Влияние социокультурных и экономических ресурсов семьи на доступность высшего образования в России

The process of globalization and the emergence of various new media are currently increasing the importance of the study of advertising in various fields, including higher education. This is due to the fact that the ability of manufacturers to create and display advertising texts makes it possible to effectively promote ideas, goods or services around the world for commercial and non-commercial purposes. The research is devoted to a comparative analysis of the development of the advertising specialty in higher education in post-Soviet Russia (1991-2020) and in the Peoples Republic of China (1949-2020). It presents the history of the formation and development of the advertising specialty in Russian and Chinese universities. The authors investigate the extent to which the development of this specialty in universities complies with the requests of government agencies and of the advertising industry in Russia and China in different periods. The goal of the study is to examine the specifics of the development processes of the advertising specialty in Russia and China and to identify their advantages and disadvantages. Addressing the topic is relevant due to the intensity of the development of advertising and to the need to search for new forms of learning for the further development of this promising specialty in higher education. The results of the analysis have helped identify similarities and differences in the development of these processes in the two countries and describe specific features of the latter with due account of social, economic and historical factors at various stages of development. The obtained data proves that, along with similarities, the development of the advertising specialty in higher education in Russia and China has certain differences, which is directly related to the ideological atmosphere, financial state, economic strategies, and higher education standards in the two countries.

This article represents the first study of legal problems and the potential development of publicprivate partnerships (PPP) in science and higher education in Russia. The author considers PPP to be the most flexible and promising instrument for attracting private investments for such infrastructure, which support required enhancement of cooperation between scientific and educational institutions and real companies, and therefore facilitates achieving national goals and strategic tasks for the development of science in the Russian Federation. Compared to ordinary models of cooperation between the public and private sectors, this approach represents closer cooperation of scientific and educational potential of the public sector with investment, technology, and industrial resources from the private sector. At the same time, the government and universities themselves, competing for students and financing, more than ever require resources for infrastructure development. The author analyses advantages of PPP models for both the private and public sectors, general conditions for development of this mechanism in the country, and how public-private partnership in the traditional sense in higher education and science in Russia has better prospects than elsewhere, such as Great Britain, where higher education is private and in the best case partially financed from the public budget. Furthermore, the government does not play a considerable role in managing educational organizations and does not own its facilities. At the same time, considerable disbalances between needs of economic and innovative development of the country and the quality of PPP legislation is clearly noted, as well as particular legislative problems, and the author provies recommendations on how to improve laws.

This paper studies transformations in the role of higher education in Russia as represented in official Soviet and post-Soviet policy documents between the 1950s and 2013. The focus is on the categories defining the purposes and tasks of higher education in the larger context of society and economy. There is a basic dichotomy in relation to the purposes and role of higher education, between vocational training (which is seen as a determining factor in the economic development) and personal development/education (seen as a condition of social development). The balance of these two poles, economic instrumentalism and social instrumentalism, changes throughout the history. The Soviet documents emphasized the importance of both, with the predominance of the social instrumentalism. The transitional period of the late 1980s and early 1990s is characterized by increasing humanistic discourse in regard to higher education. Later post-Soviet documents, reflecting neoliberal policies, largely abandon social instrumentalism and more exclusively promote the economic role of higher education. Economic instrumentalism is the meeting point of two historical eras, with their respective ideologies and political agendas. Connecting Soviet and neoliberal discourses highlights the importance of historical legacies in regard to the economic, applied nature of higher education, and underlines the crucial role of the state, which facilitated acceptance of neoliberal agendas in Russian society. The analysis also contributes to further understanding of the nature of the neoliberal reforms globally and in post-socialist countries.

В статье рассматривается система высшего экономического образования в России, с учетом Болонской системы и ее цифровизация. Проводится оценка компетентностной модели образования с учетом профессиональных требований по направлениям подготовки внутри укрупненной группы Экономика. Анализируются профессиональные компетенции и их преемственность. Приводятся мнения разных групп авторов как в пользу применения Болонской системы образования в России, так и против нее. Проведен анализ структуры федерального государственного образовательного стандарта по направлению подготовки Экономика. Рассмотрены различные подходы к формированию профилей подготовки в соответствии с федеральными государственными образовательными стандартами высшего образования в России. Предложены варианты трансформации высшего экономического образования в России с учетом цифровизации и в связи с выходом из Болонской системы. The article examines the system of higher economic education in Russia, taking into account the Bologna system and its digitalization. The assessment of the competence model of education is carried out taking into account professional requirements in the areas of training within the enlarged Economics group. Professional competencies and their continuity are analyzed. The opinions of different groups of authors are given both in favor of the application of the Bologna education system in Russia and against it. The analysis of the structure of the federal state educational standard in the field of Economics training is carried out. Various approaches to the formation of training profiles in accordance with the federal state educational standards of higher education in Russia are considered. The options for the transformation of higher economic education in Russia, taking into account digitalization and in connection with the exit from the Bologna system, are proposed.

