scholarly journals History and Philosophy of Science at the Crossroads of Doctoral Education’s Reforms: Polemical Notes

2021 ◽  
Vol 30 (8-9) ◽  
pp. 158-167
Author(s):  
E. N. Ishchenko
Keyword(s):  
Philosophy Of Science ◽  
Doctoral Students ◽  
Doctoral Education ◽  
Academic Discipline ◽  
Knowledge Society ◽  
Professional Community ◽  
Educational Training ◽  
Postgraduate Students ◽  
New Model ◽  
Utilitarian Approach

The article examines the importance of the discipline of “History and Philosophy of Science” in the context of a new model for training doctoral students. The Russian universities and institutions of higher education should begin its implementation in September 2021. The author analyzes the history of the development and implementation of the course of “History and Philosophy of Science” as an academic discipline, which took place against the background of transformations in doctoral education. The article shows that the significant efforts of the professional philosophical community aimed at conceptualizing the methodological and methodical foundations of the discipline were successful and played an important role in the process of training doctoral students. The professional community not only gave an adequate response to the challenge of the educational reform, but also used it as a chance for renewal, realization of its own scientific and pedagogical potential. The transition to a new model of doctoral education, taking into account the modern realities of the knowledge society, should take into account the need to form critical thinking in postgraduate students as the most important competence. The change of focus from educational training to research component should not lead to utilitarian approach implementation aimed at purely quantitative indicators. The high quality of training future researchers, and focus on the development of human capital meet the challenges posed by the contemporary knowledge society.

An Exploration of Darkness within Doctoral Education

2016 ◽  
pp. 260-282 ◽  
Author(s):  
Søren S. E. Bengtsen
Keyword(s):  
Doctoral Students ◽  
Learning Strategies ◽  
Doctoral Education ◽  
Empirical Studies ◽  
Professional Community ◽  
Research Field ◽  
International Studies ◽  
Learning Spaces ◽  
Education Development ◽  
Education Today

In doctoral education, the formal structures include the Graduate School system, PhD courses, and supervision contracts, etc. Doctoral education also takes place on informal and tacit levels, where doctoral students learn about the institutional regulations, the research field, academic craftsmanship, and research design by observing how their supervisors talk, act, and handle issues in the professional community. However, the formal-informal divide is not adequate if we want to understand the sprawling, mongrel, and diverse forms of student engagement, coping, and learning strategies within doctoral education today. By drawing on the empirical studies of cross-level institutional voices, as well as international studies into similar grey areas of student learning in doctoral education, this chapter argues that learning spaces of educational ‘darkness' hold unrecognised potential for enhancing learning experiences, harnessing professional competences, and enriching the depth of research in the PhD life that implies significant contributions to future doctoral education development.

The Relationships among Socialization, Professional Training and Perspectives on Job Market: Evidence from Taiwan Doctoral Students Survey

2019 ◽  
Vol 8 (2) ◽  
pp. 134-159
Author(s):  
Robin Jung-Cheng Chen ◽  
Sophia Shi-Huei Ho ◽  
Ya-Han Hsu
Keyword(s):  
Private Sector ◽  
Doctoral Students ◽  
Professional Training ◽  
Doctoral Education ◽  
Pearson Correlation ◽  
Knowledge Society ◽  
Job Market ◽  
Related Factors ◽  
Research Questions ◽  
The Government

Abstract The study aims to explore how Taiwan doctoral education in knowledge society meets the change of labor market, and how doctoral students deal with the socialization and professional training during their study, as well as influence their perspectives on career plan and job choices. That is, assuming that socialization and professional training have relationships and influences on doctoral students’ career decision. The research questions are as follows: (1) Will the related factors of implementing socialization in doctoral education predict the choices of different career paths? and (2) What factors will affect doctoral students’ perspectives on future job market (academia, public sector, private sector)? 2,000 questionnaires, snowball and purposely sampling, were sent to current registered doctoral student and 914 questionnaires were returned, excluding 214 invalid ones. The amount number of valid respondents is 700. SPSS Window 22.0 version was adopted as the statistical analyzing tool. The descriptive statistics, Pearson correlation, and multiple regression were main methods for data analysis. There are 4 models, based on findings, for doctoral students’ intentions of purchasing jobs according to the findings: academia orientated, being employed in the government or public research institute, working in the private sector, and self-confident with career and job market.

