Russian Higher Education Research Articles

Учебник РКИ делового (профессионального) общения: принципы моделирования

In the conditions of the new government demand for training foreign specialists of various profiles in Russian higher education, the task of optimising the existing educational paradigm in the field of teaching Russian as a foreign language for special purposes is actualised, the most important link of which is the methodological goal set for the formation of the learners' (foreign or Russian universities’ students) ability to overcome the ideological threshold in professional interethnic (intercultural) communication. The analysis of research and methodological literature gives grounds to assert that Russian linguodidactics is ready to ensure the convergence of the pedagogical process, in which formal language teaching, professional training and education in line with the Russian culture and value paradigm can be presented syncretically within the framework of problem-based and / or interactive approaches in one (unified) teaching tool — a textbook / workbook / training manual / training course / educational-methodical complex. As one of the possible strategies for a comprehensive solution to the problem of compliance of educational resources with the latest social challenges, the potential of a new method of creating teaching tools — the method of casual illustrated narrative (CIN), which provides synergetic presentation of the language and culture of business (professional) communication in the framework of the scenario form and thus determines the possibility of building a model of the space-time continuum of professional communication, is substantiated. As a proof of the success and practical significance of the proposed strategy — the SIN method — we present the online course "Russian for Life and Work" developed in 2024 for migrant workers from CIS countries (SPbU, Uzbek national version), the results of the approbation of which led the Russian government to instruct a number of Russian universities to create additional national versions.

Features of electronic (virtual) internationalisation of higher education in Russia and Kazakhstan

Introduction. The use of information and communications technologies in the sphere of higher education has received its new embodiment in promoting universities into the global educational space. The aim of the study was to find out how electronic internationalisation is implemented in some universities in Russia and Kazakhstan and what the prospects for its development are. Materials and methods. The survey was implemented on the basis of the methodology for scrutinising Englishlanguage pages of university websites, developed by the Russian Council on International Affairs in 2015. Materials from 5 English-language versions of websites of state universities in Russia and 5 websites of state universities in Kazakhstan were used. The used methods involved induction of empirical material collection; comparative method of studying the results; analysis and generalisation. Results. The most stuffed website sections of all selected five Russian universities are “About the University” (100%), “Contacts” (96%), “University History” (90%), “Admission” (96%), “University Mission and Strategic Goals” (93%), “Science and Research” (90%), “Units and Departments” (80%), “Foreign Partners” (80%). In 80% of the universities, all or most (2/3 of the total number) curricula in the English language have no news blocks in English or additional materials about the programmes (presentations, videos, booklets, etc.). The section “Career” in English is the most problematic in almost all of the surveyed universities. It is singled out as a special section only in 60% of the explored Russian universities. The most stuffed website sections of all selected five Kazakhstani universities are “Contacts” (84%), “About the University” (60%), “Admission” (60%) and “Science and Research” (50%). The other sections are less than 50% complete. Moreover, the section “Career” (28%) is the most problematic in terms of data content. The study showed that the Russian state universities which are in the top 5 in terms of student numbers are striving to improve the English-language versions of their websites and translate website sections into other popular languages. The survey of the Kazakhstan universities showed the opportunities for the development of electronic internationalisation in the country. Conclusion. Electronic internationalisation is a new promising form of international communication for universities in Russia and Kazakhstan. Some recommendations were formulated to develop electronic (virtual) internationalisation for both countries: translation of websites into other foreign languages; regular updating of information along with the development of strategic and marketing plans; promoting international identification of universities; use of digital marketing; due account of the immersive nature of internationalisation.

Knowledge Management Status in Russian Higher Education

Abstract: Though the issue of knowledge management (KM) education is not new in the KM literature, there is not much research on KM education in Russia. There is only one thorough study, published in 2018, that represented what KM education was in this country by that year. There is a lack of case studies on KM courses taught in Russian universities. This paper reviews the current situation with KM education in Russia and focuses primarily on KM as a bachelor’s and master’s course in Russian universities. It demonstrates the way KM has developed since the late 1990s when Russian research began to increase in a variety of fields. The Russian database eLIBRARY. ru and the internet were searched for KM courses and courses that included KM as a topic. This paper presents a range of KM courses that were taught from 2011 to 2022 and the fields of studies that included these courses.

