新时期高校研究生面临的心理健康问题及对策研究

新时期高校研究生面临的心理压力主要有,学习压力、就业压力、生活压力等,作者认为这些心理健康问题产生的主要原因是研究生对教育目的、高学历教育认识及理想与现实的矛盾的认识偏差造成的,本文提出了解决这些问题的意见与对策,以改善研究生的学习、生活环境。     

深度辅导在研究生思想政治教育中的应用研究

近几年,研究生突发事件频发,让人们对高校的思想政治教育方法产生了质疑。对深度辅导在研究生思想政治教育中的应用进行了研究。首先深刻分析了深度辅导在研究生思想政治教育中的必要性,在新的时代和形势下,研究生面临的压力发生了变化,这是我们进行深度辅导工作的前提和基础。其次分析了目前我国高校针对研究生的深度辅导面临的一些问题,最后针对这些问题提出了建立全员参与模式、对研究生进行个性化深度辅导和对心理学方法进行合理借鉴的建议。     

加强和改进研究生思想政治教育的路径探析

研究生思想政治教育成为高校思想政治教育的组成部分之一,关系到研究生的全面发展以及国家的殷切期望。因此加强和改进研究生思想政治教育对于研究生全面发展以及培养为社会主义合格人才具有重大现实意义。然而研究生思想中仍存在着大量的问题,同时各高校对研究生思想政治教育的重视不够,没有将研究生思想政治教育摆在应有的位置。因此高校需要切实加强和改进对研究生群体的思想政治教育。将从完善研究生思想政治教育的体制机制、加强研究生思想政治教育的队伍建设、加强研究生思想政治教育的条件保障以及研究生自我教育方面来阐述。     

关于研究生党校教育教学内容体系的思考

本文结合高校党校工作实际,针对研究生入党积极分子、预备党员和党员骨干教育培训面临的问题,提出要不断建立健全研究生党校教育教学内容体系。研究生党校教育教学活动要坚持以先进性建设为导向,以研究型学习为基础,以实践型教育为特色,以入党前、入党时、入党后三段式培训为抓手,增强教育教学内容的思想性、针对性、实效性和系统性。要通过加强研究生党校教育教学内容体系建设,切实发挥党校在研究生思想政治教育中的重要作用。     

研究生党建工作机制优化与载体创新的实践与探索

研究生党建工作是高校党建工作的重要组成部分,是培养高水平研究型人才的重要载体;创新研究生党建教育和优化机制体制是解决研究生党建面临新问题的重要手段。探究研究生党建工作问题根源、创新党建工作模式,科学构建党建网络教育平台,充分发挥教工党支部和党员导师的育人作用,实现研究生教育管理的科学化水平。     

重视对研究生非正式组织的引导和教育的思考——关于加强研究生基层服务型党组织建设的一点体会

加强研究生基层服务型党组织建设,是新时期加强和改进思想政治工作的新要求。目前,随着高校研究生的扩招,其非正式组织数量也在不断增加,给研究生基层服务型党组织建设带来了影响,面临着新的形势和挑战。高校研究生基层服务型党组织如何重视对非正式组织的引导和教育,使非正式组织能够和正式组织共同努力实现组织目标,是值得探讨的新课题。     

高校研究生学籍管理现状与对策研究

研究生学籍管理是维持研究生教育教学秩序、保障研究生培养质量的重要工作之一。随着我国高校研究生规模不断扩大,研究生学籍管理任务日益繁重、管理难度日益增大,在实际管理过程中存在着管理方式落后、管理队伍不稳定、管理体制不完善等问题,研究生学籍管理工作难以有效开展。因此,需要在管理理念、管理体制以及管理队伍建设等方面进行加强和完善。     

研究生党校建设研究

研究生党校教育是研究生党建工作的重要内容,是加强研究生思想政治教育的新的平台。目前高校研究生党校建设存在薄弱环节,为此应优化研究生党校设置模式;开创研究生党校网络教育平台;创新研究生党校课程设置;建设优秀的研究生党校指导教师队伍。     

