俄罗斯大学生科学指导的机构模式:组织和管理方面

P. Ambarova, N. Shabrova
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摘要

文章旨在描述在科研活动管理背景下俄罗斯大学生科学指导机构模式的特点。科学指导的制度实践是成就早期学术生涯、让优秀学生参与并留住研发领域、普及和加强科学的社会地位的有效途径。同时,俄罗斯高校现有的传统制度形式也应得到发展和更新。此外,科学指导的一些做法是非正式的,这意味着它们没有组织支持和再生产的条件。我们的重点是对高等教育第一和第二阶段的学生(本科生、专科生、硕士生)进行科学指导,他们被视为科学青年群体的 "后备军"。我们的结论基于 2023 年开展的一项社会学研究的数据。在研究中,我们采用了系统分析科学文献、俄罗斯和外国大学网站内容的方法。研究包括对 3032 名俄罗斯高校学生的在线调查。理论任务是证实科学导师作为科学和教育机构的特点。我们强调了科学指导的机构特征和功能。根据经验数据,我们介绍了科学指导机构模式的内容,这些模式在现代外国和俄罗斯大学中得到了发展。对学生的在线调查显示了他们参与科研活动的情况、科研活动的动机以及科研活动的水平。我们的研究成果可用于实践--制定和完善俄罗斯高校的科学指导计划。总体而言,本文是首次尝试从制度角度解释科学指导。我们总结了前苏联的科学指导经验,以及外国和俄罗斯大学的现代制度实践。
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Institutional Models of Scientific Mentoring for Russian University Students: Organizational and Managerial Aspects
The article aims at characterizing the institutional models of Russian university students’ scientific mentoring in the context of managing research activities. The institutional practices of scientific mentoring are an effective way to make an early academic career, to involve and retain talented students in the field of research and development, to popularize and strengthen the social status of science. Meanwhile, the traditional institutional forms existing in Russian universities should be developed and renewed. In addition, some practices of scientific mentoring are informal, which means that they do not have organizational support and conditions for reproduction. We focus on scientific mentoring for students of the first and second levels of higher education (bachelors, specialists, master students), who are considered as a «reserve» of the community of scientific youth. Our conclusions are based on the data of a sociological study carried out in 2023. Therein, we used methods of systematic analysis of scientific literature, of Russian and foreign universities’ websites content. The study included an online survey of 3032 students of Russian universities. The theoretical task is to substantiate the features of scientific mentoring as a scientific and educational institution. We highlight the institutional features and functions of scientific mentoring. Based on empirical data, we present the content of scientific mentoring institutional models, which have developed in modern foreign and Russian universities. The online survey of students showed their involvement in research activities, motivation for it, and the level of their scientific activity. The results of our research can be used in practice – to develop and improve scientific mentoring programs in Russian universities. The paper in general is the first attempt to interpret scientific mentoring from the standpoint of an institutional approach. We summarize the Soviet experience of scientific mentoring, as well as its modern institutional practices in foreign and Russian universities.
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