国际合作与博士生的知识生产*——基于某“985工程”高校三个实验室的分析
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摘要
通过文献计量法、观察法和访谈法分析某"985工程"高校三个实验室博士生的科研活动,重点分析博士生知识生产当中国际合作的角色以及国际合作建立的机制。研究发现,博士生是实验室知识生产的重要贡献者。在博士生的学术产出中,对国际合作的依赖程度因实验室资源、科研性质和学科文化的差异而有所不同。同时,文章发表期刊的等级越高,国际合作程度也越高。导师所积累的社会资本和信任是建立国际合作的重要基础,导师也是国际合作的发起人和关键中介,博士生通过导师所建立的国际学术网络参与国际合作。
This study analyzes the research activities of doctoral students in three laboratories of a 985 university through bibliometrics, observations and interviews, focusing on the role of international cooperation in doctoral students' knowledge production and the mechanism of international cooperation. The study found that doctoral students are important contributors to the production of laboratory knowledge. In the academic output of doctoral students, the degree of dependence on international cooperation varies according to laboratory resources,scientific research style and disciplinary culture. At the same time, the higher the level of articles published, the higher the level of international cooperation. The social capital and trust accumulated by the supervisor is an important foundation for the establishment of international cooperation. The supervisor is also the initiator and key broker of international cooperation. The doctoral students participate in international cooperation through the international academic network established by the supervisors.
This study analyzes the research activities of doctoral students in three laboratories of a 985 university through bibliometrics, observations and interviews, focusing on the role of international cooperation in doctoral students' knowledge production and the mechanism of international cooperation. The study found that doctoral students are important contributors to the production of laboratory knowledge. In the academic output of doctoral students, the degree of dependence on international cooperation varies according to laboratory resources,scientific research style and disciplinary culture. At the same time, the higher the level of articles published, the higher the level of international cooperation. The social capital and trust accumulated by the supervisor is an important foundation for the establishment of international cooperation. The supervisor is also the initiator and key broker of international cooperation. The doctoral students participate in international cooperation through the international academic network established by the supervisors.
引文
[1]WAGNER C S,LEYDESDORFF L.Mapping the network of global science:comparing international co-authorships from1990 to 2000[J].International journal of Technology and Globalisation,2005,1(2):185-208.
[2]ZHOU P,GLA..NZEL W.In-depth analysis on China’s international cooperation in science[J].Scientometrics2010,82(3):597-612.
[3]CRANE D.Transnational networks in basic science[J].International organization,1971,25(3):585-601.
[4]ABRAMO G,D’ANGELO C A,PUGINI F.The measurement of Italian universities’research productivity by a non parametricbibliometric methodology[J].Scientometrics,2008,76(2):225-244..
[5]WAGNER C S,HAN W P,LEYDESDORFF L.The continuing growth of global cooperation networks in research:a conundrum for national governments[J].Plos One,2015,10(7):1.
[6]CANTWELL B.Laboratory management,academic production,and the building blocks of academic capitalism[J].Higher Education,2015,70(3),487-502.
[7]CONTI A,LIU C C.Bringing the lab back in:Personnel composition and scientific output at the MIT Department of Biology[J].Research Policy,2015,44(9):1633-1644.
[8]YNALVEZ M A,SHRUM W M.International graduate science training and scientific collaboration[J].International Sociology,2009,24(6):870-901.
[9]PAGLIS L L,GREEN S G,BAUER T N.Does adviser mentoring add value?A longitudinal study of mentoring and doctoral student outcomes[J].Research in Higher Education,2006,47(4):451-476.
[10]MESCHITTI V.Can peer learning support doctoral education?Evidence from an ethnography of a research team[J].Studies in Higher Education,2018:1-13.
[11]GARDNER S K.Contrasting the socialization experiences of doctoral students in high-and low-completing departments:A qualitative analysis of disciplinary contexts at one institution[J].The Journal of Higher Education,2010,81(1):61-81.
[12]DOING P.Give me a laboratory and I will raise a discipline:the past,present and future politics of laboratory studies in STS[M]//HACKETT E J,AMSTERDAMSKA O,LYNCH M,etc.The Handbook of Science and Technology Studies:third edition.Cambridge,MA:The MIT Press,2008:279-295.
[13]ABRAMO G,D’ANGELO C A.Evaluating research:from informed peer review to bibliometrics[J].Scientometrics,2011,87(3):499-514.
[14]MATZAT U.Academic communication and internet discussion groups:transfer of information or creation of social contacts?[J].Social Networks,2004,26(3):221-255.
[15]李婧华.从2014年国际顶级期刊论文看世界大气科学领域华人学者的高影响研究活动[J].气象科技进展,2015(2).
[16]BORDONS M,GO/MEZM I,FERNA/NDEZ M T,ect.Local,domestic and international scientific collaboration in biomedical research[J].Scientometrics,1996,37(2):279-295.
[17]HANCOCK S,HUGHES G,WALSH E.Purist or pragmatist?UK doctoral scientists’moral positions on the knowledge economy[J].Studies in Higher Education 2017,42(7):1244-1258.
[18]MELIN G.Postdoc abroad:inherited scientific contacts or establishment of new networks?[J].Research Evaluation,2004,13(2):95-102.
[19]SEBESTYE/N T,VARGA A.Research productivity and the quality of interregional knowledge networks[J].The Annals of Regional Science,2013,51(1),155-189.
