美國(guó)大學(xué)聯(lián)合會(huì)對(duì)研究生教育的研究報(bào)告

1、畢業(yè)論文（設(shè)計(jì)）外文翻譯題 目：美國(guó)大學(xué)聯(lián)合會(huì)對(duì)研究生教育的研究報(bào)告系部名稱(chēng):學(xué)生姓名:指導(dǎo)教師:經(jīng)濟(jì)管理系 專(zhuān)業(yè)班級(jí):李?yuàn)檴檶W(xué) 號(hào):李霞教師職稱(chēng):國(guó)貿(mào)092班2009045523052013年01月04日美國(guó)大學(xué)聯(lián)合會(huì)對(duì)研究生教育的研究報(bào)告摘要在美國(guó)的研究生教育雖然已被公認(rèn)為世界上最好的教育，但它還不是很完善，耍想 仍將處于領(lǐng)導(dǎo)地位只冇不斷的自我反省和改進(jìn)?，F(xiàn)在常聽(tīng)到的批評(píng)聲包括生產(chǎn)過(guò)剩的博 士學(xué)位、狹義的培訓(xùn)、重視研究教學(xué)、對(duì)學(xué)生為了滿(mǎn)足制度需求而犧牲良好的教育和足 夠的指導(dǎo)以及職業(yè)咨詢(xún)和就業(yè)。美國(guó)大學(xué)協(xié)會(huì)（aau）認(rèn)真地考慮了這些批評(píng)，對(duì)研究生教育評(píng)估的研究專(zhuān)門(mén)在其 成員校園成立了委員會(huì)

2、。委員會(huì)會(huì)審查對(duì)研究生教育的機(jī)構(gòu)觀點(diǎn)、調(diào)查其機(jī)構(gòu)對(duì)他們的 研究生課程，并制定了指導(dǎo)方針來(lái)指導(dǎo)研究生政策和程序的最佳做法。委員會(huì)將博士學(xué) 位或博士學(xué)位教育、研究生教育作為焦點(diǎn)。國(guó)家的視角研究生教育培養(yǎng)了科學(xué)家和工程師需要的行業(yè)、政府和大學(xué)進(jìn)行民族研究與發(fā)展； 教育學(xué)者在人文、社會(huì)科學(xué)、藝術(shù)維護(hù)和擴(kuò)大我們理解人類(lèi)的思維和人類(lèi)狀況，并發(fā)展 成能用在全國(guó)高校所需要的所有學(xué)科的學(xué)者二戰(zhàn)后，通過(guò)20世紀(jì)70年代早期，研究生教育經(jīng)歷了前所未有的增長(zhǎng)。這種增長(zhǎng)趨 于70年代末和80年代前半期趨于平緩，但它的最后十年穩(wěn)步增加。1995年，博士學(xué)位者 達(dá)到了41610,創(chuàng)了歷史新高。這些博士的增加包括婦女、少數(shù)民

3、族學(xué)生和外國(guó)學(xué)生。在過(guò)去十年中，rfl美國(guó)大學(xué)向外國(guó)學(xué)生頒發(fā)的博士學(xué)位高于其向美國(guó)公民頒發(fā)的博 士學(xué)位人數(shù)的兩倍，在1995年32%的博士學(xué)位獲得者都是外國(guó)學(xué)生。一些學(xué)者一直關(guān)注外 國(guó)博士對(duì)國(guó)內(nèi)就業(yè)市場(chǎng)的影響，但他們蘆稱(chēng)這幾個(gè)因素影響很小。此外，這些外國(guó)學(xué)生留在美國(guó)能豐富國(guó)家的人才庫(kù)。就業(yè)數(shù)據(jù)表明，博士受助人在 讀完了研究生后，在以后的職業(yè)生涯中仍會(huì)失業(yè)。然而，越來(lái)越多的人仍在尋找i専士研 究生并承諾完成英博士課程，完成后，越來(lái)越多的博士又申請(qǐng)博士后職位。理解這些趨 勢(shì)的影響，將需要附加信息。制度視角雖然研究生教育對(duì)高校的教育和研究任務(wù)做出了重要貢獻(xiàn)，高校其首耍冃的必須是 研究生教育。師徒制教

