Analysis of the Current State in Innovative Research Training of PHD Students in Ukraine

Abstract

The paper examines the challenges of curricular reforms aimed at updating Postgraduate study programmes of Ukrainian higher educational institutions in terms of specific innovative content and methodologies. By applying statistical methods to the data acquired from questioning first-year and second-year PhD students, the concept of PhD students' training (comprising formal, content-based and methodological aspects) has been reconstructed from the point of view of its key beneficiaries. The research results show that the majority of postgraduate students consider research and innovation activities as an important part of their future professional activity; the level of innovative research training in Postgraduate Education is rated as higher than average, while their own level is viewed as average. The paper outlines main forms of research and innovation activities in which the students participated as well as difficulties which they encountered. As a result of the quantitative analysis, the author presents the rating of the most important modules, which should be included in the curriculum of Postgraduate studies (Foreign Language for Specific Purposes,

Content and Operational Component of the Future Phd's Disposition for Research and Innovation Activity

“…Вчені із США описали міждисциплінарну програму, яка дозволяє сформувати у аспірантів основні професійні навички, необхідні для їх майбутньої успішної кар'єри [4]. Результати наших емпіричних досліджень щодо змісту, форм і методів підготовки молодих науковців представлені у роботі [5]. Цілісне уявлення про сутність і структуру змістовно-операційного компоненту готовності аспірантів до дослідницько-інноваційної діяльності у літературі відсутнє.…”

Building a Project Culture through Research and Innovation Training of Future PhDs in Ukraine

“…A European model for nurturing PhD candidates through relevant educational and scientific programs was envisaged in 2016 in Ukraine, a signatory of the Bologna Declaration and a member of the EHEA. This model provided for the acquisition of necessary competencies through training though it was difficult to find effective forms and methods of postgraduate training in order to ensure qualitative preparation for research and innovation activities (Meniailo, 2018). It was also endeavored to form a dominant European project culture of future PhD in a modern technogenic society, whose development was characterized by volatility and constant movement (Krylov, As the traditional forms of PhD training do not meet the expectations laid down in the current educational policy of European countries, this study explores the possibility of developing effective models for the formation of a new generation of researchers.…”