scholarly journals Practice-based doctoral programs and professional degrees: analysis of foreign experience

2021 ◽  
Vol 25 (3) ◽  
pp. 70-81
Author(s):  
B. I. Bednyi ◽  
N. V. Rybakov ◽  
N. A. Khodeeva
Keyword(s):  
Higher Education ◽  
Scientific Management ◽  
Real Economy ◽  
Scientific Publications ◽  
Postgraduate Students ◽  
The Real ◽  
Professional Career ◽  
Postgraduate Studies ◽  
Professional Degrees ◽  
Foreign Universities

Practical-oriented postgraduate programs aimed at developing graduates’ professional career outside the academic labor market have become widespread in leading foreign universities. There is a statutory unified format of postgraduate studies in Russia, aimed at training of personnel for science and higher education. At the same time, the need of adaptation of postgraduate training programs to the demands of the real economy sector is becoming more evident. The purpose of this review is to analyze scientific publications and case studies of foreign universities implementing practical-oriented postgraduate programs with professional degrees, which are equivalent to PhD in social status. Drawing on the analysis of international experience, the prospects of the establishment and development of such programs in Russian postgraduate studies are discussed. The study identified the most common characteristics of practical-oriented programs and their differences from academic postgraduate programs: 1) students’ involvement in applied research, which is relevant for the real economy sector; 2) an individual approach for postgraduate education considering professional interests of the students and employers’ demands; 3) a clearly structured system of education and scientific management, based on cooperation of universities and enterprises; 4) using innovative forms of final academic assessment. Based on the analysis of Russian experience it is concluded that practical-oriented training for postgraduate students is in demand and in fact already exists, but is not provided with necessary statutory regulation. It is pointed out that, owing to a lack of data, the extent of this arrangement and key barriers on the way to a degree among Russian practical-oriented postgraduate students have not been studied. The main directions of empirical research, which are necessary for making adequate management decisions on institutionalizing practical-oriented postgraduate programs in Russia, have been formulated. The article is of interest to researchers of higher education, scientific, pedagogical and administrative employees of higher education institutions, as well as for the state authorities responsible for implementing the policy of education and certification of highly trained personnel.

scholarly journals Barriers Impeding Postgraduate Training Completion and Dissertation Submission and Defense

2019 ◽  
Vol 28 (8-9) ◽  
pp. 55-66 ◽  
Author(s):  
G. U. Matushansky ◽  
G. V. Zavada ◽  
Yu. G. Matushanskaya
Keyword(s):  
Higher Education ◽  
Postgraduate Training ◽  
Education Institution ◽  
Postgraduate Student ◽  
Highly Qualified ◽  
Postgraduate Students ◽  
Sample Object ◽  
Science Degree ◽  
Postgraduate Studies ◽  
The Impact

Fundamental changes in the system of training highly qualified personnel in postgraduate studies have actualized the problems of the targets for the functioning of postgraduate studies. The article analyzes the barriers that arise at the stages of training in postgraduate school and preparing for thesis defense. The empirical basis of the work was a survey of the target audience, which resulted in the formation and testing of a questionnaire to assess the impact of barriers on the outcome of postgraduate training and the completion of postgraduate study. The target sample contains three groups: postgraduate students, holders of Candidates of Science degree and Doctors of Science (scientific supervisors) representing higher education and scientific institutions of the Russian Federation. The sample object was 133 people. The results of the experiment were analyzed using statistical graphs method. To identify key barriers to complete postgraduate studies, the construction of the Pareto diagram was used. As a result, we have identified 20% of the most significant barriers impeding postgraduate training and significant barriers to completing the dissertation research. In order to visualize the structure of the barriers, a causal diagram of K. Ishikawa was used. Primary level factors responsible for the result have been identified including a postgraduate student, scientific supervisor, institution and the state. Further, factors of the secondary level in obtaining a positive result of postgraduate training are analyzed. The paper considers the possibility of carrying out some measures to reduce the barriers to successful completion of postgraduate training and Candidate thesis defense. It is noted that such factors as work-study scheme and family life barriers depend on postgraduate student. Higher education institution is also responsible for a number of significant barriers in postgraduate training, in particular the absence of a research reserve. A very powerful, but, unfortunately, rather rare tool for creating a research reserve for postgraduate studies is its integration with the magistracy. We can refer to a British experience of combining master’s and doctoral studies by way of example. The article also analyzes the organizational barriers during the periods of thesis preparation and submission as well as barriers relating to supervisor’s responsibility. The authors dwell on the problem of low motivation for getting the Candidate of Science degree. It is a common situation in Russia when a Candidate of Science degree holder cannot benefit from the degree obtained. It is necessary to envisage the expansion of positions and professions, where surcharges will be applied for the existing degrees, as well as more comfortable conditions for career growth.

