.
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[17]Lori Thurgood,Mary J.Golladay,and Susan T.Hill,U.S.Doctorates in the 20th Century,NSF 06-319[R].National Science Foundation,VA 2006.69.
[18]赵世奎.美国博士教育的规模扩张[M].北京:北京大学出版社,2016:59.
[19]Thomas D.Snyder,Cristobal de Brey,Sally A.Dillow.Digest of Education Statistics[EB/OL].[2018-08-24].https://nces.ed.gov/programs/digest/.
[20]牛梦虎.中国博士教育发展规模研究[D].上海:华东师范大学,2016.
[21]中国学位与研究生教育发展年度报告课题组等.中国学位与研究生教育发展年度报告2016[M].北京:高等教育出版社,2017:136.
[22]吴凡,刘少雪.为多元化职业做准备:英国博士生训练中心的探索[J].学位与研究生教育,2017(10):66-71.
[23]Jennifer Lewington.Canada Prepares Young Researchers for Nonacademic Careers[EB/OL].(2018-08-24).https://www.chronicle.com/article/Canada-Prepares-Young/128899/.
[24]邓光平.澳大利亚博士生可转化技能培养模式与启示[J].中国高教研究,2017(9):63-66.
[25]沈文钦,王东芳,赵世奎.博士就业的多元化趋势及其政策应对:一个跨国比较的分析[J].教育学术月刊,2015(2):35-45.
[26]中国学位与研究生教育发展年度报告课题组等.中国学位与研究生教育发展年度报告2011[M].北京:高等教育出版社,2012:167.
[27]National Science Foundation.Survey of Graduate Students and Postdoctorates in Science and Engineering Fall 2016[EB/OL].[2018-08024].https://ncsesdata.nsf.gov/gradpostdoc/2016/.
[2]OECD.Education at a Glance 2012:OECD Indicators[M].Paris:OECD Publishing,2012:109.
[3]赵世奎,沈文钦.中美博士教育规模扩张的比较分析:基于20世纪60年代以来博士教育发展的数据分析[J].教育研究,2014(1):138-149.
[4]Cyranoski D,Gilbert N,Ledford H,et al.Education:The PhD factory[J].Nature,2011,472(7343):276-279.
[5]Kobayashi S.The Ph.D.As a Professional:Current Status and Issues Concerning the Early Careers of Doctorate Holders[J].Japan Labor Review,2011(8):46-66.
[6]Allan M.Cartter.Ph.D.'s and the Academic Labor Market[M].New York:McGraw-Hill,1976.
[7]亚瑟·科恩.美国高等教育通史[M].李子江,译.北京:北京大学出版社,2010:301.
[8]张英丽.我国博士生的学术职业选择与准备[J].学位与研究生教育,2009(2):31-34.
[9]中国学位与研究生教育发展年度报告课题组等.中国学位与研究生教育发展年度报告2014[M].北京:高等教育出版社,2015:167.
[10]Ehrenberg,R.G..Academic Labor Supply In C.T.Clotfelter,R.G.Ehrenberg,M.Getz,&J.J.Siegfried(Eds.),Economic Challenges in Higher Education(pp.142-258)[M].Chicago,IL:University of Chicago Press,1991:154.
[11]伯顿·克拉克.高等教育系统:学术组织的跨国研究[M].王承绪,译.杭州:杭州大学出版社,1994:177.
[12]Richard B.Freeman.Supply and Salary Adjustments to the Changing Science Manpower Market:Physics,1948-1973[J].American Economic Review,1975,65(1):27-39.
[13]National Science Foundation.Survey of Earned Doctorates[EB/OL].[2018-08-24].https://www.nsf.gov/statistics/srvydoctorates/.
[14]National Science Foundation.Survey of Doctorate Recipients[EB/OL].[2018-08-24].https://www.nsf.gov/statistics/srvydoctoratework/.
[15]American Psychology Association.Doctorate Employment Survey[EB/OL].[2018-08-24].http://www.apa.org/workforce/publications/07-doc-empl/index.aspx.
[16]Berelson Bernard.Graduate Education in the United States[M].New York:McGraw-Hill,1960:25-29.
[17]Lori Thurgood,Mary J.Golladay,and Susan T.Hill,U.S.Doctorates in the 20th Century,NSF 06-319[R].National Science Foundation,VA 2006.69.
[18]赵世奎.美国博士教育的规模扩张[M].北京:北京大学出版社,2016:59.
[19]Thomas D.Snyder,Cristobal de Brey,Sally A.Dillow.Digest of Education Statistics[EB/OL].[2018-08-24].https://nces.ed.gov/programs/digest/.
[20]牛梦虎.中国博士教育发展规模研究[D].上海:华东师范大学,2016.
[21]中国学位与研究生教育发展年度报告课题组等.中国学位与研究生教育发展年度报告2016[M].北京:高等教育出版社,2017:136.
[22]吴凡,刘少雪.为多元化职业做准备:英国博士生训练中心的探索[J].学位与研究生教育,2017(10):66-71.
[23]Jennifer Lewington.Canada Prepares Young Researchers for Nonacademic Careers[EB/OL].(2018-08-24).https://www.chronicle.com/article/Canada-Prepares-Young/128899/.
[24]邓光平.澳大利亚博士生可转化技能培养模式与启示[J].中国高教研究,2017(9):63-66.
[25]沈文钦,王东芳,赵世奎.博士就业的多元化趋势及其政策应对:一个跨国比较的分析[J].教育学术月刊,2015(2):35-45.
[26]中国学位与研究生教育发展年度报告课题组等.中国学位与研究生教育发展年度报告2011[M].北京:高等教育出版社,2012:167.
[27]National Science Foundation.Survey of Graduate Students and Postdoctorates in Science and Engineering Fall 2016[EB/OL].[2018-08024].https://ncsesdata.nsf.gov/gradpostdoc/2016/.