Technology for academics’ research competence development

Abstract

Based on the best domestic and foreign practices of professional development of academic and pedagogical workers, the expediency of applying a technological approach to the development of research competence of academic and pedagogical workers is specified in the article as well as the technological matrix of this process is defined. A retrospective analysis of the concept of «pedagogical technology» is carried out and on this basis the concept of «technology of academics’ research competence development»  is formulated.
 The complex (combining three stages) technology of development of research competence of academic and pedagogical staff and its matrix structure (motivational component, subject basis, procedural part, result and time chronotope) is substantiated.
 Unlike spontaneous technology for academics’ research competence development that is used within self-educational activities carried out by the teachers, complex technology is planned as a three-stage process with clearly defined tasks and predicted results for each technological stage: A (postgraduate study) – B (doctoral studies), SS (scientific school). Conditions for implementation of the technology as well as the results of each stage realization have been described. The conditions for the implementation of technology and the results of each stage (preparation and defence of PhD thesis, establishment of scientific school or joining scientific school) are specified.
 It is argued that an academic’s scientific school is the highest stage of technology of development of research competence of both the founder of the school and its representatives. The scientific school is revealed not only as a centre of scientific activities carried out by the founder and the followers, students of followers, but also pedagogical activity. This combination creates an environment conducive to the integration of higher education and science at the institutional level, and the scientific school acquires the characteristics of a scientific and pedagogical phenomenon.
 It is substantiated that an academic’s scientific school is the focus for not only on the scientific activity of the school founder, his followers, students of the followers, but on the pedagogical activity as well. This combination creates an enabling environment for the higher education and science integration at the institutional level.