摘要
高等教育博士教育在招生规模持续扩大背景下,受到越来越多的关注。为回应社会关切,以公共管理学科为例,运用IPOD框架对我国博士生教育质量展开研究分析。研究发现,博士生培养存在延期严重、课程缺陷和教育过度功利化等问题。基于此,结合实际从实施弹性学制,设置多元化毕业要求;优化课程设计,突出理论前沿和实践特色;回归教育本质,倡导正确学位观念等方面提出优化建议。
Standing at the pinnacle of the higher education pyramid,doctoral education has garnered increasing attention amidst the backdrop of expanding enrollment.In response to societal concerns,this study takes the discipline of public administration as an example and utilizes the IPOD framework to conduct a research analysis on the quality of doctoral education in China.The research reveals issues such as significant delays in doctoral training,deficiencies in coursework,and an overly utilitarian approach to education.In light of these findings,practical recommendations are proposed,including the implementation of a flexible academic system,the establishment of diversified graduation requirements,optimization of curriculum design with a focus on cutting-edge theory and practical aspects,and a return to the essence of education by advocating a correct perspective on doctoral degrees.
作者
刘媛
付城
欧阳云玲
LIU Yuan;FU Cheng;OUYANG-Yunling(School of Public Administration,Central South University;School of Humanities,Central South University,Changsha Hunan 410012,China)
出处
《河北大学成人教育学院学报》
2024年第1期58-69,共12页
Journal of Adult Education College of Hebei University
基金
2021年湖南省学位与研究生教学改革研究项目重点课题“新时代研究生招生机制创新研究”(编号:2021JGA007)
2022年湖南省学位与研究生教学改革研究项目重点课题“‘双一流’背景下公共管理学科本硕博贯通培养体系研究与探索”(编号:2022JGZD009)
湖南省“十四五”教育科学规划重点项目“高校网络舆情演化与应急响应机制研究”(编号:XJK22ZDJD18)。
关键词
IPOD框架
博士教育
教育质量
公共管理学
IPOD framework
doctoral education
education quality
public administration