4、學(xué)和研究活動(dòng)，在教師的指導(dǎo)，提供逐步提高水平的責(zé)任是冇效 的方法教學(xué)生如何教和進(jìn)行獨(dú)立的研究。然而，這些學(xué)徒安排會(huì)和學(xué)生或教師的利益相 沖突，也可能會(huì)破壞教育。學(xué)生的興趣也應(yīng)是至高無(wú)上的，設(shè)計(jì)一個(gè)研究生課程應(yīng)為學(xué) 生準(zhǔn)備各種各樣的職業(yè)，并在建立一個(gè)多樣化的豐富的教育環(huán)境和為學(xué)生準(zhǔn)備在全球工 作的冇效環(huán)境。有關(guān)的研究生助學(xué)金項(xiàng)口通過(guò)了聯(lián)邦政府的支持，并支持其授予系統(tǒng)運(yùn)行計(jì)算器運(yùn) 行到教育中去的政策。研究生教學(xué)和研究涉及到的是學(xué)生，而不是教員。他們教學(xué)和研 究活動(dòng)的只要冃的是為了如何教和如何進(jìn)行研究。但辦公室的管理和預(yù)算i員i形a-21規(guī)定, 聯(lián)邦機(jī)構(gòu)可支持研究生作為研究助理，出聯(lián)邦政府資助研究經(jīng)

5、費(fèi)，但這表明研究生和教 師調(diào)查員之間存在的是“一種真正的雇主-雇員關(guān)系”。聯(lián)邦政府應(yīng)該變這種政策，消除 雇主雇員的規(guī)定，鼓勵(lì)研究生擔(dān)任研究助理的研究和完成教育的雙向責(zé)任。人學(xué)需耍跟蹤的其博士學(xué)位的學(xué)生至少第一專(zhuān)業(yè)就業(yè)，機(jī)構(gòu)也應(yīng)保持程序的性能和 學(xué)生評(píng)價(jià)信息。這兩個(gè)內(nèi)部評(píng)價(jià)的程序和外部問(wèn)責(zé)制為他們提供這種信息。許多大學(xué)審 查了其在若干國(guó)家論壇中談?wù)摰膶?duì)研究生課程的擔(dān)憂(yōu)，并回答與規(guī)范了廣泛創(chuàng)造性程序 的范圍，以滿(mǎn)足不斷變化的學(xué)生和社會(huì)發(fā)展的需要。其他舉措冇：大學(xué)和學(xué)術(shù)部門(mén)改進(jìn) 教師編寫(xiě)的程序、減少招生和改善學(xué)生金融支持設(shè)立跨學(xué)科的機(jī)構(gòu)以及提高教師輔導(dǎo)與 職業(yè)輔導(dǎo)。建議研究生教育的最佳做法委員會(huì)鼓勵(lì)

6、每個(gè)大學(xué)和每個(gè)部門(mén)內(nèi)的機(jī)構(gòu)，審查大小、范圍和其研究生的程序，已 確定這些程序是否滿(mǎn)足學(xué)生在準(zhǔn)備他們的職業(yè)生涯中所追求的冃標(biāo)以及多樣性的利益， 并采取適當(dāng)?shù)男袆?dòng)、如果不滿(mǎn)足，該委員會(huì)試圖確定最近體制變革的共同要素和適應(yīng)下 列建議的最佳做法。目標(biāo)是保持和提高招生的質(zhì)量。部門(mén)招聘和招生政策應(yīng)包括旨在增加有犬分的學(xué)生 在研究生課程中所占的人數(shù)。要取得重大的進(jìn)展，大學(xué)將需要與本科院校和k-12學(xué)校達(dá) 成其少數(shù)民族學(xué)生盡早在其教育生活，鼓勵(lì)他們準(zhǔn)備和追求研究生研究。大學(xué)應(yīng)該鼓勵(lì) 繼續(xù)教育，并制定外國(guó)學(xué)生入學(xué)的招生而不斷努力開(kāi)拓美國(guó)國(guó)內(nèi)人才庫(kù)。財(cái)政支持所有錄取學(xué)生的費(fèi)用由他們捉供財(cái)政政策，并月將承擔(dān)現(xiàn)實(shí)評(píng)估

