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1.
高会军等 《学位与研究生教育》2016,(5):18-22
从博士生导师的角度,介绍选题前沿化、培养过程精细化以及导师自身素质国际化的博士生培养实践,通过“三位一体”的培养方式分析和总结了国际化视野下优秀博士生培养过程,以对我国博士生培养工作提供借鉴和参考。 相似文献
2.
周杰等 《学位与研究生教育》2023,(12):33-40
从清华大学开展创新领军工程博士生教育的探索与实践出发,阐述了清华大学在工程博士生培养模式改革过程中,在服务国家战略需求、创新选拔录取机制、形成特色培养方案、广纳优秀导师、完善培养质量保障等方面的方法和举措。结合清华大学工程博士生教育工作的重点,对工程博士生培养问题提出若干思考和建议。 相似文献
3.
郝吉明 《学位与研究生教育》2017,(4):7-8
认为博士生教育是国家人才强国战略的重要部分,博士生导师使命光荣,任务艰巨;在博士生教育过程中,导师应加强对学生批判性思维和创新能力的培养;指导博士生要求导师拥有较高的学术水平与宽阔的学术视野,并在学风与敬业精神方面发挥榜样作用。 相似文献
4.
采用问卷调查与半结构化访谈相结合的方式,研究国际中文教育专业博士生培养现状及问题。对全国22所培养院校的178名博士生进行问卷调查,选取5名博士生导师和14名博士生进行访谈,调查内容主要包括博士学科背景和攻读学位动机、导师指导、课程设置、学位论文选题等方面。研究发现,国际中文教育专业博士生培养整体看来比较符合《教育博士专业学位汉语国际教育领域研究生指导性培养方案》的规定与要求。但是,由于处在起步阶段,博士生培养也存在职业导向性不强、招生环节不尽完善、课程设置不尽合理、实践导师指导不足、论文选题存在偏差等问题。针对上述问题,建议加强职业导向,突出实践特性;深化招生改革,精准选拔人才;完善课程体系,突出学科交叉融合;健全导师队伍,增强导师指导作用;制定选题指南,重视学位论文质量。 相似文献
5.
近30年来,美国博士生教育经常被视为"金标准",成为世界各国仿效的对象,人们把它的成功归因于对博士生的科研训练。美国博士生的科研训练以研讨班为主,通过实验室轮转实现博士生、导师、学术兴趣的互动,以科研项目研究为训练平台,积极开展学术交流与合作。相应地,我国的博士生教育应当充分发挥研讨班在博士生培养过程中的作用,积极为博士生提供科研实践机会,鼓励和资助博士生参加学术交流。 相似文献
6.
导师指导频率对博士生培养质量的影响--基于博士生视角的分析和探讨 总被引：5，自引：0，他引：5
博士生教育是国际上公认的正规高等教育的最高层次,导师的指导在博士生培养过程中起着举足轻重的作用。本文对澳大利亚昆士兰大学关于博士生导师指导情况的调查进行了分析和研究,并通过国际比较,从博士生的角度,阐述了导师指导频率这一影响博士生培养质量的关键因素。最后对提高我国博士生导师的指导频率提出了若干建议。 相似文献
7.
绳丽惠 《学位与研究生教育》2019,(6):60-64
通过对具有一定代表性的高校博士生延期毕业情况的调查分析,认为博士生能否正常毕业与学习年限的设置、发表学术成果的要求、导师及博士生自身因素具有相关性,提出高校应深入开展博士生培养机制改革,采取合理设置博士生基本学习年限、提高生源质量、加强导师队伍建设、强化培养过程管理、科学制订学术成果要求、健全博士生教育投入机制等措施,有效解决博士生延期毕业问题,提高博士生教育质量。 相似文献
8.
博士论文工作是博士研究生教育的重要组成部分。论文质量是博士生研究能力和学术水平的标志。不少导师认为，博士生的选题应与导师的课题结合起来。因此，许多导师在招博士生前就将博士生的选题定好，甚至实验方案和技术路线都已安排好，博士生招来后就成了高级劳力，其目标就是完成导师的课题。我想这是个误区，博士生的选题不能只限于这一点。博士生的选题是否能与导师课题相结合，最终是要看博士生是否愿意。如果在选题过程中，博士生对导师的课题比较感兴趣，当然可以选择，而且这种结合的确有很多好处。但是，如果博士生的兴趣与导师不… 相似文献
9.
