Scientific mentoring in higher education: a communicative approach to interpretation
- Authors: Ambarova P.A.1
-
Affiliations:
- Ural Federal University
- Issue: No 2 (2025)
- Pages: 40-51
- Section: SOCIOLOGY OF SCIENCE
- URL: https://journals.rcsi.science/0132-1625/article/view/288350
- DOI: https://doi.org/10.31857/S0132162525020044
- ID: 288350
Open Access
Access granted
Abstract
The article offers an interpretation of the phenomenon of scientific mentoring in higher education from the standpoint of communicative methodology. It is proved that such an interpretation helps to understand the meaning of scientific mentoring and correlate it with other practices of training young researchers (scientific supervisor, scientific school). Scientific mentoring is considered as a hybrid scientific and educational phenomenon reflecting the relationship between science and education in higher education, as well as the communicative relationship between scientific and educational cultures. The communicative interpretation of scientific mentoring is discussed in some aspects: its position in the system of formal and informal scientific communications, in symbolic communications of the academic environment, transmission of meanings and meanings to the younger generation, implicit knowledge, ethical norms and social emotions regulating activities and interaction in the scientific community. The importance of the communicative interpretation of scientific mentoring for the development of the sociology of higher education and the sociology of science, university management practices of science is shown.
Full Text
About the authors
Polina A. Ambarova
Ural Federal University
Author for correspondence.
Email: borges75@mail.ru
Dr. Sci. (Sociology), Professor, Department of Sociology and Technologies of Public Administration
Russian Federation, EkaterinburgReferences
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