Как устроен прием в аспирантуру в российских вузах?

Университетское управление: практика и анализ. 2022. Т. 26. № 2. С. 92–104.

Zhuchkova S.

The paper examines the rules and procedures of the doctoral students admission at Russian universities. The inefficiency of the selection process often becomes the subject of discussion in the studies devoted to the low performance of Russian doctoral education, but these studies lack the structured information about the current rules and procedures. The present research closes this gap. Using the quantitative content analysis of the local admission rules of 150 random Russian universities, we estimated the prevalence of various admission practices. Two groups of universities are compared in the study: those with and those without special statuses (federal, national research, pillar, participants of the “5-100” program), since the presence of such a status implies that the university implements a set of measures aimed at the development of doctoral programs. The results of the study show that despite the absence of the regulatory restrictions on the choice of selection tools, Russian universities tend to choose fairly formal procedures: traditional exams and consideration of the formal individual achievements (papers, patents, diploma with honors). More flexible tools that assess the applicant's motivation, his or her research experience, and plans for a dissertation are extremely rare and appear in universities with special statuses. The results of the research can be useful to the heads of the doctoral education departments at Russian universities, as well as faculty involved in the process of the doctoral students admission.

Keywords: аспирантура, вступительные испытания, admission, doctoral education, leading universities, эффективность аспирантуры, efficiency of doctoral education, entrance examinations, individual achievements, selection of applicants, ведущие вузы, индивидуальные достижения, прием в аспирантуру, отбор в аспирантуру

Publication based on the results of: Educational environment and student experience in higher education (2022)