| With the advancement of mass higher education and the continuous expansion ofpostgraduate education, more and more people begin to question the quality ofpostgraduate education and put forward that postgraduates’ quality is declining. Underthe circumstances, how to improve postgraduates’ quality becomes one of theproblems that need to be solved.Many scholars realize it and dig into it. Nevertheless, the majority of the studiesare qualitative research. Only a few scholars take advantage of empirical researchmethods and it is rare for them to focus on postgraduates from one specific major.Besides, only a small number of researchers construct models of factors infulencingpostgraduate education. The other just list those factors, not forming them intosystems. Moreover, none of these research constructs scales to measure the currentsituation of the factors. Besides, the use of terms are in disorder. Especially the fourterms, postgraduate education quality, postgraduate cultivation quality, quality ofpostgraduate cultivation unit and postgraduates’ quality, are often used changeably.Furthermore, the factors are divided based on different dimensions, lackingscientific theoretical guidance. some studies even confuse the evaluation indices ofquality with factors that influence quality.Therefore, based on the large amount of literature, a model of the factorsinfluencing FL AD-oriented postgraduates’ IQ is constructed. According to the model,factors can be divided into three, national-level postgraduate program and societalfactors, university-level postgraduate program and postgraduates’ individualdifference factors. National-level postgraduate program and societal factors includeenrollment system, cultivation model, academic degree system, education fund,employment policy, social academic atmosphere, employability specification, openrecruitment system and employment atmosphere and employment situation.University-level postgraduate program includes enrollment quality, curriculum andteaching, tutorship, academic condition and management. postgraduates’ individual difference factors include individual academic preparation, individual study ability,individual academic psychological traits and individual academics commitment.Based on the model, a scale is constructed to measure the current situation of thefactors and tested twice. In the first testing, subjects are78FL AD-orientedpostgraduates from Sichuan International Studies University. Data are analyzed bySPSS, to get the scale’s reliability, validity and discrimination. The results show thatthe values of Cronbach’s α of the first-order, second-order and third-order factors areall above0.7, with most being above0.8, even0.9. According to the standards in thefield of social science, these data means that the scale has a high reliability. Moreover,the statistic results show that all the values of KMO are basically greater than0.7andthose of Bartlett’s Test of Sphericity are all0.000, both of which mean that it issuitable to proceed a factor analysis. Besides, the factors extracted from factoranalysis are almost consistent with the model and their cumulative variancecontribution are all greater than60%. These data indicate that the scale has a highvalidity. In addition, the results of two-way ANOVA show that the differencesbetween factors are significant, which means that the scale has good discrimination.According to the statistic results, the model and scale are modified a little. Thenthe modified scale is tested on a larger scale with subjects being243, who are all FLAD-oriented postgraduates from universities all around the country. The statisticresults show the scale has a good reliability, validity and discrimination so that it canbe promoted and used.Although the thesis makes some implications, there exsit some limitations. Forexample, when the model is constructed, open questionnaires can be distributed tocollect more opinions about what factors would affect FL AD-oriented postgraduates’IQ. Besides, a wider range of sampling can be good. |
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