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Meniailo Viktoriia Ivanivna PROFESSIONALIZATION AND PROJECTIFICATION ...
УДК 378.22(4):101.1
PROFESSIONALIZATION AND PROJECTIFICATION OF THE DOCTORAL EDUCATION IN THE WORLD
© 2019
Meniailo Viktoriia Ivanivna, PhD of physical and mathematical sciences, associate professor of the Department of Applied Physics and Nanomaterials Zaporizhzhia National University (69063 Ukraine, Zaporizhzhia, st. Zhukovsky, 66, e-mail: meniailo16@gmail.com)
Abstract. The article deals with the analysis of foreign scholarship on the training of doctors of philosophy in order to find out the main directions of the development of doctoral education in the contemporary world. The article illustrates that a social demand for highly skilled knowledge workers has been substantially increased in the context of knowledge society. This demand forces institutions of higher education to reform the process of training doctors of philosophy in such a way as to meet the needs of not only the academic sector but also the global labor market. The professionalization of doctoral training is carried out by deepening the links between universities and manufacturing companies, which leads to the development of joint programs or contracts. The doctoral students can obtain an additional degree of an industrial doctor. The main form, content and outcome of training is the preparation of a real project developed on site, by an employee who works at the enterprise and simultaneously studies in a doctoral program (work-based learning), or a PhD-student who is developing a project made on demand an external organization (project-based learning). The project approach integrates knowledge and skills and gains new knowledge through collaboration, active participation and interaction with the manufacturing sector.
Keywords: doctor's degree, doctor of philosophy, PhD, professionalization, designing, doctor's crisis, industrial doctor, project, doctoral student
Problem solving in general terms and its connection with important scientific or practical tasks. With the adoption of the new law «On Higher Education», the third level of higher education has been introduced, and the PhD training has been started in Ukraine. As this process is an absolute innovation in the national system of training of research staff, we consider it necessary to reflect upon modern vectors of the development of doctoral education in the world.
Analysis of recent research and publications that deal with aspects of this problem and which is the basis of the author's point of view; the allocation of previously unsettled parts of the general problem. Previously, the state and trends of doctoral training abroad have been analysed in the research by Zh. Talanova [1]; historical and pedagogical aspects of the development of the system of academic and research staff in Ukraine and the world have been revealed by I. Reheilo [2]; the experience in developing of doctoral programs in Spain, Great Britain, France, Poland has been reviewed in the collective work [3]; the scientific research by S. Sysoieva, I. Reheilo are devoted to the analysis of the content of PhD training in the field of education in the United States [4]. However, issues related to the professionalization and projectification of doctoral education were not the subject for a separate consideration.
Formation of purposes of the article (statement of the task). The purpose of the research is the identification of the main vectors for the development of PhD training in the modern world.
Presentation of the main research material with the full justification of obtained scientific results. As shown by the analysis of foreign sources, there were radical changes in doctoral training in the last decade in Europe as well as in other regions of the world. The key factor that caused the transformational changes in this area was the development of the knowledge society and, accordingly, the growth of the social request for the training of highly skilled professionals. Thus, in modern conditions, the doctoral education is becoming more than the preparation of the next generation of researchers and it is increasingly seen as the powerful tool for the production of knowledge workers in order to satisfy needs of the global labour market [5, p. 147; 6, p. 2].
The growing number of those wishing to receive a doctorate degree is due to the fact that it offers more opportunities for employment. In the era of global technological progress, graduate students find many professional opportunities that allow them to use the knowledge and skills acquired during their education. For example, among American PhD 48.5 % of people have found work in science, 32.4 % - in industry, 7.5 % - in management [5]. At the same time, the data show that there are more than 27,000 Doctors of Philosophy work
as retailers in the United States [7], which may indicate both a decline in demand and opportunities for graduating students.
The key feature of this phenomenon is the fact that universities produce too many graduate professionals who have too little employment in academic circles; at the same time, they do not have the appropriate skills for productive activities outside the university space which has been called the doctoral crisis [8, p. 33]. Thus, nowadays, under the increasing influence of social requirements, doctoral programs undergo paradigmatic changes on a global scale that lead to the «crisis of identity of doctoral education» [5, p. 141], which is expressed in the contradiction between the preparation of the future generation of scientists and the training of highly educated professionals for the knowledge economy.
In this paradigm, the emphasis in doctoral education gradually shifts from the preparation of the «doctor of philosophy as a product», assessing its contribution to the development of knowledge through the original study, to the preparation of the «doctor of philosophy as a process», which is the training that will provide him with the competencies necessary to become a knowledge worker for the needs of the world labour market in the knowledge economy [6, p. 3].
