Russian Universities Research Articles

Research of opportunities for the ecosystem approach to career planning by students at the State University of Management

The article presents the results of studying the possibilities of an ecosystem approach to career planning by students at the State University of Management (hereinafter referred to as SUM). At first, the gap between the level of practical training of graduates of Russian universities and the requirements of employers has been actualised. Then, the need for joint efforts of all interested labour market participants to create conditions for students’ conscious planning of career growth at all stages of education is emphasised. The experience of intra-university cooperation using the STC (student team consulting) method between the marketing department and practical training department in 2022–2023 has showed that solving this problem involves integrating, on an ecosystem basis, activities for the study of professional academic disciplines, project-based learning, practical training, and employment. As an experiment, 6 student consulting teams have solved a set of interrelated tasks, including the creation and ongoing maintenance of the Career Centre page in the VK social network, advertising campaigns and interviews at “Career Day in Transport and Logistics”, surveys on the employment of graduates and assessment of student satisfaction with practical training, analytical review of the labour market in Russia in 2020–2023 with a report at the All-Russian scientific and practical conference, examination of 5 ideas for marketing research projects in the field of career planning by students of the SUM with testing in social networks and assessments of the influence of actors in its ecosystem. In conclusion, based on the results of the research, the directions for the ecosystem approach to career planning by students at the SUM are formulated.

Marketing support to commercialize innovations in Russian universities

Modern trends in the changing role of universities in the country’s economic development set new challenges for higher education. The article discusses the main directions of marketing support for universities’ innovative activities and ways to improve the mechanisms for marketing tools formation to commercialize innovations. In order to achieve this, it is necessary to institutionalize the transfer of knowledge by creating an appropriate innovation infrastructure in universities and scientific organizations to commercialize the results of scientific and technical activities. Departments should become an important element of the university’s innovation infrastructure engaged in innovation marketing – activities for the commercialization of innovations based on marketing approaches. The article, based on SWOT analysis and SPACE matrix of strategic position and action assessment identifies the main problems of innovations commercialization in Russian universities and justifies prospective directions of using marketing approaches, methods and tools for promoting new products on the market. It is concluded that the main thing in determining promising areas of scientific research and technical and technological work is to study and forecast the needs of the market to determine the degree of its usefulness for the buyer and the consumer. The adoption of technology by the market and the consumer is the main result of innovations commercialization.

«The man of the system»

The article reviews the monograph by I.E. Barykina ("A typical St. Petersburg official" Count Dmitry Andreevich Tolstoy (1823-1889): The experience of the biography of the minister. M.; St. Petersburg, 2022). Noting the merits of the book by I.E. Barykina, the author of the review dwells on the problematic aspects of D.A. Tolstoy's biography. In particular, his role as an official in charge of the Academy of Sciences and Russian universities is considered, as well as a rare combination of the roles of a dignitary and a scientist in the bureaucratic environment of the hero of the reviewed essay.

Characteristics of medical student education during the COVID-19 pandemic

Introduction. After the last pandemic, the university community faced a number of issues related to the management and conduct of training, so improving the quality of education and training of medical students is relevant. The transition to distance learning on various platforms with all kinds of media support, on the one hand, made it possible not to interrupt the educational process during a difficult period of social restrictions, and on the other hand, created a load and stressed both students and teachers of educational institutions. Purpose. To assess the impact of changes on the educational process of medical students during the COVID-19 pandemic, including the implementation of distance learning technologies and the use of online platforms, and to identify the need for social support measures to reduce academic burnout and improve students’ psychological resilience. Materials and methods. A comparative observational study was conducted at the Urology Clinic of the Russian University of Medicine, which used an anonymous Internet survey. Two hundred forty eight 4th year medical students were interviewed from 2020 to 2021 and 501 respondents from 2021 to 2022. Results. Two groups of students were compared, distributed according to a time criterion. The most frequent area of application of social networks in the educational process was consultation with teachers and search for information for educational activities. In relation to distance learning, positive responses were received from 170 respondents (68.55%) in group 1 and 342 (68.26%) in group 2, and negative responses from 68 (27.42%) and 127 (25.35%) respondents, respectively. Research limitations. A narrow focus on the sample of medical students, which does not reflect the diversity of opinions and experiences in the wider population, as well as conducting research during the COVID-19 pandemic. Conclusions. Given the changes in educational activities against the background of the coronavirus pandemic, as well as the lack of regulated norms, rules, and support for students and teachers during this period, comprehensive coverage and development of distance learning methods are necessary.

