ER
Cultivating Undergraduate Research and Innovation Capacity Within a Vertically Integrated Bachelor-Master-Doctoral Training Framework
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Abstract
Research and innovation capacity has become a key indicator of talent cultivation quality in higher education. Under traditional segmented training structures, insufficient alignment between undergraduate and graduate research training often constrains the systematic development of high-level innovative talent. Vertically integrated bachelor-master-doctoral training has emerged as a promising approach to address this challenge. From the perspective of vertically integrated academic training, this study examines the structural constraints affecting the development of students’ research and innovation capacity in universities, with particular emphasis on the foundational role of the undergraduate stage in fostering research interest and research-oriented thinking. By analyzing curriculum design, collaborative supervision mechanisms, and research practice platforms, the study proposes an undergraduate-centered training pathway in which graduate education serves a progressive and deepening function. The findings aim to provide practical insights for optimizing talent cultivation systems and strengthening research and innovation capacity in higher education institutions.
Keywords
Vertically integrated training; undergraduate education; research and innovation capacity; talent cultivation in higher education
References
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How to cite this paper
Cultivating Undergraduate Research and Innovation Capacity Within a Vertically Integrated Bachelor-Master-Doctoral Training Framework
How to cite this paper: Chen’ang Liu, Jinyu Chen, Ying Wang, Shiyu Wang. (2026). Cultivating Undergraduate Research and Innovation Capacity Within a Vertically Integrated Bachelor-Master-Doctoral Training Framework. The Educational Review, USA, 10(1), 15-19.
DOI: http://dx.doi.org/10.26855/er.2026.01.003
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