摘要
随着内外部环境的不断变化,澳大利亚的博士生教育面临诸多现实挑战。为对博士生教育质量进行系统科学的评价,澳大利亚政府支持的研究团队构建了包含入学准备、学习经历、学习成功3个维度以及认知、基础、个人等9项指标的博士生教育质量评价框架,涵盖了从博士生入学前、在学过程到毕业后的人才培养全周期,满足了多重主体的应用需求。该框架对我国完善博士生教育质量评价体系具有一定启示:将学生发展作为评价的核心质量观;综合多元利益相关者视角,探索评价具体要素;促进评价应用主体从宏观向微观“下移”,形成多重应用方式。
Doctoral education in Australia has encountered numerous problems with the internal and external environment′s transformation.Supporting systematic and scientific evaluations on doctoral education quality,a research team funded by the Australian government constructed a framework including three dimensions of"preparations","experiences"and"successes",with nine indicators such as"awareness","foundation"and"personal".The framework covers the whole process of talent cultivation before,during and after doctoral education,and meets different stakeholders′application demands.Implications from the framework for future evaluations on doctoral education quality in China include placing student development as a core quality view of evaluation,specifying evaluation elements from multiple stakeholders′perspectives,and broadening the application range by integrating macro-and micro-level evaluation practitioners.
作者
洪茜
刘路
Hamish Coates
HONG Xi;LIU Lu;COATES Hamish(Institute of Education, Tsinghua University, Beijing 100084, China)
出处
《高校教育管理》
CSSCI
北大核心
2021年第2期65-75,共11页
Journal of Higher Education Management
基金
清华大学全球学校与学生发展评价研究中心重大课题(2017ACSD002)。
关键词
博士生教育
教育质量
澳大利亚
质量评价
教育评价
质量评价框架
doctoral education
educational quality
Australia
quality evaluation
educational evaluation
the quality evaluation framework
