Russian Higher Education System Research Articles

The Main Directions of State Policy in Ensuring Technological Sovereignty

An analysis of the reforms in the scientific and technological complex and higher education system in Russia shows that the tasks assigned have been successfully achieved. However, in current conditions, the need for a new state-led scientific and technical strategy is evident. The main goals are to achieve technological sovereignty and transition the economy into a full cycle of innovation. The goal of this article is to identify new objectives and priorities for scientific and technological advancement to ensure technological sovereignty. Descriptive, comparative, and taxonomical methods are employed in the analysis. The paper identifies the main areas of government policy aimed at achieving technological sovereignty in Russia, and this constitutes the main finding. Additionally, it is essential to develop new objectives and strategies for scientific and technological growth. In fact, the new scientific and technological policy should include the following issues: organizing scientific research, developing innovative territories, integrating science and education, conducting scientific diplomacy, providing resource and legislative support, and measuring the effectiveness of the scientific-technological complex.

Повышение уровня адаптированности студенческой молодежи за счет вовлечения в деятельность студенческого спортивного клуба

Under the conditions of changing social environment, first-year students of higher education institutions are at risk of stress, as well as entering antisocial groups. Since they have to adapt to the new social and educational environment, it can have an impact on their academic performance and lead to negative consequences of an objective and subjective nature. In this regard, the article examines the issue of influence of the activities of student sports club of the educational organization of higher education on the process of social adaptation of students. With the help of a survey conducted among students, their attitude and possible directions of student involvement in the activities of student sports clubs in the Russian higher education system were substantiated. Based on the system-activity and personality-oriented approaches, a model of the student sports club activity at the I. Kant BFU is theoretically justified and developed. The dependence of the integral level of adaptation of students and their involvement in the activities of the student sports club is substantiated.

Влияние Индустрии 4.0 на развитие высшего бухгалтерского образования в России

The purpose of the research is to analyze the impact of Industry 4.0 technologies on the development of higher accounting education in Russia through the transformation of the accounting profession. Opinions about the future of the latter differ, which negatively affects the demand for higher accounting education and thereby limits the opportunities of the younger generation to build a career in the financial sector of the economy. Regarding the debate on this issue, the authors are convinced in the operation of Amara’s Law: the destructive power of Industry 4.0 for the accounting profession is overestimated in the short run while its innovative component is underestimated in the long run. The authors see opportunities for restoring the high status of accounting education in the country in positioning a new vision of the profession; a return to the classical Russian system of higher education; transition from an academic teaching method to a practice-oriented one; change of the educational trajectory (from education “for life” to “lifelong” education). While conducting the research such methods like integrated and systematic approaches, analysis and synthesis were used. The results of the research should draw the attention of stakeholders to methods and programs of training highly qualified specialists in the field of accounting, analysis and audit for the domestic digital economy.

Transformation of the International Cooperation Mechanisms in the Higher Education System of the Russian Federation Against the Backdrop of Geopolitical Instability

The study of mechanisms for implementing international cooperation in the Russian higher education system in the situation of global digitalization and of the impact of international sanctions in the scientific and educational space is an urgent task in the context of developing a strategy for exporting educational services. The article deals with the issue of transformation of the international cooperation’s goals in higher education, analyzes the consequences of the negative impact of external environment factors and the prospects of further internationalization of universities. The authors propose methodological recommendations for multilevel institutional actors, the implementation of which will contribute to identifying competitive advantages and to increasing the export potential of regional universities as well as to using their experience in international activities, interaction with governmental, scientific, educational and industrial structures.

Mechanisms for overcoming socio-cultural gap and falsifications in the international environment of student youth

The article studies mechanisms of counteracting falsification of consciousness and tools influencing constructive civic position of young people in the Russian higher education system. The determining role in this process is played by activities of Russian higher education institutions creating conditions for forming active citizenship of young people in the framework of educational, in-class, and extracurricular activities. The scientific research results obtained can be used by management of higher educational organizations in order to improve effectiveness of work in the field of organizing educational, inclass, and extracurricular activities in the process of forming active citizenship and implementing the national concept of state youth policy and patriotic education. The results allow expanding application of practices to overcome socio-cultural gap and falsifications in the international environment of student youth.