scholarly journals Course “History & Philosophy of Science” for Doctoral Programs in Education and Pedagogical Sciences

2019 ◽  
Vol 28 (2) ◽  
pp. 79-93
Author(s):  
Albina R. Sadyikova ◽  
Eleonora K. Nikitina ◽  
Andrey V. Korzhuev ◽  
Yuliya B. Ikrennikova
Keyword(s):  
Philosophy Of Science ◽  
Doctoral Students ◽  
Academic Writing ◽  
Doctoral Education ◽  
Logical Empiricism ◽  
Doctoral Training ◽  
Study Program ◽  
Philosophical Foundations ◽  
The Impact ◽  
Pedagogical Science

Russian pedagogical community has recently faced a new challenge generated by the introduction of emerging conceptual framework for doctoral education treated as the third level of higher education system. The framework for doctoral education covers some typical study programs such as “Methods & technics of pedagogical research” as well as some new ones, including “Academic writing” and competence-based teaching for the traditional postgraduate training. Our argument concerns the course syllabus “History & philosophy of science” aimed at developing the research skills of doctoral students in education. This course is an integral part of the emerging system for doctoral training in Russia. We analyze some philosophical foundations of contemporary pedagogical science, including logical empiricism, Popper’s falsifiability, Paradigm Thesis by Thomas Kuhn, science theories by Paul Feyerabend and Stephen Toulmin, as well as correspondence, pragmatic, conventional and coherent theories of truth. We examine the impact of philosophy of science on methodology of pedagogical education in the context of the history of pedagogical thought. Our conclusion is that despite their poor logical conditions, pedagogical science and research methods benefit from the ideas of philosophy of science that also contributes greatly to the subfield of pedagogical methodology. We seek to optimize the study program of doctoral training syllabus “History and philosophy of science” for doctoral students in education.

Sociological Analysis of Attitudes of Professional Growth and Career in the Context of Digital Economy and Knowledge Society

2020 ◽  
pp. 12-24
Author(s):  
O. Ya. Gelikh ◽  
A. N. Levitskaya ◽  
N. N. Pokrovskaia
Keyword(s):  
Young People ◽  
Professional Growth ◽  
Empirical Studies ◽  
Knowledge Society ◽  
Professional Community ◽  
Economic Life ◽  
Entrepreneurial Activity ◽  
Sociological Analysis ◽  
Working Age ◽  
The Media

A sociological analysis of the factors of integration of young generations into active economic life is based on a study of the values of young people in relation to employment and professional growth. The information society has two key parameters that influence the construction of the trajectory of educational, professional, labor or entrepreneurial activity — the significant role of knowledge in creating value and the digital space as a source of information and the place for individuals to fulfill themselves in society and the social and professional community. A theoretical analysis of labor socialization allows researchers to move on to the results of empirical studies carried out with the participation of authors in 2017 and 2019-2020. The data obtained are evaluative in nature and allow authors to draw conclusions about the influence of the media space on young people entering working age taking decisions on choosing a profession and a form of economic activity, planning employment and career growth.

scholarly journals Stage-Based Challenges and Strategies for Support in Doctoral Education: A Practical Guide for Students, Faculty Members, and Program Administrators

10.28945/2347 ◽  
2016 ◽  
Vol 11 ◽  
pp. 015-034 ◽  
Author(s):  
Meghan J. Pifer ◽  
Vicki L. Baker
Keyword(s):  
Literature Review ◽  
Doctoral Students ◽  
Doctoral Education ◽  
Faculty Members ◽  
Multiple Stakeholders ◽  
Program Administrators ◽  
The Past ◽  
Theory To Practice ◽  
Apply Theory ◽  
Recommendations For Practice

Studies of doctoral education have included an interest not only in processes, structures, and outcomes, but also in students’ experiences. There are often useful recommendations for practice within individual examinations of the doctoral experience, yet there remains a need to strengthen the application of lessons from research to the behaviors of students and others engaged in the doctoral process. This paper is the first to synthesize research about doctoral education with the particular aim of informing practical strategies for multiple stakeholders. In this article, we summarize findings from a literature review of the scholarship about doctoral education from the past 15 years in a stage-based overview of the challenges of doctoral education. Our aim is to apply theory to practice through the systematic consideration of how research about doctoral education can best inform students and those who support them in the doctoral journey. We first present an overview of the major stages of doctoral education and related challenges identified in the research. We then consider key findings of that research to offer recommendations for doctoral students, faculty members, and administrators within and across stages.

