基于全国338所研究生培养单位的 21973名工学硕士生和 22967名工程硕士生的离校反馈调查数据,从"以学生为中心"的内部视角对我国工科硕士生的培养状况和就读体验进行了实证分析.研究发现,我国工科研究生对培养环境、导师指导、培养过程的认同度较高,对课程设置、教学质量、生活条件的认同度都较低;工学硕士生和工程硕士生在课题参与、论文发表方面存在显著差异;工科硕士生对课程教学改革的需求均较为紧迫,工程实践机会与就业指导是学生最大的诉求.重新定位工科研究生教育的性质,改革课程结构与提升教学质量,增加工程实习实践活动的比重,是提高工科研究生教育质量的根本.

博士新生如何应对学业困境对其后续发展具有关键作用,是其社会化的核心环节.本研究采用扎根理论的方法,分析了53名博士新生的学习经历.研究发现博士新生可能由于动力缺失、任务过难、环境干扰、资源不足、情感冲击,而在学业层面遭遇缺乏方向、难以投入和反馈消极的困难.当学业困难所产生的负面情绪强烈到能够影响博士生的日常学习时,博士生就陷入学业困境.陷入困境后博士生可能会采取调整投入、调节情绪、寻求帮助等方式积极应对,也可能会采取逃避拖延、放任情绪、自我孤立等方式消极应对.消极应对的博士生,往往会处于拖延和突击交替的状态,使得困境随着时间的推移进一步恶化.积极应对的博士生,可能会通过自我知觉的改善和积极的阶段性结果形成正向反馈,逐步摆脱困境,促进其从局外人向局内人的转化;也可能会由于没有得到及时和足够的正向反馈,转而采取消极的应对方式,不仅没有摆脱困境,反而会陷入更深的困境.

Since the post-doctoral system has the dual attributes of personnel recruitment and talent cultivation, and the differences in post-doctoral employment and academic career competitiveness in various countries, the post-doctoral system function has gradually developed from the generally considered “Reservoir” to “Gold-plated Store”, “Workplace” and “Sifter”. Based on the relevant theories and literature, this paper constructed four types of postdoctoral system functions and used the data of the “First Global Postdoctoral Survey” published by Nature in 2020 to conduct a cross-country comparative study on the system functions of post doctors in 25 countries. Results show that under the macro background of universities as the main body of postdoctoral employment, China attaches great importance to the salary of post doctors. Post doctors in China have high work input and positive career prospects. However, there are also prominent problems such as low absolute postdoctoral income level, lack of work interest and international attractiveness, making postdocs a “gold-plated shop” rather than a real “reservoir” of talent. Therefore, we propose to promote the diversification of salary sources, focus on enhancing postdoctoral interest in work, and effectively enhance postdoctoral academic persistence, so as to give full play to the multiple functions of the postdoctoral system.

学科结构是研究生教育质量的重要体现,学位授权点是学科结构调整的重要"杠杆".以学位授权点为主线的研究表明,我国研究生招生学科结构较明显呈现出对学科专业目录的"锚定效应".经过一段时间积累,培养单位学位授权点自主调整的空间逐渐收窄、速度逐渐放缓.同时,从个体理性出发进行的自主调整,可能会陷入供需错位等"集体非理性"困境.如何处理好放权和规范的关系,进一步完善评价、预警、资源配置等机制,提升学位授权点自主调整的科学性、精准性、时效性,是当下亟待解决的问题.

已有研究对博士生科研的中间过程和内部状态关注较少,因而形成了对博士生科研认识的黑箱.通过多元线性回归和中介分析的方法发现,与博士生培养密切相关的入学输入型变量、个体心理学变量和社会环境性变量对科研投入时间具有显著影响,并以科研投入时间为中介变量对论文产出产生影响;但科研投入时间对论文产出的影响效果较弱.这表明,科研投入时间不足以单独作为核心中介分析博士生科研过程,需要设法将科研投入时间的质与量同时纳入考量,以拓展和丰富科研投入的内涵和维度.

跨学科博士学位项目在美国快速发展,已成为跨学科博士生培养的制度化手段.美国跨学科博士学位项目包括建制化项目和个性化项目两大类,其中建制化项目包括一主多辅、多主体联合和实体跨学科中心三种组织模式.跨学科博士学位项目主要包括跨学科课程、跨学科社区和跨学科指导三个关键环节,尽管从外在形式上看与传统博士学位项目差别不大,但每个关键环节都体现出强烈的跨学科性.跨学科博士学位项目的生成过程表明,跨学科研究是跨学科博士学位项目的基本内核和逻辑主线,而跨学科研究的固有特点决定了跨学科学位项目具有变动与稳定、分化与整合、高要求与低回报这三方面的张力.基于对美国跨学科博士学位项目的分析,建议从以下方面进一步完善我国跨学科博士生培养的支持政策:前移支持关口,扩大支持范围;增加软支持,减少硬约束;以项目牵引导师,以导师牵引学生.

