Session Information
22 SES 09 B, Doctoral students and PhD careers
Paper Session
Contribution
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.
Method
To answer the proposed questions, we use data from a cross-institutional online survey of Russian doctoral students conducted in 2021. Overall, 5007 doctoral students participated in the survey. Methods used to answer the research questions are descriptive statistics and chi-squared tests.
Expected Outcomes
Preliminary results of the analysis show that group of returning students is quite homogeneous and differs from the direct-pathway students by several characteristics. First, returners are strongly oriented to work in academia; receiving a scientific degree is the main goal for them to enter a doctoral program. However, they lack hard skills related to academic tasks and expect to develop them, rather than soft skills, during doctoral studies. Challenges that students face during their studies are quite similar for both groups of students: they are mostly related to increased coursework and publication requirements. However, for returners these academic challenges are usually accompanied with family duties / problems and a need to work. Second, returners are more autonomous than the direct-pathway students. Their topics do not belong to the work of their supervisors / departments and are not related to their previous educational background. It is more likely for returning students that their work outside of university would be connected to their dissertation topic. They find a strong personal interest in their research and do not lose this interest during their studying. Returners also interact with their supervisors less frequently in general and, particularly, in person; they less often receive help in many dissertation-related tasks. At the same time, they do not point out that they have difficulties with their supervisors, and they are highly satisfied with their work. Finally, in regards with results, returners demonstrate the same (high) level of publication activity and confidence that they will defend their dissertation as the direct-pathway students do.
References
1.OECD (2016) OECD Science, Technology and Innovation Outlook 2016. Paris: OECD Publishing. 2.Nerad M. (2006) Globalization and its impact on research education: Trends and emerging best practices for the doctorate of the future. Quality in postgraduate research: knowledge creation in testing times, Canberra: ANU, 5-12. 3.Nerad M. (2010) Increase in PhD production and reform of doctoral education worldwide. Research Institute for Higher Education Hiroshima University. 4.Nerad M., Evans B. (ed.). (2014) Globalization and its impacts on the quality of PhD education: Forces and forms in doctoral education worldwide. Rotterdam: Sense: Springer. 5.Russian Federal State Statistics Service, 2021. 6.Maloshonok, N., & Terentev, E. (2019). National barriers to the completion of doctoral programs at Russian universities. Higher Education, 77(2), 195-211. 7.Terentev, E., Bekova, S., & Maloshonok, N. (2021). Three challenges to Russian system of doctoral education: Why only one out of ten doctoral students defends thesis? International Journal of Chinese Education, 10(1), 22125868211007016.
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