scholarly journals FORMACIÓN PROFESIONAL CONTINUA: MEGATENDENCIAS, EMPLEABILIDAD Y PERFORMANCE / CONSTANT VOCATIONAL TRAINING : MEGATRENDS, EMPLOYABILITY AND PERFORMANCE

LOGOS ◽  
2014 ◽  
Vol 3 (1) ◽  
Author(s):  
Dr. Carlos Bernaola Martínez
Keyword(s):  
Intellectual Capital ◽  
Knowledge Society ◽  
Competitive Advantages ◽  
It Professionals ◽  
Educational Training ◽  
Sociedad Del Conocimiento ◽  
Physical Presence ◽  
Professional Self ◽  
And Performance ◽  
Effective Development

RESUMENLos recientes adelantos de la ciencia y tecnología brindan enormes oportunidades para el desarrollo humano; pero el logro de esa potencialidad, está en función de cómo apliquemos dicha tecnología.  Es por ello, que el Siglo XXI es definido como la sociedad del conocimiento donde las ventajas  competitivas entre países y bloques económicos se darán en función al capital intelectual, a la  información y a la tecnología. No solo la velocidad de la creación del conocimiento se ha multiplicado,  también se han multiplicado los medios donde conseguir el conocimiento El profesional que no se actualiza en su campo de conocimiento y que no se capacita para el dominio  de determinados procedimientos y técnicas que permitan mejorar su formación profesional no tiene   posibilidades de desarrollo efectivo en el plano personal, ni en el laboral. Un sujeto que no inicia por  sí mismo un proceso de autoformación profesional difícilmente puede llegar a ser autónomo e independiente  como persona y como profesional; debido a que la autoformación no nace como iniciativa  de un sujeto si no existen en su entorno las condiciones que la incentiven. La tendencia de contratación de personal en las grandes empresas ha migrado a terrenos diferentes, ya  no solo contratan al personal por sus habilidades, ahora valoran el conocimiento que posee la persona.  Éstos conocimientos solamente son adquiridos, a través de procesos formativos educacionales, con un  planeamiento estructurado, sistemático y organizado, siempre y cuando estos conocimientos hayan  sido asimilados por el participante; porque en algunas ocasiones, la participación del educando,  es solamente con fines curriculares y su presencia física se encuentra equidistante del ambiente  educativo., en especial, cuando se tiene la suerte de contar con un empleo permanente.Palabras claves: megatendencias, empleabilidad. ABSTRACTThe recent advances of science and technology offer enormous opportunities to the human  development; but the achievement of that potentiality, depends on how we apply this technology. That is why the XXI Century is defined as the knowledge society where the competitive  advantages between countries and economic blocks will be given depending on the Intellectual capital, information and technology. The speed of knowledge creation has not  only multiplied, but also the means where to get it. Professionals who  are not upgraded in their  field of knowledge and who are not qualified for the   domain of certain procedures and techniques, which allow to improve their professional formation,  don’t have possibilities of effective development neither in their personal levels nor working ones.  A fellow who doesn’t iniciate a process of professional self-training can hardly become  autonomous and independent, as a person and as  a professional;    although it is necessary to say  that the self-training process is not born as initiative of a fellow unless the  conditions, that stimulate it,  exist in the environment. The recruitment trend  in big companies has migrated to different lands, they no longer  hire  personnel only  for their abilities; now they value the knowledge possessed by the person. This knowledge is only acquired, through educational training processes, with a  structured, systematic and organized planning, provided this knowledge has been assimilated by  the participant; because in some cases, the  learners participation is only with curricular purposes and their physical presence is halfway the educational atmosphere., especially, when you are lucky enough to have a permanent job. Key words: megatrends, employability.

scholarly journals The patterns of the dropout of doctoral students

2019 ◽  
Vol 9 (2) ◽  
pp. 288-302
Author(s):  
Fruzsina Szigeti
Keyword(s):  
Social Sciences ◽  
Doctoral Students ◽  
Doctoral Education ◽  
National Database ◽  
The Past ◽  
The Arts ◽  
Human And Social Sciences ◽  
Hungarian Population ◽  
Higher Educational ◽  
Informational System