scholarly journals HIGHER EDUCATION AS A DRIVER OF THE DIGITAL ECONOMY DEVELOPMENT

2021 ◽  
Vol 6 (1) ◽  
pp. 83-91
Author(s):  
Nataliia Kholiavko ◽  
Antonina Djakona
Keyword(s):  
Higher Education ◽  
Digital Economy ◽  
State Regulation ◽  
The State ◽  
Information Support ◽  
Real Economy ◽  
The Real ◽  
Development Processes ◽  
The Impact ◽  
Educational Component

The purpose of the current study is to analyze the impact of higher education and universities on the dynamics of the digital economy. The authors hypothesized to distinguish three components (educational, research, innovation) in the digital economy development. Within this article, the results of using index and cluster analysis methods to determine the impact of the educational component on the processes of digital economy development in Ukraine at the macroeconomic and meso-economic levels are presented. The special attention is put on the educational component because the higher educational institutions concentrate intellectual capital of the country, as well as prepare future specialists for the needs of digital economy. Moreover the universities’ scientists make an impact on digital economy development by conducting research and transferring their results technological innovations, information and communicational technologies, etc.) into the real economy. During the research, main problems of digital economy development, determined by the poor quality of educational services, insufficient commercialization of university research results in the real economy, are identified. The authors conclude that solving the identified problems requires synchronization of interests and establishing a long-term partnership between universities, business, the state and the public. Importance of optimizing the state regulatory influence on economic entities in the context of digitalization of the national economy is emphasized. In particular, it is proposed to group the set of measures of state regulation into three vectors, namely: neutral-encouraging (support of positive dynamics of intensive development), incentive-providing (resource and information support of development processes) and initiative-mentoring (motivation and coordination of development processes).

scholarly journals New Tools for Increasing the Practice-Orientedness of Russian Universities: The Market for Checklists

2021 ◽  
Vol 20 (4) ◽  
pp. 620-640
Author(s):  
E.V. Balatsky ◽  
◽  
N.A. Ekimova ◽  
M.A. Yurevich ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Latin American ◽  
Expert Assessment ◽  
Real Economy ◽  
Organizational Models ◽  
General Hypothesis ◽  
The Real ◽  
Higher Education System ◽  
The Usa ◽  
Russian Universities

