优化研究生科研经历提高研究生教育质量——基于陕西省高校2017年度毕业研究生的调查分析
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摘要
从研究生科研经历的视角评价和保障研究生教育质量,是目前世界各国广泛采用的一种方法,但我国开展的这方面研究还比较少。本文应用对陕西高校2017届毕业研究生的调查数据,分析研究生科研经历调查问卷的效度、信度,以及对我国研究生的适用性,探讨导师指导、研究氛围、研究设施、论文评审对研究生技能发展和科研经历满意度的影响,分析不同性别和类型高校研究生感知的科研经历差异。在此基础上,提出优化研究生科研经历,提高研究生教育质量的对策建议。
It has been adopted widely in foreign countries to evaluate and improve the quality of postgraduate education from a viewpoint based on the scientific and research progress of postgraduates.However,similar researches have been scarcely conducted in China.Based on the survey data of the postgraduates in Shaanxi graduated in 2017,this paper analyzes the validity,reliability and applicability of the research experience of the postgraduates,explores the influence of the supervisors' guidance,research atmosphere,facilities,dissertation evaluation on the personal skill development and the research experience satisfaction of the postgraduates.Moreover,it also analyzes the differences of research experience perceived by postgraduates of different genders studying at different institutions of higher learning.On this basis,this paper puts forward some proposals or suggestions to optimize the research experience of postgraduates and improve the quality of postgraduate education in China.
It has been adopted widely in foreign countries to evaluate and improve the quality of postgraduate education from a viewpoint based on the scientific and research progress of postgraduates.However,similar researches have been scarcely conducted in China.Based on the survey data of the postgraduates in Shaanxi graduated in 2017,this paper analyzes the validity,reliability and applicability of the research experience of the postgraduates,explores the influence of the supervisors' guidance,research atmosphere,facilities,dissertation evaluation on the personal skill development and the research experience satisfaction of the postgraduates.Moreover,it also analyzes the differences of research experience perceived by postgraduates of different genders studying at different institutions of higher learning.On this basis,this paper puts forward some proposals or suggestions to optimize the research experience of postgraduates and improve the quality of postgraduate education in China.
引文
[1]教育部.2016年全国教育事业发展统计公报[EB/OL].(2017-07-10)[2018-05-12].http://www.moe.edu.cn/jyb_sjzl/sjzl_fztjgb/201707/t20170710_309042.html.
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[4]AustralianCouncilforEducationalResearch.Evaluation and validation of the trial postgraduate Research Experience Questionnaires[R].Canberra:DepartmentofEducationTrainingandYouth Affairs,2000.
[5]Marsh H W,Rowe K J,Martin A.PhD students’evaluationsofresearchsupervision:Issues,complexities and challenges in a nationwide Australian experiment in benchmarking universities[J].Journal of Higher Education,2002,73(3),313-348.
[6]Graduate Careers Australia.Postgraduate research experience 2015:A report on the perceptions of recent higher degree research graduates[R].Melbourne:Graduate Careers Australia,2016.
[7]Kattara H S,Eraqi M, Hewedi M.Tourism and Hospitality postgraduate Research Experience[J].Journal of Teaching in Travel&Tourism,2004,4(2):1-17.
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[11]Canadian Graduate and professional Student Survey[EB/OL].[2018-05-12].http://www.cags.ca/cgpss_home.php.
[12]Sampson K A, Johnston L, Comer K, et al.Developing evidence for action on the postgraduate experience:An effective local instrument to move beyond benchmarking[J].Higher Education Research&Development,2016,35(2):337-351.
[13]Hardré,Patricia L,Hackett S.Beyond instrumentation:redesigning measures and methods for evaluating the graduatecollegeexperience[J]. Educational Assessment,Evaluation and Accountability,2015,27(3):223-251.
[14]袁本涛,延建林.我国研究生创新能力现状及其影响因素分析:基于三次研究生教育质量调查的结果[J].北京大学教育评论,2009(2):12-20.
[15]巩亮,张万红,李卿.研究生科研能力影响因素实证研究[J].学位与研究生教育,2014(12):50-57.
[16]中国博士质量分析课题组.中国博士质量报告[M].北京:北京大学出版社,2010.
