主体与职责:工程博士教育的运行机制——基于中英两国的比较

School-running Partners and Responsibilities:The Operation Mechanism of Engineering Doctoral Education——A Comparative Study based on the Differences between China and the UK

工程博士教育是服务国家创新发展战略、培养高层次应用型人才的重要途径。其培养过程涉及政府、高校、企业、行业协会等多方利益主体,合理和清晰的职责划分是有效运行的逻辑起点和前提,并直接关系到整体的人才培养质量。我国工程博士教育正处于快速发展阶段,基于宏观层面的主体、操作层面的职责定位及其相互关系仍有待厘清;国际上,英国工程博士教育在规模和质量上都令人瞩目,其多元主体的协作经验可以为我国提供有益的参考。本文通过比较中国、英国两国工程博士教育中的相关主体和具体职责,就政府作为、中介组织的作用、高校联盟式培养、企业参与和权益等关键问题进行探讨,并结合我国工程博士教育的发展现状,提出相关建议。

Engineering doctoral education is an important way to serve national innovative development strategy and cultivate high-level application-oriented leading professionals.The process of the education involves many stakeholders,including governments,universities,enterprises and industry associations.A reasonable and clear division of responsibilities is the logical starting point and premise for an effective operation,and is closely related to the overall quality of education.The engineering doctoral education in China is in a rapid development stage,and the major education providers at the macro-level,their responsibilities at the operating level and the relationship between them remain to be clarified.Internationally,the scale and quality of the UK's engineering doctorate education is impressive,and the experience from cooperation between multiple partners can provide useful reference for China.By comparing the relevant shareholders in the engineering doctoral education and their specific responsibilities between China and the United Kingdom,this paper analyzes the roles of governments,intermediary organizations,the training from university alliances,the participation of enterprises,the rights and interests of the partners and other key issues.In conclusion,this paper puts forward some suggestions for the improvement of the engineering doctoral education based on the specific status quo in China.