7、，未來(lái)前景的財(cái)政 支持。這些財(cái)政支持旨在協(xié)助學(xué)生進(jìn)步到一個(gè)程度，應(yīng)避免財(cái)政支持通過(guò)繪制其研究生 課程學(xué)生的工作。研究生課程機(jī)構(gòu)應(yīng)評(píng)估研究生課程，以保證它給學(xué)生們提供的知識(shí)和技能為以后博士后的職業(yè) 生涯做準(zhǔn)備。他們可能希望追求的各種需要范圍廣，研究生的課程應(yīng)平衡需求，盡量減 少時(shí)間追求其深度和廣度。教師指導(dǎo)導(dǎo)師應(yīng)該評(píng)佔(zhàn)學(xué)生的學(xué)習(xí)進(jìn)度，并應(yīng)該向委員會(huì)提供對(duì)學(xué)生進(jìn)行評(píng)估的程度。機(jī)構(gòu) 和部門(mén)應(yīng)明確申明教員政策指引和激勵(lì)措施的重要性肯定的重要性。體制的決策、項(xiàng)目評(píng)估和學(xué)生咨詢(xún)的數(shù)據(jù)機(jī)構(gòu)應(yīng)維護(hù)完成后的數(shù)據(jù)率，時(shí)間向度和安置到第一個(gè)專(zhuān)業(yè)就業(yè)，以及進(jìn)行票站調(diào) 杳所有博士受助人。機(jī)構(gòu)應(yīng)向?qū)W生屮請(qǐng)人提供此類(lèi)程序的

8、性能數(shù)據(jù)，機(jī)構(gòu)應(yīng)提供就業(yè)協(xié) 議請(qǐng)求它的學(xué)生。項(xiàng)目評(píng)價(jià)項(xiàng)廿評(píng)估機(jī)構(gòu)通過(guò)自學(xué)或者外部審評(píng)的現(xiàn)場(chǎng)評(píng)價(jià)對(duì)其博士生的質(zhì)量進(jìn)行評(píng)估。對(duì)于 不能維護(hù)基礎(chǔ)設(shè)施和學(xué)生的支持必要的，機(jī)構(gòu)要終止程序。在沒(méi)有一個(gè)區(qū)域或國(guó)家需要 持續(xù)地支持的情況下，機(jī)構(gòu)不應(yīng)該開(kāi)始新的項(xiàng)目。政策的執(zhí)行和維護(hù)機(jī)構(gòu)應(yīng)要求政府部門(mén)提供能說(shuō)明他們目標(biāo)和期望的研究生課程，并定期比較這些反 對(duì)部門(mén)程序性能的數(shù)據(jù)。美國(guó)大學(xué)聯(lián)合會(huì)應(yīng)協(xié)助機(jī)構(gòu)制定共同的定義和報(bào)告程序，從而 能夠?qū)崿F(xiàn)卡機(jī)構(gòu)的程序性能比較。外部支持的研究生教育一些外部部門(mén)對(duì)研究生教育的支持在維持其教育質(zhì)量上發(fā)揮著關(guān)鍵的作用。聯(lián)邦政 府通過(guò)競(jìng)爭(zhēng)性資助研究金和實(shí)習(xí)方案對(duì)研究生教育提供了寶貴的支持

9、，通過(guò)聯(lián)邦政府研 究項(xiàng)目資助的研究助學(xué)金、授予系統(tǒng)和學(xué)生貸款的增加以及其他來(lái)源的資金支持。這些 形式的支持滿(mǎn)足需求的研究生教育。鑒于聯(lián)邦政府的支持，最近削減聯(lián)邦獎(jiǎng)學(xué)金計(jì)劃和 建議，以減少或消除補(bǔ)貼部分聯(lián)邦學(xué)生貸款為畢業(yè)生和職業(yè)學(xué)生引起嚴(yán)重關(guān)切。財(cái)政支 持是研究生教育的關(guān)鍵，都是年輕的成年人放棄就業(yè)追求額外的教育。此外，研究生教育利國(guó)利民，研究生教育的進(jìn)步有利于國(guó)家綜合國(guó)力的提高。國(guó)家 支持研究生教育主要是通過(guò)教學(xué)和科研助教在駐地的公立大學(xué)；國(guó)家支持研究生教冇間 接通過(guò)研究和開(kāi)發(fā)的投資以及研究生獎(jiǎng)學(xué)金計(jì)劃，可供學(xué)生參加公共和私人機(jī)構(gòu)。私人 基金會(huì)讓大學(xué)開(kāi)始新的和持續(xù)的行動(dòng)，否則難以維持。行業(yè)支持

