sofs.org.ua › About us › Archive › 2020 › №1 (107) › 1.7

1.7

REPRODUCTION OF HIGHER QUALIFICATION SCIENTIFIC PERSONNEL: GLOBAL AND NATIONAL CHALLENGES

N.B. ISAKOVA
https://orcid.org/0000-0001-9632-8067 ,
Dobrov Institute for Scientific and Technological Potential and Science History Studies of the NAS of Ukraine

Nauka naukozn. 2020, 1(107): 84-107
https://doi.org/10.15407/sofs2020.01.084

Section: Science and Education
Language: Ukrainian
Abstract: The article is devoted to the problem of reproduction of highly qualified scientific personnel in the national and world context. Based on national statistics, legislative documents and secondary information, the state and effectiveness of doctoral training in research institutes and higher education institutions are analyzed at the background of global trends in the doctoral education. Doctoral education plays a crucial role in the economic and social development of any country in the era of the knowledge economy. The knowledge economy, in its turn, along with globalization and the mass character of undergraduate education sets a new context for doctoral training worldwide. The convergence of national systems is a megatrend in the development of doctoral training. Initiatives have been spread around the world to further study the nature of doctoral training and improve it in response to innovative challenges. Systemic features of the Ukrainian model have been developed, by which it differs from the existing models of economically developed countries. It is concluded, that Ukraine has largely preserved the Soviet system of training of highly qualified scientific personnel, which is characterized by a centralized state regulation and control, limited rights of scientific and educational institutions in these activities, a lack of competition of training programs, a complicated procedure and a high cost of the dissertation defense procedure, which negatively affect the quality of training and system efficiency. A lack of an active research environment due to an insufficient funding for research and development in universities and research institutes leads to a low percentage of successful completion of postgraduate studies (27 % of successful defenses in universities and 12 % — in research institutes). It was revealed that over the period 1993—2018, there was a rapid increase in the share of new candidates and doctors of sciences in legal, pedagogical and economic disciplines and a decrease in the share of physical, mathematical, chemical, biological, geological and agricultural sciences. It is argued, that the policy of doctoral training is not coherent with the policy of national scientific and innovative priorities and not in line with global trends.

Keywords: reproduction of scientific personnel, scientific personnel of higher qualification, doctoral education, doctoral training, post-graduate course, doctoral course, universities, research institutes, research and development.

