博士生教育去向何方？ —全球变化背景下欧洲的新举措

Quo Vadis Doctoral Education？New European Approaches in the Context of Global Changes

本文第一部分概括了欧洲和北美的博士生教育与训练正在变化中的政策背景，并指出目前这两大地区关于博士生教育的争论和关注点的时间。第二部分分析了博士生教育动机与目的之间的区别，正是这区别导致了基于研究型博士学位和专业博土学学位显著差异之上的博土生教育模式的不同。第三部分介绍了大量关于博士生教育改革的合作、项目及提议，以此说明目前变化的趋势。最后一部分得出了若干结论，特别强调知识生产已经成功成为逐渐兴起的知识经济中的一项战略资源，因此也成为政策制定和制度安排的目标。这一进展将导致一些教育机构中对研究和研究训练的关注。

The article provides in its first part an overview of the changing policy contexts in Europe and North America in which doctoral education and training is embedded and points out similarities and differences of the ongoing debates and concerns about doctoral education in the two world regions. The second part provides some insight into the differentiation of motives and purposes of doctoral education which has led to a differentiation of the models for doctoral education based on a clearer distinction between a research and a professional doctorate. In the third part a number of networks， projects and initiatives concerned with reforming doctoral education are introduced to serve as an illustration about the direction current changes are taking. The last part draws some conclusions emphasising， in particular， the fact that knowledge production has become a strategic resource in the emerging knowledge economies and thus an object of policy making and institutional management. This development tends to lead to a concentration of research and research training in fewer institutions.