Research Article | | Peer-Reviewed

The Effective Paradigm for Quality Assessment in Professional Degree Graduate Student Cultivation

Received: 28 September 2023     Accepted: 31 October 2023     Published: 8 November 2023
Views:       Downloads:
Abstract

China's higher education system is continuously improving, and professional graduate education is rapidly developing. However, it also faces challenges in quality assessment. Due to the highly specialized and practical nature of professional graduate education, traditional evaluation paradigms no longer suffice to meet the needs of quality management in this context. This study advocates a dynamic evaluation approach that spans the entirety of professional graduate education, addressing these issues effectively. The proposed evaluation model comprises five stages: Enrollment Stage evaluation, Admission Stage assessment, Course Progression Stage evaluation, Thesis section assessment and Graduate Tracking. This multi-phase approach ensures continuous monitoring and enhances the precision and predictability of quality management. The Enrollment Stage evaluation phase rigorously assesses applicant qualifications, ensuring that admitted students possess the necessary prerequisites for success, thereby elevating the overall cohort quality. In-program assessment is a continuous process, including Admission Stage assessment, Course Progression Stage evaluation, Thesis section assessment, focusing on students' progress throughout their academic journey, allowing timely interventions and improvements where required. Pre-graduation evaluation gauges students' readiness for graduation, while post-graduation tracking evaluation monitors graduates' career trajectories, providing valuable feedback for program enhancement. Implementing this comprehensive evaluation model aligns professional graduate cultivation with the evolving needs of students, the job market, and society. It not only elevates educational quality but also strengthens the connection between academic institutions and industry requirements, contributing to more successful professional graduate cultivation outcomes. This proactive and tailored approach to quality management significantly advances the field, ensuring that China's professional graduate student cultivation continues to meet the highest standards.

Published in Science Journal of Education (Volume 11, Issue 6)
DOI 10.11648/j.sjedu.20231106.11
Page(s) 176-182
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2023. Published by Science Publishing Group