The article deals with the problem of weak integration of Russian universities into the real economy. This is one of the most pressing problems of the Russian university system. The purpose of the article is to develop a specialized pilot checklist "Towards business: a model for integrating higher education and the real sector of the economy" and to demonstrate the prospects for its use in regional universities. The general hypothesis of the research is to test the feasibility of creating and using such checklists to help Russian universities in restructuring their organizational models in the direction of strengthening practice orientation. It is shown that at present the market for a new information and analytical product – checklists – is in its infancy and is evolving in several directions. Firstly, it becomes more complicated: the number of constituent documents increases, the number of questions increases, etc. Secondly, the forms of their implementation are being improved: chargeable, bonus, free, by subscription, with an additional package, etc. Thirdly, different algorithms for their application appear: straightforward replication of a standard document, provision of a checklist with subsequent in-depth research and recommendations in relation to a specific customer, the possibility of choosing an additional service for expert assessment, creation and implementation of mobile applications for prompt updating of checklists, and etc. All of this allows the new methodological tool to find application in the higher education system. The article examines some typical examples of the new trend emerging in Spain, Croatia, Great Britain, the USA and Russia, as well as pan-European and Latin American initiatives. The methodology of the author's checklist "Towards business" is based on taking into account the world experience of integrating universities and enterprises in a compact form: an instruction document and a cover note. There have not yet been effective prototypes of the developed checklist in Russia. Cases of using the pilot checklist for reorganizing the model of work of universities in the Kamchatka Territory, the Republic of Dagestan and the Lipetsk Region confirm the general hypothesis of the article.

scholarly journals INFORMATION AND ANALYTICAL SUPPORT IN THE PROCESS OF DOCTORS OF PHILOSOPHY CERTIFICATION

2020 ◽  
pp. 35-46
Author(s):  
Valentyna Gapon ◽  
◽  
Mariia Sharaievska ◽  
Tеtiana Derepa ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Full Time ◽  
Institutions Of Higher Education ◽  
Graduate Studies ◽  
Postgraduate Students ◽  
Scientific Institutions ◽  
Postgraduate Studies ◽  
Doctor Of Philosophy ◽  
Analytical System ◽  
The Right

The purpose of the article is to study approaches to the formation of a network and composition of one-time specialized scientific councils in Ukraine according to the Resolution of the Cabinet of Ministers «Procedure for conducting an experiment for awarding the degree of Doctor of Philosophy» dated March 6, 2019, No. 167. An analysis was made of the existing extensive network of specialized scientific councils in Ukraine and the procedure for conducting an experiment for awarding the degree of Doctor of Philosophy by specialized scientific councils of the institutions of higher education and scientific institutions. The main objects of the study are institutions of higher education and scientific institutions which have received the right for performing educational activities in higher education at the third educational and scientific level in the field of knowledge and specialties for which Doctors of Philosophy are trained. During 2016–2019, 251 institutions of higher education in 118 specialties and 189 scientific institutions in 64 specialties received a license to train Doctors of Philosophy. As of January 1, 2020, there were 25,245 postgraduate students in 226 institutions of higher education and 191 scientific institutions (excluding postgraduate students from foreign countries), including 15,447 full-time postgraduate students, which is 61,2 % of the total number of postgraduate students, 9,798 postgraduate students attend evening and correspondence courses (38,8 %). The statutory period for the preparation of a Doctor of Philosophy in postgraduate studies, regardless of the form of study, is four years, and a Doctor of Science in doctoral studies is two years. Doctors of Philosophy training began in 2016, with the first graduation of Doctors of Philosophy in 2020, respectively. According to the data of the State Statistics Service of Ukraine, the number of persons enrolled in graduate studies was 6 609 in 2016, 7 274 persons – in 2017, 7 172 persons – in 2018, 7 381 persons – in 2019. To conduct an experiment on the Doctors of Philosophy certification, the structure of the application for the opening of one-time Specialized Scientific Councils for institutions of higher education and scientific institutions, as well as the mechanism of database filling was developed. Further research on the development of information and analytical system for the training of scientific and scientific-pedagogical staff should be focused on the development of information and analytical system for the automated accounting and monitoring of the establishment of one-time specialized scientific councils, the procedure of the Doctors of Philosophy certification and records of diplomas issued.

