毕业论文（设计）
外文翻译
题 目： 美国大学联合会对研究生教育的研究报告
系部名称： 经济管理系 专业班级： 国贸092班
学生姓名： 李姗姗 学 号： 200904552305
指导教师： 李霞 教师职称： 副教授
20##年01月04日
美国大学联合会对研究生教育的研究报告
摘要
在美国的研究生教育虽然已被公认为世界上最好的教育，但它还不是很完善，要想仍将处于领导地位只有不断的自我反省和改进。现在常听到的批评声包括生产过剩的博士学位、狭义的培训、重视研究教学、对学生为了满足制度需求而牺牲良好的教育和足够的指导以及职业咨询和就业。
美国大学协会（AAU）认真地考虑了这些批评，对研究生教育评估的研究专门在其成员校园成立了委员会。委员会会审查对研究生教育的机构观点、调查其机构对他们的研究生课程，并制定了指导方针来指导研究生政策和程序的最佳做法。委员会将博士学位或博士学位教育、研究生教育作为焦点。
国家的视角
研究生教育培养了科学家和工程师需要的行业、政府和大学进行民族研究与发展；教育学者在人文、社会科学、艺术维护和扩大我们理解人类的思维和人类状况，并发展成能用在全国高校所需要的所有学科的学者
二战后，通过20世纪70年代早期，研究生教育经历了前所未有的增长。这种增长趋于70年代末和80年代前半期趋于平缓，但它的最后十年稳步增加。1995年，博士学位者达到了41610，创了历史新高。这些博士的增加包括妇女、少数民族学生和外国学生。
在过去十年中，由美国大学向外国学生颁发的博士学位高于其向美国公民颁发的博士学位人数的两倍，在1995年32%的博士学位获得者都是外国学生。一些学者一直关注外国博士对国内就业市场的影响，但他们声称这几个因素影响很小。
此外，这些外国学生留在美国能丰富国家的人才库。就业数据表明，博士受助人在读完了研究生后，在以后的职业生涯中仍会失业。然而，越来越多的人仍在寻找博士研究生并承诺完成其博士课程，完成后，越来越多的博士又申请博士后职位。理解这些趋势的影响，将需要附加信息。
制度视角
虽然研究生教育对高校的教育和研究任务做出了重要贡献，高校其首要目的必须是研究生教育。师徒制教学和研究活动，在教师的指导，提供逐步提高水平的责任是有效的方法教学生如何教和进行独立的研究。然而，这些学徒安排会和学生或教师的利益相冲突，也可能会破坏教育。学生的兴趣也应是至高无上的，设计一个研究生课程应为学生准备各种各样的职业，并在建立一个多样化的丰富的教育环境和为学生准备在全球工作的有效环境。
有关的研究生助学金项目通过了联邦政府的支持，并支持其授予系统运行计算器运行到教育中去的政策。研究生教学和研究涉及到的是学生，而不是教员。他们教学和研究活动的只要目的是为了如何教和如何进行研究。但办公室的管理和预算圆形A-21规定，联邦机构可支持研究生作为研究助理，由联邦政府资助研究经费，但这表明研究生和教师调查员之间存在的是“一种真正的雇主-雇员关系”。联邦政府应该变这种政策，消除雇主雇员的规定，鼓励研究生担任研究助理的研究和完成教育的双向责任。。
大学需要跟踪的其博士学位的学生至少第一专业就业，机构也应保持程序的性能和学生评价信息。这两个内部评价的程序和外部问责制为他们提供这种信息。许多大学审查了其在若干国家论坛中谈论的对研究生课程的担忧，并回答与规范了广泛创造性程序的范围，以满足不断变化的学生和社会发展的需要。其他举措有：大学和学术部门改进教师编写的程序、减少招生和改善学生金融支持设立跨学科的机构以及提高教师辅导与职业辅导。
建议研究生教育的最佳做法
委员会鼓励每个大学和每个部门内的机构，审查大小、范围和其研究生的程序，已确定这些程序是否满足学生在准备他们的职业生涯中所追求的目标以及多样性的利益，并采取适当的行动、如果不满足，该委员会试图确定最近体制变革的共同要素和适应下列建议的最佳做法。
目标是保持和提高招生的质量。部门招聘和招生政策应包括旨在增加有天分的学生在研究生课程中所占的人数。要取得重大的进展，大学将需要与本科院校和K-12学校达成其少数民族学生尽早在其教育生活，鼓励他们准备和追求研究生研究。大学应该鼓励继续教育，并制定外国学生入学的招生而不断努力开拓美国国内人才库。
财政支持
所有录取学生的费用由他们提供财政政策，并且将承担现实评估，未来前景的财政支持。这些财政支持旨在协助学生进步到一个程度，应避免财政支持通过绘制其研究生课程学生的工作。
研究生课程
机构应评估研究生课程，以保证它给学生们提供的知识和技能为以后博士后的职业生涯做准备。他们可能希望追求的各种需要范围广，研究生的课程应平衡需求，尽量减少时间追求其深度和广度。
教师指导
导师应该评估学生的学习进度，并应该向委员会提供对学生进行评估的程度。机构和部门应明确申明教员政策指引和激励措施的重要性肯定的重要性。
体制的决策、项目评估和学生咨询的数据
机构应维护完成后的数据率，时间向度和安置到第一个专业就业，以及进行票站调查所有博士受助人。机构应向学生申请人提供此类程序的性能数据，机构应提供就业协议请求它的学生。
项目评价
项目评估机构通过自学或者外部审评的现场评价对其博士生的质量进行评估。对于不能维护基础设施和学生的支持必要的，机构要终止程序。在没有一个区域或国家需要持续地支持的情况下，机构不应该开始新的项目。
政策的执行和维护
