The Results of Reforms in the Field of Training Highly Qualified Personnel in the Late XX- Early XXI Century: Scientific Personnel

Cover Page

Cite item

Full Text

Abstract

Aim - to study the last 25 yeas dynamics in the system of Russian postgraduate education. The research is based on institutional analysis of the system of postgraduate education, as well as the resource approach in assessing the human potential of scientific personnel, postgraduate students and doctoral students. A comparative approach allowed us to analyze the dynamics of changes in the numbers, gender, age characteristics of researchers, doctoral students and graduate students for the last decades. Other methods used include analysis and systematization of statistical data, periodization method, analysis of theoretical sources, secondary analysis of sociological data. Results: the article presents the overview of Russian postgraduate education system evolution and analyses characteristics of its present state. The authors introduce their own periodization of the postgraduate education system development. The study presents human capacity, age and gender profiles of scientific personnel. The study reveals the trend in reducing the number of organizations providing postgraduate studies, as well as the decrease in the number of postgraduate and doctoral students and researchers. The authors came to the conclusion that the present situation is characterized by the contradiction between government regulation to the system of postgraduate education and its possibilities to ensure these requirements. The crisis in the system of Russian postgraduate education is evident. The presented results evaluate the process of training highly qualified educational personnel, the effectiveness of the institute of postgraduate and doctoral studies, as well as the qualitative and quantitative characteristics of scientific personnel in Russia. The data presented in the article will contribute to the development of the state educational policy and bring the process of training highly qualified educational personnel in accordance with the requirements and demand for highly qualified specialists in modern industry and science.

About the authors

Ekaterina V. Zaitseva

Ural Federal University the first President of Russia B. N. Yeltsin

Email: e.v.zaitceva@urfu.ru
Cand. Sci. (Sociol.), Associate Professor, Associate Professor of the Department of Theory, Methodology and Legal Support of State and Municipal Administration Yekaterinburg, Russian Federation

Vladimir V. Zapariy

Ural Federal University the first President of Russia B. N. Yeltsin

Email: v.v.zaparij@urfu.ru
Dr. Sci. (Hist.), Professor, Honored Worker of the Higher School of the Russian Federation; Professor of Department of Russian History Yekaterinburg, Russian Federation

Garry G. Asryan

Military University. V. Sargsyan MO RA

Email: asryan.garri@mail.ru
Cand. Sci. (Military), Associate Professor, Head of the Department of Science and Quality of Education Yerevan, Armenia