10、：同吋培養(yǎng)大學(xué)產(chǎn)業(yè)研 究連接并使學(xué)生接觸工業(yè)職業(yè)機(jī)會(huì)，向研究生課程捉供財(cái)政援助，推進(jìn)我國(guó)研究生教育 國(guó)際化發(fā)展戰(zhàn)略，結(jié)合我們國(guó)家和特色高校的實(shí)際情況、發(fā)展思路，提出促進(jìn)國(guó)際化教 育水平和發(fā)展戰(zhàn)略的方法。推進(jìn)我國(guó)高校研究生教育國(guó)際化發(fā)展策略的思考結(jié)合我國(guó)高校的實(shí)際情況與特點(diǎn)，現(xiàn)從發(fā)展思路與實(shí)踐途徑兩方面提出提升教育國(guó)際 化的水平和層次的發(fā)展策略。1. 發(fā)展思路（1）觀念要先行：強(qiáng)化國(guó)際化的教育理念?！皣?guó)際化已不再是為數(shù)不多的尖了大學(xué) 的事情。所有的大學(xué)在一定程度上講都必須國(guó)際化。國(guó)際化的知識(shí)與技能已不再僅僅是 未來(lái)與國(guó)際事務(wù)有關(guān)的專(zhuān)家的任務(wù)，比如外語(yǔ)學(xué)者或區(qū)域研究者，而或多或少成為普遍 的要求，

11、己進(jìn)入到大多數(shù)專(zhuān)業(yè)之中?！币虼?，高校和學(xué)科要進(jìn)一步明確和強(qiáng)化國(guó)際化的教 育理念，樹(shù)立人才培養(yǎng)標(biāo)準(zhǔn)國(guó)際化的觀念。盡管各個(gè)高校和學(xué)科的定位、發(fā)展歷史和優(yōu) 勢(shì)等各有不同，但培養(yǎng)具有國(guó)際視野的高素質(zhì)人才應(yīng)成為人才培養(yǎng)目標(biāo)的共識(shí)。（2）導(dǎo)師是關(guān)鍵：充分發(fā)揮導(dǎo)師的作用。導(dǎo)師在研究生教育國(guó)際化的過(guò)程中具有雙 重身份。一方面，他們是參加者，通過(guò)學(xué)術(shù)會(huì)議、合作研究、訪(fǎng)問(wèn)講學(xué)、進(jìn)修等形式直 接參與國(guó)際交流。另一方面，他們乂是組織者，如選派研究生出國(guó)聯(lián)合培養(yǎng)、組織研究 生參與學(xué)術(shù)交流和國(guó)外導(dǎo)師課題研究、組織國(guó)外導(dǎo)師參與研究生學(xué)位論文的指導(dǎo)與答辯 等等。（3）全校一盤(pán)棋：學(xué)校、學(xué)院與學(xué)科形成合力。學(xué)校外事處、國(guó)際教育

12、學(xué)院、研究 生院是制定學(xué)校國(guó)際交流與合作、教育國(guó)際化的戰(zhàn)略發(fā)展規(guī)劃主要部門(mén)。齊院系、各學(xué) 科和專(zhuān)業(yè)要結(jié)合自身的特點(diǎn)，積極配合學(xué)校的工作，為教師和研究生有更多從事國(guó)際學(xué) 術(shù)交流與合作研究的機(jī)會(huì)和資源創(chuàng)造條件。學(xué)校、院系、學(xué)科要明確各口的角色與職責(zé), 確定相應(yīng)的聯(lián)絡(luò)人，制定明確的國(guó)際化計(jì)劃，共同推進(jìn)高校研究生教育國(guó)際化的進(jìn)程。2. 實(shí)踐途徑師生和課程的國(guó)際化是首先要關(guān)注和推進(jìn)的路徑。師生和課程的國(guó)際化是教育國(guó)際 化的最直接最有效的方式和載體。（1）加大海外人才引進(jìn)力度，建設(shè)國(guó)際化的師資隊(duì)伍。在繼續(xù)鼓勵(lì)和支持教師出國(guó) 訪(fǎng)學(xué)、參加國(guó)際會(huì)議、開(kāi)展合作研究，聘請(qǐng)國(guó)外教授講學(xué)、開(kāi)設(shè)講座、指導(dǎo)研究生學(xué)位 論文

