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1.
利用数据包络分析（DEA）方法,对我国59所教育部直属高校效率做出评价,并比较不同类型高校效率得分的差异情况。在此基础上,运用Tobit模型对高校效率的影响因素进行分析。实证研究结果表明,教师中硕导和博导的比重、博士学位教师比重、科研经费所占比例与高校效率显著正相关,人均科研经费与高校效率负相关。为了提高效率,高校应提高科研经费比重,投入更多的人力从事科学研究活动。  相似文献   

2.
基于DEA方法的高校科研效率评价研究   总被引：1，自引：0，他引：1  
以教育部直属高校为研究对象,利用DEA基本模型和超效率模型进行处理,得出高校的技术效率、纯技术效率和规模效率得分及规模报酬情况,计算出DEA无效高校的投入冗余和产出不足值。利用该数值可以帮助各高校调整科研投入与产出,以提高科研效率。对于DEA有效的高校计算超效率得分并排序。  相似文献   

3.
Women in higher education appear to lag behind their male colleagues in many respects. Research has shown that women are less likely than men to have full-time positions, tenure, or senior status. In research -- crucial to an academic career -- they tend neither to lead research teams, nor to apply for, nor to hold large research grants. Female academics are often seen as less productive, especially when it comes to publication rates. Women just beginning or resuming their careers appear particularly vulnerable. This paper draws on data from a study of PhD graduates in Australian universities in order to investigate the research experiences of women and men at an early stage of their careers. The findings presented in the paper suggest that some of the traditional disadvantages seen as affecting university women are now diminishing. The paper goes on to argue, on the basis of the data, that some documented phenomena such as women's lower publication output and their non-participation in collaborative networks are due to factors not always highlighted in the literature -- factors, for example, such as women's choice of discipline area. While the paper rejects the proposition that an explicitly 'gendered agenda' exists in academia, it notes that newly-graduated female PhDs in Australia are still more likely than their male colleagues to report dissatisfaction on a number of levels. The paper concludes with a call for further research on the more affective aspects of academic women's research experiences.  相似文献   

4.
不同地区教育部直属高校科研效率比较研究   总被引：8，自引：0，他引：8  
通过对不同地区54所教育部直属高校在2000—2002年间科学研究效率及其变化趋势的分析，本文发现有46．3％的高校的科研效率有待进一步提高；东部、中部和西部地区高校的科研效率呈现递减趋势，而且不同地区高校的科研效率和规模效率都存在波动，但变化趋势不同。据此，提出了进一步提高高校科研效率。优化区域科研资源配置的措施：第一，应逐步建立基于效率的高校科研资源配置机制，引导高校关注科研活动的投入产出效率；第二，在目前条件下提高高校科研活动的投入产出效率，应以扩大高校科研规模为主，以改善高校科研生产效率及其管理水平为辅；第三，应采取一定宏观调控措施，缩小不同地区高校科研效率的差异。  相似文献   

5.
对高校投入与产出进行绩效评估是激励高校提升自身生存与发展的有效手段,对于优化高校的资源配置、提高高校的办学效益及帮助政府对高校实行绩效拨款都有非常重要的参考价值和指导意义。文章以涉及高校人力、物力和财力的14项投入指标和人才培养、科学研究、社会服务职能的5项产出指标作为绩效评估指标体系,采用因子分析法对甘肃省属12所本科院校的绩效水平进行评估,并且以绝对绩效得分的形式对这12所高校进行绩效排名,从而在一定程度上反映出甘肃省属本科院校的教育资源利用状况。  相似文献   

6.
培养本科生科研素养是当代本科生教育和创新人才教育的重要组成之一。我国高校多采取资助本科生科研项目的方式进行。为了解这一方式如何影响学生未来科研职业发展,本研究以复旦大学的本科生科研资助计划为对象,对该校2000—2017级参加和未参加科研项目的共576名大学生进行了回顾性队列研究。通过对在校生队列样本的分析,发现科研项目对学生在大学阶段从事科研职业的意愿提高23.2%。通过对毕业生队列样本的追踪分析,发现科研项目提升了本科生14.1%的攻读博士概率,以及提升了17.2%的在高校科研岗位就业概率。进一步的机制检验发现本科生科研项目主要通过促进学生对科研的了解和提升科研工作的自我效能感（而不是比同伴更有竞争力）来激发学生投身科研的意愿。  相似文献   

