学生职业发展需求视角下博士生培养满意度评价及其影响因素——基于江苏省8所高校的经验研究

Influential Factors of Doctoral Training Satisfactory Evaluation from the Perspective of Students' Career Development Demands:An Empirical Study Based on Survey Data in Jiangsu Province

基于江苏省8所高校三年级及以上学术型脱产博士生的调研数据,从学生职业发展需求视角下分析博士生对博士生培养满意度的评价,并用定序回归分析法从博士生职业类型期望以及博士阶段受教育经历两方面探索影响博士生培养满意度的因素。研究发现,当前博士生职业类型期望多元化,从读博前到读博期间大部分博士生并没有改变他们的职业期望。博士生对博士生培养满足自己职业发展需求的评价较低。参加国际会议的经历、和谐的师生关系、与非学术组织合作、参加社会实践以及职业指导均显著正向影响博士生对博士生培养满意度的评价。为了提高学生对博士生培养的满意度,应该为博士生提供多样化的培训和更广泛的社会经验,并且重视导师的职业指导以及发挥研究生院的服务功能,促进博士生培养与学生职业发展需求的有效连接。

Based on the survey data on doctoral students＇ employment expectations in Jiangsu province, this study focuses on doctoral students＇ satisfactory evaluation on doctoral training from the perspective of students＇ career development demands. Influential factors of students＇ satisfactory evaluation on doctoral training are analyzed based on students＇ career expectations and doctoral education experiences by using Ordered-Logistic Model. Empirical results show that doctoral students have diverse career expectations, and most of them do not alter their professional preferences radically over time. Students are dissatisfied with doctoral training that does not meet their career development demands. Participation in international conference, good relationship with supervisor, experiences of collaboration with non-academic organizations and social practice, and career guidance have significant positive influences on doctoral students＇ satisfactory evaluation on doctoral training. Therefore, diversified doctoral training, broad range of social experiences, and career guidance and service from both supervisors and graduate schools should be provided for doctoral students to enhance their satisfaction and narrow the gap between doctoral students＇ career development demands and doctoral training.