Историко-правовой анализ уровневой системы высшего образования в условиях выхода Российской Федерации из Болонского процесса

Introduction. Significant changes in approaches to the implementation of the educational process and the establishment of new principles of educational policy are associated with the withdrawal of the Russian Federation from the Bologna process. Purpose. To systematize the result obtained and, based on it, formulate proposals for the transition to a new national system in higher education that will take into account the foreign and domestic political challenges facing the state. Methods. The methodological framework for the research is based on the general scientific methods of historical and systemic analysis and the comparative law method. Results. The historical and legal analysis of the development of the higher education system in Russia has allowed for the identification of the positive and negative aspects of the long-term practice of applying European standards in the field of education. Conclusion. The termination of the implementation of the Bologna education system within the territory of the Russian Federation will act as a new impetus for the modernization of the structure of higher education, capable of ensuring rapid economic growth and strengthening public relations in general.

О внутренних источниках реформирования российской системы высшего образования: системномыследеятельная методология Г.П. Щедровицкого

The article analyzes the internal sources of reform in the Russian higher education system in the post-Soviet period. The ideological design of the reforms is in line with the popular concept of University 3.0. But behind the facade of this Western model, internal sources of reform are also quite clearly revealed. The main topic of discussion is the ideas of G.P. Shchedrovitsky, which are now shaping ongoing reforms. Different followers have embraced their impact on the transformation of pedagogical science. Among the reforms is the emphasis in teaching on the method (competence) rather than the subject (knowledge). G.P. Shchedrovitsky especially emphasizes the popular and relevant idea of "continuous (conjunctural) education" today, suggesting that in conditions of high social mobility, a modern person is forced to regularly change the scope of his professional activity and constantly receive additional education. Therefore, the educational process should move not from the subject but from the method. Subject knowledge has become too broad; it is impossible to teach it to everyone in a reasonable time. At the same time, reference databases exist and are easily accessible, so they can always be consulted. Therefore, from the point of view of G.P. Shchedrovitsky, a real alternative is the methodological rationalization of the learning process, a transfer to the so-called active methods of teaching and education. But for this to happen, pedagogical science itself must be purposefully designed and constructed in the same way that a design engineer builds a machine. The basis of the new pedagogy should be the study of the psychological characteristics of the learning process and the acquisition of new knowledge and skills. Understanding the psychology of the learning process should be embodied in the instrumental technology of the educational process. Thus, we can talk, at a minimum, about the coincidence and synergy of internal sources of reforming education and science with attempts to integrate Russia into the Western cultural space in the post-Soviet period.

Higher Education System Reform in Russia: Problems of Legislative Regulation and Standardization

The paper is devoted to the problems of reforming the system of Russian higher education in the context of its legislative regulation and standardization. The author proceeds from the fact that the absence of its own independent concept of education in the context of the aggravation of the geopolitical situation and withdrawal from the Bologna process is one of the main threats to Russia’s national security. The author attempts to objectively assess the current state of legal regulation in the field of higher education. To this end, the paper characterizes the changes in the parameters of standardization in the field of education in the context of domestic reforms carried out in recent years and due to the entry into the Bologna process. The author argues that legislative innovations at this historical stage determined a number of systemic problems of public administration in the field of education. One of the most difficult and negatively affecting the quality of education problems is associated with the non-alternative introduction of a competence-based approach to the development of educational programs. The author concludes that the state policy in the field of higher education should be reoriented to return to the fundamental approach in higher education according to the general rule for all specialties and areas of training. At the same time, the competence approach should be implemented reasonably and only for those specialties for which such an approach is objectively more effective. The author considers it necessary to consolidate such a fundamental decision for domestic higher education as a principle of state policy in the field of education and suggests one of the possible options for the legal and technical formalization of this principle.

Правовые проблемы использования виртуального пространства метавселенной в образовательном процессе вуза