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.

Академическая адаптация китайских аспирантов: проблемы коммуникативной компетентности

The relevance of the study is determined by new challenges in the field of organizing an effective multidimensional communicative process in which graduate students coming from the PRC to obtain a PhD diploma are immersed — this is the main result aimed at by foreign graduate students studying at a Russian university. To achieve the goal, a comprehensive study is conducted, including descriptive, associative methods, methods of synthesis and generalization, semantic and conceptual analysis. The conducted research shows that in the process of acquiring high-level communicative competence Chinese graduate students face a number of problems that cannot be solved without a special methodology adapted to the goals and objectives of graduate students. It seems promising to apply the solutions proposed by the author in educational practice to streamline the system of training and stages of academic adaptation of Chinese graduate students in Russian universities.

Visibility of Russian university journals in the systems of national and international scientific and technical information

Current limitations of access to some international journal platforms and bibliographic systems for Russian researchers result in increased role of national journals for communication and knowledge spreading both at domestic and international levels. Consequently, correct information on Russian journals indexation in various bibliographic systems including underestimated open access databases seems to be topical. The analyzed sample includes journals published by Russian universities as the less studied ones compared to serials published by research institutes. We studied journals published by three types of Russian universities, i.e. Federal, National Research and Basic. Rapid increase in the number of new journals in recent years is demonstrated caused by financial support under different programs. Indexing of journals in Web of Science, Scopus, Dimensions and Lens was studied over a period of 2018–2022. In the Dimensions and Lens we also studied the completeness of indexing as these databases index content using other approaches as compared to Web of Science and Scopus. A share of journals indexed by authoritative Russian journal lists Russian Science Citation Index and White List was revealed. The best positions were detected among journals published by National Research universities. However, Basic universities demonstrate positive growth, as well. The obtained results enabled us to conclude that journals published by Russian universities can be regarded as significant strategic information resource for representing Russian research results to international community.

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.

Features of the use of digital technologies when teaching the Russian language to foreign citizens in Russian universities

Introduction. Currently, the education system around the world is undergoing a number of changes due to the active development of distance and digital learning technologies: learning is becoming more individualized, flexible, dynamic, and most importantly, technologically advanced. In these conditions, it seems necessary to rethink the role and specifics of using digital technologies when teaching Russian to foreign students. Materials and methods. The study involved 60 teachers of Russian as a foreign language aged from 25 to 67 years old, working at various universities in Russia: Peter the Great St. Petersburg Polytechnic University, St. Petersburg Mining University, Herzen State Pedagogical University, etc. The following methods were used: questionnaire method, comparative analysis, statistical method, systematization method, as well as a method of graphical presentation of data. Research results. The survey revealed that the majority of Russian as a foreign language teachers (78%) consider the digitalization of higher education to be a positive phenomenon, and 60% of respondents currently conduct their classes in a mixed mode. The most common digital tools used are basic computer programs (96%), instant messengers/email (85%), Internet resources (84%), platforms for conducting distance learning (81%) etc. The vast majority of respondents (95%) made changes to the process of teaching Russian language, taking into account the experience of the distance mode: they began to use the latest teaching methods, digital resources etc. 32% of survey participants believe that the use of electronic technologies is most relevant at the stage of skill building; speaking about teaching various types of speech activity and aspects of language, 80% of teachers noted that the use of electronic technologies is most appropriate when teaching listening and vocabulary. The majority of respondents believe that the use of digital technologies makes it possible to optimize control over the mastering of educational material. Conclusion. The obtained research results made it possible to identify and describe the most important aspects of the digitalization of higher education in the field of methods of teaching Russian as a foreign language, as well as to determine the prospects for further methodological study of the use of digital technologies in Russian as a foreign language classes.

