A NEW POSTGRADUATE SCHOOL MODEL: PRO ET CONTRA
Abstract
This article analyzes and summarizes the opinions and assessments of experts in the field of higher education regarding the new model of training and certification of academic staff in the postgraduate school. Particular attention is given to the target functions of postgraduate school and to the improving its efficiency. We substantiate the approach to implementation of the postgraduate school’s main functions, which is focused on the market of highly intellectual labor, including its academic segment. It is shown that due to the expansion of the range of graduates’ professional trajectories, it is necessary to create dedicated postgraduate programs whose contents should be coordinated with specific employers. While an academic degree is an appropriate evidence of professional qualification for postgraduate students who are planning to pursue a career in the field of science and higher education, for those outside the academic market it is advisable to use a system for assessment of professional competencies and achievements that involves the award of professional degrees (e.g., in the field of public administration, management and business, education). The reasons are considered for the relatively low efficiency of postgraduate education as an institution with regard to reproduction of HR potential of science and higher education, which is its main function. Some measures aimed at improving the efficiency of academic postgraduate programs are also discussed.
About the Author
B. I. Bednyi
National Research Lobachevsky State University of Nizhni Novgorod
Russian Federation
Russian Federation
Boris I. Bednyi – Dr. Sci. (Phys. & Math.), Prof., Director of the Institute of Postgraduate and Doctoral Studies.
Address: BLDG 2, 23 Gagarin Prosp., Nizhni Novgorod, 603950
References
1. Auriol, L., Misu, M., Freeman, A.R. (2013). Careers of Doctorate Holders: Analysis of Labor Market and Mobility Indicators. In: OECD (Ed.), OECD Science, Technology and Industry Working Papers. Paris: OECD Publishing.
2. The European Higher Education Area: Between Critical Reflections and Future Policies. (2015). Eds: A. Curaj, L. Matei, R. Pricopie, J. Salmi, P. Scott. Springer Open. 933 p. (Part VI Education, Research and Innovation).
3. Evans, L. (2014). What is Effective Research Leadership? A Research-Informed Perspective. Higher Education Research and Development. No. 33 (1), pp. 46-58.
4. Vittorio, N. (2015). European Doctoral Programs in Light of EHEA and ERA. In: The European Higher Education Area: Between Critical Reflections and Future Policies. Eds: A. Curaj, L. Matei, R. Pricopie, J. Salmi, P. Scott. Springer Open. 2015. Pp. 555-570. `
5. Vekkaila, J., Pyhälto, K., Hakkarainen, K., Keskinen, J., Lonka, K. (2012). Doctoral Students Key Learning Experiences in the Natural Sciences. International Journal for Researcher Development. No. 3(2), pp. 154-183.
6. Senashenko, V.S. (2013). [On Some Problems of Preparation Specialists of Higher Qualification]. Vysshee obrazovanie v Rossii = Higher Education in Russia. No. 4, pp.54-58. (In Russ., abstract in Eng.)
7. Karavaeva, E.V., Malandin, V.V., Pilipenko, S.A., Teleshova, I.G. (2015). [The First Experience of Design and Implementation of Post-Graduate Training and Professional Development of Faculty Members Programs as Programs of the Third Level of Higher Education: Identified Issues and Feasible Solutions]. Vysshee obrazovanie v Rossii = Higher Education in Russia. No. 8-9, pp. 5-15. (In Russ., abstract in Eng.)
8. Shestak, V.P., Shestak, N.V. (2015). [Postgraduate Studies at the Third Level of Higher Education: Discursive Field]. Vysshee obrazovanie v Rossii = Higher Education in Russia. No. 12, pp. 22-33. (In Russ., abstract in Eng.)
9. Bednyi, B.I. (2016). [On the Issue of the Goal of Postgraduate Training (Dissertation vs Qualification)]. Vysshee obrazovanie v Rossii = Higher Education in Russia. No. 3, pp. 44-52. (In Russ., abstract in Eng.)
10. Raychuk, D.Y., Minina, N.V. (2016). [About Positioning Postgraduate School in a Three-tier Structure of Higher Education]. Vysshee obrazovanie v Rossii = Higher Education in Russia. No. 4, pp. 33-41. (In Russ., abstract in Eng.)