[17]周文辉,王战军,刘俊起.2015年我国研究生满意度调查[J].学位与研究生教育,2015(10):14-19.
[18]汪雅霜,康敏.硕士研究生学习成果评价的实证研究:基于IEO模型的分析结果[J].国家教育行政学院学报,2016(3):76-82.
[19]罗英姿,程俊.“以学生为中心”的博士生教育质量评价[J].学位与研究生教育,2014(6):60-65.
[20]王海英.研究生教育质量评价研究的现状、特征及展望:基于对1986-2016年研究文献的述评[J].研究生教育研究,2016(6):67-72.
[21]吴明隆.结构方程模型—AMOS的操作与应用[M].重庆:重庆大学出版社,2009.
[2]国务院关于印发国家教育事业发展“十三五”规划的通知[EB/OL].(2017-01-19)[2018-05-12].http://www.gov.cn/zhengce/content/2017-01/19/content_5161341.htm.
[3]Ginns P, Marsh H W,Behnia M,et al.Using postgraduatestudents'evaluationsofresearch experience to benchmark departments and faculties:Issues and challenges[J].British Journal of Educational Psychology,2009,79(3):577-598.
[4]AustralianCouncilforEducationalResearch.Evaluation and validation of the trial postgraduate Research Experience Questionnaires[R].Canberra:DepartmentofEducationTrainingandYouth Affairs,2000.
[5]Marsh H W,Rowe K J,Martin A.PhD students’evaluationsofresearchsupervision:Issues,complexities and challenges in a nationwide Australian experiment in benchmarking universities[J].Journal of Higher Education,2002,73(3),313-348.
[6]Graduate Careers Australia.Postgraduate research experience 2015:A report on the perceptions of recent higher degree research graduates[R].Melbourne:Graduate Careers Australia,2016.
[7]Kattara H S,Eraqi M, Hewedi M.Tourism and Hospitality postgraduate Research Experience[J].Journal of Teaching in Travel&Tourism,2004,4(2):1-17.
[8]DrennanJ. PostgraduateResearchExperience Questionnaire:Reliability and factor structure with Master's in Nursing graduates[J].Journal of Advanced Nursing,2008,62(4):487-498.
[9]Slight C.Postgraduate research experience survey2017:Experiencesandpersonaloutlookof postgraduate researchers[R].Heslington,York:The Higher Education Academy,2017.
[10]Penn Graduate and professional Student Survey[EB/OL].(2016-04-12)[2018-05-12].http://www.upenn.edu/ir/surveys/GpSS/IR&A%20GpSS%20Instrument%202015-16.pdf.
[11]Canadian Graduate and professional Student Survey[EB/OL].[2018-05-12].http://www.cags.ca/cgpss_home.php.
[12]Sampson K A, Johnston L, Comer K, et al.Developing evidence for action on the postgraduate experience:An effective local instrument to move beyond benchmarking[J].Higher Education Research&Development,2016,35(2):337-351.
[13]Hardré,Patricia L,Hackett S.Beyond instrumentation:redesigning measures and methods for evaluating the graduatecollegeexperience[J]. Educational Assessment,Evaluation and Accountability,2015,27(3):223-251.
[14]袁本涛,延建林.我国研究生创新能力现状及其影响因素分析:基于三次研究生教育质量调查的结果[J].北京大学教育评论,2009(2):12-20.
[15]巩亮,张万红,李卿.研究生科研能力影响因素实证研究[J].学位与研究生教育,2014(12):50-57.
[16]中国博士质量分析课题组.中国博士质量报告[M].北京:北京大学出版社,2010.
[17]周文辉,王战军,刘俊起.2015年我国研究生满意度调查[J].学位与研究生教育,2015(10):14-19.
[18]汪雅霜,康敏.硕士研究生学习成果评价的实证研究:基于IEO模型的分析结果[J].国家教育行政学院学报,2016(3):76-82.
[19]罗英姿,程俊.“以学生为中心”的博士生教育质量评价[J].学位与研究生教育,2014(6):60-65.
[20]王海英.研究生教育质量评价研究的现状、特征及展望:基于对1986-2016年研究文献的述评[J].研究生教育研究,2016(6):67-72.
[21]吴明隆.结构方程模型—AMOS的操作与应用[M].重庆:重庆大学出版社,2009.
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