7.
ABSTRACT

Over the past decade, an increasing number of overseas Chinese PhD graduates have returned to China to develop their career. For these academic returnees, one of the challenges is to (re)construct an academic identity in a familiar context that is also strange because they have been absent for a few years. In this autobiographical paper, the researcher describes and reflects upon the pains and gains experienced when re-entering and working in Chinese universities as a PhD returnee, revealing the process of his academic identity (re)construction when adjusting to different academic assessment policies. This writing offers an individual perspective on the challenges to returnees’ academic identity (re)construction and argues for the need to set up in-between spaces for inter/cross-disciplinary academic discourse between returnees and local scholars at Chinese universities. This paper aims to contribute to pedagogic debate on the development of more open research practices in Chinese universities.  相似文献   

8.
中日大学科研投入与产出的比较研究   总被引：7，自引：0，他引：7  
量化研究表明,近年来中国高校的科研实力有较大幅度上升,特别是教育部直属重点大学的科研成绩突出,包括经费投入的科研产出率在内的许多指标已经与日本大学接近。但是教师总体投入到科研工作的时间和精力较少,人均科研生产力较低,对基础研究的重视依然不够,在科研投入中过分依赖物质投入而轻视人力投入。为此本文建议继续推行对大学的重点投入政策,适当降低大学的师生比,加大对基础研究投入,实行科研全成本核算机制。  相似文献   

9.
Abstract

The possible effects of participating in the Undergraduate Research Participation Program of the National Science Foundation was examined in a longitudinal study of undergraduate college students attending a representative national sample of colleges and universities. Participants in the program were shown to be significantly superior to nonparticipants in terms of their academic and extracurricular achievements during high school and also in terms of their average academic ability as measured by standardized tests. Participation in the program appears to increase the student’s chances of being author or co-author of a scientific article; it also increases his interest in becoming a college professor and in obtaining the PhD degree. Although a large number of potentially biasing student input variables were statistically controlled, the possibility exists that these apparent effects of the program may in fact be attributable to additional uncontrolled variables that bias the selection of the URP program participants. For this reason, some consideration should be given to the possibility of evaluating such programs experimentally.  相似文献   

10.
An ongoing debate in the literature on the efficiency of higher education institutions concerns the indicator for research output for use in empirical analysis. While several studies have chosen to use the number of publications as this indicator, others rely on the amount of research grants. The present study investigates whether both measures lead to a similar assessment of universities. In addition, the number of publications belonging to the 10% and 1% most frequently cited papers in the corresponding subject category and publication year are evaluated. We show that there is a high correlation of efficiency values between the estimations using these indicators. This correlation is slightly higher when the efficiency values result from a data envelopment analysis than when they are determined with a stochastic frontier analysis. The results of this study provide helpful guidelines for researchers evaluating the efficiency of universities and are valueable for decision-makers in science policy.  相似文献   

11.
研究型大学在美国科技研发中的地位与作用   总被引：5，自引：0，他引：5  
科技研发活动(R&D)在本质上促进了美国的知识创新和经济增长。研究型大学是美国科技研发,特别是基础研究的重要执行部门。美国研究型大学在数量上占全部高校的6%左右,却从联邦政府获得大部分科技研发经费,发表大量的科技论文,培养了超过60%的科学工程博士毕业生,获取超过90%的高校专利。这表明美国研究型大学的科技研发是知识生产与人才培养的良好结合,是研究型大学履行职责、服务社会的有效方式。  相似文献   

12.
PhD graduates hold the highest education degree, are trained to conduct research and can be considered a key element in the creation, commercialization and diffusion of innovations. The impact of PhDs on innovation and economic development takes place through several channels such as the accumulation of scientific capital stock, the enhancement of technology transfers and the promotion of cooperation relationships in innovation processes. Although the placement of PhDs in industry provides a very important mechanism for transmitting knowledge from universities to firms, information about the characteristics of the firms that employ PhDs is very scarce. The goal of this paper is to improve understanding of the determinants of the demand for PhDs in the private sector. Three main potential determinants of the demand for PhDs are considered: cooperation between firms and universities, R&D activities of firms and several characteristics of firms, size, sector, productivity and age. The results from the econometric analysis show that cooperation between firms and universities encourages firms to recruit PhDs and point to the existence of accumulative effects in the hiring of PhD graduates.  相似文献   

