vovrВысшее образование в России (Vysshee obrazovanie v Rossii = Higher Education in Russia)Vysshee Obrazovanie v Rossii = Higher Education in Russia0869-36172072-0459Moscow Polytechnic University10.31992/0869-3617-2020-6-51-64vovr-2295Research ArticleВЫСШЕЕ ОБРАЗОВАНИЕ: КРИТИЧЕСКИЙ ДИСКУРСHIGHER EDUCATION: CRITICAL DISCOURSEАспирантское образование: международный опыт и возможности его применения в РоссииDoctoral Education: International Experience and Opportunities for Its Implementation in RussiaБековаС. К.BekovaS. K.

Бекова Сауле Каэржановна – научный сотрудник

Адрес: 101000, г. Москва, Потаповский пер., 16, стр. 10

Saule K. Bekova – Research fellow, Center for the Sociology of Higher Education, Institute of Education

Address: 16, bldg 10, Potapovskiy alley, Moscow, 101000

sbekova@hse.ruТерентьевЕ. А.TerentevE. A.

Терентьев Евгений Андреевич – канд. социол. наук, ст. научный сотрудник

Адрес: 101000, г. Москва, Потаповский пер., 16, стр. 10 

Evgeniy A. Terentev – Сand. Sci. (Sociology), Senior research fellow, Center for the Sociology of Higher Education, Institute of Education

Address: 16, bldg 10, Potapovskiy alley, Moscow, 101000 

eterentev@hse.ruНациональный исследовательский университет “Высшая школа экономики”РоссияNational Research University Higher School of EconomicsRussian Federation2020010720202965164Copyright © Бекова С.К., Терентьев Е.А., 20202020Бекова С.К., Терентьев Е.А.Bekova S.K., Terentev E.A.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://vovr.elpub.ru/jour/article/view/2295

В статье представлен сравнительный обзор моделей реализации аспирантских программ в области наук об образовании в ведущих мировых университетах. В фокусе анализа находились следующие аспекты функционирования института аспирантуры: 1) организация учебного процесса, 2) набор на аспирантские программы, 3) образовательная программа и учебная нагрузка, 4) принципы и механизмы отслеживания прогресса в деятельности аспиранта, 5) процедуры завершения образовательной программы и защиты диссертации. Определяются ключевые отличия сложившейся на сегодня отечественной модели аспирантской подготовки, а именно: ригидность правил приёма – практически не учитываются предыдущие достижения абитуриентов; зачастую слабая нацеленность образовательной программы на развитие “мягких навыков”; традиционный подход к организации, поддержке и оценке учебной и исследовательской работы обучающихся, основанный на схеме «научный руководитель – аспирант». Обсуждаются возможности коррекции возникающих трудностей за счёт использования международного опыта.

The article provides a comparative review of principles for the implementation of doctoral programs in education at leading world universities. The analysis is focused on the following aspects of doctoral education: organizational model (1), principles of doctoral candidates’ enrollment (2), educational program and workload (3), principles and mechanisms for tracking doctoral students’ progress (4), principles and procedures for completing educational programs and defending a thesis (5). The key differences of the Russian doctoral education are distinguished. The first difference is related to the rigidity of the recruitment rules and procedures: the universities in Russia pay no or little attention to the previous academic achievements of candidates. The second difference refers to the specifics of educational program, which, as a rule, is not aimed at the development of “soft skills”. Finally, Russian doctoral programs are based on the traditional model of doctoral supervision, when a supervisor is usually the only person who controls the doctoral student progress and helps him or her to work on thesis. Based on the experience of the world leading universities, the authors discuss some opportunities to develop doctoral programs in Russia.

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The authors declare that there are no conflicts of interest present.