当今世界正经历百年未有之大变局,新一轮科技革命和产业变革突飞猛进,科学研究范式正在发生深刻变革,学科交叉融合不断发展,科学技术和经济社会发展加速渗透融合,高层次复合型人才需求急剧增加.从国家急迫需要和长远需求出发,实现高水平科技自立自强,必须以超常规方式加快培养和超前储备国家急需的高层次人才.

科研团队是高等学校从事科学研究以及人才培养的一种重要模式。基于北京航空航天大学44份访谈资料,依据扎根理论原则,通过NVivo11软件分析获得过国家科技奖励的科研团队培养博士生的要素。研究表明,博士生的培养与成长是科研的"硬"实践、团队的"软"文化、卓越的领军人才和学术为业的个人追求等多种因素综合作用的结果。提出高质量博士生的培养应进一步在实际应用问题与个人学术生产、团队规划与个人发展、国家责任与个人价值等方面加强融合。

博士教育以学科为基础,又深深嵌入学术的“场域”.学科作为一种主观建构,是科学成熟的产物,比较而言,学科具有明显的离散性和滞后性.随着科技革命产业变革的深入,以及服务国家战略功能的凸显,博士教育的学科逻辑和路径依赖正面临挑战.项目化治理,是国家治理和国外博士教育改革的重要趋势,推进构建博士教育项目制是面向国家需求加快高精尖缺复合型人才培养的战略选择.

当前,科教融合作为研究生教育特别是博士生教育的核心理念,已成为我国教育、科技、产业和学术界的共识.但总体而言,对科教融合的内涵、路径、机制等一些根本理论和现实问题的研究仍不充分,实践中人才培养和科学研究"脱节"的现象还比较突出.加快培养国家急需的高层次人才,着力增强研究生的实践能力、创新能力,必须建立贯穿教育教学全过程的科教融合理念,正确理解科研与育人的关系,切实推进科教融合的工作机制,把研究作为衡量研究生素质的基本指标,全面落实以高水平科学研究支撑高水平博士生培养的发展理念.

Journal impact factor (JIF) and journal ranking play essential roles in scholarly publishing and research assessment, but the overuse of these metrics has recently drawn criticism. One topic of major debate is that certain objective measurable and controlled variables, including publication delay, journal size and article size, could impact JIF; in addition, journal identity is increasingly becoming a matter of concern. In this study, we focus mainly on the links between publication delays, number of published articles per year, average paper length and JIF and explore the mechanisms of journal ranking levels according to these variables. After a thorough survey of 53 forestry journals, we find that (1) compared to other fields, forestry research has a humble publishing culture with a lower JIF, smaller journal size, longer articles and rather substantial time to accept and publish the original articles in their final form. (2) More published articles per year could help a forestry journal rank in the top 50%. In addition, for non open access journals, a shorter period between manuscript acceptance and the final published version, a longer time between online available and final publication, and more time from articles receiving to online posting positively impact journal ranking; while for open access journals, longer paper length and faster article acceptance has a positive influence on ranking. (3) There is statistical evidence that publication practice preferences exist between different ranking levels. This research provides an objective view for rethinking the overdependence on JIF and journal ranking in research assessment.

认为博士生在国家科学技术奖励中的贡献一定程度上反映了高校培养拔尖创新人才的水平.基于北京航空航天大学15年来获得的国家科学技术奖励数据,定量计算了每个奖项中博士生的贡献率.结果表明,国家科学技术奖励中有博士生署名的奖项超过三分之二,其中有一半奖项中博士生的贡献率超过三分之一,博士生在国家科学技术奖励中已做出了较为重要的贡献.在奖项中署名的博士生主要有以下特点:集中于国家重点学科、由导师引领及团队共同协作、在重点高校接受教育的比例高.根据研究结论就提高博士生创新能力提出建议.

以我国博士教育改革发展过程中的一系列政策文件为主要指引,系统梳理总结了近40年我国博士生教育改革的历程,对博士生教育改革的逻辑、路径和面临的张力等问题进行了探讨,阐述了博士生教育改革的基础、落脚点和主线,对博士生培养模式改革、学位授权审核机制改革、招生选拔机制改革进行了论述,也探讨了"学科中心"和"实践导向"、"效率优先"和"均衡发展"、"计划依赖"和"资源驱动"、"自下而上"和"自上而下"的张力.

