基于IPOD框架的博士生教育质量研究——以涉农学科为例

A Study on the Quality of Doctoral Education Based on the IPOD Framework——A Case of Agriculture-related Disciplines

基于输入-过程-输出-发展(IPOD)框架对我国六所涉农高校在读博士生和毕业博士的调查发现:农科博士生具有延期比率较高、学习投入时间较长、学科背景较为一致、国外访学经历和教学体验缺乏、接受职业指导不足、职业期望多为学术职业的群体性特征;毕业博士体现出单位类型多元、从业专业相关度高;个人与工作岗位匹配度高于个人与工作单位匹配度的职业发展特征。对此,应依据学科差异适当调整博士生学制长度,提高博士生对博士学位的理性认知,加强博士生职业路径引导。

Based on the survey of six agricultural universities, the study found there＇ re higher rate in delay graduation, consistency in academic background, much time in learning, fewer foreign visiting and teaching experience, less career guidance and more academic career goals for the agricultural doctoral students. Also, there＇re diversified career paths, but their jobs almost matching their own specialized field; the matching degree of person-post was higher than the matching degree of person-occupation. Therefore, it should adjust the schooling system according to the difference of the disciplines, improve the rational cognition for PHDS, and strengthen the career guidance.