Social solidarity of students: university practices and fashioning tools

The problem of the research. Integration and consolidation are needed in modern society. Of particular importance is the maintenance of solidaristic practices, the "education" of which should be carried out by the educational system in general and higher education institutions in particular. Today it is important to understand what tools the Russian university system has for the formation of solidaristic thought and action. In this regard, it is important to rethink the experience of the Soviet era, when solidarity education was part of the ideological system. The aim of the article is to identify the most effective tools and methodologies for fostering solidarity consciousness among students at Russian universities, with due consideration of both national and global experience. Materials and methods. Theoretical analysis was employed to examine Russian and global scientific literature on the nature and evolution of social solidarity among young people and students, its underlying principles and manifestations. The system approach and the principle of additionality were employed to comprehend the instruments and practices of social solidarity formation in higher education institutions. The position of an "internal observer" integrated within the university system was augmented and refined by the research position of an "external observer", enabling a comprehensive examination of the university system. Results. The system of Russian higher education in modern conditions continues to be the most important actor of socialization of the young generation, designed to instill in them one of the basic values – the value of social solidarity. The educational subjects within the social and humanitarian block, which form part of the overall educational process, have the potential to facilitate the formation of social solidarity. In order to fully grasp this concept, it is necessary to apply it to the ongoing process of updating the aforementioned disciplines, which are designed to create a uniform set of content and teaching methods. This will help to foster a holistic worldview in young people, equipping them to engage with the world around them in an informed and empathetic manner. The process of fostering solidarity thinking and action cannot be reduced solely to the educational process, the improvement of the curriculum and the set of disciplines. The trinity of educational, educational and scientific processes is capable of forming social solidarity among modern Russian students. Conclusion. It is challenging to envisage Russian society without the pivotal role of higher education, which is tasked with actively shaping the value priorities of young people. In light of the crucial mission of socialization carried out by higher education institutions, which includes the formation of fundamental values and the promotion of solidarity practices among student youth, it is evident that the influence of higher education on the younger generation of Russian citizens is significant.

Pedagogical conditions justification of professional multilingual personality building of non-language future specialists

Introduction. New guidelines in the development of economy, informatisation of society, the process of integration of cultures in the world have changed the requirements for the education of future specialists. One of the most important characteristics of modern society is the international interaction of organisations and specialists. This need necessitates the training of professional staff capable of working effectively in an open polylingual space. The purpose of the research is to substantiate the pedagogical conditions for the professional multilingual personality building of non-language future specialists and to develop a set of innovative teaching technologies in the multilingual educational space of higher education institution. Materials and methods. The study involved 43 teachers of Russian State Agrarian University – Moscow Timiryazev Agricultural Academy and National Research Mordovia State University, 255 student-respondents studying in the above-mentioned universities. The participants of the pedagogical experiment were provided with materials aimed at the professional multylingual personality building (teaching aids, reference materials, open mass online courses, digital resources). Technical means, digital tools were used to record the obtained results. Methods: analysis of theoretical sources, analysis and generalization of the experience of Russian universities in training non-language future specialists, results of students' and teachers' educational activities, pedagogical experiment, statistical processing of the results using the Pearson's chi-square test. Results. The pedagogical conditions of professional multilingual personality building of non-language future specialists were revealed and substantiated. The students training on the basis of the developed complex of technologies of professional multilingual personality building of future specialists was carried out. The results are summarised, which testify to the effectiveness of the identified pedagogical conditions and the potential of the applied complex of innovative teaching technologies in the polylingual educational space of the higher education institution. The results are summarised and the statistical significance of the differences in the qualitative changes in the results between the professional polylingual personality levels оf future specialists obtained before and after the experiment was determined (χ2 emp. = 19,987; p < 0,01). Conclusions. The identified pedagogical conditions and the proposed set of technologies for the professional polylingual personality building of future specialists of non-linguistic training profiles allow to increase their competitiveness in the labour market. The pedagogical potential of innovative teaching technologies in the multilingual educational space of higher education institution is aimed at the development of creative individual abilities of students, meeting their needs in moral, physical and intellectual improvement, their self-organisation. The developed set of technologies can be applied in the training of undergraduate, graduate, postgraduate students of non-language universities, students of further professional retraining.

The Role of Program and Project Management in Increasing the Competitiveness of Russian Universities: A Comparative Analysis Including China and India

The Role of Program and Project Management in Increasing the Competitiveness of Russian Universities: A Comparative Analysis Including China and India

Student Educational Experience and Its Place in the Modern Educational Paradigm: FEFU Case

