INTEGRATION INTO THE SCHOLARLY COMMUNITYAND PHD IMPOSTER SYNDROME: DOCTORAL EDUCATION QUALITY ASSURANCE ASPECTS

Abstract

The article is devoted to the integration into the scholarly community and PhD imposter syndrome problem in the context of the PhD candidates training quality insurance. The aim of the study was to theoretically substantiate the main trends in the innovative development of doctoral education in the foreign educational discourse.The methodology of the study is based on a systematic approach to the analysis of educational policy, which regulates the training of the applicants for degrees equivalent to PhD. The methodological principles, the observance of which is provided by the research, include: objectivity, complexity, disclosure of contradictions of the studied subject, interdisciplinary, cultural conformity. Among the theoretical and empirical research methods prevail the following: analysis, synthesis, modeling, comparison, generalization of individual provisions of scientific approaches to substantiate the leading idea of the study, observation of the educational process, content analysis, statistical analysis.The study found that although imposter syndrome did correspond with significantly more illness symptoms, it was nonetheless a stronger predictor of mental health than physical health outcomes. It is therefore important to continue exploring the role of imposter syndrome and seriously consider targeting imposter syndrome as an intervention focus for improving the mental health of doctoral students.