高校研究生主流意识形态教育面临的问题和对策

新形势下,研究生主流意识形态教育面临诸多挑战,在众多因素影响下,构建研究生主流意识形态教育新格局需要重点把握高校、研究生、教师、课程、网络平台等五个方面内容,将全员育人、全过程育人、全方位育人贯穿教育始终,开创研究生意识形态教育新局面。     

关于研究生学术道德教育的思考

加强当代研究生学术道德教育是培养国家合格研究人才、提高高等院校学风建设和优化研究生素质教育的重要方式。目前研究生在学术道德方面的失范行为时有发生。此类问题的成因受学术制度、社会环境、高校教育和学生自身方面因素的影响。对此,应该从建立健全学术道德制度、营造良好社会学术环境、优化高校学术教育管理和加强研究生学术道德修养四方面进行思考,力求为研究生学术道德教育的建设贡献一分力量。     

The public policy program of the Kennedy School of Government: A student's view

In September of 1969, the John Fitzgerald Kennedy School of Government, formerly the Harvard Graduate School of Public Administration, initiated a new program of professional graduate education for students expecting to enter public service. Twenty-one students were chosen to participate in the Public Policy Program's first experimental year. The author was one of those students, and in this article he attempts to explain the purposes of the Program, the features which distinguish it from other graduate educations with similar purposes, the form it took in its first year, and the direction in which it seems to be moving. At various stages of the article, also, the author has inserted student comments concerning the Program's first year and suggestions for its further evolution. The hope is that this format will offer a somewhat more intimate view of the Public Policy Program than could be gleaned from a reading of catalogs, news releases, or a hurried article by a faculty member.     

The Effect of R&D Investment on Graduate Student Productivity: Evidence From the Life Sciences

This study examines the role of graduate training and R&D investments on research productivity by focusing on the effect of federal funding for early‐career graduate students. We employ a difference‐in‐differences research design drawing upon a sample of high‐quality life science graduate students who either are award recipients or honorable mentions of the prestigious U.S. National Science Foundation's Graduate Research Fellowship Program. We find that a $91,000 grant over three years has a limited, yet positive impact on the awardee's productivity. These effects are driven by the sample of graduate students without publications prior to applying for the fellowship.     

The mission of public policy programs: A report on recent experience

This is the report of a meeting on graduate training and research programs in public policy organized by the Ford Foundation on September 10, 1975. The meeting was attended by various representatives of the Ford Foundation along with the following representatives of public policy schools: Graham Allison, Professor, John F. Kennedy School of Government, Harvard University; William B. Cannon, Former Dean, Lyndon B. Johnson School of Public Affairs, University of Texas; John P. Crecine, Former Professor, Institute of Public Policy Studies, University of Michigan; Otto A. Davis, Dean, School of Urban and Public Affairs, Carnegie-Mellon University; Joel L. Fleishman, Director, Institute of Policy Sciences and Public Affairs, Duke University; Edward K. Hamilton, Professor, Program in Public Management, Graduate School of Business, Stanford University; Donald E. Stokes, Dean, Woodrow Wilson School of Public and International Affairs, Princeton University; Aaron Wildavsky, Dean, Graduate School of Public Policy, University of California (Berkeley); Charles Wolf, Jr., Head of Economics Department, and Director of Graduate Institute for Policy Studies, The Rand Corporation; Douglas T. Yates, Jr., Associate Dean, School of Organization and Management, Yale University.The author acted as the rapporteur of the meeting and offers the following account with the permission of those whose views and experience are directly represented. The author owes a special acknowledgement to Peter Bell of the Ford Foundation who made many useful comments on the original account and saved the author from numerous factual errors.     

Citizenship Education and Post-16 Students: A Habermasian Perspective

This article is based on a research project carried out at the Graduate School of Education, Queen's University Belfast. The researchers conducted a study of discussion-based citizenship education for post-16 students in Northern Ireland (UK) over a period of 18 months. One of the researchers designed and delivered a course of citizenship education for students in a case study school (100 of whom were involved). This course was constructed within a theoretical framework that drew heavily upon the work of Jurgen Habermas. The results of the study showed that an overwhelming majority of the students involved gave comprehensive and positive evaluations of a citizenship course that was reliant upon a discussion-based form of education. This article argues that such courses, premised on the need to encourage communicative competence amongst young people, should be offered to all students within the non-compulsory education sector in the UK and beyond.     