Subject. I address the impact of higher education expansion in Russia on the income level of economic agents interacting with university graduates of different majors. Objectives. The aim is to test the hypothesis about the existence of externalities of the expansion of higher education in Russian conditions that are characterized by the diminishing return on the increase in the share of economically active population with higher education and the differentiation of the impact of increase in the number of graduates with different educational majors. Methods. To evaluate the external effects of the expansion of higher education in Russia, I performed a regression analysis of the Russian Longitudinal Monitoring Survey data. Results. I revealed a positive external effect of the expansion of higher education in Russia. It decreases as enrollment in higher education increases. In Russia, specialists in the field of law and public administration benefit from the expansion of higher education. The increase in the share of graduates with higher technical education does not produce significant positive external effects due to the structure of the Russian economy and its economic development model, which has a limited demand for competences providing innovative development of industry. Conclusions. Despite the decline in external effects of investment in higher education, the decision to obtain it remains quite rational, as the private return on higher education remains quite high. Improving the external effects of training specialists in technical and natural sciences requires improving the training programs of Russian technical universities and institutional changes.

The article considers the massification of higher education in post-Soviet Russia and shows its special aspects against the background of the studentship history in our country from 1917 to 2017. The main cause of the boom in the sphere of higher education at the turn of the century is the social and economic transformation of the society. The emergence of private universities and fee-based education in the public sector of higher education provided opportunities for broad segments of society. The unmet demand for higher education has resulted in an upsurge in the interest to higher education among the society. The similar boom and wave-like dynamics may be traced regarding postgraduate training due to long lasting deficit. The paper presents the results of comparing student body dynamics in universities, postgraduate and doctoral schools and shows the boom synchronicity at the levels of universities and postgraduate schools.

In the article the history and the actual state of the system of professional higher education (PHE) in Russia is examined. The analysis of recent tendencies of the sector is presented, and its life cycle is investigated. The necessity as well as the possibility of the approximation of key parameters of the higher education system are proved using the logistic function. A specific situation emerged in 1991–2009, characterized by a saturating avalanche-like process. It included mass demand of the Russian population for higher education, low cost of educational service, lowering of the market entrance barriers for new educational institutions. The education law of 1992 played the role of catalyst in these processes. The model of quantity of students is constructed; the conditions, which define the level and dynamics of the key indicators of PHE are examined. Authors formulated and substantiated their position in relation to the planned trends of PHE restructure.

This is a case study of the historical development of a private Christian faith-based school of higher education in post-Soviet Russia from its conception in 1990 until 2006. This bi-national school was founded as the Russian-American Christian University (RACU) in 1996. In 2003, RACU was accredited by the Russian Ministry of Education under the name Russko-Americansky Christiansky Institute. RACU offers two state-accredited undergraduate academic programs: 1) business and economics, and 2) social work. RACU also offers a major in English language and literature. The academic model of RACU was designed according to the traditional American Christian liberal arts model and adapted to Russian higher education system. The study documents the founding, vision, and growth of RACU. It provides insight into the academic, organizational, and campus life of RACU. The study led to the creation of an operational framework of the historical development of RACU. The study also provides recommendations for the development of new Christian liberal arts colleges and universities based on the experience and the underlying structure of RACU.

This qualitative study explored the motivations, goals, and experiences of 25 female apparel majors enrolled at two large Russian universities. Data were collected via in-depth interviews and a demographic questionnaire, and interpreted thematically to explore commonalities and differences across student narratives. Substantial reforms resulting from profound socioeconomic and political changes have affected both higher education and industry in Russia. Based on the analysis of student narratives, three topical areas are used to structure the thematic interpretation and to address key issues stemming from the students' perceptions regarding the relationship between Russian apparel programs and the country's apparel industry. The results establish the significance of apparel programs for facilitating Russian women's career aspirations and have implications for understanding the educational and employment goals of women from an international perspective. Further research is needed to understand the roles these Russian women take on within the industry after graduation.