教育部"十一五"规划重点课题"增强学生社会责任感的公民教育实践模式研究"(课题批准号:DEA090282)结题会于2012年6月25日在杭州师范大学召开。此课题由杭州师范大学赵志毅教授主持。课题鉴定专家组由我国著名教育理论家、西北师范大学博士生导师胡德海教授,浙江大学教育学院博士生导师魏贤超教授,杭州师范大学原校长、浙江大学博士生导师林正范教授等人组成。管理单位负责人、杭州师范大学人文社科处处长余龙进教授参加会议。 相似文献
10.
吴丹刘利方毅 《学位与研究生教育》2017,(12):60-64
指出导师是院校进行学科建设的主体、研究生教育的主导,建设高水平导师队伍是提高研究生教育质量的关键,其中导师资格认定工作又是保证导师队伍质量的根本。指出我国博士生导师制度存在的一个突出问题博导资格终身制,将导师资格定位为一种荣誉,而非一个工作岗位,从而带来一系列问题,如导师队伍建设难以科学规划、对导师的考核评价难以落到实处等。对国防科技大学根据办学实际、以“岗位”为核心开展的博士生导师资格认定体系的研究与实践进行了介绍。 相似文献
11.
Internationalisation in higher education is now a worldwide phenomenon but there is little attention paid to internationalisation at doctoral level, although this phenomenon has grown exponentially in recent years. This study focuses on a university in China to examine how international doctoral students and their supervisors perceive supervision and the relations between supervisor and student. It describes and analyses the experiences of supervisors and students, and the concepts they used to articulate and reflect on them. Semi-formal interviews were conducted with six doctoral students and their supervisors. Analysis shows that, apart from formal supervision, informal enculturation through social and academic networks, the tongmen, plays an important role in supervision and in socialising the doctoral researchers into the community of practice. The study adds to the field a new case from a specific epistemological and intellectual tradition and challenges existing theories concerning methods and concepts of supervision. 相似文献
12.
This paper presents a study of students’ experiences of joint supervision practices and supervisors’ professional work in doctoral education in one department of a Finnish university. A qualitative methodology was used to explore students’ experiences of joint supervision practices and an inductive protocol was used to analyse the data gathered through thematic interviews (N=11). The results describe three identified joint supervision practices: the complementary, the substitutive, and the diversified. The results suggest that departments and faculties should develop more official support and guidance for students to identify additional supervisors during their doctoral education. 相似文献
13.
Christopher J. Pole Annemarie Sprokkereef Robert G. Burgess Emma Lakin 《Assessment & Evaluation in Higher Education》1997,22(1):49-63
Within the natural sciences and engineering, literature relating to postgraduate education, in particular the process of completing a doctorate, remains generally scarce. That which does exist emphasises the role of the supervisor in effecting successful completion and points to a wide range of activities performed by supervisors. There remains, however, little by way of accounts of the actual experiences of supervisors or students when engaged in the process of doctoral supervision. It is these experiences which form the basis of this paper which focuses upon doctoral students and their supervisors in the disciplines of physics, mathematics and engineering science. Data for the paper have been collected, as part of an ESRC funded project, by means of in‐depth interviews with students and supervisors in nine universities in England. In particular, we address students expectations of PhD supervision, the extent to which expectations have been met, and within the context of the ‘career’ of the PhD, the ways in which supervision changes as the doctoral process progresses. Important issues relating to the need for training for PhD supervisors and their capacity to meet the expectations of their students are raised, together with those which question the relationship between the PhD and the culture of academic work. 相似文献
14.
Emily F. Henderson 《Teaching in Higher Education》2018,23(4):403-418
Building on existing studies that ask doctoral supervisors how they understand their role, and what has influenced this understanding, this article explores invitations that are issued to supervisors to reflect in certain ways about the role of supervisor. The article calls into question the ways in which supervisors are invited to think about and represent supervision, by professional development courses, handbooks on supervision, and the questions that researchers pose about supervision. This discussion is situated in autoethnographic analysis of a valuable moment in the author's academic career for reflecting on these factors: the author is positioned directly between the role of doctoral supervisee and the role of doctoral supervisor. Through autoethnographic engagement with doctoral supervision literature, the article argues that professional development for supervisors would benefit from more critical analysis of the invitations which are issued to supervisors to reflect on the transition from supervisee to supervisor. 相似文献
15.