My Career as a Teacher and a Political Scientist: If I Knew Then What I Know Now

This article addresses my professional development as a teacher and political scientist throughout the span of a 15-year career in political science. Also included are reflections on graduate education and the compatibility and necessary dual focus on both political science and teaching in the academy today as it relates to my present-day professional position.     

Curriculum Development for Public Sector Financial Management

Inadequate curriculum materials frequently impede the teaching of public sector financial management to graduate and mid-career students. The Curriculum Development Project at the School of Public Affairs of the University of Maryland has produced a draft curriculum that emphasizes the use of microcomputers and associated analytical skills in integrating topics in finance, accounting and budgeting.     

Symposium on public management teform in New Zealand:: Reflections on the international public management network/victoria university workshop

The genesis of the workshop on public management reform in New Zealand, held in Wellington on March 10, 2000, was an invitation from the International Public Management Network to the Graduate School of Business and Government Management at Victoria University to organize and co-host a one-day event in Wellington following the Network’s Sydney 2000 Conference. Approximately sixty people attended the workshop. The majority of attendees were senior public servants in the New Zealand government. In addition, there was a representation of academics from New Zealand and Network members who came on from the IPMN conference in Sydney at Macquarie Graduate School of Management March 4–6.The mix of speakers was strongly weighted towards practitioners, as is reflected in the articles in this symposium. The three central agency contributions are all from officials who have a reputation for thinking creatively and critically about the future of New Zealand public management, Derek Gill, Andrew Kibblewhite and Anne Neale. Graham Scott kindly agreed to provide the keynote address. Robert Gregory, a well-known critic of the New Zealand reforms, was the sole academic voice in this small chorus of practitioners. Gregory would be the last to claim that he is “representative” of anyone’s opinion other than his own.     

Knowing and doing: an integrated approach to education and training in South Africa

The Postgraduate Diploma in Management at the Graduate School of Public & Development Management (P&DM), University of Witwatersrand, Johannesburg, arises from our enthusiasm for a paradigm shift in the education of entry level public sector managers in South Africa; this is an approach that has developed out of moves towards a new public service that is development friendly and customer-oriented. The move away from traditional lecture-based classroom activities to interactive learning methods has given rise to much reflection on teaching, learning and appropriate assessment at P&DM. This has resulted in an appreciation for continuous learning as we pursue our quest to improve our facilitation in line with the needs of a student group that will graduate to face the immense challenges of making institutions work in a newly democratic polity. Our graduates are tasked with transformation in a rapidly moving environment. For them, a commitment to life-long learning is the most important attitude they can develop and for us it is the most important outlook we can nurture. This article focuses on three integrated areas: the Administrative Skills Course, which aims at establishing underlying skills on which students should build throughout the year; the Case Study Programme, which provides a simulation of real problems and issues faced by managers in the public sector; and the Internship Programme, which provides the opportunity for the integration of classroom learning and workplace practice. We focus primarily on the teaching methods and the integrative nature of these courses and programmes, highlighting aspects that have worked well and those that have not. The ongoing development of these programmes has been informed by relatively informal evaluations. We feel that the time has come for more rigorous investigation into the effectiveness of our teaching and both have research in progress. The design and findings of research in progress will be published at a later date.     

Development policy and international administrative relations: The aspect of education and training

Within the framework of administrative co-operation, transnational arrangements of education and training constitute a delicate activity. Many reverberations of colonial and early post-colonial times can still be felt in this domain. Nevertheless, the problems of transfer, be it doctrine, technical implementation or practical experience, are still very apparent and will probably continue. This article traces the progress of education and training through post-colonial history until the present, discusses the merits of the different approaches taken by the most active Western institutions and identifies the major experiences and lessons regarding the various problems of transfer. The debate concentrates on the specific activities and experiences of the most recent programmes offered by the Graduate School of Administrative Sciences in Speyer in co-operation with the public administration branch of the German Foundation for International Development.