13、的同時(shí)，要加大師資隊(duì)伍“請(qǐng)進(jìn)來(lái)”的力度，尤其是要大力引進(jìn)具冇海外經(jīng)丿刃或留 學(xué)背景的高級(jí)人才。浙江大學(xué)實(shí)施“1311人才工程”戰(zhàn)略的做法值得其他高校借鑒。其 內(nèi)容是在堅(jiān)持人才培養(yǎng)與人才引進(jìn)“兩手抓”的前提下，重點(diǎn)引進(jìn)海外高層次人才，聚 集一批具有國(guó)際影響力的學(xué)科“領(lǐng)軍人物”。（2）拓寬研究生交流的國(guó)際化渠道。除繼續(xù)支持研究生參加國(guó)際會(huì)議、參與國(guó)際合 作研究項(xiàng)目等方式外，還耍進(jìn)一步拓寬研究生交流的國(guó)際渠道，如通過(guò)校際合作協(xié)議、 國(guó)家研究生公派出國(guó)項(xiàng)目、交換生計(jì)劃等形式，提高研究生國(guó)際學(xué)術(shù)交流水平。尤其是 耍大力擴(kuò)大招收留學(xué)生的規(guī)模與比例。我國(guó)高校要結(jié)合留學(xué)生的實(shí)際情況，制訂不同專(zhuān) 業(yè)國(guó)際化的方案

14、，以吸引更多的留學(xué)生。（3）進(jìn)一步推進(jìn)課程的國(guó)際化。在繼續(xù)推進(jìn)課程、教材、教學(xué)方法、科研與論文等國(guó)際 化的同時(shí)，要充分利用信息社會(huì)發(fā)達(dá)的網(wǎng)絡(luò)技術(shù)。具體來(lái)說(shuō)，一方而要關(guān)注和引用國(guó)外 一流人學(xué)開(kāi)設(shè)的免費(fèi)網(wǎng)絡(luò)課程資源，同時(shí)要積極創(chuàng)造條件人力推進(jìn)我國(guó)高校全英文課程 模塊和網(wǎng)絡(luò)教學(xué)平臺(tái)建設(shè)，將與課程相關(guān)的教學(xué)大綱、實(shí)驗(yàn)指導(dǎo)、參考文獻(xiàn)、網(wǎng)絡(luò)課件、 授課錄像等上網(wǎng)，并提供英文版，使其成為國(guó)外研究生自主學(xué)習(xí)的平臺(tái)本文引用地址：http:/blog, sciencenet. cn/blog-176-253308. html （auu 對(duì)研究生教 育的研究報(bào)告）aau on graduate education

15、research reportexecutive summarygraduate education in the united states is widely recognized as the best in the world, yet it is far from perfect and will remain in a leadership position only by continual self-examination and improvement. criticisms commonly heard today include overproduction of ph.

16、d.s; narrow training; emphasis on research over teaching; use of students to meet institutional needs at the expense of sound education; and insufficient mentoring, career advising, and job placement assistance.taking these criticisms seriously, the association of american universities (aau) formed

17、the committee on graduate education to evaluate the conduct of graduate education on its member campuses. the committee examined the institutional perspectives on graduate education, surveyed its institutions about their graduate programs, and developed guidelines on best practices for graduate educ

18、ation policies and programs. the committee concentrated on ph.d. or doctoral education, the focus of the national debate on graduate education.the national perspectivegraduate education prepares the scientists and engineers needed by industry, government, and universities to conduct the nation's

19、 research and development; educates the scholars in the humanities,social sciences, and the arts who preserve and enlarge our understanding of human thought and the human condition; and develops the scholars in all disciplines who become the faculties of the nation，s colleges and universities.follow

20、ing world war ii through the early 1970s, graduate education experienced unprecedented growth. this growth leveled off during the late 1970s and the first half of the 1980s, but it has increased steadily for the last decade. in 1995, the number of ph.d. recipients reached an all-time high of 41,610.