Compared to the trends of the OECD countries, the proportion of graduated higher educational students is low in Hungary, especially in the doctoral education; however, the need for doctoral education has been increased due to the expansion in the past two and half decades. According to the report of the European Committee, the ratio of those having a PhD degree is 0.8 per mille among the 25- to 34-year-old Hungarian population that is not advantageous. As a causal factor, the dropout can be detected. The aim of my investigation is to detect the pattern of the dropout of the doctoral students. Who are those who quit their studies before finishing it? In which field is the ratio of graduation the lowest? I hypothesize that approximately one fifth of the students enrolled for a doctoral course quit their studies during the education. According to the educational fields, the dropout ratio is the lowest in the natural, medical, and agricultural sciences, whereas it is the highest in the arts, human, and social sciences. The basis of the current research is provided by a huge national database entitled Higher Educational Informational System, containing the data of doctoral students enrolled in the autumn semester of the school years 2010/2011 and 2014/2015.

scholarly journals Academic Culture in Doctoral Education: Are Companies Making a Difference in the Experiences and Practices of Doctoral Students in Portugal?

10.28945/4665 ◽  
2020 ◽  
Vol 15 ◽  
pp. 685-704
Author(s):  
Patrícia Silva Santos ◽  
Maria Teresa Patrício
Keyword(s):  
Identity Formation ◽  
Doctoral Students ◽  
Doctoral Education ◽  
Doctoral Programs ◽  
Academic Culture ◽  
Doctoral Degree ◽  
Well Being ◽  
Academic Trajectories ◽  
The Future ◽  
Hybrid Trajectories

Aim/Purpose: This article examines the experience and practice of doctoral students by focusing on different dimensions of the PhD socialization process. It addresses the question of whether university collaborations with businesses influence the experience and practice of PhD students. Background: The study explores the academic culture in the PhD process through the analysis of the experiences and practices of doctoral students in two groups – those without business collaborations (academic trajectories) and those with business collaborations (hybrid trajectories). Academic trajectories are seen as traditional academic disciplinary based doctoral education, while hybrid trajectories cross boundaries collaborating with companies in the production of new knowledge. Methodology: The article uses a qualitative methodology based on extensive interviews and analysis of the curriculum vitae of fourteen Portuguese PhD students in three scientific domains (engineering and technology sciences, exact sciences, and social sciences). The doctoral program profiles were defined according to a survey applied to the directors of all doctoral programs in Portugal. Contribution: The study contributes to the reflection on the effects of collaboration with companies, in particular on the trajectories and experiences of doctoral students. It contributes to the understanding of the challenges associated with business collaborations. Findings: Some differences were found between academic and hybrid trajectories of doctoral students. Traditional products such as scientific articles are the main objective of the PhD student, but scientific productivity is influenced by trajectory and ultimately by career prospects. The business culture influences the trajectories of doctoral students with regard to outputs such as publishing that may act as a barrier to academic culture. PhD students with academic trajectories seem to value international experiences and mobility. Minor differences were found in the choice of topic and type of research activity, revealing that these dimensions are indicative of the scientific domain. Both hybrid and academic students indicate that perceptions of basic and applied research are changing with borders increasingly blurred. Recommendations for Practitioners: It is important for universities, department chairs, and PhD coordinators to be concerned with the organisation, structure, and success of doctoral programs. Therefore, it is useful to consider the experiences and trajectories of PhD students involved with the business sector and to monitor the relevance and results of such exchange. Key points of contact include identifying academic and business interests, cultures, and practices. A student-centred focus in university-business collaboration also can improve students’ well-being in this process. Recommendation for Researchers: Researchers should consider the processes of interaction and negotiation between academic and business sectors and actors. It is important to understand and analyse the trajectories and experiences of PhD students in doctoral programs and in university-company collaborations, since they are the central actors. Impact on Society: This analysis is relevant to societies where policy incentives encourage doctoral programs to collaborate with companies. The PhD is an important period of socialization and identity formation for researchers, and in this sense the experiences of students in the context of collaboration with companies should be analyzed, including its implications for the professional identity of researchers and, consequently, for the future of science inside and outside universities. Future Research: More empirical studies need to explore these processes and relationships, including different national contexts and different scientific fields. Other aspects of the academic and business trajectory should be studied, such as the decision to pursue a PhD or the focus on perceptions about the future career. Another point that deserves to be studied is whether a broader set of experiences increases the recognition and appreciation of the doctoral degree by employers inside and outside the academy.

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