Публикации
В этом разделе вы можете найти мои публикации в рецензируемых научных изданиях.
2026
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Do thesis topics matter? How thesis topic characteristics relate to doctoral experience and self-confidence in defenceДанила ПавлюкHigher Education, 2026The literature on doctoral students’ experience rarely examines the importance of thesis topic characteristics, even though this is one of the central decisions both at the start and throughout the doctoral journey. Although studies examine how students choose their thesis topics, there is little research on how different topic characteristics are linked to doctoral experience and potential outcomes. This study addresses the gap using data from a nationwide survey of doctoral students at Russian universities (N = 1,539) and regression analysis. We measure thesis topic characteristics (personal choice, alignment with the supervisor’s research, strong personal interest, and continuation of prior research) and show how they relate to doctoral experience and to confidence in future defence. Strong personal interest emerges as the most consistent predictor across outcomes and is more strongly related to research activities and confidence in defence than topic alignment. Alignment with the supervisor’s research is also positively associated with all outcomes, but usually more weakly. Personal choice matters more selectively for peer, departmental, and international engagement, whereas continuation of prior research is not significant once other characteristics are taken into account. Overall, the findings suggest that motivational mechanisms linked to topic interest are at least as important as resource-related fit and, for several outcomes, may be more influential. We argue that doctoral programmes should support topic selection by combining students’ interests with access to supervision and research support.
2025
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Choosing to succeed? Insights into doctoral students’ supervisor selection and its outcomesДанила Павлюк и Светлана ЖучковаPLOS ONE, 2025. Т. 20, № 7, С. e0328471Doctoral student experience and outcomes largely depend on the quality of supervision. Research on doctoral supervision usually focuses on the attributes, styles, and roles of a supervisor during doctoral training, while the process and effects of initiating supervisor-supervisee relationships remain less explored. This paper aims to examine how students’ strategies for supervisor selection are related to subsequent difficulties in interaction with their supervisors and their confidence about their future dissertation defense. Based on a nationwide survey of doctoral students in Russia (N = 1796) and regression analysis, we demonstrate that academic criteria such as a supervisor’s subject-matter expertise and successful supervision history are the best factors for students to consider to reduce the probability of future difficulties with the supervisor and to avoid experiencing a lack of confidence. Using an existing positive personal relationship with a supervisor as a criterion reduces the chances of interaction difficulties, but does not affect a student’s confidence in future academic success. At the same time, the "only option" scenario (i.e., a situation when students have no alternatives to choose from) is associated with higher chances of facing difficulties during the doctoral journey and a lower level of student confidence. The study highlights the critical role of agency in supervisor selection, showing that structured support for informed decision-making - whether through institutional matchmaking systems or student mentoring programs - can mitigate risks of poor supervision outcomes. These findings call for policy interventions to promote transparency in supervisor selection processes, especially in contexts where students have limited choices. The results of the research can be used by prospective doctoral students and doctoral program administrators to create a personal or institutional navigation system for choosing a supervisor.
2024
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Аспирантура в приоритете? Совершенствование аспирантуры как элемент программ развития вузов «Приоритета-2030»Светлана Жучкова и Данила ПавлюкУниверситетское управление: практика и анализ, 2024. Т. 28, № 1, С. 21–33В настоящем исследовании предпринята попытка определить, насколько часто в программах развития вузов «Приоритета-2030» фигурируют меры по совершенствованию аспирантуры и в какой степени эти меры адекватны причинам низкой эффективности аспирантуры в России. Эмпирической базой исследования стали тексты программ развития университетов-участников программы «Приоритет-2030» (N = 121). Тексты были проанализированы с помощью количественного контент-анализа на предмет наличия в них упоминаний о четырех группах мер по развитию аспирантуры: финансовой поддержке и трудоустройстве аспирантов, развитии партнерств, повышении качества отбора и подготовки аспирантов, а также повышении качества научного руководства. Полученные результаты демонстрируют, что в целом абсолютное большинство вузов задействуют институт аспирантуры для решения поставленных программой задач. Наиболее часто аспирантура фигурирует в программах развития в контексте предоставления финансовой поддержки и возможностей трудоустройства аспирантов: почти три четверти всех вузов-участников планируют внедрение таких мер. Развитие партнерств, в том числе сближение аспирантуры с индустрией, повышение уровня подготовки аспирантов за счет более раннего и/или интенсивного вовлечения их в научную деятельность также встречаются в программах развития университетов, хотя и с меньшей распространенностью - от 12 до 50% вузов планируют внедрение перечисленных мер. Наконец, сравнительно меньшее внимание в программах развития университетов уделено модификации критериев и процедур отбора аспирантов и повышению качества научного руководства - лишь 5% вузов заявили подобные мероприятия. В статье также приводятся примеры конкретных предложений по реализации перечисленных мер в рассматриваемых вузах. Результаты проведенного исследования могут быть полезны руководителям отделов аспирантур российских университетов для разработки локальных мер развития аспирантуры.
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Трудности интеграции как причина отсева студентов – победителей олимпиадЕлена Горбунова, Екатерина Маюкова, Елена Овакимян и Данила ПавлюкВопросы образования, 2024, № 4, С. 33–60This paper sheds light on opinions of reasons of dropout of students enrolled at university as Olympiad winners. This phenomenon is considered using the case of a highly selective university, which has faced a significant increase in the share of enrolled by Olympiads for state-funded places in the past few years. The study is carried out using a qualitative methodology, based on interviews with the organizers of the Olympiad movement and students of the Department of Mathematics and the Department of Computer Science. The individual and institutional reasons for the expulsion of students-winners of the Olympiads are singled out and the recommendations are proposed to reduce the dropout rate.