13.
研究型大学研究生创新能力的培养   总被引：2，自引：0，他引：2  
研究型大学的建设目标是产出高水平的科研成果和培养高层次的精英人才。研究生作为研究型大学培养的对象和科研成果产出的参与者,其创新能力是研究型大学建设成败的核心。目前我国研究生创新能力不足,已成为研究型大学建设的关键问题,因此,如何提升研究生的创新能力,是研究型大学急需解决的重大课题。研究生创新能力的提高与研究型大学的建设发展互为依存、相得益彰,在研究型大学建设和发展的过程中,应通过增强物质条件、集聚精英教师、凝练精神气质、创新制度环境来全面提升研究生的创新能力。  相似文献   

14.
Background and purpose: The purpose of this article is to shed light on how the research projects of 140 PhD candidates in the National Research School for Teacher Education in Norway (NAFOL) respond to the challenges faced by Norwegian teacher education regarding the demand for higher competence and a stronger research base. The concept of NAFOL is of interest from an international perspective because of its focus on facilitating teacher educators to achieve a PhD. Since 2001, Norwegian educational policy has had a strong focus on strengthening teacher education and making it more research-based than before. From 2017, all new teachers in Norway are expected to take a master’s degree. In order to accomplish this, there is a need for many new supervisors with a PhD in teacher education institutions. NAFOL is a unique project: a consortium of 23 participating network institutions within teacher education. The research school includes 140 research fellows, all of whom wish to achieve a PhD suitable for work in teacher education. The research school is funded by the Norwegian Research Council, originally for a project period from 2010 to 2016. The research school has had a positive external midway evaluation, and the project period has been extended with four cohorts of students to the end of 2021. However, this study is the first one looking into the research projects of this young generation of teacher education researchers. The research question posed in this article is: how do the research projects of the NAFOL PhD candidates contribute to the research base in teacher education? Main argument: The main argument in this article is that the potential impact of this research school is dependent on the quality of the large number of PhD projects connected to teacher education and education in general developed within the research school. The quality is likely to be good because, among other reasons, these projects are scrutinised by the research school community. The challenges these research projects face, located as they are between solidarity regarding grants from the funds financing the PhD candidates, solidarity with the aims of education, and the wish to contribute to innovation, might prove to be able to be met. These research projects have the potential to create innovation in teacher education research through ‘border crossing’ between different educational discourses, as well as through creating new knowledge in meta-studies based on the results from several projects. Sources of evidence and method: In this article, project abstracts from 140 PhD candidates participating in NAFOL are analysed in terms of their theme and problem formulation. The analysis is inspired by discourse analytical thinking – namely that in a certain situation, several conditions for action exist. In this study, these conditions for action are made apparent in the choice of theme and problem formulation in the research projects. The content analysis is focused on ‘signal words’, because these words might signal positioning in different educational discourses. Results: In the study, three main discourses can be seen as influencing the choice of topic and the problem formulation in the projects: a goal-oriented educational discourse, a ‘Bildung’ (i.e. character formation, or personal growth – ‘danning’ in Norwegian) and democracy discourse, and a critical knowledge-producing discourse. These discourses are constituted when the PhD candidates start their research projects but the conditions for action are ever-changing and, hence, the findings in this study cannot, of course, be considered as ‘final’. The development of these discourses within the research community of NAFOL is one way of scrutinising the research projects in order to make a contribution to qualified teacher education research. Conclusion: ‘Border crossing’ between discourses in research projects concerned with what might be, and what can make a difference in a knowledge society could be a key way of enhancing the future for a young generation of researchers in teacher education. The research projects carried out by the PhD candidates in NAFOL have the potential to develop both new knowledge and new discourses of importance for Norwegian teacher education, as well as for a broader international context regarding professional development in teacher education and education in general. The view of the teacher education profession – and on what a teacher educator can be – could become more fully informed than before the candidates’ participation in the research school.  相似文献   

