基本理论与基本问题

人文社科博士毕业生就业能力供需匹配分析

  • 卿石松
展开
  • 华东师范大学社会发展学院,上海 200241

网络出版日期: 2020-12-17

基金资助

国家社科基金项目“市场机制导向下博士毕业生就业能力评估与提升路径研究”(14CRK018);国家社科基金重点项目“促进更充分更高质量就业问题研究”(20AZD071)

Employability of Humanities PhD Graduates and Labor Market Mismatches

  • Qing Shisong
Expand
  • School of Social Development, East China Normal University, Shanghai 200241,China

Online published: 2020-12-17

摘要

在博士就业多元化背景下,明确博士毕业生能力素质需求,有助于针对性完善博士培养机制和发挥高端人才的引领作用。基于人文社科博士毕业生和雇主的跨国调查数据,分析博士毕业生的就业能力需求及供需匹配状况,可以发现,不管是科研工作还是其他替代性职业,博士毕业生需要专业知识和研究能力,以及口头沟通、写作、团队合作、人际交往和项目管理等广泛的就业能力。然而,博士毕业生和雇主一致认为,现有的博士教育体系无法为毕业生充分提供就业市场所需的技能,如管理能力、人际交往、领导力、合作能力等,导致博士毕业生职业准备不充分、就业能力不足或与市场需求不匹配。在创新需求前所未有的新时代,学术目标是博士教育的核心,但通用技能训练也应成为不可或缺的部分。各利益相关方需要建立互动合作机制,全面提升博士毕业生的综合性就业能力。

本文引用格式

卿石松 . 人文社科博士毕业生就业能力供需匹配分析[J]. 华东师范大学学报(教育科学版), 2020 , 38(12) : 85 -98 . DOI: 10.16382/j.cnki.1000-5560.2020.12.008

Abstract

Identifying skills and competences for PhD graduates can help to improve the doctoral training mechanism and the effectiveness of high-end talents. Using cross-country survey data of PhD graduates and employers, this paper analyzes their views on the skills needed in job markets. It is found that doctoral graduates not only need specific knowledge and research abilities, but also need a wide range of general skills such as oral communication, writing, collaboration, interpersonal skills and project management. Looking at PhD graduates' and employers' views, it is found that PhD programs fail to equip graduates with skills needed in employment market. There is a skill gap and mismatch. In the new era of knowledge innovation, the core component of doctoral education is academic training, but employability agenda should be an integral part of this process. Stakeholders involved in the process of developing PhD graduates' employability should establish partnerships. This research contributes to understanding doctoral qualifications and approaches to cultivating them.

