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Трансформация исследовательских компетенций в условиях междисциплинарности: запрос на новую модель подготовки научных кадров
This article analyzes the transformation of professional competencies of researchers in the context of growing interdisciplinarity and the digitalization of science. The aim of the study is to identify the structural gap between the normative expectations of the scientific community and the actual outcomes of the research personnel training system in Russia. The theoretical framework draws on the sociology of science and the sociology of professions, treating interdisciplinarity as a social phenomenon that transforms the modes of knowledge production, forms of scientific cooperation, professional roles, and mechanisms of scientific workforce reproduction. The empirical basis consists of two data sources: an online sociological survey of highly cited Russian scientists conducted as part of the “Future of Science” project (ISSEK HSE University, 2022), and a survey of PhD program graduates conducted within the “Education Economy Monitoring” study (HSE University, 2022). Multidimensional scaling was applied to analyze key science development trends as perceived by researchers. Data from the first survey allow to identify leading scientists’ expectations regarding the most significant directions for the development of science and the associated requirements for researchers’ competencies. Data from the second survey are used to analyse the perceived outcomes of doctoral education, as well as graduates’ assessments of the contribution of doctoral studies to the development of professional and transversal skills. The findings show that leading Russian scientists perceive the blurring of disciplinary boundaries, the digitalisation of research, the growth of networked forms of cooperation, and increased demands for the productivity of scientific activity. Under these conditions, the importance of competencies related to working in inter‑ and transdisciplinary teams, proficiency in digital tools, practical application of research findings, networked communication, and project‑based work increases. According to PhD graduates’ assessments, doctoral programmes make the highest contribution to the formation of fundamental theoretical knowledge and academic skills, while making the least significant contribution to the development of the ability to engage in interdisciplinary project work, proficiency in digital tools, and teamwork and managerial competencies. This contradiction is interpreted in the article as a manifestation of institutional inertia and the emergence of a “zone of structural tension”. Training systems for scientific personnel and formal assessments of their performance continue to reproduce disciplinary logic, whereas actual scientific practice is increasingly oriented towards interdisciplinary logic and flexible competency profiles.