Doctoral Education: International Experience and Opportunities for Its Implementation in Russia
https://doi.org/10.31992/0869-3617-2020-6-51-64
Abstract
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.
About the Authors
S. K. Bekova
National Research University Higher School of Economics
Russian Federation
Russian Federation
Saule K. Bekova – Research fellow, Center for the Sociology of Higher Education, Institute of Education
Address: 16, bldg 10, Potapovskiy alley, Moscow, 101000
E. A. Terentev
National Research University Higher School of Economics
Russian Federation
Russian Federation
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
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