Keywords

Professional Degree Graduate, Cultivation Quality, Culture Quality Evaluation

References
[1] State Council Academic Degrees Committee & Ministry of Education. (2020). Several Opinions on Further Strictly Regulating the Management of Degree and Postgraduate Education Quality. [EB/OL]. (2020-09-28). http://www.moe.gov.cn/srcsite/A22/moe_826/202009/t20200928_492182.html
[2] State Council Academic Degrees Committee & Ministry of Education. (2020). Notice on Printing and Issuing the "Development Plan for Professional Master's Degree Graduate Education (2020-2025)." [EB/OL]. (2020-09-30). http://www.moe.gov.cn/srcsite/A22/moe_826/202009/t20200930_492590.html.
[3] Hu, D., & Chen, R. Institutional Logic and Innovation Path of Graduate Education Quality Evaluation Deduction from Perspective of Double Circulation. Heilongjiang Higher Education Research, 2023, 41(03), 118-123.
[4] Li, F., & Meng, Y. On Building a High-quality Professional Degree Postgraduate Education System. Journal of Graduate Education, 2023(02),1-6.
[5] Deng, F., Hou, Y., & Zhou, W. (2021). An Empirical Study of Process and Outcome Indicators in Graduate Education Satisfaction Evaluation: Differences in Practice Ability Training Models between Professional Master's and Academic Master's Programs. Research on Graduate Education, 2021(03), 35-42.
[6] Zhang, D., Li, Y., & Huang, H. (2020). A Preliminary Study on the Quality Evaluation Method of Graduate Education for Training First-Class Talents: Based on Hierarchical Analysis and Fuzzy Comprehensive Evaluation System Research. Research on Graduate Education, 2020(02), 60-67.
[7] U. S. Department of Education, Office of Planning, Evaluation and Policy Development, Policy and Program Studies Service. National Assessment of Career and Technical Education: Interim Report [EB/OL]. https://www2.ed.gov/about/offices/list/opepd/ppss/reports.html#ve.
[8] European Commission. Education and training. ECTS Users guide [DB/OL. http://ec.europa.eu//education/ects/users- guide/assets/ects_users_guide_web.pdf, 2015.
[9] Coates H, BEXLEY E, CHEW J, et al. Design options for the future doctorate [R]. Canberra: Department of Education and Training, 2018.
[10] Pan, B., & Gu, J. (2022). Factors Influencing the Innovation Ability of Postgraduates in the Training Process. Jiangsu Higher Education, 2022 (02), 74-81.
[11] Zhou, X., Lü, Y., He, C., et al. (2022). Exploration and Practice of the "Five-in-One" Training Model for Professional Master's Degree Graduates in Local Universities. Degree and Postgraduate Education, 2022 (12), 20-25.
[12] Fan, M., & Xiao, X. (2022). Interdisciplinary and Collaborative Integration: Reform of Postgraduate Education Models in the Context of New Liberal Arts. China Higher Education, 2022 (24), 53-55.
[13] Wang, F., Fan, Y., Zhang, X., et al. (2022). Exploration of Curriculum Development for Comprehensive Literacy Training for Postgraduates in the Context of "Double First-Class" Initiative: A Case Study of Tongji University's Advanced Lectures. Research on Graduate Education, 2022 (03), 38-43.
[14] Wang, Y., & Wang, F. (2022). Constructing Tailored Training Programs to Enhance Postgraduate Innovation Abilities. China Higher Education, 2022 (22), 47-49.
[15] Shi, Y., & Wang, X. (2021). What Kind of Training Environment Do Professional Master's Graduates Need: An Empirical Study Based on Master's Opinions. Research in Higher Education, 2021 (11), 35-41.
[16] Wang, J., & Wang, B. (2023). Construction and Application Research of Interdisciplinary Postgraduate Training Model. Heilongjiang Higher Education Research, 2023, 41(06), 84-90.
[17] Sun, Z., Yu, H., & Cui, Y. (2023). Analysis and Enlightenment of Cornell University's Interdisciplinary Postgraduate Training Model. Degree and Postgraduate Education, 2023(08), 76-83.
[18] Liao, X., & Zhu, H. (2022). Reconstruction of Postgraduate Competency Development in the Era of Artificial Intelligence: Reflections Based on Moravec's Paradox. Degree and Postgraduate Education, 2022(08), 13-20.
[19] Karthike D. Graduate Entrepreneurship Education in Vocational Education Colleges: Training Evaluation and Its Impact on Future Graduates [J]. Journal of Research in Vocational Education, 2023, 5(5).
[20] Ye, F., Yin, J., & Tian, P. (2022). An Evidence-Based Research on the Dimensions of Postgraduate Training Model Reform Practice. Degree and Postgraduate Education, 2022(11), 18-24.
[21] Wanasinghe S M W. The Need for Reorganizing the Evaluation System of the Postgraduate Diploma in Education Programme [J]. International Journal of Sciences: Basic and Applied Research (IJSBAR), 2020, 54(4).
[22] Pamela D. Morris & Dianna Z. Rust (2020) The State of Prior Learning Assessment in Graduate Education in the United States, The Journal of Continuing Higher Education, 68: 1, 54-67, DOI: 10.1080/07377363.2020.1712625.
Cite This Article
  • APA Style

    Sun, C. (2023). The Effective Paradigm for Quality Assessment in Professional Degree Graduate Student Cultivation. Science Journal of Education, 11(6), 176-182. https://doi.org/10.11648/j.sjedu.20231106.11

    Copy | Download

    ACS Style

    Sun, C. The Effective Paradigm for Quality Assessment in Professional Degree Graduate Student Cultivation. Sci. J. Educ. 2023, 11(6), 176-182. doi: 10.11648/j.sjedu.20231106.11

    Copy | Download

    AMA Style

    Sun C. The Effective Paradigm for Quality Assessment in Professional Degree Graduate Student Cultivation. Sci J Educ. 2023;11(6):176-182. doi: 10.11648/j.sjedu.20231106.11

