Abstract
The aim of the paper is to analyse various research studies in regard to teaching strategy in PhD programmes within the Bologna education area and to give recommendations aimed at the development of educational process structuring in the third level of higher education. Novelty of the research – an analysis on the effective implementation of doctoral studies was conducted, emphasizing the implementation of them in Latvia and Armenia. Research methods – analysis of documents, logical construction and the graphical method. The paper discusses the effective approaches of PhD programmes to teaching strategies that are focused on formation of outcomes, such as interpersonal and leadership skills, project management and organization, research and information management, self-management and career development. Nowadays, it is highly important to remodel the educational strategy, targeted at the PhD student’s transferable skills acquisition, through avoiding unnecessary theoretical educational modules and academic training pressure.
Highlights
Doctoral education is fundamentally different from the teaching-based first and second cycle
The aim of the paper is to analyse various studies in regard to teaching strategy in PhD programmes within the Bologna education area and to give recommendations aimed at the development of educational process structuring in the third level of higher education
Novelty of the research – an analysis conducted on the issues of effective implementation of doctoral studies, emphasizing the implementation of them in Latvia and Armenia
Summary
Doctoral education is fundamentally different from the teaching-based first and second cycle. The aim of the paper is to analyse various studies in regard to teaching strategy in PhD programmes within the Bologna education area and to give recommendations aimed at the development of educational process structuring in the third level of higher education. With many graduates gaining employment outside of academia, the tradition of doctoral training only for replenishment of academia belongs to the past This recognition has resulted in the growth of structured doctorates and institutional structures to ensure breadth and consistency of training at universities (Maintaining a quality ..., 2014). In this regard, the question arises: at which areas reforms in the doctoral study process should be targeted, which will promote social and economic development of the society. Not often they are consistent followers of research novelties and their implementation process and in that event, the scientific results do not actively promote social and economic development of the society, and are mainly “outstanding on the paper”, formatting the cycle for “the development of science for the benefit of science”
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