Chronicle of International Scientific Conference «Gospel of Mark: Historyand Theology» (SS. Cyril and Methodius School for Post-Graduate and Doctoral Studies, September 23-27, 2019)

2020 ◽  
pp. 257-278
Author(s):  
Глеб Романович Крупнов ◽  
Ульяна Анатольевна Исаченко ◽  
Надежда Ивановна Лешкова ◽  
Ольга Ивановна Мальнова ◽  
Алексей Александрович Шириков ◽  
...  
Keyword(s):  
Gospel Of Mark ◽  
Scientific Conference ◽  
Doctoral Studies ◽  
Post Graduate

EDUCATIONAL COMPLEX OF THE HERSON AREA: THE CURRENT STATE AND PROSPECTS OF DEVELOPMENT

2019 ◽  
pp. 23-29
Author(s):  
Y. Oliinyk ◽  
T. Nych
Keyword(s):  
Higher Education ◽  
General Education ◽  
Vocational Education ◽  
Postgraduate Education ◽  
School Education ◽  
Educational Institutions ◽  
Doctoral Studies ◽  
Demographic Situation ◽  
Post Graduate ◽  
The Impact

The essence of the educational complex of the Kherson region as a holistic socio-geographical formation is revealed. The importance, role and place of the educational complex in the economic and social development of the territory are highlighted. The most important factors in the formation of the educational complex are revealed. The attention is paid to the deterioration of the demographic situation and its impact on the development of education. The specific of the branch structure of the educational complex is characterized. The analysis of territorial features of functioning and placement of components of the educational complex: pre-school education, general secondary education, out-of-school education, vocational education, higher education, postgraduate education, post-graduate and doctoral studies, self-education, lifelong education. Particular attention is paid to the territorial differentiation of the network of preschool and general education institutions. The dynamic of the number of MES in the region and the problem of uneven placement is traced. The tendency towards the decrease in the number of general educational institutions is revealed, which is the result of a decrease in the number of students due to the deterioration of the demographic situation. The process of formation of basic educational institutions and the impact on them of united territorial communities are described, the system of vocational education is characterized, characteristic features of the development of higher education, placement of the network of institutions of higher education, types of training of specialists are determined, the main forms of preparation of scientific and scientific and pedagogical personnel are singled out. High-level qualifications in the field: post-graduate and doctoral studies. The attention is paid to the increase in the demand for higher qualification specialists. The modern transformational processes in the development of the educational complex of the region are highlighted. The main problems are described and perspective directions of further development of the educational complex are grounded.

scholarly journals Współczesne studia doktoranckie i współcześni doktoranci. Doniesienia ze zwiadu badawczego

1970 ◽  
pp. 267-279
Author(s):  
Sławomir Banaszak ◽  
Magdalena Andrys ◽  
Dorota Dolata ◽  
Beata Iwanicka ◽  
Anna Schmidt ◽  
...  
Keyword(s):  
Graduate Students ◽  
Doctoral Students ◽  
Research Study ◽  
Tertiary Education ◽  
Focus Group Interviews ◽  
Doctoral Studies ◽  
Post Graduate ◽  
Advantages And Disadvantages ◽  
Social Prestige ◽  
Group Interviews

The article presents the results of a research study on the situation of contemporary post-graduate students. Focus group interviews helped obtain post-graduate students’ opinions about the conditions of starting and continuing doctoral studies. The discussion focused on three main topics: motivation to start doctoral studies, the quality and conditions of doctoral studies evaluation, and the advantages and disadvantages of undertaking doctoral studies. Analysis of the respondents’ statements shows that the motivations for starting doctoral studies vary strongly. Common in the experience of the interlocutors is a lack of stability in life (including financialstability), insecurity of employment, overload, and stress. However, post-graduate students presented also positive aspects of doctoral studies, e.g.: social prestige or the possibility of development. The last part of the article describes issues related to problems and pathological phenomena (such as ‘punctasis’/‘points, credits collecting’), pointing to systemic and individual limitations affecting the situation of doctoral students in the Polish tertiary education system.

scholarly journals Development of Doctoral Programmes in the Field of Agricultural Economics at the University Of Maribor

2020 ◽  
pp. 31-38
Author(s):  
Črtomir Rozman ◽  
Karmen Pažek ◽  
Jernej Turk
Keyword(s):  
Agricultural Economics ◽  
Doctoral Studies ◽  
Doctoral Study ◽  
Post Graduate ◽  
Bologna Reform ◽  
Doctoral Programmes ◽  
The University

In this Chapter we present the development of post graduate Doctoral Study Programmes in the field of Agricultural Economics at the University of Maribor. The first part of the Chapter describes the development before implementation of the Bologna reform. Then we describe development after the Bologna reform, and after the last reform of Doctoral Studies at the University of Maribor in 2018.

scholarly journals O stopniach naukowych w Polsce Ludowej. Część 2. Organizacja aspirantury naukowej i studiów doktoranckich