15.
This paper reports an empirical and analytic study concerning the PhD education of mathematicians and scientists. Apart from describing the context and aims of the study, the paper presents selected aspects of an attitude survey of employers and PhD graduates in industry and commerce. Among the issues examined are the expectations and perceptions employers entertain of PhD graduates, the effectiveness of doctorate education as a preparation for research careers in industry, perceived shortcomings in traditional PhD education, as well as directions for modification.  相似文献   

16.
ABSTRACT

The PhD by Publication offers doctoral students an opportunity to focus on publishing during their candidature. A considerable body of literature has explored questions of legitimacy, consistency and quality of this model of scholarship, while students have reflected on how this approach helped build a publishing track record and develop skills associated with writing scholarly articles [Jackson, D. (2013). Completing a PhD by publication: A review of Australian policy and implications for practice. Higher Education Research & Development, 32(3), 355–368; Robins, L., & Kanowski, P. (2008). PhD by publication: A student’s perspective. Journal of Research Practice, 4(2), 1–20]. However, there is a need to explore how this approach both shapes and reflects the student experience of doctoral studies. This auto-ethnographical article analyses my own experience of the PhD by Publication. On the one hand, this method suited my multidisciplinary research topic and approach to research and assisted the flexibility and creativity of my research. On the other, I began to view my value as a researcher and the value of my research, in terms of the quantitative performance metrics of research in output, citation counts and h-index. Concept of performativity, I analyse how the PhD by Publication potentially reshapes what it is to be a doctoral student, and how the value of doctoral students is construed by themselves and others within their university.  相似文献   

17.
Research suggests that new doctoral graduates face increased publication pressure to achieve tenure: doctoral programs may have also increased this expectation. We examined whether faculty graduating before and after the year 2000 differed significantly in total publications, peer-reviewed publications, and first-authored publications as of the year they graduated with their doctoral degrees along with peer-reviewed publications as of tenure. A sample of 197 curriculum vitae was retrieved from educational psychology departmental websites across the 24 universities; vitae were coded for year the faculty member completed his/her doctorate and total number of publications, number of peer-reviewed publications and number of first-authored, peer-reviewed publications. Results indicated that faculty who graduated in the year 2000 and beyond had a significantly greater number of total publications—more peer-reviewed publications, more first-authored, peer-reviewed publications as of the year they graduated with their doctoral degrees, along with more peer-reviewed publications as of tenure. Publication productivity among doctoral graduates of educational psychology programs at research universities before and after the year 2000.  相似文献   

18.
Increasingly, research staff positions rather than lectureships are the reality for social sciences PhD graduates wishing academic work. Within this context, our longitudinal study examined how social science doctoral students and research staff in two UK universities imagined their futures in and out of academia. The variation over time in how they viewed their futures is examined through the lens of identity-trajectory. The results emphasise how individuals balanced their academic intentions with social, personal and physical desires and constraints. The results also enrich understanding of early academic career experience and the conceptualisation of identity-trajectory. Research and policy implications are considered.  相似文献   

19.
There is increasing impetus for higher-degree-by-research students to publish during candidature. Research performance, including higher degree completions and publication output, commonly determines university funding, and doctorates with publishing experience are better positioned for a career in softening academic labour markets. The PhD by Publication provides a pathway for candidates to foster and demonstrate their publishing capabilities. It also provides existing academics a means of achieving doctoral status while managing the ‘publish or perish’ milieu endemic to their work. This paper clarifies the precise nature and significance of the PhD by Publication pathway in the Australian context and discusses the associated benefits and problems, enriched by personal experience. It summarises factors pertinent to assessing the pathway's suitability. The review of current policy suggests institutional guidelines in universities nationwide are inadequate for producing theses of comparable quality to conventional dissertations and capitalising on the pathway's significant benefits.  相似文献   

20.
Using survey and interview data on PhD student course experience, career plans and views on university-industry research links, this paper evaluates the success of Australian research-intensive universities in producing PhD graduates for the knowledge economy. Student satisfaction with their course experience is surprisingly low and this appears to be strongly linked with the quality and effectiveness of thesis supervision. Although the PhD degree is meant to provide high level research career training, only slightly more than half the respondents expect to follow research careers. Many PhD students have negative views about academic careers based particularly on their perceptions of the impact of reduced government funding levels on universities and the increased workload pressures on supervisors. On the other hand, a high proportion of students hold positive views about university-industry research links, with students with industry research funding showing higher levels of course satisfaction than other students.  相似文献   

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