Specifics of the subject-subject component in the system of forming the culture of academic integrity among future Doctors of philosophy

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dc.contributor.authorKuzmenko, Anastasiiaen
dc.date.accessioned2024-10-23T07:19:36Z
dc.date.available2024-10-23T07:19:36Z
dc.date.issued2024
dc.description.abstractThe article presents the convergence of all subjects in the system of forming PhD’s culture of academic integrity. The future PhD is defined by research excellence, interdisciplinary exploration, international exposure, pedagogical involvement, ongoing professional growth, social commitment, and analytical thinking. Engaging in teaching, international experiences, and continuous self-improvement is pivotal. The ethical and virtuous subject-subject relationship between a future PhD and a research supervisor include mutual respect, integrity and honesty, mutual understanding of expectations, openness to thoughts and ideas, assistance and support, and interaction at meetings and sessions. The faculty of the graduating department plays a crucial role in shaping the academic integrity culture for future PhDs. Academic staff ensure their qualifications, engagement in research, and adherence to licensing conditions. Qualified staff with practical, research, managerial, and innovation experience may also contribute to the educational process. The ethical and virtuous subject-subject interaction between the future PhD and department faculty include mutual respect and openness, integrity and faith, academic support, participation in academic communities, commitment to deadlines, interaction in seminars and courses, and support for professional growth. The administrative-regulatory structure is responsible for coordinating administrative and regulatory functions. The interaction between the university rectorate and future PhDs includes the ethical subject-subject relationship between a PhD student and the administrative-regulatory apparatus involves principles such as mutual respect and open communication, integrity and honesty, academic support, clear understanding of roles and expectations, timely and efficient processes, professional development support, ethical issue resolution, and feedback mechanisms.en
dc.identifier.citationKuzmenko A. Specifics of the subject-subject component in the system of forming the culture of academic integrity among future Doctors of philosophy / Anastasiia Kuzmenko // Наукові записки Бердянського державного педагогічного університету. Серія: Педагогічні науки : зб. наук. пр. – Бердянськ : БДПУ, 2024. – Вип. 1. – С. 198-207en
dc.identifier.issn2412-9208
dc.identifier.urihttps://dspace.bdpu.org.ua/handle/123456789/4072
dc.language.isoenen
dc.publisherBerdyansk State Pedagogical Universityen
dc.relation.ispartofseriesPedagogical sciences; 1en
dc.subjectculture of academic integrityen
dc.subjectDoctor of Philosophyen
dc.subjectscientific supervisoren
dc.subjectacademic staffen
dc.subjectpedagogical systemen
dc.subjectsubject-subject componenten
dc.titleSpecifics of the subject-subject component in the system of forming the culture of academic integrity among future Doctors of philosophyen
dc.typeArticleen
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