[20]BILECEN B,FAIST T.International doctoral students as knowledge brokers:Reciprocity,trust and solidarity in transnational networks[J].Global Networks,2015,15(2):217-235.
[21]OLEKSIYENKO A.On the shoulders of giants?Global science,resource asymmetries,and repositioning of research universities in China and Russia[J].Comparative Education Review,2014,58(3):482-508.
[22]XIE Y,ZHANG C,LAI Q.China’s rise as a major contributor to science and technology[J].Proceedings of the National Academy of Sciences,2014,111(26):9437-9442.
[23]SHEN W Q,CHEN H J.Chinese doctoral education quality and employment in the context of education expansion[J].Chinese Education&Society,2018,51(3):155-157.
[24]SHEN W Q,LIU D,CHEN H.Chinese Ph.D.students on exchange in European Union countries:experiences and benefits[J].European Journal of Higher Education,2017,7(3),322-335.
[25]LATOUR B,WOOLGAR S.Laboratory life:The social construction of scienti c facts[M].Beverly Hills:Sage,1979.
[26]DELAMONT S,ATKINSON P.Doctoring uncertainty:Mastering craft knowledge[J].Social Studies of Science2001,31(1):87-107.
[2]ZHOU P,GLA..NZEL W.In-depth analysis on China’s international cooperation in science[J].Scientometrics2010,82(3):597-612.
[3]CRANE D.Transnational networks in basic science[J].International organization,1971,25(3):585-601.
[4]ABRAMO G,D’ANGELO C A,PUGINI F.The measurement of Italian universities’research productivity by a non parametricbibliometric methodology[J].Scientometrics,2008,76(2):225-244..
[5]WAGNER C S,HAN W P,LEYDESDORFF L.The continuing growth of global cooperation networks in research:a conundrum for national governments[J].Plos One,2015,10(7):1.
[6]CANTWELL B.Laboratory management,academic production,and the building blocks of academic capitalism[J].Higher Education,2015,70(3),487-502.
[7]CONTI A,LIU C C.Bringing the lab back in:Personnel composition and scientific output at the MIT Department of Biology[J].Research Policy,2015,44(9):1633-1644.
[8]YNALVEZ M A,SHRUM W M.International graduate science training and scientific collaboration[J].International Sociology,2009,24(6):870-901.
[9]PAGLIS L L,GREEN S G,BAUER T N.Does adviser mentoring add value?A longitudinal study of mentoring and doctoral student outcomes[J].Research in Higher Education,2006,47(4):451-476.
[10]MESCHITTI V.Can peer learning support doctoral education?Evidence from an ethnography of a research team[J].Studies in Higher Education,2018:1-13.
[11]GARDNER S K.Contrasting the socialization experiences of doctoral students in high-and low-completing departments:A qualitative analysis of disciplinary contexts at one institution[J].The Journal of Higher Education,2010,81(1):61-81.
[12]DOING P.Give me a laboratory and I will raise a discipline:the past,present and future politics of laboratory studies in STS[M]//HACKETT E J,AMSTERDAMSKA O,LYNCH M,etc.The Handbook of Science and Technology Studies:third edition.Cambridge,MA:The MIT Press,2008:279-295.
[13]ABRAMO G,D’ANGELO C A.Evaluating research:from informed peer review to bibliometrics[J].Scientometrics,2011,87(3):499-514.
[14]MATZAT U.Academic communication and internet discussion groups:transfer of information or creation of social contacts?[J].Social Networks,2004,26(3):221-255.
[15]李婧华.从2014年国际顶级期刊论文看世界大气科学领域华人学者的高影响研究活动[J].气象科技进展,2015(2).
[16]BORDONS M,GO/MEZM I,FERNA/NDEZ M T,ect.Local,domestic and international scientific collaboration in biomedical research[J].Scientometrics,1996,37(2):279-295.
[17]HANCOCK S,HUGHES G,WALSH E.Purist or pragmatist?UK doctoral scientists’moral positions on the knowledge economy[J].Studies in Higher Education 2017,42(7):1244-1258.
[18]MELIN G.Postdoc abroad:inherited scientific contacts or establishment of new networks?[J].Research Evaluation,2004,13(2):95-102.
[19]SEBESTYE/N T,VARGA A.Research productivity and the quality of interregional knowledge networks[J].The Annals of Regional Science,2013,51(1),155-189.
[20]BILECEN B,FAIST T.International doctoral students as knowledge brokers:Reciprocity,trust and solidarity in transnational networks[J].Global Networks,2015,15(2):217-235.
[21]OLEKSIYENKO A.On the shoulders of giants?Global science,resource asymmetries,and repositioning of research universities in China and Russia[J].Comparative Education Review,2014,58(3):482-508.
[22]XIE Y,ZHANG C,LAI Q.China’s rise as a major contributor to science and technology[J].Proceedings of the National Academy of Sciences,2014,111(26):9437-9442.
[23]SHEN W Q,CHEN H J.Chinese doctoral education quality and employment in the context of education expansion[J].Chinese Education&Society,2018,51(3):155-157.
[24]SHEN W Q,LIU D,CHEN H.Chinese Ph.D.students on exchange in European Union countries:experiences and benefits[J].European Journal of Higher Education,2017,7(3),322-335.
[25]LATOUR B,WOOLGAR S.Laboratory life:The social construction of scienti c facts[M].Beverly Hills:Sage,1979.
[26]DELAMONT S,ATKINSON P.Doctoring uncertainty:Mastering craft knowledge[J].Social Studies of Science2001,31(1):87-107.