Thus, politics in Europe is aimed at increasing the diffusion of Doctors of Philosophy outside the academic sphere [9]. Similar trends are observed in Australia [10] and the United States [11]. In recent years, many European universities have rebuilt their doctoral programs and, in general, Europe has become a world leader in the reform of doctoral education, including the direction of expanding «universi-ty-industry» interaction as one of the ways to improve the employment opportunities for graduates of doctoral programs [12].
Currently, there is no single model of the joint preparation of PhD. These may be initiatives of large, medium and small businesses, university leadership, public-private partnership structures [13, p. 467]. Thus, in the United Kingdom, centres and colleges of doctoral training have been created; in Australia technological networks of university-industrial centres that are focused on preparing doctoral students in conjunction with the manufacturing sector have been created. New industry-oriented programs benefit from the receipt of financial and other contributions from industry partners [8]. The essence of the program lies in the fact that doctors spend a lot of time working in the workplace of the partnership enterprise carrying out research in the most important areas for him.
The Swinburne University of Technology in Australia has developed a program for the preparation of Doctors of Philosophy on technical innovation which provides a transi-
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PROFESSIONALIZATION AND PROJECTIFICAT ... sciences
tion from a traditional doctor to a branch, industrial-oriented doctor through the integration of multidisciplinary research, entrepreneurship education and innovation [14, p. 1222].
The similar program for the training of an industrial doctor has been introduced in Norway in which companies must apply for support for an employee who seeks to obtain the qualification [14, p. 198]. In Spain, you can get an industrial doctor degree in addition to an academic PhD. For this you should work in a commercial company, private or public sector; taking part in industrial research or experimental projects related to the subject of the dissertation [16, p. 126].
The interesting experience in collaborating with doctoral students has been developed at the British Midlands University. PhD students who are employees at the same time conduct research in their workplace in the form of projects that are implemented in real production environments and are part of the process of so-called work-based learning (WBL) that can be carried out in the framework of doctoral training. The process of learning in this case means acquiring the knowledge and skills that are desirable in the work [17, p. 3]. According to the authors of the article, such programs are very useful for doctoral students, because they provide them with wide personal advantages: deeper understanding of production issues, self-confidence development, personal status enhancement, the acquisition of the necessary knowledge and skills directly in the workplace, the availability of professional benefits, professional qualification experience, support from the employer, clear vision of the purpose [17, p. 12]. Universities ensure the integration of entrepreneurial activities with educational and research [18, p. 313]. Employers, in turn, actively interact with both higher education and their doctoral students through participation in collaborative design, implementation and appraisal processes and WBL-projects developed as a result of such training have a positive impact on the processes and products of the company itself.
Consequently, in such interaction, the dissertation work of the doctoral student is a real project with a clear purpose and concrete results, which is implemented within the specified time. In this case, it is about the projectification of doctoral education [19, p. 59]. On the other hand, the project approach is the project-based learning (PBL) which integrates knowledge and skills, and obtains new knowledge through collaboration, active participation and interaction [20, p. 186].
The research [20] describes the methodology of such cooperative education at the Technical University of Madrid in Spain, which combines PBL-based engineering with higher education. During the training, professional contacts with external customers are established. Doctorates are included in this structure for solving real problems while collaborating on a project. The participation in projects with real content that meets real needs provides the student with the opportunity to get in touch with clients to solve real problems in the manufacturing sector, as well as gain some early professional experience [20, p. 187].
Conclusions of the research and perspectives for further exploration of this direction. The analysis of contemporary foreign scholarship has shown that doctoral training in the world has undergone the so-called «identity crisis». On the one hand, the development of a knowledge society has led to the increase in social request of highly skilled doctorates with a wide range of competencies required in the modern globalized labour market. On the other hand, the doctor's education for a long time was focused only on the preparation of the future generation of scientists. The solution to this crisis involves institutional, organizational and content transformations, which are to deepen the links between university and production (professionalization of doctoral education) through the development of joint programs for the preparation of Doctors of Philosophy, as well as the implementation of a dissertation study in the form of a real project implemented in the conditions of the production environment (projectification of doctoral studies). The development 54
of such a project can be done directly at the workplace of an employee who is simultaneously studying in a doctoral program (work-based learning) or performed by doctoral students at the request of a third-party organization or enterprise with which relevant treaties exist (project-based learning). Prospects for further research are the development of a model for preparing a Doctor of Philosophy for the professional, research and innovation activities. REFERENCES
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Publication prepared and funded under Erasmus+: Jean Monnet ctions-587321-EPP-1-2017-1-UA-EPPJMO-MODULE «European Project Culture».
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