A Study on Factors Affecting the Training Efficiency of Specialized Doctoral Programs: An Empirical Study Based on a Local University_Vol. 3 No. 3 (JHET 2026)_Journal of Higher Education Teaching (ISSN: 3005-5776)

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A Study on Factors Affecting the Training Efficiency of Specialized Doctoral Programs: An Empirical Study Based on a Local University

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DOI: https://doi.org/10.62517/jhet.202615309

Author(s)

Xihuang Lai*

Affiliation(s)

Graduate School, North China University of Technology, Beijing, China *Corresponding Author

Abstract

The doctoral talent training program addressing national special needs is a significant development in the reform of China’s degree authorization system. The university in question (hereafter referred to as 'University X') was one of the first pilot institutions to offer a PhD program in Control Science and Engineering, which it has provided for over a decade. It was officially approved as a degree-awarding institution in 2024. Using full-sample data on 75 doctoral students enrolled between 2013 and 2022, this study employs a three-dimensional analytical framework of 'institution–environment–individual' to empirically examine the program's training efficiency. Findings reveal an overall graduation rate of 42.7% (32/75), with graduates completing their studies in an average of 60.9 months—exceeding the standard academic duration by 2 years. Three dimensions can explain differences in training efficiency. At the institutional level, graduation requirements must be aligned more closely with the standard academic duration; raising these requirements significantly reduces the graduation rate (p=0.002), but does not significantly shorten graduates' study duration (p=0.088). At the environmental level, there is significant variation in supervisor effectiveness (p = 0.025): students supervised by off-campus supervisors in administrative roles have a graduation rate of only 9.1%. At the individual level, the impact of prior disciplinary background is U-shaped. At the same time, its effect on study duration is insignificant; students from different disciplinary categories perform better than those from the same category. There is no significant difference in the graduation rate between designated and non-designated students, but the former have a significantly longer study duration (p = 0.001). This study summarises the training experiences of special-demand programs and provides empirical evidence to optimize formal doctoral training.

Keywords

Doctoral Special Demand Program; Training Efficiency; Screening Theory; Academic Community; Student Development

References

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