Scientific mentoring in the higher education system: the results of an empirical study

Abstract

The article is devoted to the problem of scientific mentoring in the higher education system. Research activities are an integral part of university education. The teaching staff of higher educational institutions is represented by scientific and pedagogical workers, the reproduction of human resources for this system requires active involvement in research activities, supporting postgraduate students. To ensure continuity, it is necessary to include students in this activity, only a successful process of scientific socialization during the years of study is able to ensure the subsequent professional realization of young specialists in the higher education system. Scientific mentoring can be implemented in various forms. The choice of the option depends on the target audience, specialty, course of study, established traditions, individual psychological and pedagogical characteristics of students, features of the professional trajectory of students. A survey of students of higher educational institutions and teaching staff was used as research methods. When working with the heads of structural divisions, the method of in-depth interview was chosen. The main conclusions of the conducted research are: high assessment of the importance of scientific mentoring by all participants of the survey. Among the most important qualities of mentors is a good command of their field of knowledge and the ability to intelligibly convey this knowledge to students. The teaching staff faces a number of organizational, methodological and informational difficulties in implementing the function of scientific mentors. The implementation of this activity is dominated by short trajectories of scientific leadership of students. In most cases, the mentor provides guidance as part of the preparation of articles. Heads of departments and deans among the barriers to the development of the mentoring system testify of a weak starting level of students, a low level of motivation of teachers.