Problem and Purpose. The paper deals with different views on the problem of recessionary processes in the Russian higher education. The authors consider the significant impact of the educational doctrine of neoliberalism to be a significant reason for the systemic crisis of the higher education in modern Russia. The purpose of the article is to analyse the main ideological postulates of neoliberalism that address education directly and turn it into an integral part of the global economy. Materials and methods. The research materials are represented by scientific publications of Russian and foreign authors, including pedagogical and socio-political periodicals, conference materials, monographs, Internet resources. The following methods were used: source study, comparative description, comparative and linguistic analysis. Research findings. The authors note the large-scale active penetration of neoliberal ideology into the sphere of education. Particular attention is paid to the analysis of attractiveness of “human capital” and “lifelong learning” ideologemes in neoliberal interpretation, which in fact turn out to be the mechanisms for devaluation of spiritual meaning of education and its commodification. The article presents critical arguments in respect of the strengthening neoliberal position present in the activities of Russian universities: involvement in competition, signs of “academic commerce”, commodification of scientific and educational products, bureaucratisation. It is emphasised that, in the context of the structure of university education according to the business process model, students are offered the position of educational services consumer, which is hypocritically decorated as training of “cognitarians” – creative leaders of the “knowledge economy” era, but in fact – narrow specialists with a set of competences that require constant updating. Conclusion and resume. The study has shown that the problem of higher education crisis is actively discussed by the scientific and pedagogical community in the West and in Russia; the influence of economic and political processes on the traditional foundations of university education is tangibly realised. However, the search for solution to the relevant problems will take place in different directions: the West focuses more on the political leverage of transformation, while the Russian education is aimed at development within its methodological guidelines. The withdrawal from the crisis and overcoming the influence of the educational doctrine of neoliberalism is possible only through the establishment of a new ideology in Russia.

This chapter explores the experiences of young women in higher education in post-Soviet Russia. Alongside interviews with educational experts, this research includes in-depth interviews with 15 female university students and five recent graduates. The empirical analysis is set within wider debates regarding reflexive modernisation and individualisation. While research participants demonstrate agency and choice, these were not always supported by resources and opportunities, especially when it comes to the emerging higher education system which is entrenched in corruption. This chapter shows that these young women deal with these constraints and challenges in complex and 'individualised' ways.

This is a case study of the historical development of a private Christian faith-based school of higher education in post-Soviet Russia from its conception in 1990 until 2010. This binational school was founded as Russian-American Christian University (RACU) in 1996. In 2003, business and economics as well as social work undergraduate academic programs were accredited by the Russian Ministry of Education. In 2008, RACU added English language and literature to the list of its state-accredited undergraduate academic programs. The academic model of RACU was designed according to the traditional American Christian liberal arts model and adapted to the Russian higher education system.

The objective of the article is a comprehensive study of state policy in the field of higher education in Russia, an analysis of its conceptual foundations and practical mechanisms for implementation. The relevance of the work is due to the dynamic transformation of the educational space under the influence of the technological revolution, globalization processes and the changing requirements of the modern economy for the training of specialists. In the context of digital transformation and increased international competition in the field of knowledge, higher education is acquiring strategic importance as a factor in economic development and national security. This requires the state to develop a balanced policy that combines innovative approaches with the preservation of traditional academic values. Of particular importance are the issues of ensuring equal access to quality education and supporting research activities in universities. The methodological basis of the study is based on a combination of a systems approach and interdisciplinary analysis. The study of the regulatory framework and strategic documents allows us to identify the priorities of state regulation in the educational sphere. The use of sociological methods (expert interviews, public opinion analysis) makes it possible to assess the effectiveness of the measures being implemented and identify existing problems. Particular attention is paid to the role of the state as a system-forming element in the development of higher education. The theoretical significance lies in the systematization of problematic aspects of state policy in the field of higher education in modern Russia, which contributes to the deepening of scientific understanding of its effectiveness and contradictions. The work expands the theoretical basis for the analysis of educational reforms, identifies key trends and patterns, and forms the basis for further research in the field of educational policy. The results can be used to develop new concepts and models of higher education management. The practical significance lies in identifying key problems of higher education, which allows developing recommendations for government bodies to improve educational policy. Based on current data, the authors identify key trends and prospects for the development of the Russian higher education system in the context of global challenges.

