Терентьев Евгений Андреевич – кандидат социологических наук, старший научный сотрудник Центра социологии высшего образования Института образования, Национальный исследовательский университет «Высшая школа экономики». Адрес: 101000 Москва, ул. Мясницкая, 20. E-mail: eterentev@hse.ruРыбаков Николай Валерьевич – аспирант кафедры университетского менеджмента и инноваций в образовании. E-mail: rybakov-nv@phd.unn.ruБедный Борис Ильич – доктор физико-математических наук, профессор, директор Института аспирантуры и докторантуры. E-mail: bib@unn.ruНациональный исследовательский Нижегородский государственный университет им. Н. И. Лобачевского. Адрес: 603950 Нижний Новгород, пр-т Гагарина, 23.На данных интервью с аспирантами и их научными руководителями, а также опроса аспирантов шести российских университетов рассматриваются мотивы поступления в аспирантуру и обучения в ней и дается оценка их распространенности. Опираясь на теорию самодетерминации в мотивации Э. Деси и Р. Райана, авторы выделяют три основных типа мотивации: внутреннюю мотивацию, внешнюю мотивацию и амотивацию — и описывают их применительно к обучению в аспирантуре. Показано, что, несмотря на падение престижа академического труда в современной России, интерес к исследовательской деятельности, желание заниматься наукой и преподаванием остаются наиболее распространенным мотивом поступления в аспирантуру. Вместе с тем значительная доля аспирантов руководствуется внешними «неакадемическими» мотивами, такими как получение определенных социальных льгот либо намерение построить карьеру вне академической сферы, рассматривая ученую степень в качестве подспорья для своего продвижения.

Currently, enhancement of doctoral education performance is becoming one of the central tasks for state policy in the field of science and education. In 2013–2015 Russian doctoral education experienced radical transformations aimed to increase the performance of doctoral programs and enhance the quality of dissertations. First, doctoral education moved towards the structured (educational) model. Second, norms and rules of the work of dissertation boards changed significantly. The purpose of this study is to explore how these reforms affected the performance of doctoral education. The empirical base for the study comprises the data on dissertations defense of graduates of 2018 at 12 Russian universities (N=1022), which were collected by the authors using the web scraping technique. The main findings obtained from the analysis of these data are threefold. First, time-to-degree has increased with most of the dissertations now being defended only after the completion of the programs. Second, in social sciences, this delay of defense has intensified abnormally (80% of dissertation in this field are defended after the program completion). Third, the actual performance, i.e., one that takes into account dissertations defended after the program completion, has decreased significantly in social sciences and humanities. These results show that the traditional practice to evaluate performance based on the proportion of graduates who defend their dissertations during the normative period of time does not reflect the reality. To made adequate managerial decisions regarding doctoral education, it is necessary to arrange the monitoring of dynamics of dissertations that are defended after the program completion both on institution and state levels.

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The paper presents the pilot study’s results of the first graduation of PhD students’ majoring in Social Studies and Humanities at Lobachevsky State University, prepared in the framework of the new model of Russian postgraduate education. Graduates’ assessments and opinions about the educational process of the new format as well as difficulties and teaching problems are analyzed. The paper dwells on the issues, concerning motivation of getting postgraduate education, the effectiveness of scientific work, professional carrier development, defense of PhD thesis. The educational component of a postgraduate program is established to be perceived by quite a few of graduates as a source of new competences increasing competitiveness beyond the academic labour market. Diplomas of postgraduate education and awarding qualification «Researcher. Teacher-Researcher» are assessed by the respondents ambiguously. Plans aimed at receiving a scientific degree are the prioritized objectives for graduates for the near future. Based on the empirical data analysis the author has concluded that the major obstacles in the new model of postgraduate education development are the following: unsolved problems of so called «old model»; insufficient funding of postgraduate training; the necessity of postgraduate educational programs’ correspondence with the real needs of labour market and systematic work on selection, preparation and involvement of the most motivated students into postgraduate education programs.

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.