Перспективы молодых специалистов на академическом рынке труда: глобальное сравнение и оценка
It is the text of the lecture given to the students of the State University Higher School of Economics on April 10, 2008. Two problems are discussed: how to write thesis and how to write articles.
The present article contains an analysis of requirements to qualification of the Ph.D. thesis mentors, scientific competitors. The article shows that in the field of economical sciences candidates preparation these criteria are not met. Ways of the solutions for these problems are proposed.
The paper contains an analysis of problems that exist in the field of formation and carrying out of Ph.D. programs in economics. A possible solution of these problems is proposed on a basis of a module system with broader interdisciplinary connections. It is also proposed to ensure closer correspondence between the subject of Ph.D. thesis and the program of studies.
This chapter is aimed at providing insights into main engagement and disengagement factors in international doctoral students (IDS) experiences at Russian universities. Following the Tinto’s model of student departure, we look at two domains of IDS integration - social and academic. Based on data from 20 semi-structured in-depth interviews with IDS in three Russian universities we show that involvement in the university knowledge community and monetary support are the main factors of engagement that leads to positive IDS experience. At the same time language barriers, bureaucracy of the system of Russian higher education and an absence of a peer-support from the national communities are named among the main disengagement factors.
Institutions affect investment decisions, including investments in human capital. Hence institutions are relevant for the allocation of talent. Good market-supporting institutions attract talent to productive value-creating activities, whereas poor ones raise the appeal of rent-seeking. We propose a theoretical model that predicts that more talented individuals are particularly sensitive in their career choices to the quality of institutions, and test these predictions on a sample of around 95 countries of the world. We find a strong positive association between the quality of institutions and graduation of college and university students in science, and an even stronger negative correlation with graduation in law. Our findings are robust to various specifications of empirical models, including smaller samples of former colonies and transition countries. The quality of human capital makes the distinction between educational choices under strong and weak institutions particularly sharp. We show that the allocation of talent is an important link between institutions and growth.