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Towards the New Model of Doctoral Education: The Experience of Enhancing Doctoral Programs in Russian Universities

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Natalia Maloshonok - Candidate of Sciences in Sociology, Senior Research Fellow, Director of the Center of Sociology of Higher Education, Institute of Education, National Research University Higher School of Economics. E-mail: nmaloshonok@hse.ruEvgeniy Terentev - Candidate of Sciences in Sociology, Senior Research Fellow, Center of Sociology of Higher Education, Institute of Education, National Research University Higher School of Economics. E-mail: eterentev@hse.ruAddress: 20 Myasnitskaya Str., 101000 Moscow, Russian Federation.In the era of knowledge-based economy, improving the quality and efficiency of doctoral programs is a key aspect of ensuring economic growth and national competitiveness in the global arena. Doctoral education in Russia today is redefining its goals and organizational models in light of global challenges as well as the revised Federal Law On Education in the Russian Federation and the new Regulations on Awarding Academic Degrees. This transitional period, complicated with low completion rates and institutional problems, contributes to the urgency of devising improvement practices for doctoral education. Interviews with doctoral students and graduate program administrators are used to analyze Russian universities' practices designed to enhance doctoral studies. Those practices are grouped in accordance with the traditionally identified aspects of doctoral education that are directly related to its success: admissions, graduate curriculum, advising/mentoring, monitoring progress, financial support, institutional climate, practices and procedures. The article also discusses the opportunities for disseminating best practices to improve doctoral education as well as the restrictions that must be taken into account.

Suggested Citation

  • Natalia Maloshonok & Evgeniy Terentev, 2019. "Towards the New Model of Doctoral Education: The Experience of Enhancing Doctoral Programs in Russian Universities," Voprosy obrazovaniya / Educational Studies Moscow, National Research University Higher School of Economics, issue 3, pages 8-42.
    • Handle: RePEc:nos:voprob:2019:i:3:p:8-42
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    3. Ronald G. Ehrenberg & Panagiotis G. Mavros, 1995. "Do Doctoral Students' Financial Support Patterns Affect Their Times-To-Degree and Completion Probabilities?," Journal of Human Resources, University of Wisconsin Press, vol. 30(3), pages 581-609.
    4. Yaritza Ferrer de Valero, 2001. "Departmental Factors Affecting Time-to-Degree and Completion Rates of Doctoral Students at One Land-Grant Research Institution," The Journal of Higher Education, Taylor & Francis Journals, vol. 72(3), pages 341-367, May.
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    1. Nurudeen Abdul-Rahaman & Evgeniy Terentev & Vincent Ekow Arkorful, 2023. "COVID-19 and Distance Learning: International Doctoral Students' Satisfaction With the General Quality of Learning and Aspects of University Support in Russia," Public Organization Review, Springer, vol. 23(2), pages 703-713, June.

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