Build it and They Will Come: Building the Capacity of Indigenous Units in Universities to Provide Better Support for Indigenous Australian Postgraduate Students

2009 ◽  
Vol 38 (1) ◽  
pp. 9-18 ◽  
Author(s):  
Michelle Trudgett
Keyword(s):  
Higher Education ◽  
Completion Rates ◽  
Culturally Appropriate ◽  
Participation Rates ◽  
Indigenous Australian ◽  
Postgraduate Students ◽  
Postgraduate Studies ◽  
Indigenous Participation ◽  
Support Mechanisms ◽  
Australian Universities

AbstractIndigenous participation rates in higher education are significantly lower than the rates reported for non-Indigenous people in Australia – with the greatest disparity evident in the area of postgraduate studies. This problem needs to be addressed by providing culturally appropriate support mechanisms to Indigenous postgraduate students. This article draws on the findings of a doctoral thesis in which the support provided to Indigenous postgraduate students in Australia was investigated (Trudgett, 2008). Several issues and problems emerged from the data surrounding the support, or lack thereof, provided to this cohort by the Indigenous Units or centres in universities today. Nine recommendations for consideration and implementation by the Indigenous Units within Australian universities are provided. These recommendations have the potential to reduce this disparity by helping to close the gap between Indigenous and non-Indigenous participation and, most importantly, completion rates in postgraduate studies.

scholarly journals Chinese Students’ Use of Digital Resources for Their Learning in UK Higher Education

2021 ◽  
Vol 4 (2) ◽  
pp. p50
Author(s):  
Tracy Simmons ◽  
Palitha Edirisingha ◽  
Mengjie Jiang
Keyword(s):  
Higher Education ◽  
Digital Literacy ◽  
Chinese Students ◽  
Literacy Skills ◽  
Digital Resources ◽  
Postgraduate Students ◽  
Postgraduate Studies ◽  
Group Interviews ◽  
The Uk ◽  
Uk Higher Education

This paper explores Chinese students’ use of digital resources during their postgraduate studies in the UK. The study is important in contemporary Higher Education (HE) context where internet-based technologies, resources, online platforms and digital devices play a significant role in providing access to learning resources. A significant portion of students in HE also come from diverse cultures with arguably varying orientations to learning and using technologies. Based on qualitative data collected from focus group interviews with Chinese postgraduate students at Leicester, we explore some of the challenges that they face during their transition from learning in China (Nguyen et al., 2006; Leedham, 2015) to the UK HE learning environment. We identify the strategies that these students use, including a variety of digital tools and resources that they use to help in their formal studies during and beyond this transition stage. We also highlight their development of digital literacy skills and the responsibility that the UK HEIs have in this regard.

scholarly journals Experience of formation of readyness for professional career growth of Postgraduates of H. S. Skovoroda Kharkiv National Pedagogical University

2021 ◽  
Vol 2021 (1 (134)) ◽  
pp. 24-32
Author(s):  
Anna Boiarska-Khomenko ◽  
Svitlana Zolotukhina ◽  
Olena Druganova
Keyword(s):  
Higher Education ◽  
Professional Growth ◽  
Role Playing ◽  
Scientific Activity ◽  
Educational Process ◽  
Pedagogical Practice ◽  
Postgraduate Students ◽  
Professional Career ◽  
Career Growth ◽  
The University

In the article, the concept of readiness for professional career growth of postgraduate students majoring in 011 Educational, Pedagogical Sciences has been defined. The principles of training postgraduate students of the third (educational and scientific) level of higher education have been revealed. They are: "flexibility"; the relationship between labour and vocational training; the unity of professional competences, interest and practical orientation; the integrity of education. A typical career trajectory was presented in three variants. The article proved that the analysis of motives for professional growth begins at the stage of admission to postgraduate courses. An appropriate place in the content of postgraduates’ training is given to the disciplines ensuring the development of universal basic skills (soft skills): "Academically and professionally oriented communication (“English / German / French / Ukrainian / Russian)", "Grant and Project Activities", "World Development and Domestic Pedagogical Thought". The development of universal skills of the researcher is provided by disciplines of applicants’ free choice ("Theoretical Foundations of Didactic Research", "Current Issues of Comparative Research", "History of Pedagogy as a Science and Direction of Pedagogical Research", etc.). The training for further career growth is closely related to the introduction of innovative technologies within general, active and interactive teaching methods (modelling of professional situations, role-playing games, storytelling, case study method, elements of cooperative learning) (group practical tasks), discussion, master class, etc.). A proper place in the educational process is given to research and teaching (pedagogical) practice. The university is working to form a "feedback" system with graduates and leading employers in the field of higher education. In particular, the Association of Alumni, a network of clubs alongside creative and sports teams were created. The membership in the Council of Young Scientists, which operates at the university, is an incentive for career growth in scientific activity.

