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Psychological-Educational Studies
2020. Vol. 12, no. 3, 61–79
doi:10.17759/psyedu.2020120304
ISSN: 2587-6139 (online)

Migration Attitudes of Graduate Students : on the Issue of “Brain Drain”

226

V.S. Sobkin, M.M. Smyslova, Y.O. Kolomiets

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Abstract

The article presents results of the inquiry that involved 803 postgraduate students of research organizations involved in the preparation of postgraduate students in the field of education sciences. The inquiry helps to investigate the specificity of plans of postgraduate students to work abroad and to move abroad for permanent residence. It also helps to reveal and describe the impacts of various socio-demographic and socio-stratification factors. In addition, there was made a comparison of the attitudes of postgraduate students and scientific researchers to temporary or permanent migration. The data is processed using mathematical statistics methods. The results of the study indicate that the migration attitudes of graduate students are determined by the influence of a number of socio-demographic (gender, age, presence and structure of the family) and socio-stratification (financial status, educational status of parents) factors. A comparison of the opinions of graduate students and scientific researchers shows that migration attitudes towards both temporary migration and emigration abroad are more widespread among postgraduate students than among scientific researchers.

General Information

Keywords: postgraduate studies, migration attitudes, migration plans, work abroad, labor migration, brain drain, socio-demographic factors, socio-stratification factors

Journal rubric: Psychology of Education

Article type: scientific article

DOI: https://doi.org/10.17759/psyedu.2020120304

For citation: Sobkin V.S., Smyslova M.M., Kolomiets Y.O. Migration Attitudes of Graduate Students : on the Issue of “Brain Drain” [Elektronnyi resurs]. Psychological-Educational Studies, 2020. Vol. 12, no. 3, pp. 61–79. DOI: 10.17759/psyedu.2020120304. (In Russ., аbstr. in Engl.)

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Information About the Authors

Vladimir S. Sobkin, Doctor of Psychology, Professor, Academician of the Russian Academy of Education, Head of the Center for Sociology of Education, Institute of Education Management, Center for Modern Problems of Modern Education at the Psychological Institute of the Russian Academy of Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-2339-9080, e-mail: sobkin@mail.ru

Maria M. Smyslova, Leading analyst, Laboratory of Sociological Research in Education of the Center for the Development of Education, The Federal State Budget Institution «Russian Academy of Education», Moscow, Russia, ORCID: https://orcid.org/0000-0002-4114-5316, e-mail: smyslovamaria@yandex.ru

Yurij O. Kolomiets, The Federal State Budget Institution «Russian Academy of Education», Leading Analyst of the Information and Analytical Center of the Russian Academy of Education, Information and Analytical Center of the Russian Academy of Education, The Federal State Budget Institution «Russian Academy of Education», Deputy Head of the Centre of Sociology for Education in the Institute of Education Management of the Russian Academy of Education, Centre of Sociology for Education in the Institute of Education Management of the Russian Academy of Education, The Federal State Budget Scientific Institution «Institute of Education Management of the Russian Academy of Education», Moscow, Russia, ORCID: https://orcid.org/0000-0003-1372-7519, e-mail: uokolomiets@gmail.com

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