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The diversification of professional trajectories of academic degree holders is now becoming a global trend, and it prompts us to take a fresh look at the problem of evaluating the effectiveness of existing institutions for the training of academic and research personnel – the systems of doctoral education in Russia and abroad – in terms of the training of academic researchers and higher education teaching staff. Our two articles which share the scope of problems and have a single general concept, consecutively address the following issues: the collection and analysis of empirical data on training in doctoral programs; the dynamics of dissertation defense by graduates after the completion of doctoral programs; the actual timeframe of doctoral students’ advancement to their degree; the proportion of graduates who continue their scientific career after graduating from the doctoral program. The first article analyzes the organizational and methodological aspects of information and analytical support of institutions responsible for doctoral education in the countries of the European Union, the United States and Russia. It provides information about the organization of the systems for monitoring doctoral education and doctoral program graduates’ professional careers in foreign countries. The authors note the insufficient information support for the programs aiming to develop doctoral education in Russia, as well as the lack of empirical data necessary to assess the effectiveness of Russian doctoral education in the reproduction of human resources for the research and education sector. The results of the authors’ scientometric research concerning doctoral program graduates’ retention in the field of research and higher education are announced. The second article will present the details of the method and the results of these studies.

The study offers an overview of dissertation theses submitted by women at the Faculty of Arts and the Faculty of Sciences of Masaryk University from its establishment to 1939. It mainly focuses on dissertation theses in disciplines that belonged among what was at the time called philosophical sciences, that is, philosophy, psychology, pedagogy and sociology. The main goal of the study is to introduce the professional field of research of women at the particular place and time.

Theses reviewed in this issue include "An Aging Tug of War: The Accumulation of the Spontaneous L-Isoaspartate Modification in Proteins vs. Canonical and Novel Maintenance Pathways," "Cellular and Molecular Mechanisms Underpinning Microglial Activation During Remyelination," "Early Detection of Cancer Metastasis at a Synthetic Pre-Metastatic Niche Using Inverse Spectroscopic Optical Coherence Tomography," "Magnetic Stem Cell Spheroid Microrobots and Their In Vivo Applications," "Reprogramming Human Endothelium to Hematopoietic Stem Cells with Adaptive Immune Function," and "Scaffold-Free Three-Dimensional Bioprints Repair Small Intestine Injuries and Integrate Into Native Intestine." [ABSTRACT FROM AUTHOR]

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This paper explores the possibilities of examining undergraduate dissertations as sources. By means of archival research on a collection of Geography undergraduate dissertations at the University of Glasgow, comprising over 2,600 dissertations from 1954 to 2014, this paper argues for the epistemological value of both these "small" knowledge productions and the experiences of becoming a geographer for studying the history of Geography. A sustained study of the collection reveals that the dissertations comprise three kinds of sources: intellectual sources, seeing the dissertations as original pieces of academic research; cultural sources, examining the role of this "rites of passage" in becoming a geographer; and lastly, as social sources, whereby the dissertations illuminate a diverse, personal network within and beyond the university. The vastness of the archival collection of undergraduate Geography dissertations and the opportunities offered for a longitudinal examining of shifts within them over the years, revealing notable overall trends and traditions, ultimately discloses their own importance as exciting and striking original knowledge productions. This paper explores the possibilities of examining undergraduate Geography dissertations as intellectual sources, recognising the dissertations as original pieces of academic research; cultural sources, examining the role of this "rite of passage" in the experience of becoming a geographer; and lastly, as social sources, whereby the dissertations illuminate a diverse, personal network within and beyond the university. [ABSTRACT FROM AUTHOR]

Ukrainian scholarship on the European Union has undergone substantial changes over the last decades and requires a thorough examination of its different aspects. Based on the analysis of dissertation production on the EU-related topics, the purpose of this study is to provide a more comprehensive understanding of how the field of European studies advanced in Ukraine, expanded in response to domestic needs or external events and evolved in terms of its key topics and dominant disciplines. [ABSTRACT FROM AUTHOR]

Theses reviewed in this issue include "Developing the Next Generation of Universal Immune Receptors," "From Synthesis to Pathology: A Bottom-Up Approach to Studying the Role of Advanced Glycation End-Products in Diabetes and Aging," "Hybrid Bioactive Nanoparticles for Modulation of Tumor Microenvironment and Enhancing Radiation and Chemotherapy Efficacy," "In Situ Bioprinting of Planar Biomaterials and Tissues," "Novel AAV Engineering Technology: Identification of Improved AAV Variants for Gene Addition and Genome Engineering in Primary Human Cells," and "Substrate Reduction Therapy for Krabbe Disease and a New Murine Model for Cell-Autonomous Expression of Lysosomal Hydrolases." [ABSTRACT FROM AUTHOR]

University of Alberta (20) (20) (11) YUAN CHIEH YANG, 'Mass Technology, Mass Appeal, and Emotion in Mass Art.' Adviser: Jennifer Welchman. JOSHUA ST. PIERRE, 'Fluency Machines: Semiocapitalism, Disability and Action.' [...]