Formation of the structure of choreographic competencies among university students: Specifics of the competency-based approach

Introduction. The article discusses the features of higher choreographic education at the present stage of development. The authors analyze the specifics of training of choreography students based on the documentary flow of educational publications in the electronic information and educational environment. The competencies in the field of training «Choreographic Art» are considered on the basis of the federal state educational standard of higher education in Russia. The relevance of transforming the competency-based model of university graduates is emphasized, taking into account current standards in the field of training personnel in the field of culture and the arts.Purpose setting. The purpose of the article is to reveal the essence of terminological interpretations of the conceptual apparatus in the field of the competency model of skills in the choreography by studying the documentary flow of educational publications.Methodology and methods of the study. Based on specially prepared, proprietary methodology for studying the documentary flow of educational publications and the application of the content method, we identified the essence and dynamics of the manifestation of the documentary flow of educational publications.Results. The article discusses the features of higher choreographic education at the present stage of development. The authors analyze the specifics of training choreography students based on the documentary flow of educational publications in the electronic information and educational environment. The competencies in the field of training «Choreographic Art» are considered on the basis of the federal state educational standard of higher education in the Russian Federation.Conclusion. A solution to the problem of low efficiency of using new knowledge in the concert-making component is proposed by studying the documentary flow of educational publications in the field of culture and the arts, supporting their competency-based development model.

THE HISTORY OF THE FORMATION OF THE HIGHER EDUCATION SYSTEM IN MODERN RUSSIA UNTIL 2016

This article is devoted to the analysis of the key stages of the development of higher education in Russia after the collapse of the USSR. The paper examines the factors that influenced the transformation of the system, from political and economic changes to social and cultural influences. The author examines the main reforms of higher education carried out in the 90s and in the 2000s, with an emphasis on their impact on the structure, content and financing of educational programs. The article analyzes the changes in the role of the state and the private sector in education, as well as the impact of globalization and international standards. Special attention is paid to the processes that have influenced the availability of higher education, the quality of training of specialists and their demand in the labor market. The article highlights the main problems faced by the higher education system in Russia during this period and analyzes the prospects for its further development.

Imitation games. Review of the book “Ethnography of Bogus. Who and How Writes Custom Academic Papers in Russia” by A. Davydov and P. Abramov

The reviewed book is based on field research supported by the Khamovniki Foundation for Social Research. The unique nature of the material is emphasized, since this type of activity cannot be viewed externally, representing illegal practices in Russian higher education. The review briefly outlines the main sections of the monograph. A social portrait of authors of commissioned works is described in detail (in the terminology proposed by Aleksandr Davydov and Pavel Abramov – scriptors, i.e. literally the creators of text arrays). Methods identified by the authors for searching customers and the rules for interacting with them are presented. The basic approach of the authors is discussed. They consider imitation practices, including the presence of custom-made works, as a reflection of the shortcomings of higher education in Russia. The review concludes that the approach proposed by the authors certainly deserves public discussion. At the same time, the reviewer expresses confidence that the practices under study are not widespread; the atmosphere existing at a university plays a big role, especially informal internal rules of behavior of students and professors, the level of teaching staff, etc.

Evolution of educational standards for designer training in Russian higher education during the late 20th and early 21st centuries

Evolution of educational standards for designer training in Russian higher education during the late 20th and early 21st centuries

Политэкономическая оценка продвижения системы образования в России в условиях становления цифровой экономики

The article reviews a political-economic analysis of the growing dynamics of the education system in Russia, using the example of higher education in the creative solutions of the digital economy. The author examines the economics of education from the political economy view. The evolution of targets in higher education is presented. When comparing definitions of higher education targets, they provide two mutually related, but competing functions of higher school: the role of higher education in the teaching workforce for all economic sectors and the general intellectual growing of a creative, socialized personality. The nature of economic interests in the higher education system is determined. Market economy and democratic society principles imply models of competitive harmony in economic interests of higher education. The educational product is analyzed from the principle of diglossia as a public and private benefit. In the near future, a combination of fee and free higher education in Russia is inevitable. However, the share of fee-paying educational services of universities will dramatically increase. The analysis confirms academic steps to create a scientific product in the digital economy. Competition of universities in the market of scientific products for receiving profitable contracts with firms and corporations stimulates universities to increase their rankings. The conclusion shows the inconsistency of the dynamics of the development of the education system of Russia in the digital economy. An important contradiction is in the prevalence of political decisions free from long-term socio-economic consequences.