References

  1. Allahverdyan A. G. The dynamics of scientific personnel in Soviet and Russian science: a comparative historical study. Kogito-t s entr, 2014. 264 p.
  2. Andreev V.V., Gibadulin G., Prodanov R.Ya., Zhdanov R.I. Institute for Advanced Studies - a new form of training highly qualified pedagogical staff in Russia // Integration of Education. 2017. Vol. 21. No. 4 (89). pp.623-635. doi: 10.15507/1991-9468.089.021.201704.623-636
  3. Andriyako Yu. V., Andriyako T. Yu. Competitiveness of a graduate of a higher educational institution as an organizational and pedagogical problem // Vector of Science of Togliatti State University. Series: Pedagogy, psychology. 2010. No. 1. P. 34-37.
  4. Babich L. V. A systematic approach to the training of highly qualified scientific personnel is the most important direction of state policy in the field of human capital development // Alma mater (Vestnik vysshei shkoly). 2019.No. 4. P. 22-30.
  5. Vaganyan G. A. Science of Armenia and Russia without management science // Greater Eurasia: Development, security, cooperation. 2019. No. 2-1. P. 470-475.
  6. Gaponyuk P. N. Formation of human capital as a problem of ensuring the quality of education in the conditions of modernization // Pedagogy. 2011. No. 5. P. 22-26.
  7. Glazunova I. V., Shirkin A. A. Organization of training of scientific personnel in doctoral studies: problems of today // Bulletin of the Moscow University of the Ministry of Internal Affairs of Russia. 2018. 5. P. 184-189.
  8. Voronina L. I., Zaitseva E. V. State management of the system for evaluating the effectiveness of the activities of the teaching staff of Russian universities // Humanist: actual problems of the humanities and education. 2016. No. 4 (36). pp. 94-106.
  9. Zhukova G. S., Gaponenko A. V. Training of scientific and scientific-pedagogical personnel of the highest qualification. 2011. No. 2. P. 4-12.
  10. Zaitseva E. V. Zapariy V. V., Korobeynikova A. P., Busygina I. S. Personnel potential of a modern university. Yekaterinburg. 2014. 466 p.
  11. Karavaeva E. V., Malandin V. V., Pilipenko S. A., Teleshova I. G. The first experience in the development and implementation of training programs for scientific and pedagogical personnel as programs of the third level of higher education: identified problems and possible solutions // Higher education in Russia. 2015. No. 8-9. pp. 5-15.
  12. Krakovskaya I. N. Investments in the human capital of an innovative university: a systematic approach to management // Creative Economy. 2011. No. 2. P. 52-61.
  13. Kurakova N. G., Tsvetkova L. A., Eremchenko O. A. Analysis of the applicability of scientometric indicators as criteria for optimizing the network of dissertation councils in the Russian Federation. 2013. 60 p.
  14. Matushkin N., Gitman M., Stolbov V., Gitman E. Training of highly qualified personnel: some integration mechanisms // Higher education in Russia. 2007. No. 1. P.119-127.
  15. Neborsky E.V. Sociocultural matrix of higher education: the problem of reproduction of human capital // Bulletin of the Udmurt University. Series “Philosophy. Psychology. Pedagogy». 2013. No. 4. P. 51-54.
  16. Osipov G. V., Savinkov V. I. Dynamics of graduate school and prospects until 2030: statistical and sociological analysis // Moscow: Center for Sociological Research. 2014. P. 66-67.
  17. Pakhomov S. I., Gurtov V. A., Shchegoleva L. V. Dissertation council as a mirror of Russian science // Bulletin of the Russian Academy of Sciences. 2013. Vol. 83. No. 12. P. 1092-1092.
  18. Sokolova I. Yu., Ivanova T. V. Monitoring the quality of training of teachers-researchers in the system of graduate school-doctoral studies // Fundamental research. 2014. Vol. 4. No. 11. P. 924-928.
  19. Strokova T.A. Preparation of graduate students for research activities: from the experience of the scientific and pedagogical school // Education and Science. 2018. Vol. 20. No. 10. P. 9-30. doi: 10.17853/1994-5639-2018-10-9-30
  20. Yudina T.A. Pedagogical meaning of the theory of human capital. Psychology and pedagogy: methodology and problems of practical application, No. 11-1, 2010, p. 336-339.
  21. Blair R. A., Caton, J. B., Hamnvik, O.-P. R. A flipped classroom in graduate medical education // Clinical Teacher. 2020. 17 (2). P. 195-199. doi: 10.1111/tct.13091
  22. Catterall J. Catterall J., Ross P., Aitchison, C., Burgin S. Pedagogical approaches that facilitate writing in postgraduate research candidature in science and technology // Journal of University Teaching & Learning Practice. 2011. Т. 8. №. 2. P. 1-10.
  23. Coneyworth L., Jessop R., Maden P., White G. The overlooked cohort? - Improving the taught postgraduate student experience in higher education // Innovations in Education and Teaching International. 2020. 57 (3), P. 262-273. doi: 10.1080/14703297.2019.1617184
  24. DeWitt D., Koh E. H. Y. Promoting knowledge management processes through an interactive virtual wall in a postgraduate business finance course // Journal of Education for Business. 2020. 95 (4), P. 255-262. doi: 10.1080/08832323.2019.1635977
  25. Gagger A., Haile, G. Does class size matter in postgraduate education? // Manchester School, 2020. 88 (3), pp. 489-505. doi: 10.1111/manc.12305
  26. Giousmpasoglou C., Marinakou E. The future is here: M-learning in higher education // Proceedings - 2013 4th International Conference on e-Learning Best Practices in Management, Design and Development of e-Courses: Standards of Excellence and Creativity, ECONF. 2013. P. 417-420. doi: 10.1109/ECONF.2013.35
  27. Kite J., Schlub T. E., Zhang Y., Choi S., Craske S., Dickson M. Exploring lecturer and student perceptions and use of a learning management system in a postgraduate public health environment // E-Learning and Digital Media. 2020. 17 (3), pp. 183-198. doi: 10.1177/2042753020909217
  28. Liu D., Morgan W. J. Why do students enrol for postgraduate education in China? The influence of gender and of family habitus. Gender and Education. 2020. 32 (2), P. 177-193. doi: 10.1080/09540253.2018.1447092
  29. McWilliam E., Palmer P. Teaching Tech (no) bodies: Open Learning and Postgraduate Pedagogy // Australian Universities' Review. - 1995. Т. 38. №. 2. P. 32-34.
  30. Musch K. L. E., Schreck T. E., Casper, K. A., Rodis, J. L. Characteristics of postgraduate year 2 ambulatory care pharmacy residency programs in the United States // American journal of health-system pharmacy: AJHP: official journal of the American Society of Health-System Pharmacists. 2020. 77(2), P. 34-40. doi: 10.1093/ajhp/zxaa073
  31. Nor Aziati A. H., Nor Hazana A., Ping T. Y. Knowledge transfer of university-industry partnership in Malaysian Technical University: Preliminary findings // ISTMET 2014 - 1st International Symposium on Technology Management and Emerging Technologies, Proceedings, 2014. P. 205-211. doi: 10.1109/ISTMET.2014.6936507
  32. Preece, S. Postgraduate students as plurilingual social actors in UK higher education // Language, Culture and Curriculum, 2020. 33 (2), P. 126-141. doi: 10.1080/07908318.2019.1676767
  33. Ribes-Giner, G., Rillo, A. P., Clemente, I. M. Co-creation innovation model for masters programs in the universities // Innovation and Teaching Technologies: New Directions in Research, Practice and Policy, 2014. P. 117-125. doi: 10.1007/978-3-319-04825-3_12
  34. Seligman A. I. Is Graduate school really for you?: The whos, whats, hows, and whys of pursuing a master's or Ph.D. // Is Graduate School Really for You?: The Whos, Whats, Hows, and Whys of Pursuing a Master's or Ph.D. 2012. P. 1-161.
  35. Symaniuk E. E., Pecherkina A. A. A study on the components of teacher's Professional Competenc // The new education review. 2016. 44, 2. P. 198-210.
  36. Wang T., Li L.Y. Understanding international postgraduate research students’ challenges and pedagogical needs in thesis writing // International Journal of pedagogies and Learning. 2008. Т. 4. №. 3. P. 88-96.
  37. Zaitseva E., Bannykh G., Kostina S. Prospects of development of innovation clusters. A case of Russia // 7th International Conference on Innovation Management, Entrepreneurship and Sustainability (IMES). Oeconomica Publishing house, University of Economics, 2019. P. 1040-1051.
  38. Zapariy V., Zaitseva E., Ludinin I. Institutional-sociological analysis of scientific and scientific-pedagogical personnel regeneration // 12th International Days of Statistics and Economics. Melandrium. 2018. P. 2014-2023.