11. Nechaev, V.D. (2016). [Modernization of the Russian Doctoral Programs in Education: The Search of Models in an International Context]. Vysshee obrazovanie v Rossii = Higher Education in Russia. No. 6, pp. 16-33. (In Russ., abstract in Eng.)
12. [Scientific and Pedagogical Staff Training: Problems and Ways of Improvement]. State Duma of the Federal Assembly of the Russian Federation. Committee on Education and Science. URL: http://www. komitet8.km.duma.gov.ru/site.xp/051053055124049055055049.html
13. Emelyanenkov, A. (2016). [Conferment of Academic Degrees]. Rossiiskaya gazeta [Russian Newspaper]. No. 7152 (284). (In Russ.)
14. Shmatko, N. (2016). PhDs Within and Outside of the National Labor Market. Higher Education in Russia and Beyond. No. 3 (9), pp. 9-11.
15. Bednyi, B.I., Mironos, A.A., Ostapenko, L.A. (2015). [Professional Employment of PhD Program Graduates and Some Ways for Improving PhD Programs]. Vysshee obrazovanie v Rossii = Higher Education in Russia. No. 3, pp. 5-
16. (In Russ., abstract in Eng.) 16. Berezina, E. (2012). [PhD is No Substitute for Experience]. Kar’era i menedzhment: rossiiskaya biznes-gazeta [Russian Business Newspaper: Career and Management]. No. 838. (In Russ.)
17. Gruzdev, I., Terentev, E. Life after PhD: What Careers Do PhD Students in Russia Consider? Higher Education in Russia and Beyond. 2016. No. 3 (9), pp. 20-21.
18. Bednyi, B.I., Kuzenkov, O.A. (2016). [Integrated «Academic Master – PhD» Educational Programs]. Vysshee obrazovanie v Rossii = Higher Education in Russia. No. 5, pp. 21-32. (In Russ., abstract in Eng.)
19. Allakhverdyan, A.G. (2014). Gosudarstvennaya politika podgotovki aspirantov v sovetskoi i postsovetskoi nauke: sravnitel’no-naukovedcheskii analiz [Public Policy Training of Graduate Students in the Soviet and Post-Soviet Science: Comparative Scientific Analysis]. Voprosy istorii yestestvoznaniya i tekhniki. No. 1, pp. 111-118. (In Russ., abstract in Eng.)
20. [Science Indicators 2016: Statistical Yearbook]. Higher School of Economics (National Research University). URL: http://issek.hse.ru
21. Vershinin, I.V. (2015). [The Development of Postgraduate Studies in Russia: The Solutions to Improve the Targeting of Screened Applicants to Training of Highly Qualified Personnel]. Nauka. Innovatsii. Obrazovanie [Science. Innovation. Education]. No. 18, pp. 61-72. (In Russ., abstract in Eng.)
22. Maloshonok, N. (2016). Doctoral Students’ Reasons to Pursue a PhD as a Cause of Low Completion Rate of Russian PhD Programs. Higher Education in Russia and Beyond. No. 3(9), pp. 18-20.
23. Balabanov, S.S., Bednyi, B.I., Kozlov, E.V., Maksimov, G.A. (2003). [Multidimensional Typology of PhD Students]. Sotsiologicheskii zhurnal [Sociological Journal]. No. 3, pp. 71-85. (In Russ., abstract in Eng.)
24. Bednyi, B., Gurbatov, S., Mironos, A. (2010). [Effectiveness Indicators of PhD Programs in the Field of Exact and Natural Science]. Vysshee obrazovanie v Rossii = Higher Education in Russia. No. 7, pp. 11-23. (In Russ., abstract in Eng.)
25. Mironos, A.A., Bednyi, B.I. (2016). [On the Issue of Final State Certification in the Postgraduate School of a New Type].Universitetskoe upravlenie: praktika i analiz [Journal University Management: Practice and Analysis]. No. 103(3), pp.118-128. (In Russ., abstract in Eng.)
Review
Views:
1655
Email this article 