Применение метода ВИРТУОЗ (Вариативное Игровое Решение Трудных Учебно-Образовательных Задач) при выборе университета для обучения

In the context of the permanent transformation of the higher education system, it is not only game practices that are in demand, but also the widest possible gamification of the educational process itself in higher education. The article discusses the option of organizing the game VIRTUOZ (Variable Game Solution of Difficult Educational Problems) at an open day with applicants and their parents. The VIRTUOZ game is held in order to form an objective opinion among its participants about where to go to study on the basis of a comprehensive comparison of information from open sources on competing departments that are currently training students in a particular field in the corresponding region (regions). Variants of tasks/competitions for team members are given, allowing to compare departments by the share of employed graduates and their average salary; on the structure of academic titles of teachers; indicators of scientific activity; tuition fees. Variants of creative contests for viewers are given. In the future, it is possible to hold other competitions and introduce weights for certain aspects of the department's activities, based on their importance for applicants and their parents, either setting them in advance, or offering to do this directly to team members. Competent gamification of the educational process in Russian higher education, starting with the admission of applicants and ending with the employment of graduates, is designed to help in the development of domestic higher education today and in the long term.

Prospects of cultural interaction between Russia and China in the field of higher education in the XXI century

The article examines the main problems of current Russian-Chinese relations in the field of cultural exchanges and higher education in Russia and China. The goal of the research is to identify the historical origins of the formation of cooperation between the two countries in the field of higher education, the possibilities of developing the system of intercultural communications in the education sector of Russia and China in modern conditions. The research methodology includes an analysis of cultural, historical, regional and social components. The main directions of merging the cultural areas of these countries have been compared. The cooperation between the Russian Federation and the People's Republic of China at the present stage and the prospects for its development in the field of education have been studied in detail. Close attention is aimed at improving the educational process and the development of intercultural relations. This cooperation has been considered on the example of several universities in Russia and China. The experience of organizing partnerships between universities has been studied through the prism of modern Russian educational practice. Further development prospects have been highlighted, taking into account their needs. As a result of the research, the author has concluded that, despite the constant changes in the modern geopolitical situation in the world, the relations between the countries remain stably diplomatic. It has been noted that the main priority of the Russian foreign policy towards China is the development of diplomacy and mutual communication between the two bordering states; options for solving the tasks set, linking them with Russia's change in its foreign policy course and directing it towards cooperation with China, the leader of East Asian countries have been proposed. These conclusions determine the desire of modern society to achieve mutual understanding in the field of intercultural communications between Russia and China.

The demographic, social and professional factors affecting choice of employment place and labor motivation of general practitioners and districts therapists

The article considers social, demographic and professional factors determining choice by general practitioners and district therapists of place of employment and their professional motivation. The special questionnaire was developed to be applied in sociological survey. The sampling included general practitioners and district therapists of outpatient medical organizations of the Health Department and the private health care sector of Moscow. The final analysis included 399 questionnaires. It is established that possibility of job combining depends on number of children physician has. The significance of conditions for career growth increases with physician age and availability of adult children. The opportunities for research and education activities are of great value for physicians of private health sector who obtained higher education in Russia and having adult children. The preferred management style of line manager and model of communication with patient are affected by level of workload, working conditions and income level. The preferences regarding type of organizational culture are affected by place of birth. For physicians who graduated from Russian universities, significant factor of non-material incitement is possibility of additional rest. The physicians of older age working in private health sector more often consider career advancement as professional development goal. The factors influencing choice of place of employment and professional motivation in general practitioners and district therapists are summarized. The proposals for attracting, retaining and stimulating physicians are formulated.