Supplementary files

Supplementary Files
Action
1. JATS XML
Download


Согласие на обработку персональных данных с помощью сервиса «Яндекс.Метрика»

1. Я (далее – «Пользователь» или «Субъект персональных данных»), осуществляя использование сайта https://journals.rcsi.science/ (далее – «Сайт»), подтверждая свою полную дееспособность даю согласие на обработку персональных данных с использованием средств автоматизации Оператору - федеральному государственному бюджетному учреждению «Российский центр научной информации» (РЦНИ), далее – «Оператор», расположенному по адресу: 119991, г. Москва, Ленинский просп., д.32А, со следующими условиями.

2. Категории обрабатываемых данных: файлы «cookies» (куки-файлы). Файлы «cookie» – это небольшой текстовый файл, который веб-сервер может хранить в браузере Пользователя. Данные файлы веб-сервер загружает на устройство Пользователя при посещении им Сайта. При каждом следующем посещении Пользователем Сайта «cookie» файлы отправляются на Сайт Оператора. Данные файлы позволяют Сайту распознавать устройство Пользователя. Содержимое такого файла может как относиться, так и не относиться к персональным данным, в зависимости от того, содержит ли такой файл персональные данные или содержит обезличенные технические данные.

3. Цель обработки персональных данных: анализ пользовательской активности с помощью сервиса «Яндекс.Метрика».

4. Категории субъектов персональных данных: все Пользователи Сайта, которые дали согласие на обработку файлов «cookie».

5. Способы обработки: сбор, запись, систематизация, накопление, хранение, уточнение (обновление, изменение), извлечение, использование, передача (доступ, предоставление), блокирование, удаление, уничтожение персональных данных.

6. Срок обработки и хранения: до получения от Субъекта персональных данных требования о прекращении обработки/отзыва согласия.

7. Способ отзыва: заявление об отзыве в письменном виде путём его направления на адрес электронной почты Оператора: info@rcsi.science или путем письменного обращения по юридическому адресу: 119991, г. Москва, Ленинский просп., д.32А

8. Субъект персональных данных вправе запретить своему оборудованию прием этих данных или ограничить прием этих данных. При отказе от получения таких данных или при ограничении приема данных некоторые функции Сайта могут работать некорректно. Субъект персональных данных обязуется сам настроить свое оборудование таким способом, чтобы оно обеспечивало адекватный его желаниям режим работы и уровень защиты данных файлов «cookie», Оператор не предоставляет технологических и правовых консультаций на темы подобного характера.

9. Порядок уничтожения персональных данных при достижении цели их обработки или при наступлении иных законных оснований определяется Оператором в соответствии с законодательством Российской Федерации.

10. Я согласен/согласна квалифицировать в качестве своей простой электронной подписи под настоящим Согласием и под Политикой обработки персональных данных выполнение мною следующего действия на сайте: https://journals.rcsi.science/ нажатие мною на интерфейсе с текстом: «Сайт использует сервис «Яндекс.Метрика» (который использует файлы «cookie») на элемент с текстом «Принять и продолжить».