机构应要求政府部门提供能说明他们目标和期望的研究生课程，并定期比较这些反对部门程序性能的数据。美国大学联合会应协助机构制定共同的定义和报告程序，从而能够实现卡机构的程序性能比较。
外部支持的研究生教育
一些外部部门对研究生教育的支持在维持其教育质量上发挥着关键的作用。联邦政府通过竞争性资助研究金和实习方案对研究生教育提供了宝贵的支持，通过联邦政府研究项目资助的研究助学金、授予系统和学生贷款的增加以及其他来源的资金支持。这些形式的支持满足需求的研究生教育。鉴于联邦政府的支持，最近削减联邦奖学金计划和建议，以减少或消除补贴部分联邦学生贷款为毕业生和职业学生引起严重关切。财政支持是研究生教育的关键，都是年轻的成年人放弃就业追求额外的教育。
此外，研究生教育利国利民，研究生教育的进步有利于国家综合国力的提高。国家支持研究生教育主要是通过教学和科研助教在驻地的公立大学；国家支持研究生教育间接通过研究和开发的投资以及研究生奖学金计划，可供学生参加公共和私人机构。私人基金会让大学开始新的和持续的行动，否则难以维持。行业支持：同时培养大学产业研究连接并使学生接触工业职业机会，向研究生课程提供财政援助，推进我国研究生教育国际化发展战略，结合我们国家和特色高校的实际情况、发展思路，提出促进国际化教育水平和发展战略的方法。
推进我国高校研究生教育国际化发展策略的思考
结合我国高校的实际情况与特点，现从发展思路与实践途径两方面提出提升教育国际化的水平和层次的发展策略。
1.发展思路
（1）观念要先行：强化国际化的教育理念。“国际化已不再是为数不多的尖子大学的事情。所有的大学在一定程度上讲都必须国际化。国际化的知识与技能已不再仅仅是未来与国际事务有关的专家的任务，比如外语学者或区域研究者，而或多或少成为普遍的要求，已进入到大多数专业之中。”因此，高校和学科要进一步明确和强化国际化的教育理念，树立人才培养标准国际化的观念。尽管各个高校和学科的定位、发展历史和优势等各有不同，但培养具有国际视野的高素质人才应成为人才培养目标的共识。
（2）导师是关键：充分发挥导师的作用。导师在研究生教育国际化的过程中具有双重身份。一方面，他们是参加者，通过学术会议、合作研究、访问讲学、进修等形式直接参与国际交流。另一方面，他们又是组织者，如选派研究生出国联合培养、组织研究生参与学术交流和国外导师课题研究、组织国外导师参与研究生学位论文的指导与答辩等等。
（3）全校一盘棋：学校、学院与学科形成合力。学校外事处、国际教育学院、研究生院是制定学校国际交流与合作、教育国际化的战略发展规划主要部门。各院系、各学科和专业要结合自身的特点，积极配合学校的工作，为教师和研究生有更多从事国际学术交流与合作研究的机会和资源创造条件。学校、院系、学科要明确各自的角色与职责，确定相应的联络人，制定明确的国际化计划，共同推进高校研究生教育国际化的进程。
2.实践途径
师生和课程的国际化是首先要关注和推进的路径。师生和课程的国际化是教育国际化的最直接最有效的方式和载体。
（1）加大海外人才引进力度，建设国际化的师资队伍。在继续鼓励和支持教师出国访学、参加国际会议、开展合作研究，聘请国外教授讲学、开设讲座、指导研究生学位论文的同时，要加大师资队伍“请进来”的力度，尤其是要大力引进具有海外经历或留学背景的高级人才。浙江大学实施“1311人才工程”战略的做法值得其他高校借鉴。其内容是在坚持人才培养与人才引进“两手抓”的前提下，重点引进海外高层次人才，聚集一批具有国际影响力的学科“领军人物”。
（2）拓宽研究生交流的国际化渠道。除继续支持研究生参加国际会议、参与国际合作研究项目等方式外，还要进一步拓宽研究生交流的国际渠道，如通过校际合作协议、国家研究生公派出国项目、交换生计划等形式，提高研究生国际学术交流水平。尤其是要大力扩大招收留学生的规模与比例。我国高校要结合留学生的实际情况，制订不同专业国际化的方案，以吸引更多的留学生。
（3）进一步推进课程的国际化。在继续推进课程、教材、教学方法、科研与论文等国际化的同时，要充分利用信息社会发达的网络技术。具体来说，一方面要关注和引用国外一流大学开设的免费网络课程资源，同时要积极创造条件大力推进我国高校全英文课程模块和网络教学平台建设，将与课程相关的教学大纲、实验指导、参考文献、网络课件、授课录像等上网，并提供英文版，使其成为国外研究生自主学习的平台
本文引用地址：http://blog.sciencenet.cn/blog-176-253308.html （AUU对研究生教育的研究报告）
AAU on Graduate Education Research Report
EXECUTIVE SUMMARY
Graduate 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.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 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 education policies and programs. The Committee concentrated on Ph.D. or doctoral education, the focus of the national debate on graduate education.