2019 ◽  
pp. 49-91
Author(s):  
Krystyna Wojtczak
Keyword(s):  
Doctoral Students ◽  
Educational Programme ◽  
Graduate Studies ◽  
Doctoral Studies ◽  
Academic Degree ◽  
Post Graduate ◽  
Whole Process ◽  
The Social ◽  
Admission Requirements ◽  
The Status

Between 1952–1990 a lower academic degree could be earned in a number of ways, two of which were post graduate studies (aspirantura) and doctoral studies. The organisation of post graduate studies followed the Soviet solution available from 1951. Participants obtained a title of a science candidate. Doctoral studies, implemented in 1958, allowed participants to earn a title of a doctor. The two ways discussed in the paper differed significantly but shared a common feature: the solu tions which they implemented served firstly, to recruit candidates ready to engage in research and academic teaching; secondly, to ensure the social and economic society availability of professionals with qualifications exceeding the knowledge gained at an institution of higher education; thirdly, to provide institutional scientific guardianship to doctoral students working on their dissertations; fourthly, to realise the educational programme prepared for doctoral students who were adequately prepared for post graduate studies; and fifthly, to precisely define the status of scientific researchers working on scientific dissertations and to establish the principles upon which they received financial and social assistance. In both cases, education leading to a scientific degree differed in stability. While those regarding aspirantura were largely constant and durable, doctoral studies lacked this durability. The elements which were taken into consideration when examining the latter form of PhD studies included in particular: determination of the purpose of offering doctoral studies, forms in which doctoral studies were conducted (both for employed and non-employed candidates), recruitment and admission requirements, and the conditions in which the course was conducted. The whole process was also found to be subject to the changing scope of rights and duties of doctoral students, their tutors as well as supervisory bodies responsible for doctoral studies.

scholarly journals O stopniach naukowych w Polsce Ludowej. Część 2. Organizacja aspirantury naukowej i studiów doktoranckich

2018 ◽  
pp. 49-91
Author(s):  
Krystyna Wojtczak
Keyword(s):  
Doctoral Students ◽  
Educational Programme ◽  
Graduate Studies ◽  
Doctoral Studies ◽  
Academic Degree ◽  
Post Graduate ◽  
Whole Process ◽  
The Social ◽  
Admission Requirements ◽  
The Status

Between 1952–1990 a lower academic degree could be earned in a number of ways, two of which were post graduate studies (aspirantura) and doctoral studies. The organisation of post graduate studies followed the Soviet solution available from 1951. Participants obtained a title of a science candidate. Doctoral studies, implemented in 1958, allowed participants to earn a title of a doctor. The two ways discussed in the paper differed significantly but shared a common feature: the solu tions which they implemented served firstly, to recruit candidates ready to engage in research and academic teaching; secondly, to ensure the social and economic society availability of professionals with qualifications exceeding the knowledge gained at an institution of higher education; thirdly, to provide institutional scientific guardianship to doctoral students working on their dissertations; fourthly, to realise the educational programme prepared for doctoral students who were adequately prepared for post graduate studies; and fifthly, to precisely define the status of scientific researchers working on scientific dissertations and to establish the principles upon which they received financial and social assistance. In both cases, education leading to a scientific degree differed in stability. While those regarding aspirantura were largely constant and durable, doctoral studies lacked this durability. The elements which were taken into consideration when examining the latter form of PhD studies included in particular: determination of the purpose of offering doctoral studies, forms in which doctoral studies were conducted (both for employed and non-employed candidates), recruitment and admission requirements, and the conditions in which the course was conducted. The whole process was also found to be subject to the changing scope of rights and duties of doctoral students, their tutors as well as supervisory bodies responsible for doctoral studies.

Doctoral Studies in Psychology in Spain

2003 ◽  
Vol 8 (1) ◽  
pp. 28-33
Author(s):  
Yolanda García Rodríguez
Keyword(s):  
Doctoral Programs ◽  
Legal Reform ◽  
The State ◽  
Teaching Program ◽  
Doctoral Studies ◽  
Public And Private ◽  
Teaching And Research ◽  
Doctoral Thesis ◽  
Critical Phase ◽  
The Individual

In Spain doctoral studies underwent a major legal reform in 1998. The new legislation has brought together the criteria, norms, rules, and study certificates in universities throughout the country, both public and private. A brief description is presented here of the planning and structuring of doctoral programs, which have two clearly differentiated periods: teaching and research. At the end of the 2-year teaching program, the individual and personal phase of preparing one's doctoral thesis commences. However, despite efforts by the state to regulate these studies and to achieve greater efficiency, critical judgment is in order as to whether the envisioned aims are being achieved, namely, that students successfully complete their doctoral studies. After this analysis, we make proposals for the future aimed mainly at the individual period during which the thesis is written, a critical phase in obtaining the doctor's degree. Not enough attention has been given to this in the existing legislation.

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