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, Methodology of Scientific Research, Methods of Mathematical Statistics, Academic Writing and Academic Integrity, Critical Thinking Basics, Innovation basics, Intellectual Property and Technology Transfer, Project Activity Basics). The paper also outlines the most effective, in students’ opinion, forms and methods of innovative research training in the process of Postgraduate Studies, including preparation of scientific publications to be submitted to international journals; workshop conducting, organisation of thematic meetings with successful scientists and entrepreneurs; on-the-job training in leading research centres; participation in interdisciplinary discussion workshops; participation in youth contests of innovative ideas and projects; participation in scientific research conferences and workshops; realisation of scientific research and social projects. The obtained results can be used for the development of educational and scientific programmes for the third level of higher education and construction of a model for innovative research training of the future PhD candidates.
Highlights
Following the Order of the Cabinet of Ministers of Ukraine of March 23, 2016, No 261, a curricular reform aimed at designing innovative Postgraduate study programmes has been launched by Ukrainian higher educational institutions
Due to the fact that Postgraduate studies have become a part of Ukrainian higher education system only beginning from 2014 (Sysoieva, Mospan, 2015), the number of research papers focused upon the challenges of curricular reform in the field (Talanova, 2010; Pozhyvilova, 2006; Rehejlo, 2014; Sydorchuk, 2017) is by far quite limited
By applying statistical methods to the data acquired from questioning first-year and second-year PhD students, we have revealed the present-day state of curricular reform in the field of Postgraduate studies within the framework of sociological research, outlined the current state of innovative research training of future PhDs and defined the content, forms and methods of this training in Ukraine
Summary
Following the Order of the Cabinet of Ministers of Ukraine of March 23, 2016, No 261, a curricular reform aimed at designing innovative Postgraduate study programmes has been launched by Ukrainian higher educational institutions. Due to the fact that Postgraduate studies have become a part of Ukrainian higher education system only beginning from 2014 (Sysoieva, Mospan, 2015), the number of research papers focused upon the challenges of curricular reform in the field (Talanova, 2010; Pozhyvilova, 2006; Rehejlo, 2014; Sydorchuk, 2017) is by far quite limited. The research objectives are as follows: to explain the essence of the concept of ―innovative research activities of PhD students‖ as understood by PhD students themselves; to define the place that innovative research activities occupy in professional activities of the future PhD candidates, from their own point of view; to study the results of students‘ assessment of the course in Research and Innovation Activities as a part of Postgraduate Studies programme;
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