Critical Success Factors in Russian R&D Projects in the Real Economy

2010 ◽  
pp. 41-61
Author(s):  
V. Andreev
Keyword(s):  
Empirical Research ◽  
Critical Success Factors ◽  
Success Factors ◽  
Innovation Process ◽  
Real Economy ◽  
Key Factors ◽  
Industrial Products ◽  
Successful Development ◽  
The Real ◽  
Critical Success

The article discusses the concept of "success" in relation to innovative business and its performance. The quantity of innovative projects that can consistently overcome the stages of the innovation process to achieve the desired result is defined. The author presents the results of empirical research of successful and unsuccessful projects of leading Russian innovative companies in various industries, identifies key factors of successful development of new industrial products.

Global Financial Crisis and Its Impact on Russia

2009 ◽  
pp. 9-27 ◽  
Author(s):  
A. Kudrin
Keyword(s):  
Monetary Policy ◽  
Fiscal Policy ◽  
Financial Crisis ◽  
Central Bank ◽  
Global Financial Crisis ◽  
Developed Countries ◽  
Real Economy ◽  
Energy Prices ◽  
Russian Government ◽  
The Real

The article examines the causes of origin and manifestation of the current global financial crisis and the policies adopted in developed countries in 2007—2008 to deal with it. It considers the effects of the financial crisis on Russia’s economy and monetary policy of the Central Bank in the current conditions as well as the main guidelines for the fiscal policy under different energy prices. The measures for fighting the crisis that the Russian government and the Central Bank use to support the real economy are described.

EXTERNAL INDEPENDENT EVALUATION IN ENGLISH AS A CRITERION FOR ADMISSION TO MASTER`S DEGREE PROGRAMS IN UKRAINE: PROBLEMS AND PERSPECTIVES

2020 ◽  
Vol 94 (1) ◽  
pp. 39-50
Author(s):  
Л. Е. Бєловецька
Keyword(s):  
Higher Education ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
English Proficiency ◽  
Educational Process ◽  
International Standards ◽  
Degree Programs ◽  
Scientific Publications ◽  
Independent Evaluation

The problem of external independent evaluation in English for admission Master`s degree programs in Ukraine is considered in the article. The perspective for further improvement of English teaching and learning standards at Ukrainian universities has been found. The correspondence to the CEFR basic levels and English proficiency has been identified. Conceptual Principles of State Policy on the Development of English in the Field of Higher Education are considered. The study included 1546 participants. The age of students, who studied to gain the first higher education, was between 17 and 20. The students were not familiar with the structure of External Independent Evaluation and they have never passed it. The research was carried out during the period 2018–2019. The relevance of English language competence in the professional context is noted emphasized as a key point of the presented research. The necessity to provide a sufficient competitive level for Ukrainian graduates through improving correspondent English language training has been considered. The study is based on a study of reports by British experts and contemporary scientific publications presented international researchers have focused on the problems of internationalization and perspectives for Ukrainian universities in the English language dimension. The relevance of studying and adaptation of the UK higher education successful practice has been highlighted. The problems and potential ways of improving students` English language proficiency in the given context are identified. In particular, the study contains important recommendations regarding the number of contact hours and the required levels of English proficiency for the main groups of participants in the educational process in higher education according to international standards.

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