THE NATIONAL PERSPECTIVE
Graduate education prepares the scientists and engineers needed by industry, government, and universities to conduct the nation’s 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.
Following 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. 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 U.S. citizens, reaching 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’s talent pool.
Employment data 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 that are secured at Ph.D. completion are for postdoctoral appointments. Understanding the implications of these trends will require additional information.
THE INSTITUTIONAL PERSPECTIVE
Although graduate education makes important contributions to the education and research missions of universities, its overriding 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. However, 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 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 policy. 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 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 investigator. Federal policy should be changed to eliminate the employer-employee stipulation and encourage the 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. Such 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 student 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.
RECOMMENDATIONS FOR BEST PRACTICES IN GRADUATE EDUCATION
The 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 diversity 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 ADMISSIONS
Admissions 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 make 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 foreign students while continuing efforts to develop the U.S. domestic talent pool.
FINANCIAL SUPPORT
All 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 assist students in their progress to a degree; financial support through work that draws students away from their graduate programs should be avoided.
GRADUATE CURRICULUM
Institutions should evaluate the graduate curriculum to assure that it equips students with the knowledge and skills needed for a broad 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-degree.
FACULTY MENTORING
Faculty mentors should confer with students frequently to assess students’ progress, and should provide the department with periodic assessments on progress to the degree.
Institutions and departments should clearly affirm the importance of faculty mentoring through policy guidelines and incentives.
DATA FOR INSTITUTIONAL POLICYMAKING, PROGRAM EVALUATION, AND STUDENT ADVISING
Institutions should maintain data on completion rates, 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 EVALUATION
Institutions 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 acceptable program quality.
Institutions should not begin new programs absent a regional or national need and sustainable support.
POLICY IMPLEMENTATION AND MAINTENANCE
Institutions should ask departments to provide descriptions of their goals and expectations for their graduate programs, and should periodically 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 EDUCATION
Support for graduate education from 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 project grant system, and student loans that augment and fill gaps in other sources of financial support. 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 to 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 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 investments 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 students 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 country 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. " Internationalization 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 common requirements, has entered into the most professional. " [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 orientation 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 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 student 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. Foreign 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 characteristics, 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 the corresponding contact person, make clear internationalization plan, to jointly promote the postgraduate education internationalization.
2 Ways of practice
The teachers and curriculum internationalization is the first concern and promotion path. Teachers and students and the course of internationalization of education internationalization is the most direct and effective way and carrier.
( 1) Strengthen the introduction of overseas talent strength, internationalization of the teaching staff construction. Continue to encourage and support teachers to visit the school, to participate in international conferences, study on cooperation, to hire foreign professor lectures, lectures, guidance of postgraduate degree thesis at the same time, to increase the teachers " come in please " strength, especially to vigorously with the introduction of overseas experience or study the background of senior talents. Zhejiang University implemented the " 1311 Talents Project " strategic approach worth of other universities. Its content is stuck in the talent cultivation and introduction of talents " two tactics is caught " below premise, focus on the introduction of overseas high-level personnel, gathered a group of internationally influential disciplines " leader ".
( 2) Widens graduate student exchange international channels. In addition to support graduate to attend international meetings, participation in international collaborative research projects and other methods, but also widen further postgraduate exchange international channels, such as through interscholastic cooperation agreement, the national graduate students sent abroad project, exchange programs and other forms, improve the level of postgraduate international academic exchanges. Especially to vigorously expand recruit students scale and proportion. Colleges and universities in China to combine students' actual situation, formulate different professional international programme, in order to attract more students.
( 3) To further promote the internationalization of curriculum. Continue to push forward curriculum, teaching materials, teaching methods, scientific research and papers such as the internationalization of the information society, must make full use of advanced network technology. Specifically, one should pay attention to and cited foreign first-class university offers free network curriculum resources, at the same time to create a condition actively to vigorously promote China s College English curriculum module and the construction of network teaching platform, will be associated with the course syllabus, experimental guidance, reference, network courseware, teaching video online, and provide English edition, make its become foreign graduate students autonomous learning platform.
