致谢

更新于 2026年10月13日 版权声明
致谢

本研究受到了澳大利亚研究委员会联结资助项目(the Australian Research Council’s Linkage Grant Program)的资助。感谢案例受访者的合作。此外,我也诚挚感谢文章初稿的评论者。

参考文献

[1] Alvesson, M. and Skoldberg, K. (2000) Reflexive Methodology, London: Sage.

[2] Bard, J. (1994) How should we train Ph.D. students in the biosciences?, BioEssays, 16(8): 529-530.

[3] Becher, T. and Trowler, P. R. (2001) Academic Tribes and Territories: Intellectual Enquiry and the Culture of the Disciplines, second edition, Buckingham: Open University Press.

[4] Boud, D. and Lee, A. (2005) ‘Peer learning’ as pedagogic discourse for research education, Studies in Higher Education, 30(5): 501-516.

[5] Cumming, J. (2007) The doctoral experience in science: challenging the current orthodoxy, paper presented at the annual conference of the British Educational Research Association, London.

[6] Delamont, S., Atkinson, P. and Parry, O. (1997) Critical mass and doctoral research: reflections on the Harris Report, Studies in Higher Education, 22(3): 319.

[7] Delamont, S., Atkinson, P. and Parry, O. (2000) The Doctoral Experience: Success and Failure in Graduate School, London: Falmer Press.

[8] Geertz, C. (1973) The Interpretation of Cultures, New York: Basic Books.

[9] Gough, N. (2002) Blank spots, blind spots, and methodological questions in postgraduate research, keynote address presented at the Postgraduate Research Conference, Deakin University. at: http://www.latrobe.edu.au/oent/Staff/gough_ papers/noelg_DUSA_ 2002.pdf.

[10] Gumport, P. (1993) Graduate education and research imperatives: views from American campuses, in B. Clark (ed.), The Research Foundations of Graduate Education: Germany, Britain, France, United States, Japan, Berkeley: University of California Press, 261-293.

[11] Hacking, I. (1992) The self-vindication of the laboratory sciences, in A. Pickering (ed.), Science as Practice and Culture, Chicago, IL: Chicago University Press, pp. 29-64.

[12] Hager, P. (2004) Conceptions of learning and understanding learning at work, Studies in Continuing Education, 26(1): 3-17.

[13] Harman, K. (2002) The research training experiences of doctoral students linked to Australian cooperative research centres, Higher Education, 44(3): 469-492.

[14] Haworth, J.G. (1996) Doctoral programs in American higher education, in J.C. Smart (ed.), Higher Education: Handbook of Theory and Research, New York: Agathon Press, pp. XI, 372-422.

[15] Knorr-Cetina, K. (1999) Epistemic Cultures, Cambridge, MA: Harvard University Press.(https://www.daowen.com)

[16] Lave, J. and Wenger, E. (1991) Situated Learning: Legitimate Peripheral Participation, Cambridge: Cambridge University Press.

[17] Lee, S. and Roth, W. (2003) Becoming and belonging: learning qualitative research through legitimate peripheral participation, Forum: Qualitative Social Research, 4(2), at: www.qualitative- research.net/fqs/impressum/roth-e.htm.

[18] Leonard, D., Metcalfe, J., Becker, R. and Evans, J. (2006) Review of Literature on the Impact of Working Context and Support on the Postgraduate Research Student Learning Experience, London and Cambridge: Institute of Education and UK GRAD Programme.

[19] Parry, S. and Hayden, M. (1994) Supervising Higher Degree Research Students, Canberra: Australian Government Publishing Service.

[20] Pearson, M. (2005) Framing research on doctoral education in Australia in a global context, Higher Education Research and Development, 24(2): 119-134.

[21] Pearson, M. and Brew, A. (2002) Research training and supervision development, Studies in Higher Education, 27(2): 136-150.

[22] Pole, C., Sprokkereef, A., Burgess, R. and Lakin, E. (1997) Supervision of doctoral students in the natural sciences: expectations and experiences, Assessment and Evaluation in Higher Education, 22(1): 49-63.

[23] Powles, M. (1996) A longitudinal study of participants in the Australian Postgraduate Research Awards (Industry) Scheme, Melbourne: Centre for the Study of Higher Education, University of Melbourne.

[24] Stenhouse, L. (1978) Case study and case records: towards a contemporary history of education, British Educational Research Journal, 6(1): 1-6.

[25] Tennant, M. (2004) Doctoring the knowledge worker, Studies in Continuing Education, 26(3): 431-441.

[26] Wagner, J. (1993) Ignorance in educational research: or, how can you not know that?, Educational Researcher, 22(5): 15-23.

[27] Wenger, E. (1998) Communities of Practice: learning, Meaning and Identity, Cambridge: Cambridge University Press.

【注释】

[1]该研究受到了澳大利亚研究委员会的资助,其目的是从两个相关的研究中获得具体的信息,这两项研究是关于当前博士生经历的,分别在不同的但可以相互补充的地点完成。除了三位主要的研究者(Evans、Pearson和Macauley)之外,还有三位博士生参加。

[2]Stenhouse 已经对案例资料、案例记录与案例研究做出了区分(Stenhouse,1978)。在本章研究与写作的过程中,三份经过编辑与证实的转录稿组成了案例资料。鉴于案例叙事含有多重声音这一性质,它是案例记录的一种变型。案例叙事以及解释共同组成了案例研究。

[3]为了保护受访者的隐私,案例叙事做了一些调整。三位研究对象——Jane、Trish 与Scott,高校——Tinternvale University,外部的研究机构——the Trentham Institute,行业合作伙伴——the Chicken Consortium and the Fowl Foundation,均为化名。

[4]Scott 也是行业奖学金的获得者,不过是从另一个机构获得的。他接受研究助理这个职位的一个原因是确保经费,鉴于他之前的奖学金已经期满。

✍AI写作