Kelsina A. S. GRADUATE SCHOOL OF SCIENTIFIC ORGANIZATION (ON THE EXAMPLE OF THE VOLOGDA SCIENTIFIC CENTER OF THE RUSSIAN ACADEMY OF SCIENCES). LIFELONG EDUCATION: The 21st Century.
2019. № 4 (28). DOI: 10.15393/j5.art.2019.5154


Issue 4 (28)

Education Management in an open global society
pdf-version

GRADUATE SCHOOL OF SCIENTIFIC ORGANIZATION (ON THE EXAMPLE OF THE VOLOGDA SCIENTIFIC CENTER OF THE RUSSIAN ACADEMY OF SCIENCES)

Kelsina Anna S.
Head of Post-graduate Courses at the Federal State Budget Institution "The Vologda Scientific Center of Russian Academy of Science"
(Vologda, Russia)
kelsina55@mail.ru
Keywords:
postgraduate studies
postgraduate training system
post-graduate performance indicators
training for science.		 Abstract: the important way of involving young university graduates in research activities is the development of the institution of postgraduate studies. This process should be gradual and accompanied by the analysis and the generalization of existing experience of postgraduate schools. The article presents the experience of the organization of personnel training and the main indicators of activities of the postgraduate studies of the scientific organization on the example of the Vologda Scientific Center. The information about the work of postgraduate and doctoral studies during 2000-2018 according to the form of Russian Federal Statistic Service, the data of federal and regional statistics, the results of surveys of postgraduate students of the Vologda Scientific Center are used in the article. It is noted that the important component of the system of training of young scientists is the immersion in the scientific environment since the first years of training. A number of systemic problems were identified, including high dropout rates during the course of studies; low performance of postgraduate studies; the lack of highly qualified dissertation advisors.
Paper submitted on: 11/15/2019; Accepted on: 11/25/2019; Published online on: 12/25/2019.

References

  1. Bekova, S. K. Komu v aspiranture zhit' horosho: svjaz' trudovoj zanjatosti aspirantov s processom i rezul'tatami obuchenija / S. K. Bekova, Z. I. Dzhafarova // Voprosy obrazovanija. − 2019. – № 1. – S. 87–108.
  2. Dobrohleb, V. G. Demograficheskij potencial Vologodskoj oblasti / V. G. Dobrohleb, E. P. Sigareva // Problemy razvitija territorii. – 2019. – № 4 (102). – S. 118–131.
  3. Maloshonok, N. G. Na puti k novoj modeli aspirantury: opyt sovershenstvovanija aspirantskih programm v rossijskih vuzah / N. G. Maloshonok, E. A. Terent'ev // Voprosy obrazovanija. – 2019. – № 3. – S. 8–42.
  4. Mihalkina,  E. V. Pochemu vypuskniki aspirantury ne vybirajut rabotu v universitetah? / E. V. Mihalkina, L. S. Skachkova // Terra Economicus. – 2018. – T. 16. – № 4. – S. 116–129.
  5. Nefedova, A. I. Reforma aspirantury v Rossii v zerkale global'nyh trendov / A. I. Nefedova, E. L. D'jachenko // Mir Rossii. − 2019. – T. 28. – № 4. – S. 92–111.
  6. O razvitii kadrovogo potenciala v sfere nauki // Bjulleten' Vysshej attestacionnoj komissii Ministerstva obrazovanija i nauki Rossijskoj Federacii. – 2019. – № 4. – S. 7–25.
  7. Reznik, S. V. Aspirantura: kak povysit' ee jeffektivnost' / S. V. Reznik // Universitetskoe upravlenie: praktika i analiz. – 2015. – № 4 (98). – S. 106–116.
  8. Terent'ev, E. A. Krizis rossijskoj aspirantury: istochniki problem i vozmozhnosti ih preodolenija /  E. A. Terent'ev, S. K. Bekova, N. G. Maloshonok // Universitetskoe upravlenie: praktika i analiz. – 2018. – № 22 (5). – S. 54–66.
  9. Jarasheva, A. V. Problemy vosproizvodstva nauchnyh kadrov glazami rukovoditelej institutov / A. V. Jarasheva, E. I. Aksenova // Narodonaselenie. – 2017. – № 4 (78). – S. 105–118.
  10. Kel'sina, A. S. K voprosu o novoj modeli rossijskoj aspirantury / A. S. Kel'sina // Voprosy territorial'nogo razvitija. – 2018. – № 5 (45). – DOI: 10.15838/tdi.2018.5.45.12. – (data obrashhenija 12.12.2019).

 


Displays: 1659; Downloads: 485;

DOI: http://dx.doi.org/10.15393/j5.art.2019.5154