参考文献

李永刚, 王海英. (2019). 理工科博士生科研能力的养成状况及其影响因素研究——基于对我国研究生院高校的调查. 研究生教育研究, (4),35—44
卿石松. (2019). 非学术职业: 人文社科博士准备好了吗? 中国高教研究, (8), 102—108.
卿石松, 梁雅方. (2019). 博士毕业生就业多元化及质量特征分析. 学位与研究生教育, (11),56—62
王传毅, 赵世奎. (2017). 21世纪全球博士教育改革的八大趋势. 教育研究, (2),142—151
王海迪. (2018). 学术型博士生抱负与科研能力关系的实证研究——基于我国研究生院高校的分析. 高等教育研究, (1),56—63
徐贞. (2018). 在哪里延续科研之路——理工科博士生就业偏好及其影响因素研究. 高等教育研究, (7),31—38
徐贞, 牛梦虎. (2017). 就业多元化趋势下博士生教育改革研究. 教育发展研究,37(09),64—71
BHERT. (2012). Research skills for an innovative future: Business views and needs. Business/Higher Education Round Table Report.
Craswell, G. (2007). Deconstructing the skills training debate in doctoral education. Higher Education Research & Development, 26(4), 377—391
Cryer, P. (1998). Transferable skills, marketability and lifelong learning: The particular case of postgraduate research students. Studies in Higher Education, 23(2), 207—216
De Grande, H., De Boyser, K., Vandevelde, K., Van Rossem, R. (2014). From academia to industry: Are doctorate holders ready?. Journal of the Knowledge Economy, 5(3), 538—561
Durette, B., Fournier, M., Lafon, M. (2016). The core competencies of PhDs. Studies in Higher Education, 41(8), 1355—1370
Gamse, B. C., Espinosa, L. L., Roy, R. (2013). Essential Competencies for Interdisciplinary Graduate Training in IGERT: Final Report. Cambridge, MA: Abt Associates Order No. NSFDACS06D1412.
González-Martínez, C., Silva, C. L., Costa, R. (2014). PhD competences of food studies. International Journal of Food Studies, 3(2), 136—144
Hancock, S. & E. Walsh. (2016). Beyond knowledge and skills: Rethinking the development of professional identity during the STEM doctorate. Studies in Higher Education, 41(1), 37—50
Jackson, D., Michelson, G. (2016). PhD-educated employees and the development of generic skills. Australian Bulletin of Labour, 42(1), 108—134
Kemp, D. (1999). New knowledge, new opportunities: A discussion paper on higher education research and research training. Canberra: Commonwealth of Australia.
Kyvik, S., Olsen, T. B. (2012). The relevance of doctoral training in different labour markets. Journal of Education and Work, 25(2), 205—224
L ee, H., Miozzo, M., Laredo, P. (2010). Career patterns and competences of PhDs in science and engineering in the knowledge economy: The case of graduates from a UK research-based university. Research Policy, 39(7), 869—881
Manathunga, C., Pi tt, R., Critchley, C. (2009). Graduate attribute development and employment outcomes: tracking PhD graduates. Assessment & Evaluation in Higher Education, 34(1), 91—103
Mowbray, S., Halse, C. (2010). The purpose of the PhD: Theorising the skills acquired by students. Higher Education Research & Development, 29(6), 653—664
NPA. (2009). The NPA Postdoctoral Core Competencies. NPA Core Competencies Committee. https://cdn.ymaws.com/www.nationalpostdoc.org/resource/resmgr/Docs/Core_Competencies_-_10.02.13.pdf
Nyquist, J. D. (2002). The PhD A Tapestry of Change for the 21st Century. Change: The Magazine of Higher Learning, 34(6), 12—20
Olehnovica, E., Bolgzda, I., Kravale-Pauli?a, M. (2015). Individual potential of doctoral students: Structure of research competences and self-assessment. Procedia - Social and Behavioral Sciences, 174, 3557—3564
Park, C. (2005). New Variant PhD: The changing nature of the doctorate in the UK. Journal of Higher Education Policy and Management, 27(2), 189—207
Rogers, K. (2015). Humanities unbound: Supporting careers and scholarship beyond the tenure track. Digital Humanities Quarterly, 9(1). http://www.digitalhumanities.org/dhq/vol/9/1/000198/000198.html
Rudd, E., Nerad, M., Morrison, E., Picciano, J. (2008). Professional development for PhD students: Do they really need it? CIRGE Spotlight on Doctoral Education #2. Seattle: Centre for Innovation and Research in Graduate Education, University of Washington.
Sinche, M., Layton, R. L., Brandt, P. D., O Connell, A. B., Ha ll, J. D., Freeman, A. M., et al. (2017). An evidence-based evaluation of transferrable skills and job satisfaction for science PhDs. PloS one, 12(9), e185023
Ulrich, W., Da sh, D. P. (2013). Research skills for the future: Summary and critique of a comparative study in eight countries. Journal of Research Practice, 9(1), 1—8
Usher, R. (2010). A diversity of doctorates: fitness for the knowledge economy?. Higher Education Research & Development, 21(2), 143—153
Vitae. (2011). Researcher Development Framework. https://www.vitae.ac.uk/vitae-publications/rdf-related/researcher-development-framework-rdf-vitae.pdf.
文章导航

/