Научное руководство аспирантами: систематический обзор подходов к концептуализации и эмпирическому анализу

Университетское управление: практика и анализ. 2021. Т. 25. № 1. С. 49–61.

Grigoreva A., Terentev E.

The article presents a systematic review of theoretical and methodological approaches to the conceptualization and empirical study of doctoral students’ supervision. Three approaches (mentoring, doctoral student-centered, and en- vironmental) are distinguished depending on the main responsibility for the result. The mentoring approach attributes the responsibility for the result to the supervisor. This approach is generally associated with the so-called «apprentice model», which understands the doctoral student as a «neophyte» introduced to the academic world by the supervisor. The doctoral student-centered approach is characterized by imposing the responsibility mainly on the doctoral student. The article presents a systematic review of theoretical and methodological approaches to the conceptualization and empirical study of doctoral students’ supervision. Three approaches (mentoring, doctoral student-centered, and environmental) are distinguished depending on the main responsibility for the result. The mentoring approach attributes the responsibility for the result to the supervisor. This approach is generally associated with the so-called «apprentice model», which understands the doctoral student as a «neophyte» introduced to the academic world by the supervisor. The doctoral student-centered approach is characterized by imposing the responsibility mainly on the doctoral student.

 

Keywords: relational approach, подготовка научно-педагогических кадров, academic integration, академическая интеграция, научное руководство аспирантами, doctoral students’ academic supervision, academic staff training, doctoral students’ attrition, learning alliances, реляционный подход, отсев в аспирантуре