教育科学 ›› 2026, Vol. 42 ›› Issue (4): 69-75.

• 高等教育研究 • 上一篇    下一篇

专业学位博士教育经历对工作实践的影响研究*——基于17位专业博士毕业生的质性研究

王贺元1, 晏成步2, 杨劭晗1   

  1. 1 宁波大学 教师教育学院, 浙江 宁波 315211
    2 上海师范大学 教育学院 上海 200233
  • 出版日期:2026-07-15 发布日期:2026-09-29
  • 作者简介:王贺元(1978- ),男,河南周口人,宁波大学教师教育学院副教授,主要从事研究生教育、高等教育经济与管理研究;
    晏成步(1976- ),男,江西宜春人,上海师范大学教育学院副教授,主要从事教育经济学研究;
    杨劭晗(1979- )女,河南南阳人,宁波大学教师教育学院讲师,主要从事教育与心理测量与统计、实验室管理研究。
  • 基金资助:
    *全国教育科学“十四五”规划2021年度国家一般课题“现代产业体系发展视角下高质量专业学位研究生培养模式及推进策略研究”(BIA210183)

The Impact of Professional Doctoral Education Experience on Work Practice: A Qualitative Study Based on 17 Professional Doctoral Graduates

Wang Heyuan1, Yan Chengbu2, Yang Shaohan1   

  1. 1 Faculty of Education, Ningbo University, Ningbo, Zhejiang 315211, China
    2 College of Education, Shanghai Normal University, Shanghai 200233, China
  • Online:2026-07-15 Published:2026-09-29

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摘要：

毕业生职场实践是检验专业博士教育成效的关键环节。通过对17名专业博士毕业生半结构化访谈,借助 NVivo 12 软件进行质性分析,剖析专业博士教育对工作实践的影响效应。研究发现专业学位博士教育经历对工作实践的影响体现在三个方面:一是打通学术、实践双向循环,产出具备实用价值的落地成果;二是摆脱功利化人情交往,建立多样、公平与包容的新型人际模式与制度规范;三是依托院校、导师、学科资源塑造个人职业品牌,进一步拓展跨界效应。据此,提出三条优化培养路径:树立成果创造导向的培养理念,兼顾培养方案中的显性维度与隐性维度,增设面向职场真实场景的体验式科研训练。

关键词: 专业学位博士, 教育经历, 产品, 工作关系, 跨界

Abstract:

The workplace practice of graduates serves as a core carrier to test the effectiveness of professional doctoral education. Through semi-structured interviews with 17 professional doctoral graduates and qualitative analysis using NVivo 12, this study examines the impact of professional doctoral education on work practice. The findings reveal three main effects. First, it opens up a two-way cycle between academia and practice, yielding practically valuable outcomes. Second, it breaks away from utilitarian interpersonal interactions and constructs new relational modes and institutional norms oriented toward diversity, equity, and inclusion. Third, it helps graduates build personal professional brands by drawing on institutional, supervisory, and disciplinary resources, further expanding cross-boundary effects. Accordingly, three optimization strategies for training are proposed: adopting a creation-oriented training philosophy, balancing explicit curricula and implicit literacy cultivation in training programs, and adding experiential academic training targeted at real workplace scenarios.

Key words: professional doctoral degree, educational experience, products, work relationships, cross-boundary

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