printScientific Mentoring in Higher Education:
a Communicative Approach to Interpretation
Ambarova P.A.
Dr. Sci. (Soc.), Prof., Ural Federal University, Yekaterinburg, Russia borges75@mail.ru
The research was carried out at the expense of a grant from the Russian Science Foundation № 23-28-01291, https://rscf.ru/project/23-28-01291/
Ambarova P.A. Scientific Mentoring in Higher Education: a Communicative Approach to Interpretation. Sotsiologicheskie issledovaniya [Sociological Studies]. 2025. No 2. P. 40-51
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.
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