Studijski program i neformalno obrazovanje iz perspektive mladih istraživača

Abstract

Cilj ove studije je da pruži prikaz toga kako doktorandi/tkinje iz društveno-humanističkih oblasti percipiraju i ocenjuju različite aspekte programa doktorskih studija, kao i programe neformalnog obrazovanja. Studija se temelji jednim delom na analizi strateško zakonodavnog okvira doktorskih programa i programa neformalnog obrazovanja u zemlji. Budući da se reforme visokog obrazovanja sprovode u kontekstu pridruživanja Srbije Evropskom visokoobrazovnom prostoru i Evropskom istraživačkom prostoru, analizi domaćeg prethodni kratki pregled evropskog okvira doktorskih studija. Drugi, značajniji, deo studije čine rezultati anketnog istraživanja u kojem je učestvovalo 356 doktoranada iz oblasti društvenih i humanističkih nauka. Rezultati istraživanja pokazuju da postoji čitav niz oblasti u okviru programa doktorskih studija kojima doktorandi nisu zadovojni. Najpre, internacionalnost fakulteta je na niskom nivou. Studenti nisu zadovoljni udelom gostujućih inostranih predavača, kao ni saradnjom sa inostranim fakultetima i mogućnostima za mobilnost i razmenu. Tome se pridružuje i nedovoljna interdisciplinarnost studijskih programa. Kada se govori o ishodima studiranja, doktorandi su podeljenog mišljenja. Na jednoj strani stoji mišljenje da su teorijska znanja dovoljno opsežna da omogućuju da studenti kroz svoje doktorske radove daju doprinos rastu teorijskog znanja. Na drugoj, stoji ocena da studije ne opremaju veštinama i znanjima koja su neophodna za realizaciju empirijskih i primenjenih istraživanja. Doktorandi su generalno zadovoljni načinom ocenjivanja njihovog rada, kao i saradnjom sa mentorima i drugim profesorima. Što se formalno-tehničkih aspekata studiranja tiče, rezultati ukazuju na nužnost da se povećaju ulaganja u obezbeđivanje adekvatnijih prostorija za rad i bolji pristup relevantnoj literaturi, ali i najvažnije, korekciju visina školarina. Čak dve trećine studenata nezadovoljno je visinom školarine na doktorskim studijama. Sumirajući rezultate iskustva sa neformalnim obrazovanjem, možemo reći da doktorandi vide neformalno obrazovanje kao izvor znanja i veština koje nisu imali priliku da steknu u formalnom obrazovanju. Na kraju, naglasimo da, iako se državnim strategijama prepoznaju glavni nedostaci doktorskih studija, te iako je prepoznat veliki broj neusklađenosti između programa trećeg stepena obrazovanja u Srbiji i određenih evropskih principa, neophodno je konkretnije aktiviranje državnih institucija u proces podsticaja reformi, ali i još važnije, njihove konačne primene u praksi.

The aim of this study is to provide an overview of how PhD students perceive and evaluate different aspects of doctoral programs, as well as programs of informal education. The study is based partly on an analysis of strategic and legislative framework of doctoral programs and informal education programs in the country. Since the higher education reform has been implemented in the context of Serbia's accession to the European Higher Education Area and European Research Area, a brief overview of the European framework of doctoral studies is provided. The central part of the study is the analysis of a survey, which included 356 doctoral students in the field of social sciences and humanities. The research results show that there is a whole range of areas within doctoral programs which PhD students are dissatisfied. Firstly, internationalization is at a low level. Students are not satisfied with the number of visiting international lecturers, as well as with the cooperation with foreign universities and opportunities for mobility and exchange. In addition, the lack of interdisciplinary programmes is stressed. There are divided opinions about the outcomes of study. On the one hand, there is the view that theoretical knowledge they acquire is broad enough to allow students to contribute to its growth. On the other hand, there is the assessment that the studies do not equip students with the skills and knowledge that are necessary for realization of empirical and applied research. PhD students are generally satisfied with the evaluation of their work, as well as with the cooperation with mentors and other professors. When it comes to formal and technical aspects of studying, the results point to the need to increase investment in the provision of adequate facilities for work and better access to literature. A correction of tuition fees is perceived as an urgent need, since as much as two-thirds of students are dissatisfied with the amount of tuition fees they pay. Summing up the experience of informal education, we can say that doctoral candidates see informal education as a source of knowledge and skills that they do have the opportunity to gain through formal education. Finally, we would like to emphasize that national strategies recognize the main shortcomings of doctoral studies and they also recognize a large number of discrepancies between the programs of the third level of education in Serbia and certain European principles. However, it is necessary that the state institutions incentivise process of reforms, and most importantly, that they assure their implementation in the practice.