21、 the growth in ph.d. recipients has been accompanied by increased participation of women, minorities, and foreign students.over the last decade, the number of ph.d.s awarded by u.s. universities to foreign students has increased at more than twice the rate of ph.d.s awarded to us citizens, reaching

22、32 percent of all doctorate recipients in 1995. concern has been expressed about the impact of foreign ph.d.s on the domestic employment market, but several factors suggest that the impact is small.moreover, those foreign students who remain in the u.s. enrich the nation talent pool. employment data

23、 indicate that ph.d. recipients have low unemployment rates upon completion of their graduate work and throughout their careers. however, an increasing number of ph.d recipients are still seeking postgraduate commitments upon completion of their doctoral programs, and a growing number of commitments

24、 that are secured at ph.d. completion are for postdoctoral appointments. understanding the implications of these trends will require additional information.the institutional perspectivealthough graduate education makes important contributions to the education and research missions of universities, i

25、ts ovemding purpose must be the education of graduate students. apprenticeship teaching and research activities that, under faculty mentorship, provide progressively increasing levels of responsibility are effective ways to teach graduate students how to teach and conduct independent research. howev

26、er, subsuming the interests of students to conflicting institutional or faculty interests can undermine the educational benefits of these apprenticeship arrangements.student interests should also be paramount in designing a graduate curriculum that prepares students for a broad array of careers, and

27、 in building a diverse student body that enriches the educational environment and that prepares students to work effectively in a global environment.the policies governing federal support of research assistantships through the federal research project grant system run counter to sound educational po

28、licy. graduate students involved in teaching and research are students, not employees; the principal purpose for their teaching and research activities is to learn how to teach and conduct research. but office of management and budget (omb) circular a-21 stipulates that federal agencies can support

29、graduate students as research assistants on federally funded research grants only to the extent that “a bona fide employer-employee relationship exists between a graduate student and faculty investigato匚 federal policy should be changed to eliminate the employer-employee stipulation and encourage th

30、e dual benefits to research and education of graduate students serving as research assistants.universities need to track the placement of their ph.d students at least to their first professional employment. institutions also should maintain program performance and student evaluation information. suc

31、h information is needed for both internal evaluation of programs and external accountability for them.many universities have examined their graduate programs in light of concerns discussed in a number of national forums and have responded with a wide range of creative programs to meet evolving stude

32、nt and societal needs. among other initiatives, universities and their academic departments have improved teacher preparation programs, reduced enrollments and improved student financial support, instituted interdisciplinary opportunities, and improved faculty mentoring and career advising.recommend

33、ations for best practices in graduate educationthe committee encourages each university and each department within an institution to examine the size, scope, and performance of its graduate programs to determine whether these programs are meeting the interests of students in preparing them for the d

34、iversity of careers to which they may aspire, and to take appropriate actions where they do not. the committee has sought to identify common elements in recent institutional changes and adaptations in developing the following recommendations or guidelines for best practices.recruitment and admission

35、sadmissions decisions should be made with the goal of maintaining and improving the quality of programs.departmental recruitment and admissions policies should include provisions designed to increase the participation of talented students from groups underrepresented in their graduate programs.to ma

36、ke significant progress, universities will need to work with undergraduate institutions and k-12 schools to reach minority students as early as possible in their educational lives and encourage them to prepare for and pursue graduate study.universities should encourage enrollment of exceptional fore

37、ign students while continuing efforts to develop the u.s. domestic talent pool.financial supportall admitted students should be given accurate information about the costs they will incur and realistic assessments of future prospects for financial support.financial support should be designed to assis

38、t students in their progress to a degree; financial support through work that draws students away from their graduate programs should be avoided.graduate curriculuminstitutions should evaluate the graduate curriculum to assure that it equips students with the knowledge and skills needed for a broad

