Currently, the number of students and graduates of doctoral studies is growing rapidly in the world. Thus, the number of PhD-holders in the OECD countries increased by 8% between 2013 and 2017 [1]. This trend corresponds to the new model of the knowledge economy, according to which increase of PhD holders is considered important condition for economic growth and global competitiveness of countries [2-4]. Along with the increase in the number of students and graduates, qualitative changes related to an increased diversification of the students are also occurring; in particular, the average age of doctoral students is increasing. Such a picture is observed in Russia, where the proportion of doctoral students aged 26 and older has increased significantly over the past five years [5]. Our data show that almost third (30%) of all doctoral students in Russia made a decision to enter doctoral programs one or more years after completing their previous education and receiving some work experience (returning students, or returners). Although diversification of doctoral education is a subject of discussion of many theoretical works, little is known about the returning students on the empirical level.
The case of Russia may be interesting for an international audience since the Russian system of doctoral education is currently experiencing a significant transformation in line with global trends [6-7]. Considering this case, our research aims at answering the following research questions: what motivates such students to enter doctoral programs, what do they expect from their studies, and how do their educational experiences differ from those of direct-pathway students. By providing answers to these questions, our research contributes to the current discussion about challenges that massification and diversification of doctoral education impose to national and institutional educational policies.