Introduction. On the one hand, traditional forms, methods and means of teaching are used in the educational process of a university, on the other hand, education cannot be static, it must meet modern requirements and challenges. Artificial intelligence technologies are rapidly developing in society, and their introduction into education will provide students with a modern, high-quality education. The Russian higher education system needs digital transformation; it requires the introduction of the latest learning technologies into the educational process to ensure competitiveness in the global education market. Theoretical analysis. To qualitatively improve the learning process at a university and train highly qualified personnel, it is necessary to use the latest teaching technologies, such as augmented and virtual reality. Virtual reality technologies in the form of virtual campuses and laboratories make it possible to organize the learning process in a highly motivated way for students, to achieve the effect of complete immersion in the processes and phenomena being studied. Currently, there is positive experience in using virtual space as an interactive teaching method when modeling practice-oriented cases. Еmpirical analysis. It was revealed that the problems of using the virtual space of the metaverse in the process of university education lie in the legal field. Legal problems of the metaverse include problems of cybersecurity, confidentiality of personal data, problems with automated data collection systems Big Data and others. One of the main problems is that of information security, the solution to which is the development of domestic software, local standards in the field of using virtual space technologies as part of the educational process of the university. Results. The author has proven the need to improve the current legislation of higher education in accordance with the specifics of the use of the virtual space of the metaverse by the educational process of the university; to develop local regulatory legal acts regulating the specifics of using metaverses when training a specific specialist.

СОВРЕМЕННЫЕ МИРОВЫЕ ТЕНДЕНЦИИ РАЗВИТИЯ ВЫСШЕГО МЕДИЦИНСКОГО ОБРАЗОВАНИЯ В США, ВЕЛИКОБРИТАНИИ, ФРАНЦИИ И КИТАЕ

Introduction. Higher medical education is one of the most sought-after and elite degrees worldwide. Systems of higher medical education differ from country to country, although they have certain features in common. Core differences are as follows: Training duration at various stages, contents of educational programs, learning technologies, etc. Much attention is paid to physicians training, which is determined by the high social significance of medical education. Aim: To provide an overview of the contemporary global trends in the development of higher medical education in the USA, Great Britain, France, and China. Materials and Methods. World literature was analyzed on trends in the development of higher medical education. Results and Discussion. Development of the healthcare system in the UK requires an integrated approach that considers various aspects in higher medical education, personnel policy, and workplace management. French healthcare system is experiencing various problems, such as the affordability of medical services and staffing shortages in remote regions. The Government of France shall continue to invest in healthcare and address the challenges to ensure universal access to quality medical services, including through its higher education system. US medical education keeps pace with the challenges healthcare systems are facing in the 21st century. To address today’s challenges, US medical education is taking a more interdisciplinary and inclusive approach, focusing on public health, interdisciplinary teamwork, and community-based training. Chinese medical universities pay more attention to practical skills and to integrating various disciplines in training, which allows graduates to be the best medical experts able to solve complex practical problems. Conclusions. Global trends identified herein in the development of higher medical education in the USA, Great Britain, France, and China require reflection, while the best practices should be introduced into the Russian system of higher education. However, approaches to be implemented should be first adapted to the historical, cultural, social, geographical, political, and other realities of Russia.

On the issue of the transition to new educational standards within the enlarged group of specialties and areas of «Hospitality, service and provision of services»

At present, domestic pedagogical science is faced with a change in the educational paradigm. One of the most serious changes has affected the tourism and hospitality industry, which, together with the transformation of the domestic educational space, raises new questions in the system of training for the industry within the framework of higher education.The purpose of the research is to determine the main changes in the transition to new educational standards within the enlarged group of specialties and directions of «Hospitality, service and provision of services». To achieve this goal, the following research methods have been used: the study of scientific literature, analysis, generalization, description.The results of the research are the following: it has been revealed that the main problem in the transition from one generation of specialized educational standards to another generation is the change in the competence of the student training model. In the process of transition to new educational standards within the framework of UGSN 42 «Hospitality, service and provision of services», a change in the areas of training, as well as the implemented competency model, has been noted.Key conclusions: The Russian system of higher education and the tourism industry are on the verge of global changes due to the launch of a pilot project to change the levels of vocational education, the transition from the Federal State Educational Standards of Higher Education of the 3++ generation to the 4th generation standards. The main problem in the transition from one generation of specialized educational standards to another generation, which directly affects the entire structure of training for the tourism and hospitality industry, is a change in the competence of the student training model.

Transformation of the Russian Higher Education System

The Russian higher education system has undergone significant transformation over the past century, with major changes occurring in the pre-Soviet, Soviet, and post-Soviet eras. In recent years, the system has been shaped by the introduction of the Bologna Process, changes in the structure of degrees, and the emergence of private universities. State funding and student financial assistance have played a critical role in financing higher education, as has the financing of research. Quality assurance measures have been implemented through accreditation of institutions, quality assessment of programs, and ranking of universities. The internationalization of higher education has been promoted through mobility of students and faculty, internationalization of curricula, and collaboration with international partners. Despite progress, the system faces challenges related to demographic changes, brain drain, and the need to develop a knowledge economy. Understanding these dynamics is important for policymakers, researchers, and students seeking to engage with the Russian higher education system.

