Investigators analyzing the contingencies in career choice, occupational mobility, and other career aspirations have often recognized the relevance of college and postgraduate education. In most instances, however, education is by-passed in favor of other variables. We suspect that part of the reason for this is the generally accepted but unexamined assumption that education is a known quantity and can be taken for granted as a determining factor in career patterns. At the same time, education is a very nebulous concept. The great variety of opportunities available within the American education system makes it extremely difficult for the student of occupational mobility to determine exactly what is important about education.
Reforming Postgraduate Education System in Russian: the Case of MGIMO
