The diversification of forms and types of doctoral programs is currently a global trend. Universities across the globe offer programs that differ in the modes of training, characteristics of the target audience, and possible labor markets after graduation. In Russia, doctoral education exists in a unified format, focusing primarily on the academic labor market. Recently, there have been discussions about the need to expand the range of programs and the types of academic degrees in Russia. In this article, we present the analysis of professional doctoral programs: in response to what challenges and needs they appeared, how they are implemented, in what forms they exist. In addition, we consider the Russian experience of implementing professional doctoral programs; analyze the existing opportunities and barriers for their development. Based on the analysis, we came to a conclusion about the relevance of the professional doctoral programs’ development in Russia, the expediency of simplifying the conditions for their implementation and legitimizing special requirements for the design of dissertations with an applied orientation.

Practical-oriented postgraduate programs aimed at developing graduates’ professional career outside the academic labor market have become widespread in leading foreign universities. There is a statutory unified format of postgraduate studies in Russia, aimed at training of personnel for science and higher education. At the same time, the need of adaptation of postgraduate training programs to the demands of the real economy sector is becoming more evident. The purpose of this review is to analyze scientific publications and case studies of foreign universities implementing practical-oriented postgraduate programs with professional degrees, which are equivalent to PhD in social status. Drawing on the analysis of international experience, the prospects of the establishment and development of such programs in Russian postgraduate studies are discussed. The study identified the most common characteristics of practical-oriented programs and their differences from academic postgraduate programs: 1) students’ involvement in applied research, which is relevant for the real economy sector; 2) an individual approach for postgraduate education considering professional interests of the students and employers’ demands; 3) a clearly structured system of education and scientific management, based on cooperation of universities and enterprises; 4) using innovative forms of final academic assessment. Based on the analysis of Russian experience it is concluded that practical-oriented training for postgraduate students is in demand and in fact already exists, but is not provided with necessary statutory regulation. It is pointed out that, owing to a lack of data, the extent of this arrangement and key barriers on the way to a degree among Russian practical-oriented postgraduate students have not been studied. The main directions of empirical research, which are necessary for making adequate management decisions on institutionalizing practical-oriented postgraduate programs in Russia, have been formulated. The article is of interest to researchers of higher education, scientific, pedagogical and administrative employees of higher education institutions, as well as for the state authorities responsible for implementing the policy of education and certification of highly trained personnel.