Reviewed by: Higher Education in Russia by Yaroslav Kuzminov and Maria Yudkevich Stephen Webber Kuzminov, Yaroslav and Yudkevich, Maria. Higher Education in Russia. Johns Hopkins University Press, Baltimore, MD, 2022. xxxvi + 389 pp. Tables. Notes. Bibliography. Index. $59.95: £44.50 (paperback & e-book). The societal, political and economic changes introduced in the Soviet Union under Mikhail Gorbachev opened the way to attempts to reform the Soviet education system, both from above, and also through bottom-up efforts of innovators working at the classroom level. Changes were also seen, in the late Soviet period and into the post-Soviet era, at institutional level, in the higher education (HE) sphere (in what had been highly-centralized system to that point), including the introduction of new, independent higher education institutions (HEIs). The motives for change were seemingly clear — a pressing need to modernize the higher education system, release it from ideological control and constraints, reinvigorate disciplines (particularly the social sciences) and introduce new fields of study necessary for the transition to the market economy, instil a spirit of academic freedom in line with the democratic transformations to which the governing elites had apparently committed the country's path forward. One such new HEI was the Higher School of Economics (HSE), established in 1992, with Evgenii Yasin (Minister for the Economy 1994–97) and Yaroslav Kuzminov (rector of HSE from 1992 to 2021) playing the key roles in setting up the new university — which has since gone on to be a key institution in the Russian system, with a headquarters in Moscow and three additional campuses in Russia. Kuzminov, co-author of the volume under review along with Maria Yudkevich (a vice rector at HSE and author of numerous works on HE in Russia) has been at the core of higher education sector reforms — including the transition to the Unified State Examination taken by school-leavers as the entry mechanism to higher education (away from institution-based entry procedures that were rife with corrupt practices), and the entry of the Russian Federation into the Bologna Process. The authors of the volume were therefore able to draw on long and close experience of developments in Russian higher education when preparing this volume. [End Page 787] The book begins with two chapters covering the historical background to the contemporary system, focusing on the development of Russian higher education from the establishment of the Academy of Sciences in 1725 and subsequent expansion of the system in the nineteenth century (with reforms mirroring the swings between liberalization, conservatism and repression seen in Russia as a whole during this time), and under Soviet rule in the period 1917–91. The authors provide an effective overview of the key features that shaped the system in its formative years, and which have continued to exert a strong influence ever since. These include the role of the State in influencing (controlling) the organization, resourcing and content of higher education; the centralized features of the system (including the commonality of curricula across the country, the requirements for HEIs to train students in line with the needs of the State and key sectors of the economy, the disbalanced focus on the first mission of universities in teaching and learning, coupled with separation of the second mission of research and neglect of the third mission of societal engagement). The remaining seven chapters of the book focus on the contemporary Russian higher education system, tracing the developments seen since 1991 in the spheres of Governance and Resources, school-to-higher education transition of students and their subsequent experience of HE studies, the academic profession, the research role of universities, the organization of university activities and the transition to a 'project approach' and the internationalization of Russian higher education. This wide-ranging review, supported by extensive referencing to statistical data, allows the reader to gain an informed perspective on the extent to which such initiatives as the 5-100 programme (aimed at establishing a constant presence of at least five Russian HEIs in the global top 100 rankings by 2020) have been effective with regard to the institutions involved. As the authors note across the review, the legacy of the past trajectories in Russian and...

During the period of work of Russian universities according to the rules of the Bologna system, the quality of higher education has decreased. The discrepancy between the training programs for students and the current and future needs of the labour market of specialists has aggravated. The accumulated problems became the basis for reforming higher education in Russia. Methods of induction, comparative and content analysis of the reasons for changes in the education of students in undergraduate and graduate programs from 2002 to 2020. installed. Strategic documents and practical results of the activities of universities have been studied. The analysis of official sources of information and scientific publications of domestic and foreign authors revealed problem areas in the training of specialists by Russian universities. The key role of higher education in the reproduction of human intellectual capital has been proven. Recommendations for improving the organization of the educational process and resource support for the training of students at various levels of ISCED-2011 have been formulated.