This study focused on exploring students’ and supervisors’ perceptions of ethical problems in doctoral supervision in the natural sciences. Fifteen supervisors and doctoral students in one research community in the natural sciences were interviewed about their practices and experiences in the doctoral process and supervision. We explored to what extent doctoral students and supervisors experienced similar or different ethical challenges in the supervisory relationship and analyzed how the experiences of ethical dilemmas in supervision could be understood in light of the structure and practices of natural science research groups. The data were analyzed by theory-driven content analysis. Five ethical principles, namely non-maleficence, beneficence, autonomy, fidelity and justice, were used as a framework for identifying ethical issues. The results show that one major question that appears to underpin many of the emerging ethical issues is that the supervisors and students have different expectations of the supervisory role. The second important observation is that doctoral students primarily described their own experiences, whereas the supervisors described their activities as embedded in a system and elaborated on the causes and consequences at a system level. 相似文献
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17.
This paper is concerned with the ethics of relationships in doctoral supervision. We give an overview of four paradigms of doctoral supervision that have endured over the past 25 years and elucidate some of their strengths and limitations, contextualise them historically and consider their implications for doctoral supervision in the contemporary university. Two common threads across the four paradigms are a view of doctoral supervision as pedagogical practice and that supervisors have primary responsibility for the supervision of doctoral students. We challenge these assumptions. In their place, we propose that the goal of doctoral supervision is praxis and that this involves a learning alliance between multiple institutional agents grounded in a relational ethics of mutual responsibility. 相似文献
18.
Michelle Trudgett 《高等教育研究与发展》2014,33(5):1035-1048
The number of Indigenous Australians completing doctoral qualifications is disparately below their non-Indigenous contemporaries. Whilst there has been a steady increase in Indigenous completions in recent years, significant work remains to redress the imbalance. Supervision has been identified as a primary influencer of the likely success of Indigenous doctoral students, yet very little research has been undertaken in this area. This paper examines the experiences of 11 Indigenous Australians who hold a doctoral qualification. It also provides the experiences of five non-Indigenous supervisors who were an integral part of the supervision team of one of the successful doctoral graduates. A best-practice framework for supervision is offered as a guide for how supervisors, universities and national bodies can contribute to building the number of doctoral qualified Indigenous Australians. 相似文献
19.
Christopher Isike 《Africa Education Review》2018,15(2):112-130
There is a constant interplay between the “people” (agency) and the “parts” (structure and culture), not only in teaching and learning, but also in postgraduate supervision practices globally. However, in South Africa, the tendency to use structure (higher education architecture, institutional history, institutional rules, policies and procedures) to address all challenges related to postgraduate (especially doctoral) studies has resulted in university managers ignoring the role that institutional research culture (social norms, expectations and practice) plays, not only in perpetuating some of these challenges, but also in understanding and resolving them. At the University of Zululand (UniZulu), these factors combine to affect not only the postgraduate supervision practices of supervisors, but also the quality of doctoral throughput (doctorateness) with overall implications for society in general. This article is a critical self-reflection on the author’s postgraduate supervision practice at UniZulu between 2011 and 2016 with a view to highlight how structure and culture combine to impact on his supervision work at the institution. The discussion shows how these factors impact on the quality of doctoral output with implications for the author’s practice and society in general. To deal with the challenges arising from the discussion, the article recommends: establishing a dedicated postgraduate studies unit headed by a director or dean as supervisors and supervisees need a support system that functions optimally; improving staff qualifications and training of supervisors to keep up with best practice in postgraduate supervision; and the Department of Higher Education and Training factoring differentiation realities into its funding modules for universities. 相似文献
20.
Serge F. Hein Gerard Lawson Christopher P. Rodriguez 《Counselor Education & Supervision》2011,50(6):422-436
A qualitative study was conducted to explore supervisors' experiences of supervisee incompatibility in triadic supervision. In‐depth interviews were completed with 9 doctoral student supervisors in a counselor education program, and a whole‐text analysis generated 3 categories. Supervisee incompatibility took a wide variety of forms and negatively affected the content of supervision, including its progress and productivity. It also negatively influenced the process of supervision, including the feedback and support offered by either the supervisor or the supervisees and the general atmosphere of supervision meetings. Implications of the findings for counseling supervision and for further research are also addressed. 相似文献