Рейтинги как составляющая государственной политики по повышению конкурентоспособности вузов России

The work is devoted to ratings as components of state policy to increase the competitiveness of Russian universities. It is noted that in recent years ratings have become the most important instrument of public policy in Russia. The results of rating studies are used to regulate many socio-economic processes, including the development of regions and organizations. This is due to the fact that ratings help analyze the process based on the use of a large number of indicators, as well as manage this process. As a tool for regulating the development of higher education, rankings have been actively used in Russia since 2012, when the practical implementation of a program to increase the competitiveness of leading Russian universities among world research and educational centers began. However, focusing on the indicators of international rankings, which do not take into account the peculiarities of the organization of science and higher education in Russia, along with positive results, also had a negative impact on a number of processes in the development of higher education. University rankings developed in Russia, for example, the Moscow International University Ranking “Three University Missions,” contain indicators that take into account the quality of education, the volume of scientific research performed, and the participation of universities in the life of local communities. As a result, it was noted that the experience of developing university rankings in Russia can form the basis for the formation of a national ranking of universities. The effectiveness of the national ranking of universities, as an instrument of state policy of the Russian Ministry of Education and Science, will depend on what indicators are included in the ranking. To determine the most effective indicators, it is necessary to assess the regulatory impact for each indicator, calculate the effects and risks of using indicators that evaluate Russian universities.

Negative Impacts of the High-Tech Implementation in the Russian Higher Education Sector

Introduction. The institute of education in modern society is currently in the process of serious transformation associated with the large-scale introduction of high technologies, which is due to a similar process in post-industrial society as a whole. There is a growing understanding of the negative consequences of digitalization of society and education along with the understanding of the objective necessity of such transformation. The article contains an analysis of the negative consequences and problems arising in the course of the spread of digitalization of higher education in Russia. Methodology and sources. The methodology of the research is based on the methods of comparative analysis and extrapolation of transformations of social environment and anthropological factors under the influence of technological progress in the field of higher education. The signs of “high technology poisoning” considered by J. Naisbitt in his book “High Tech – High Touch: Technology and Our Search for Meaning” and the concept of extensive and intensive types of creativity formulated by A.I. Stoletov are a conceptual basis for analyzing the impact of high technology on education. Results and Discussion. Seven symptoms of technological poisoning in higher education, representing the main risks of the modern educational system, their manifestations in the educational process and prospects in case the existing trend persists, have been considered. One of the sources of manifestation of these symptoms is the extensive character of creativity inherent in scientific and technological activity of the society, which stakes on innovative development and mastering of material aspects of nature. The technogenic character of the emerging innovation process levels out the activities associated with the intensive type of creativity, aimed at the meaning-creating and existential aspects of human existence. Conclusion. Minimization of negative consequences presupposes the strengthening of the humanitarian component in education, allowing to form a culture of “pause of contemplation” (Grigory Pomerantz), in which technology will acquire, as it was suggested by J. Naisbitt himself, a fullness of meaning that goes beyond instrumental values into the realm of ethical and existential ones.

“Cultivating a Sense of Duty and Responsibility to Society”: the Specificity of the “Service-Learning” Approach in China

Civic education and youth nurturing continue to be the focus of academic discussions. Over the past decade, in Russian higher education there has been an increasing interest in intensification of youth policy, as well as the introduction of new ideological, philosophic disciplines and modules. In this regard, the experience of those foreign countries that, like Russia, are faced with the tasks of forming national identity, citizenship, solidarity, and preserving traditional values, is worth exploring. The People’s Republic of China is one of the most telling examples among such countries. However, the development of civic education in China has not received sufficient attention in academic publications. This is especially noticeable in the service-learning pedagogical approach.As a result of the study, the influence of the cultural and historical context on civic education in China was revealed. Additionally, the differences in the implementation of service-learning in various regions of the country were identified. Firstly, China faces the challenges of countering the globalization, formation of the national identity, and preserving the traditional culture. Secondly, the country needs to unite mainland China and special administrative regions (SARs). The study found that civic education in general and service learning in particular are highly dependent on cultural and historical context. The political development of the country, the evolution of its education system, and the socio-economic differentiation between regions of China have a significant impact on the service-learning initiatives.