Student Engagement as an Instrument of Assessing the Quality of Education in Russian Universities

The article aims at presenting the experience of using the student engagement approach, which was developed on the basis of ideas of A. Astin, R. Pace, G. Kuh, P. Ewell, E. Pascarella, P. Terenzini, to assess the quality of education in Russian universities. This approach was originally implemented in the US higher education system at the end of the XX century. Due to its simplicity and relatively low costs demanded, as well as the possibility to develop effective specific recommendations for improving the educational process, this approach came to be further applied in other countries by single universities and even at national level. However, its applicability in the systems different from the US higher education is still questionable. The article presents the basic assumptions of this approach, the history of its development and spread across the world, and its potential for assessing the quality of higher education. The author pays particular attention to the implementation of the approach in Russian universities and its limitations due to peculiarities of national context. This paper is the first to summarize the results of Russian research on student engagement. It becomes possible to make certain conclusions about the applicability of this approach to the Russian system of higher education. Moreover, the author draws conclusions on the potential to compare student engagement data collected during different time intervals in different institutions and countries. Finally, the article gives practical recommendations on how to use this approach when solving different university problems. The paper is intended for university administrators to develop effective educational policy, for professors to improve teaching practices and student-faculty interaction, for researchers to understand the landscape of studies on student engagement and to distinguish promising directions for future investigations.

Modern problems of higher education development in Russia

The purpose of the research. The article is devoted to the analysis of the main directions of development of the higher education system in Russia, which is currently under modernization and should receive new content in order to become adequate to the strategic goals and national priorities of our country in the new geopolitical conditions. The lessons of Russia’s special military operation in Ukraine have shown the need to modernize our country’s higher education in the interests of developing the military-industrial complex and ensuring national security. At the same time, in order to improve the quality of education of engineering specialists, they also need systemic and humanitarian knowledge based on the latest achievements of domestic and world science. This knowledge is also necessary for other specialists with higher education in order for them to form a systemic type of thinking, which is required today to adequately counter the new challenges and threats of the 21st century.Materials and methods. In the course of the research, review publications were used on the current state of ensuring Russia’s national security by the necessary specialists with higher education, as well as on the projected challenges and threats to Russia’s national security, the counteraction of which requires adequate changes in the education system.The results of the study. As a result of the research, the structure of priority directions for the development of the higher education system in Russia for the period up to 2030 has been determined. The implementation of these directions will make this system more adequate to Russia’s strategic goals and national priorities for this period in the new geopolitical conditions. It is shown that one of the urgent tasks is the formation of a comprehensive information education system in our country, the conceptual foundations of which have been developed in the Russian Academy of Sciences. The tasks of the education system for the formation of a culture of safety in society are also considered – a new direction in the development of culture, which is already being formed and is a necessary condition for the further safe development of world civilization.

Галопом по Европам не получится. К вопросу о разработке федеральных государственных образовательных стандартов высшего образования четвертого поколения

Purpose. To analyze the problem of reforming the structure of Russian higher education and the development in this regard the FSES of the fourth generation. Methodology: in the process of writing the following methods were used: analysis, synthesis, system approach, formal-legal. Conclusions. Reforming the system of Russian higher education requires not hasty, tumultuous actions, leading to another destructive dismantling of the existing system, which has a negative impact on the quality of education. Obviously, a preliminary experimental testing of different variants of its step-by-step improvement is necessary, the results of which are subject to an in-depth analysis. It is important to discuss the reform of the national education system not behind the scenes, but as part of a broad public discussion. Scientific and practical significance. The conducted study allows us to draw attention to the problem of Russian higher education reform and the search for a truly sovereign, nationally-oriented education system model.

Российская система высшего образования на переломе

The article deals with the problems associated with Russia's withdrawal from the Bologna system. The possible limits and consequences of the transformation of the existing Russian system of higher education into a new one by 2022 are shown, as well as the reaction of the population of various regions of the country to the proposed changes, including changes related to raising the age of conscription.for military service. Based on the structure of income of universities from educational activities and the amount of tuition fees in different regions of Russia, the most probable shifts in the student preparation structure, the distribution of budget places across the country are analyzed. In addition, the readiness of residents of Moscow and St. Petersburg to go to study at universities in other large cities of the country was considered.

