Pedagogical Doctoral Students in China under Pressure: An Empirical Analysis of CSSCI Journals

Autor/inn/en	Guan, Ming; Fan, Xiaodong; Li, Jiao
Titel	Pedagogical Doctoral Students in China under Pressure: An Empirical Analysis of CSSCI Journals
Quelle	In: Problems of Education in the 21st Century, 81 (2023) 4, S.449-461 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Guan, Ming) ORCID (Fan, Xiaodong)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1822-7864
Schlagwörter	Foreign Countries; Doctoral Students; Stress Variables; Writing for Publication; Educational Trends; Trend Analysis; Graduation Requirements; Publish or Perish Issue; Physical Health; Mental Health; Periodicals; Journal Articles; Student Evaluation; College Admission; Admission Criteria; Enrollment; China + Suchen Sie Ihr Suchwort? Ausland; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Bildungsentwicklung; Trendanalyse; Abschlussordnung; Gesundheitszustand; Psychohygiene; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Journal article; Zeitschriftenaufsatz; Schulnote; Studentische Bewertung; Hochschulzugang; Hochschulzulassung; Zulassung; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Einschulung
Abstract	The prerequisite for doctoral students in Chinese universities to obtain their degrees was to publish a certain number of papers in designated journals, which is the main pressure on doctoral students in China. This study focused on the publication pressure of doctoral students in pedagogy in China under the policy of breaking the 'five only', which aims to diversify the evaluation criteria for academic quality and reduce the reliance on paper publications. The study analyzed the data of 36 pedagogical CSSCI journals from 2016 to 2020, and examined the trends and patterns of publishing pedagogy articles in these journals. The study also explored the factors that influence the publication pressure of doctoral students in pedagogy, such as the admission system, the expansion of doctoral enrollment, and the recruitment system for young teachers. The results show that Chinese pedagogy CSSCI journals are declining in number and are dominated by well-known scholars and institutions. Doctoral students in pedagogy face a more severe academic situation than university teachers, as they have to publish papers to graduate and compete for limited journal space. They also face the pressure of publication under the applicationappraisal system and the system of "promote or leave". The study suggests that colleges and universities need to break through the quantitative evaluation system of doctoral students' academic achievements and pay more attention to the training system and academic culture that promote their physical and mental health and academic development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01