Returns to different levels of education in Russia

PurposeEducation system stimulates the development of human capital and provides informative signaling allowing to differentiate productivity of individuals. If education system is efficient then higher levels of education usually associated with greater returns on labor market. To evaluate the efficiency of Russian education system we aim to estimate the effect of vocational education and different levels of higher education on wages.Design/methodology/approachWe use data on 8,764 individuals in the years 2019–2021. Our statistical approach addresses two critical issues: nonrandom selection into employment and the endogeneity of education choice. To tackle these problems, we employed Heckman’s method and its extension that is a structural model which addresses the issue of self-selection into different levels of education.FindingsThe results of the analysis suggest that there is a significant heterogeneity in the returns to different levels of education. First, higher education, in general, offers substantial wage premiums when compared to vocational education. Specifically, individuals with specialist’s and bachelor’s degrees enjoy higher wage premiums of approximately 23.59–24.04% and 16.43–16.49%, respectively, compared to those with vocational education. Furthermore, we observe a significant dis-parity in returns among the various levels of higher education. Master’s degree provides a substantial wage premium in comparison to both bachelor’s (19.79–20.96%) and specialist’s (12.64–13.41%) degrees. Moreover, specialist degree offers a 7.16–7.55% higher wage premium than bachelor’s degree.Practical implicationsWe identify a hierarchical pattern in the returns associated with different levels of higher education in Russia, specifically “bachelor-specialist-master.” These findings indicate that each level of education in Russia serves as a distinct signal in the labor market, facilitating employers' ability to differentiate between workers. From a policy perspective, our results suggest the potential benefits of offering opportunities to transition from specialist’s to master’s degrees on a tuition-free basis. Such a policy may enhance access to advanced education and potentially lead to higher returns for individuals in the labor market.Originality/valueThere are many studies on returns to higher education in Russia. However, just few of them estimate the returns to different levels of higher education. Also, these studies usually do not address the issue of the endogeneity arising because of self-selection into different levels of education. Our structural econometric model allows addressing for this issue and provides consistent estimates of returns to different levels of education under the assumption that individuals with higher propensity to education obtain higher levels of education.

Advantages and disadvantages of digital reading: technical university students’ perspective

The article considers implementation of the state strategy for digital transformation of the Russian education, in particular, the integration of digital reading in the educational space of technical universities. It determines the ongoing scientific discussions about digitalization and its impact on such cognitive processes as perception, interpretation, and assimilation of information by university students. Reading is fundamental to learning and education. Therefore, it is relevant to analyze digital reading in the academic environment including its learning potential, as well as advantages and disadvantages. Although many domestic and foreign authors have written about digital reading, there is a lack of empirical studies analyzing the impact of modern technologies on readers’ perceptions of digital resources. Our article aims to fill this gap. The goal is to determine the technical university students’ attitudes towards digital reading, its advantages and disadvantages. We also identify methods for enhancing the use of digital reading in the university’s educational environment. Our pedagogical research employs such empirical methods as questionnaires, pedagogical observation, and interviews in the form of free frontal discussion. Quantitative and statistical analyses are used to process and interpret the obtained data. The novelty consists in digital reading as a new educational technology and the readers’ attitude towards it. The study involves 1st to 3rd year students from Bauman Moscow State Technical University (n = 222). The data obtained do not only identify the students’ assessments of the digital integration in the Russian higher education, but also outlines ways to optimize the use of digital technologies in the educational process. The study shows that the shift from traditional print media to digital reading has both advantages and disadvantages. It requires students to communicate with interactive multimodal texts on digital media, which can affect their cognitive, emotional, volitional, and physical development. This places special demands on the competence of university teachers.

