Research On Change Of Acdemic Doctoral Training Pattern Under Transformation Of Knowledge Production Mode

Doctoral education is the highest level of academic achievement recognized all over the world in training of advanced personnel.Modern doctoral education began in Germany in the early 19th century,with the goal of training faculty to work in universities and scientists to engage in fundamental research.Currently,doctoral programs continue to prepare students for a traditional academic profession.The commonly held view is that careers for doctorate recipients include teaching and research;students who choose non-academic professions therefore may be perceived as leakage from the expected pipeline.However,following the transformation of the knowledge production mode,especially outside of universities and research institutions,companies and governments,both domestic and worldwide,need an increasing number of highly educated researchers.It is therefore emerging that,doctorate holders are no longer limited to education and scientific research work;they also enter businesses,government,and social services.There is considerable deviation between doctoral graduates' actual employment and the goal of traditional doctoral education.On the one hand,doctoral training continues to focus on the reproduction of researchers in academia.While on the other hand,an increasing number of highly educated researchers are needed by industry,and more and more doctoral students choose to work outside academia.The quality of doctoral training can't meet the needs of doctoral students' career development as well as the demands of employers.In the past ten years,there have been an increasing number of critical questions about doctoral education on quality.Therefore,the research on change of doctoral training pattern from the perspective of transformation of knowledge production mode can provide not only a basis for policy directed at PhD programs but also a foundation for institutions to adjust training objectives,training processes,and quality evaluation criteria for doctoral education.Further,it links doctoral training and doctoral students' career developments,makes doctoral training satisfied with the social diverse demands on doctorate holders,and elevates the quality of doctoral graduates.Doctorate type in China is divided into academic and professional.Professional doctoral degree can be looked as the response to the transformation of knowledge production mode,academic doctoral training also needs to be reformed to adapt the new knowledge production mode.Therefore,this research focused on the academic doctoral training reform.First,this study does empirical analysis of contradiction between academic doctoral training and labor market demands,and supply reality necessity for doctoral training reform by investigating doctoral students' career expectation and interviewing with employers.To understand the employment expectations of PhD students and provide effective knowledge on doctoral education,this study applied a survey questionnaire to 1,700 doctoral students from 8 universities in Jiangsu provinces in China.This study focuses on the employment expectations of PhD students and the influential factors that shape doctoral students'employment expectations,and evaluation of doctoral students about satisfactory of doctoral training.Empirical analysis results show that,doctoral students did not alter their professional expectations radically over time,the motivation for doctoral study,university prestige,discipline,and the specific process of doctoral training have significant influences on employment expectations of doctoral students.Doctoral students' career expectations,discipline,scholarship,participation of international conference,and specific doctoral training process have significant influences on evaluation of doctoral students about satisfactory of doctoral training.Doctoral training can't satisfy students' diverse career development demands.Interview data analysis results show that,following the transformation of the knowledge production mode,evaluation criterion of doctoral graduates'quality is becoming more and more diverse,yet,the quality of doctorate holders can't satisfy employers.Second,in order to respond to why and how academic doctoral training should be reform,and construct theoretical framework for academic doctoral training reform,this study analyzes the logical relationship between the transformation of knowledge production mode,development of university's functions and knowledge production ways,and doctoral training pattern reform.The transformation of knowledge production mode promotes the development of university's functions and knowledge production ways.From agricultural society to industrial society,and to knowledge society,university is experiencing the transform from traditional type to modern type,and to postmodern type.The role that university plays in knowledge production process,as well as the function,idea,scientific concept,ways,and legalization foundation of its knowledge production are changing.Doctoral education is not only a part of education system,but also a part of knowledge production system.Therefore,the transformation of knowledge production mode has a significant influence on doctoral training process definitely.Characteristics of doctoral training goals,value orientation,subjects,ways,contents,and evaluation are totally different characterized by knowledge production mode 1 and mode 2.The transformation of knowledge production mode requires academic doctoral training changed from closing to opening,from academic-oriented to market-oriented,from base primary to application motivated,from discipline based to trans-discipline based.Third,this study also investigates the United States' doctoral training idea and system by performing a one-year field study in C University in the United States,participating a series of courses of higher education policy and management program in C University,having interviews with doctoral students' supervisors and doctoral students,and collecting first-hand information about the United States' doctoral education.The United States'doctoral education has no a unified standard,the market plays a leading role in the recruitment of doctoral education,doctoral students' employments,and funding.Although professional doctoral education developed fast in the US,academic doctoral education still be the major and the most popular one.Moreover,the United States' academic training has diverse goals,structured training process that includes courses,examinations,and dissertation,comprehensive training systems that includes graduate school,flexible supervisors system,the committee system,and teaching assistant and research assistant systems.The United States' doctoral education ensures high level of quality through institution and program certification,traditional evaluation inside university,national assessment of doctoral program quality host by NRC,and career development investigation of doctorate holders.To solve problems that academic doctoral education faced,the contents of doctoral education are becoming diverse due to the diversity of doctoral graduates' employments.Doctoral education conducted a series of reform measures inside and outside academia,includes the Integrative Graduate Education and Research Traineeship Program,Re-envisioning the Ph.D.Project,Carnegie Initiative on the Doctorate,The Responsive Ph.D.,and Preparing the Future Faculty Program.Finally,this study supplies three models for academic doctoral training reform by analyzing the elements of doctoral training pattern under the new knowledge production mode.To respond to the transformation of knowledge production mode,doctoral training should has diverse training goals,structured training process,and has joint training systems between university and industry,university and research institution,and trans-disciplinary training.Furthermore,doctoral training should be characterized by dissertation committee system,practice-based TA&RA system,and rigorous screening system.The evaluation of doctoral training should combine product perspective and process perspective,and not only evaluate doctoral students' academic achievements,but also evaluate the training process of academic;not only focuses on the evaluation of academic community on doctoral students'academic ability,but also pay attention to the evaluation of non-academic community on doctoral students' comprehensive abilities.To adjust doctoral training goal,innovate doctoral training system,this study proposes three mode selections for doctoral training,which are Combined-Integrated Model,Labor Market Alignment Model,and Planning-Developing-Educating-Training Model,respectively.