References

  1. Boublyk, S.H., Velenteichyk, Т.М., Goncharova, Т.V. (2019). Global Tendencies in the Development of Higher Education System and the Position of Research Process in It. Science and Science of Science, 1, 46—67 [in Ukrainian].
    https://doi.org/10.15407/sofs2019.01.046
  2. Bawa, A, Gudmundsson, H.K., Jayaram, N. & Kiley, M. (2014). Doctoral education in the era of globalization. Experience in Australia, Iceland, India, and South Africa. In: M. Nerad & B. Evans (Eds.). Globalization and its impacts on the quality of PhD education, Sense Publishers. pp. 129—159. https://doi.org/10.1007/978-94-6209-569-4_7
  3. Pearson, M. (2005). Framing research on doctoral education in Australia in a global context. Higher Education Research and Development, 24(2), 119—134. https://doi.org/10.1080/07294360500062870
  4. Andres, L. et al. (2015). Drivers and interpretations of doctoral education today: national comparisons. Frontline Learning Research, 3(3), 5—22.
  5. Hasgall, A. et al. (2019). Doctoral education in Europe today: approaches and institutional structures. European University Association, Brussels. Retrieved from: http://hdl.handle. net/1854/LU-8623363 (last accessed: 09.12.2019).
  6. Shin, J.C., Postiglione, G.F., & Ho, K.C. (2018). Challenges for doctoral education in East Asia: a global and comparative perspective. Asia Pacific Education Review, 19(2), 141—155. https://doi.org/10.1007/s12564-018-9527-8
  7. Nerad, M., & Evans, B. (2014). Globalization and its impacts on the quality of PhD education. Forces and forms in doctoral education worldwide. Rotterdam: Sense Publishers. https://doi.org/10.1007/978-94-6209-569-4
  8. Marginson, S., & van der Wende, M. (2010). New global country and institutional landscape. Bulletin of international organizations, 3(29), 45—85 [in Russian].
  9. Malitsky, B.A. (2007). Applied science studies. Kyiv: Phoenix [in Ukrainian].
  10. Malitsky, B.A., & Isakova, N.B. (2005). The problem of reproduction of scientific personnel. Demography and Social Economy, 2, 126—133 [in Russian].
  11. Lobanova, L.S. (2010). Systems for training of scientific personnel in European countries and Ukraine: a comparative analysis in the context of the formation of the Single European educational and scientific area. Kiev: DP “Information and analytics agency” [in Russian].
  12. Poliakova, H.P. (2011). Deontological training of scientific and pedagogical personnel of higher qualification in postgraduate studies. Abstract of candidate’s thesis. Kirovohrad: Kirovohrad State Pedagogical University [in Ukrainian].
  13. Regeylo, I.Yu. (2014). Training of scientific and scientific-pedagogical personnel of higher qualification in Ukraine in the XX — beginning of the XXI century. Kyiv: Osvita Ukrainy [in Ukrainian].
  14. Riznyk, V.V., Riznyk, N.A. (2017). National peculiarities and foreign practice of scientific and pedagogical staff training. Young Scientist, 10 (50), 525—529 [in Ukrainian].
  15. Smoliarova, M.L. (2008). Preparation and state certification of scientific and pedagogical staff of higher qualification. State and Law, 39, 383—387 [in Ukrainian].
  16. Talanova, J. (2009). The relationship between higher qualification training and research and innovation potential in regions of Ukraine and OECD countries: statistical correlation and comparative analysis. Higher Education of Ukraine, 1, 106—112 [in Ukrainian].
  17. Terentiev, N.O. (2011). Higher qualification training for the educational field in the Eastern European region. Pedagogical. Education: theory and practice. Psychology. Pedagogy, 16(2), 18—21 [in Ukrainian].
  18. Tsvilikhovsky, M.I. & Grishchenko, V.A. (2007). Training of higher qualifications staff in zootechnics and veterinary medicine. Visnik of Agrarian Science, 1, 74—78 [in Ukrainian].
  19. OECD (2019). Education at a Glance 2019. OECD indicators. Retrieved from https://www. oecd.org/education/education-at-a-glance/ (last accessed: 13.011.2019).
  20. Balan, J. (2015). Graduate education in Latin America: The coming of age. International Higher Education, 50. Retrieved from https://doi.org/10.6017/ihe.2008.50.8002 (last accessed: 16.10.2019).
  21. Shin, J.C., Postiglione, G.A., & Ho, K.C. (2018). Challenges for doctoral education in East Asia: a global and comparative perspective. Asia Pacific Education Review, 19(2), 141—155. https://doi.org/10.1007/s12564-018-9527-8
  22. Kehm, B.M. (2008). Germany. In: Nerad, M., Heggelund, M. (eds.). Toward a Global PhD? Forces and Forms of Doctoral Education Worldwide. (pp. 19—35). Seattle: University of Washington Press.
  23. Parusinski, J. (2010). Isolation of Ukrainian universities. European Accents, 7, 1—8 [in Ukrainian].
  24. Letter of the Ministry of Education and Science No 1 / 11-11767 dated 08.09.2016 and Letter of the Department of Certification of Personnel of Higher Qualification and Licensing of the Ministry of Education and Science No 6.4-167 dated 12.02.2019. Page of Yevgeny Nikolaev. Retrieved from https://www.skeptic.in.ua/ (last accessed: 20.11.2019) [in Ukrainian].
  25. Scientific and Innovative Activity of Ukraine, 2018. Kyiv: State Statistics Service of Ukraine. Statistics yearbook [in Ukrainian].
  26. Filtenborg, E., & Weichert, S. (2019). Academics in Ukraine fighting against rampant misconduct. The Scientist. Retrieved from https://www.the-scientist.com/news-opinion/academics-in-ukraine-fighting-against-rampant-misconduct (date of access: 16.11.2019).

Full Text (PDF)