Comparative analysis of master and doctoral postgraduate training process in global mining institutions

Master and doctoral postgraduate training approaches in mining institutions vary across different countries, each possessing unique characteristics. This study seeks to provide a comprehensive overview of these diverse methodologies, offering valuable insights for the development of exceptional talent in the Chinese mining sector. The research examines postgraduate training in mining from three distinct angles: curriculum design, educational processes, and institutional mechanisms. Our investigation spans 19 mining universities in nine nations, including China, the United States, Russia, France, and Germany. The findings suggest the need for curriculum optimization to better align with both industry demands and the contemporary social context. We recommend a prioritization of international coursework, reinforcing “master-doctoral” mining programs, and expanding the availability of multidisciplinary courses for postgraduate mining students. There is a need to reinforce competitive mechanisms, promote collaboration between academia and industry, broaden international joint training pathways, and improve the quality of mining graduate education. Additionally, it is essential to enhance the supervisory responsibility system, supported by a diversified funding structure, to elevate the training of future global leaders, organizers, and innovative talents within the mining sector. This comprehensive approach aims to optimize the training mechanisms for postgraduate students in the field of mining

Geography · Knowledge management · Mathematics education · Medical education · Computer Science · Engineering and Environmental Studies · Medicine · Mining and Resource Management · Mining Techniques and Economics · Psychology