Abstract：Doctoral education in Australia has encountered numerous problems with the internal and external environment′s transformation. Supporting systematic and scientific evaluations on doctoral education quality, a research team funded by the Australian government constructed a framework including three dimensions of "preparations", "experiences" and "successes", with nine indicators such as "awareness", "foundation" and "personal". The framework covers the whole process of talent cultivation before, during and after doctoral education, and meets different stakeholders′ application demands. Implications from the framework for future evaluations on doctoral education quality in China include placing student development as a core quality view of evaluation, specifying evaluation elements from multiple stakeholders′ perspectives, and broadening the application range by integrating macroand microlevel evaluation practitioners.
洪茜, 刘路, Hamish Coates. 澳大利亚博士生教育质量评价框架的构建与启示[J]. 高校教育管理, 2021, 15(2): 65-75.
HONG Xi, LIU Lu, COATES Hamish. Enlightenment of the construction of the evaluation framework for doctoral education quality in Australia. Journal of Higher Education Management, 2021, 15(2): 65-75.