以22位长江学者为例,对教育学科高层次人才成长规律进行探究,发现其内部条件主要涉及关注社会重大问题、保持专注的科研精神和在实践中学习与反思;其外部环境主要涉及大学阶段交叉学科背景、研究生阶段就读知名高校和博士阶段得到名师指导.研究还发现将个人研究主题与国家重大教育问题联系起来更容易取得突破;研究生阶段就读知名高校、获得名师指导对人才成长起着至关重要的作用;交叉学科背景有利于科学人才有宽厚的知识基础;将理论学习与工作实践相结合更利于教育学科人才的成长.

英国、欧盟、美国等研究生教育发达国家和地区的博士研究生培养不仅强调知识学习、知识运用、知识创新等学科专业知识与研究的能力,也强调教学、解决实际问题、就业等方面的实践能力以及沟通能力、国际交流能力等全面发展的能力.这些国家和地区博士研究生培养的能力提升策略,主要表现在全方位的导师指导、系统的课程规划、普遍的助教岗位、充实的职业训练和跨学科的学习环境等方面.我国可以通过制定更具个性化的能力框架、加强博士研究生课程体系建设、提供科研训练项目等方式提高博士研究生培养质量.

Data from a PhD quality survey and related interview materials are used to analyze the preferences of Chinese PhD students for different supervision methods, and the differences between disciplines of the satisfaction of PhD students under single-advisor model and joint supervision model toward their academic supervision are compared. The research results show that most PhD students, especially engineering PhD students, are generally inclined to choose a joint supervision model. However, there are no significant differences in the satisfaction toward the two supervision models with the exception of medical PhD students. Considering that in some disciplines even though some PhD students are under single-advisor supervision in name, they actually are under joint advisor supervision, the regression results may underestimate the actual results of the joint supervision. Furthermore, the study also found that if the supervision-model PhD students prefer matches the actual supervision model, their satisfaction is also higher. Looking at the education development trends for international graduate students and student expectations, China should further promote joint supervision systems and also maintaining the responsibilities of head advisors.

以165篇存在问题的博士学位论文为研究对象,对学位论文的作者在读期间发表论文的数量、质量、时间以及发表论文与学位论文质量的关系进行统计分析.结果表明:博士生的学术论文发表和他们的学位论文质量存在一定的相关性,在读期间与学位论文主题相关的论文发表数量和质量较低、发表时间相对滞后是这些"问题论文"作者普遍存在的现象.

Abstract The study finds that after 30 years of effort, China has gradually built a doctoral education and quality assurance system with Chinese characteristics and realized its strategic goal of training high-level talents based in China. The survey and bibliometric analysis show that the relevant groups are satisfied with the training of Chinese PhD students. Doctoral dissertation topics are on the leading edge, referenced works are relatively complete, the writing is fairly standardized, the research results are comparatively innovative, and the overall Chinese PhD quality is gradually approaching international levels. PhD students have already become an important force in academic paper production. However, Chinese doctoral education still has numerous problems, such as serious loss of outstanding student sources, differences in the quality of doctoral dissertation from varying institutions, and remaining gaps in innovative ability compared with global higher education superpowers. Policies should be adopted to increase the strategic position of Chinese doctoral education, improve the doctoral education quality assurance system, and strengthen the capability of doctoral education to adapt to socioeconomic development.

独立于政府和高校的第三方机构在美国学位授权审核体系中不仅参与专业认证发挥专业质量"准绳"作用,而且承担学位授权审核考察评审并出具评审结果的职责.从美国学位授权审核体系演变历程来看,成熟的学位授权审核体系离不开州政府、院校、第三方的共同参与,特别是第三方的审核与监督;从第三方参与路径方法来看,第三方已以立法形式确立其审核、认证、监督的权利地位;从第三方参与运行实施来看,实行分类定级审核,审核结果梯度呈现,审核内容突出学生利益.

21世纪,世界各国开始全面重新审视博士教育,全球博士教育改革呈现出明显的共同趋势,博士教育在培养理念、规模结构、招生选拔、培养机构、导师队伍、课程结构国际化水平及质量保障等方面都发生了重大变革,使博士教育更具适应性和活力.从培养学者到培养精英,从单一扩张到结构分化,从评估学习到全面考察,从一方主导到多方协同,从独立培养到团队指导,从专业主导到通专结合,从经济主导到全面行动,从导师主导到多方参与等推进博士教育全方位变革,博士教育更好地融入世界经济社会发展的进程之中,融入国家创新力与竞争力形成的命脉之中.这也昭示:只有从单纯地培养学者转向培养社会各界的领袖和精英,才能使博士教育真正成为一国竞争力和创新力的基石.