39、array of postdoctoral careers that they might wish to pursue.the graduate curriculum should balance breadth and depth with the need to minimize time-to egree.faculty mentoringfaculty mentors should confer with students frequently to assess students5 progress, and should provide the department with p

40、eriodic assessments on progress to the degreeinstitutions and departments should clearly affirm the importance of faculty mentoring through policy guidelines and incentives.data for institutional policymaking, program evaluation, and student advisinginstitutions should maintain data on completion ra

41、tes, time-to-degree, and placement to the first professional employment, as well as conduct exit surveys for all ph.d. recipients. institutions should provide such program performance data to student applicants. institutions should provide job placement assistance for students who request it.program

42、 evaluationinstitutions should evaluate the quality of and justification for their doctoral programs through self-study,on-site evaluation by external reviewers, or both.institutions should terminate programs that cannot maintain the infrastructure and student financial support necessary for accepta

43、ble program quality.institutions should not begin new programs absent a regional or national need and sustainable support.policy implementation and maintenanceinstitutions should ask departments to provide descriptions of their goals and expectations for their graduate programs, and should periodica

44、lly compare these against departmental program performance data.the aau should assist institutions in developing common definitions and reporting procedures that will permit cross-institutional comparisons of program performance.external support for graduate educationsupport for graduate education f

45、rom a number of external sectors plays a critical role in sustaining the quality of graduate education:the federal government provides valuable support for graduate education through competitively funded fellowship and traineeship programs, research assistantships funded through the federal research

46、 project grant system, and student loans that augment and fill gaps in other sources of financial suppor匸 these forms of support meet important needs in graduate education; all should be continued.given the importance of federal support, recent cutbacks in federal fellowship programs and proposals t

47、o reduce or eliminate the subsidized components of federal student loans for graduate and professional students raise serious concerns. financial support is critical for graduate students, who are young adults forgoing employment to pursue additional education. moreover, graduate education benefits

48、the nation, and federal support of graduate education advances the national interest.states support graduate education primarily through teaching and research assistantships at resident public universities. states also support graduate education indirectly through research and development investment

49、s and graduate fellowship programs, which may be available to students attending both public and private institutions.private foundations enable universities to embark on new and continuing initiatives that are otherwise difficult to sustain. industry support provides financial assistance to student

50、s and graduate programs while fostering university-industry research connections and exposing students to industrial career opportunities.to advance our country postgraduate education internationalization development strategy combined with the actual situation of colleges and universities in our cou

51、ntry and characteristic, the development train of thought and ways of practice two respects put forward to promote the internationalization of education levels and levels of development strategy.1 development train of thought(1) concept to be: strengthening international education philosophy. n inte

52、rnationalization is no longer a few top university. all of the university to a certain extent must internationalization. global knowledge and skills has not only is the future related to international affairs expert tasks,such as foreign language scholars or regional studies, and more or less become

53、 common requirements, has entered into the most professional. h 24 therefore, universities and disciplines to be further clarified and strengthened international education idea, establish the concept of international standard of talent cultivation. despite the various universities and the orientatio

54、n of the subject, the development history and advantages of each different, but the cultivation of high-quality talents with international vision should be the goal of personnel training of consensus (2) a mentor is the key: give full play to the role of mentors. mentors in the internationalization

55、of graduate education process with dual citizenship. on one hand, they are participants, through conferences, collaborative research, visiting lectures, training form of direct participation in international communication. on the other hand, they are the organizer, such as selecting the graduate stu

56、dent goes abroad to joint training, graduate students participate in academic exchange and foreign teacher research, organization of foreign teacher to participate in graduate student thesis guidance and defense etc.(3) the school chess: schools, colleges and disciplines to form resultant force. for

57、eign affairs division of the school, institute of international education, graduate school is to develop a school of international exchange and cooperation in education, international development strategy planning departments. the various departments, various disciplines and specialty with its own c

58、haracteristics, and actively cooperate with school work, for teachers and graduate students have more engaged in international academic exchanges and cooperation opportunities and resources to create the conditions. school, faculty, subject to the respective roles and responsibilities, to determine

59、the corresponding contact person, make clear internationalization plan, to jointly promote the postgraduate education internationalization.2 ways of practicethe teachers and curriculum internationalization is the first concern and promotion path. teachers and students and the course of internationalization of educat