英國博士教育趨勢：數位化、個人化與就業導向的新模式發展

Trends of Doctoral Education in the UK: The Development of a New Digitalized, Personalized and Employment-Oriented Model

世界各國不同社會歷史文化發展，影響了該國教育制度，也進一步導致各國傳統博士教育的內涵和形式有相當大的差異。英國傳統博士教育傾向師徒制，因此容易產生品質的疑慮。近年受全球化與科技進步影響，迫使各國博士教育的內容與形式需要加以調整因應，博士教育改革遂成為各國政府關注的焦點，英國也不例外。英國由2002年開始，推動大幅度的博士教育改革，特別是「研究人員發展聲明」（Researcher Development Statement, RDS）與「研究人員發展架構」（Researcher Development Framework, RDF）的引進，重視發展更廣泛的就業能力，並由此推動博士教育的個人化與數位化，對於英國博士教育的內涵與形式產生了根本的影響，本文介紹此一變革，以作為臺灣博士教育改革之參考。

Different societal and historical developments in the world has affected the forms of education systems of in different countries. As a result, the connotations and forms of doctoral education in different countries had been quite different in the past. The traditional doctoral degree in the United Kingdom tended to be a master/apprentice model, which often led to the quality concern. In recent years, due to globalization and technological progress, the content and form of doctoral education in various countries are under the pressure to adjust accordingly. Thus, the doctoral education reform has become a major issue in many countries, and the UK is no exception. Since 2002, the UK has promoted a substantial reform of doctoral education, especially the introduction of the Researcher Development Statement (RDS) and the Researcher Development Framework (RDF) which emphasizing broader career path and employability of doctoral students. This development has had a fundamental impact on the connotation and form of doctoral education in the UK as it enables UK universities to adopt a personalized, digitalized and employment-oriented approach to its doctoral education provision. This article introduces this change as a reference for the reform of doctoral education in Taiwan.