The socialcultural context of the formation and implementation of the sociological education models in Russia

The article considers historical aspects of the formation and implementation of the sociological education models in Russia. The model developed by N.I. Kareev and M.M. Kovalevsky at the end of the 19th century was to teach sociology to students of all areas of university training. In 1901, sociologization of social sciences started at the Russian School of Higher Social Sciences in Paris, and in 1908 it was improved at the departments of sociology of the V.M. Bekhterev Psychoneurological Institute and A.L. Shanyavsky Moscow City People’s University. In 1918, P.A. Sorokin developed a professional model for training sociologists; until 1921 this model was implemented at the faculties of social sciences of the Moscow, Petrograd and Yaroslavl State Universities. In 1922, the implementation of both models was suspended due to the introduction of centralized plans to teach the basics of MarxismLeninism to students. The creative potential of two historical models became in demand during perestroika , in the late 1980s - early 1990s, and new versions of the educational and professional models were introduced in the higher education in favorable conditions for the reinstitutionalization of sociology. However, since 2010, there has been a gradual reduction in the number of sociological departments and faculties in Bachelor’s-Master’s programs. Today educational and professional models are unevenly represented in the Russian higher education; their implementation remains questionable due to the idea of the Ministry of Science and Higher Education to return to training students on the basis of the enlarged groups of specialties, i.e. sociology curriculum will have to be coordinated with curricula for regional studies, international relations, tourism and political science.

A comparative analysis of public-private partnership models in the field of higher education

Subject. This article discusses the issues of cooperation between higher educational institutions and enterprises of the real sector of the economy in Russia and foreign countries. Objectives. The article aims to identify institutional opportunities and constraints for the formation and implementation of projects based on the public-private partnership principles in the field of higher education in Russia. Methods. For the study, we used the methods of institutional, comparative, and content analyses. Results. The article highlights the main tasks related to the development of the system of public-private partnership in the field of higher education. Relevance. The results of the study can be taken into account when developing mechanisms for the implementation of State policy in the field of higher education.

Принципы организации инклюзивного образования в высших учебных заведениях США

The implementation of inclusive education principles in the field of higher education presents a complex challenge. The paper aims to substantiate the importance of identifying the principles of organizing inclusive education in higher education institutions in the United States, taking into account the need to enrich and expand the opportunities for inclusive education in Russian higher education. The paper explores the theoretical foundation and core principles of inclusive education applied in American universities and examines current trends in organizing inclusive education in the United States. The scientific novelty of the study lies in identifying the fundamental principles of organizing inclusive education in higher education institutions. As a result, the following principles of organizing inclusive education in higher education institutions in the United States have been determined: accessibility, adaptability, methodological support, and professional readiness.

Humanization and sovereignization as a strategy for reforming and development of Russian education. Part 1. Russia's sovereign path in education

Introduction. Russia defends its humanitarian sovereignty when upbringing, education, culture, politics, films are built on our traditions and values, which are not outside, but inside a person, in his mind, since these are mental components, worldview components.Purpose setting. The education system should work for the formation and development of the country's human capital. Without solving this problem, the country will not have a sovereign education, which means there will be no future. It is necessary to change the paradigm of higher education, we need a new Russian national model. A professional school should be not just a «forge of personnel», but a center for the spiritual transformation of a specialist's personality, a source of spirituality for his thoughts, words and deeds. It is necessary to educate a real citizen, a patriot who knows the history and culture of his country well.Methodology and methods of the study. Based on the key points of the sovereignization of Russian education, which naturally abandoned the Bologna system of education. Methodology for understanding the current situation in education, analytical report «The Future of Higher Education in Russia: an Expert View. Foresight-study-2030».Results. Russian education until recently, with the implemented Bologna system, developed exclusively as an extractive social institution. For more than twenty years, this most important sphere of social life, the importance of which in maintaining and developing the sovereignty of the country cannot be overestimated, was literally «broken over the knee» to please the West. The main changes in the system of higher education caused by this participation are outlined. Joining the Bologna process has received an ambiguous and even contradictory assessment in the professional community.Conclusions. Now a situation has developed in society that makes the problem of finding a new semantic component of the fundamentalization of education, the essence of which is the realization that the future fate of human civilization will be determined not only by the intellectual and educational, but also by the spiritual and moral potential of society and people, i. e. by humanization and sovereignization. This is the value of Russia.