Networkization of higher educational institutions as a factor in increasing the innovative development of the region

Transformation of the Russian system of higher education resulting from an escalation in international relations, and as a result, an unreasonable severance of scientific and educational ties with many European universities and research centers (for example, the termination of support for domestic scientists by the German academic exchange service DAAD), exit and from the Bologna system of education, have become a kind of bifurcation point for the further development of the national higher education. At present, it is necessary to concentrate on the use of the country's internal scientific resources, as well as the search for new and promising solutions. This issue is currently one of the most pressing and requires special attention from the state. The purpose of the article is to analyze the level of development of Russian universities and propose directions for networking higher education institutions in accordance with the requests of various subjects. The analysis of the competitiveness of Russian universities in international rankings was carried out and the ranking of regions with the best universities was given. Data on the integration of universities are presented on the example of clusters as one of the forms of networking with various subjects of the ecosystem. The research methodology is based on the analysis of theoretical and practical work in the field of university management in order to identify the most promising areas for the development of network links. The scientific novelty consists in consolidating the developed and proposed areas for practical application by universities in order to intensify the processes of interaction through the development of network links. The proposed areas of cooperation between universities are practically applicable regardless of the place in the rankings in order to increase both the prestige of the educational institution and the innovative attractiveness of the region.

ON SOME ACTUAL PROBLEMS OF REFORMING RUSSIAN HIGHER EDUCATION AT THE PRESENT STAGE

The object of the research is the peculiarities of the latter-day reforms of Russian higher school that over the past two decades has gone through a serious transformation. The purpose of the paper is to analyze some issues of the performed changes, public experts’ proposals, and after reviewing theoretical and methodological studies of Russian and foreign scientists, some other countries’ experience of higher education reforming, the officially offered variant of modernization to substantiate the hypothesis that the maintenance of multi-level higher education in Russia will require to rethink profoundly the role of baccalaureate, specialty and magistracy in the higher educational process and to set up a unique modern based on the unified competence structure training system of both specialists with higher education and research staff. The paper examines the necessity of taking into account both the character of traditions and obvious advantages of Russian, including Soviet, education, and foreign positive operational experience. During the work the comparative method of historical analysis and system contingency approach were used. It was concluded that setting up an independent system of Russian higher education is primary at present.

Is Doctoral Education Not for Everyone? How the University Reforms Led to Centralization of Doctoral Programs in the Leading Universities

The last decade brought a number of reforms to the higher education system in Russia: restructuring of the higher education system, creation of national research and federal universities, and the launch of the “5-100” excellence program. The results of these transformations system have stimulated a plethora of research in the field of higher education. However, the effects of these changes on doctoral education have been less often in researchers’ focus. In this paper, we have examined the changes and effects of the reform period on doctoral education based on the data from the Monitoring of the Universities’ Effectiveness. The analysis showed that during the last five years there has been a redistribution of the doctoral students towards the leading universities. Moreover, there are magnet universities in the federal districts which attract a significant part of the doctoral students. Regions with no leading universities face the most difficult situation: the dynamic of the studied indicators in these regions is either negative or significantly lags behind other regions.

Overcoming barriers in teaching adult learners: prospects for using the theory of self-determination

Adults are a fast—growing group of students in the Russian higher education system. Socio-demographic status, morphological and personal characteristics, as well as the specifics of adult education create significant obstacles for many of them to successfully study in higher education. In the short term, universities will have to rethink their educational programs, evaluate resources and reorganize the educational process so as to help adult students overcome these obstacles and meet their educational needs. The successful participation of adults in additional and continuing education, the elimination of barriers to learning are the key tasks of a modern university. This study was conducted using a critical analysis of the literature on adult learning to answer three questions: 1) what factors and barriers affecting adult learning are highlighted by modern authors? 2) what motives are inherent in adult students? 3) how to overcome obstacles in adult learning? Based on the results of the study, a classification of barriers in adult learning has been developed. The main motives for obtaining higher education by adult students are highlighted. The conclusion is made about the need for flexible curricula and auxiliary resources that students can adapt to the requirements of their work and life. Based on the theory of self-determination, recommendations have been developed to increase the involvement of adult students in the educational process.