    Copy | Download

  • @article{10.11648/j.sjedu.20231106.11,
      author = {Caiyun Sun},
      title = {The Effective Paradigm for Quality Assessment in Professional Degree Graduate Student Cultivation},
      journal = {Science Journal of Education},
      volume = {11},
      number = {6},
      pages = {176-182},
      doi = {10.11648/j.sjedu.20231106.11},
      url = {https://doi.org/10.11648/j.sjedu.20231106.11},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20231106.11},
      abstract = {China's higher education system is continuously improving, and professional graduate education is rapidly developing. However, it also faces challenges in quality assessment. Due to the highly specialized and practical nature of professional graduate education, traditional evaluation paradigms no longer suffice to meet the needs of quality management in this context. This study advocates a dynamic evaluation approach that spans the entirety of professional graduate education, addressing these issues effectively. The proposed evaluation model comprises five stages: Enrollment Stage evaluation, Admission Stage assessment, Course Progression Stage evaluation, Thesis section assessment and Graduate Tracking. This multi-phase approach ensures continuous monitoring and enhances the precision and predictability of quality management. The Enrollment Stage evaluation phase rigorously assesses applicant qualifications, ensuring that admitted students possess the necessary prerequisites for success, thereby elevating the overall cohort quality. In-program assessment is a continuous process, including Admission Stage assessment, Course Progression Stage evaluation, Thesis section assessment, focusing on students' progress throughout their academic journey, allowing timely interventions and improvements where required. Pre-graduation evaluation gauges students' readiness for graduation, while post-graduation tracking evaluation monitors graduates' career trajectories, providing valuable feedback for program enhancement. Implementing this comprehensive evaluation model aligns professional graduate cultivation with the evolving needs of students, the job market, and society. It not only elevates educational quality but also strengthens the connection between academic institutions and industry requirements, contributing to more successful professional graduate cultivation outcomes. This proactive and tailored approach to quality management significantly advances the field, ensuring that China's professional graduate student cultivation continues to meet the highest standards.
    },
     year = {2023}
    }
    

    Copy | Download

  • TY  - JOUR
    T1  - The Effective Paradigm for Quality Assessment in Professional Degree Graduate Student Cultivation
    AU  - Caiyun Sun
    Y1  - 2023/11/08
    PY  - 2023
    N1  - https://doi.org/10.11648/j.sjedu.20231106.11
    DO  - 10.11648/j.sjedu.20231106.11
    T2  - Science Journal of Education
    JF  - Science Journal of Education
    JO  - Science Journal of Education
    SP  - 176
    EP  - 182
    PB  - Science Publishing Group
    SN  - 2329-0897
    UR  - https://doi.org/10.11648/j.sjedu.20231106.11
    AB  - China's higher education system is continuously improving, and professional graduate education is rapidly developing. However, it also faces challenges in quality assessment. Due to the highly specialized and practical nature of professional graduate education, traditional evaluation paradigms no longer suffice to meet the needs of quality management in this context. This study advocates a dynamic evaluation approach that spans the entirety of professional graduate education, addressing these issues effectively. The proposed evaluation model comprises five stages: Enrollment Stage evaluation, Admission Stage assessment, Course Progression Stage evaluation, Thesis section assessment and Graduate Tracking. This multi-phase approach ensures continuous monitoring and enhances the precision and predictability of quality management. The Enrollment Stage evaluation phase rigorously assesses applicant qualifications, ensuring that admitted students possess the necessary prerequisites for success, thereby elevating the overall cohort quality. In-program assessment is a continuous process, including Admission Stage assessment, Course Progression Stage evaluation, Thesis section assessment, focusing on students' progress throughout their academic journey, allowing timely interventions and improvements where required. Pre-graduation evaluation gauges students' readiness for graduation, while post-graduation tracking evaluation monitors graduates' career trajectories, providing valuable feedback for program enhancement. Implementing this comprehensive evaluation model aligns professional graduate cultivation with the evolving needs of students, the job market, and society. It not only elevates educational quality but also strengthens the connection between academic institutions and industry requirements, contributing to more successful professional graduate cultivation outcomes. This proactive and tailored approach to quality management significantly advances the field, ensuring that China's professional graduate student cultivation continues to meet the highest standards.
    
    VL  - 11
    IS  - 6
    ER  - 

    Copy | Download

Author Information
  • Center of Faculty Development and Teaching Evaluation, Institute of Higher Education, Nanjing University of Aeronautics and Astronautics, Nanjing, China

  • Sections