MIT跨学科博士教育项目的培养机制和组织逻辑  

Culturing Mechanism and Organizational Logic in Interdisciplinary Doctoral Education Programs of MIT

作　　者：吴彬 都仁 高凌云 WU Bin;Duren;GAO Lingyun(Institute of Higher Education Science Research,Bejing Academy of Educational Sciences,Beijing 100036,China;School of Humanities and Social Sciences,Beihang University,Beijing 100191,China)

机构地区：[1]北京教育科学研究院高等教育科学研究所,北京100036 [2]北京航空航天大学人文社会科学学院,北京100191

出　　处：《民族高等教育研究》2024年第5期40-46,共7页Journal of Research on Minzu Higher Education

摘　　要：MIT跨学科博士教育项目依托于跨学科组织开展博士生培养,具有以兴趣选择机制、团队指导机制、过程考核机制、资源服务机制为特征的培养机制。而MIT跨学科博士教育项目背后的跨学科组织对于其培养机制具有决定性作用。总体来看,适者生存式的自然发育模式决定了跨学科组织呈现出有中心无边界的动态网状组织特质,而这种组织特质为博士项目的知识生产和传播提供了关键支撑。对比国内的情况,要真正学习MIT的跨学科教育经验,必须以改革推动跨学科组织发展模式转型。MIT interdisciplinary doctoral education program relies on interdisciplinary organizations to culture doctoral students and have culturing mechanisms including interest selection mechanism,team guidance mechanism,process examination mechanism and resource service mechanism which are based on the MIT interdisciplinary organization.In general,the natural organization development pattern of survival of the fittest determines that interdisciplinary organizations exhibit a dynamic network organization structure with a center and without boundary,which provides a key support for the knowledge production and communication of doctoral programs.In China,to learn MIT interdisciplinary education experience should promote the transformation of the interdisciplinary organization development model through reform.

关 键 词：跨学科 博士生教育 博士教育项目 MIT 

分 类 号：G643[文化科学—高等教育学]