The development of the project on creating world-class campuses in Russia heated debates on the topic of the university campus and the educational experience of students. Although it has become extremely relevant, but it remains understudied. This research is aimed at the formation of an understanding of the educational paradigm of modern Russian universities as well as the investigation of the relationship between the university space and the educational experience of students using the example of the Far Eastern Federal University (FEFU), which is a unique case among Russian universities due to its exceptional location and infrastructure. Building on the concept of Beckers and his colleagues’ theory "Purpose - Process - Place," a deductive analysis of 39 semi-structured interviews with FEFU students collected in 2022 was carried out. The study showed that higher education is undergoing a transition from a traditional behavioristic approach to social constructivism, which is manifested in the request for greater freedom in choosing not only what students should study, but when and how. The results of the study show that the educational process has moved beyond the classroom, and the educational environment has become an integral part of the educational experience of students. The results suggest that students have a need not only for learning spaces, but also for places where they can restore their resources. Thus, green spaces on the campus and an embankment with access to the water area have a favorable effect on the emotional state of students. At the same time co-workings and coffee shops can foster more productive learning. However, the location of the campus, its isolation from the mainland and its own rules of behavior and communication, forms in some students the perception of the campus as a “luxury prison” with a comfortable infrastructure but difficult to escape from. This is especially felt during the exams, when the emotional overload of students reaches peak points. The results can be useful for Russian universities participating in the project on creating world-class campuses and for researchers who study the educational environment.

The Problem of Grade Inflation: Measurement and Analysis

The article includes qualitative and quantitative analysis of the undergraduate student assessment system features in one of the universities in Russia in order to define presence of grade inflation. Grade inflation is understood as assignment of higher grades irrespective of improvement in student academic performance. Three types of grade inflation are considered: static, dynamic and differential. The authors offer interpretation of these types and suggest their methods for measurement. The authors use specially collected grade data base of grades for compulsory and elective courses received by several cohorts of students admitted to a public research University. Statistical and econometric methods are used for quantitative analysis. The authors propose course ranking based on the degree of grade distribution shift that can be interpreted as a relative measure of grade inflation that is similar to Pearson asymmetry coefficient. Distribution of grades for elective courses show signes of static grade inflation. Dynamic and differential grade inflation were not detected in the sample analyzed. The paper explores grade inflation control policy options that were part of the consultations with various groups of academic staff. These include: normative regulation of grade distribution; equalizing of grade distribution for different types of courses; stricter regulation of student course selection by types of courses. The paper could be useful for academic managers and higher education administrators and experts that study systemic issues in university education and assessment systems performance in particular.

Internal Education Quality Assurance Systems in the Documents of Russian Universities: Quality Assurance or its Appearance?

The quality of education, despite the variety of approaches to its understanding, is usually ensured in two contours: external and internal. The external contour is most familiar to the Russian education system, where a control model of quality assurance is implemented in the form of state accreditation. Internal contour may be voluntarily implemented through internal education quality assessment systems. The purpose of this study was to determine how common such systems are among Russian universities, what they look like and whether they represent working systems of quality assurance. For this purpose, the websites of 697 universities were examined for the presence of references to internal quality assurance systems, and a content analysis of publicly available local acts on internal quality assurance of 365 universities was carried out. As a result, it was found that the majority of civil universities in the country have acts, describing such systems (66%), but they are isomorphic, and the procedures contained in them are incomplete. This allows us to conclude that acts on internal quality assurance systems are adopted by universities not to achieve quality, but to show an external controller that such system is present, as required in the control model for ensuring the quality of education.

The Reasons for Choosing a Career as an Academic Staff in Comparison to Other Employment Alternatives

The article explores the main reasons why scientific and pedagogical professionals choose an academic career and university employment, given the wide range of job opportunities, limited choices, and lack of alternatives. It reveals the range of motivations for both the initial choice of a career and subsequent changes in employment, which are significant for various groups of academic professionals - those with no work experience, those who have worked outside the academic field, those who rotate within the field, and those who leave the university environment. The empirical basis for the study is based on interviews with 145 researchers and teachers from seven leading Russian universities. The main academic motivations for choosing a career as a scientific and pedagogical professional include: the desire to share knowledge, scientific curiosity, the desire to be part of the academic community, the intellectual challenges of the academic environment, and a desire for personal and professional growth. Non-academic motivations vary depending on whether a person has access to a variety of employment options. Those who do not restrict their options to the academic sector may choose the university because of its flexible work hours, long vacation periods, social status, government support, collegial atmosphere, social security, financial stability, and deferment from military service. Scientific and educational professionals who are committed to working in academia choose the university due to the presence of a prominent research school, the prestige and standing of the academic setting, and the resources available at the university. The informants, who initially chose a particular university as their employer, noted comfortable relationships in the team as one of the motives for their decision. They also mentioned personal and family circumstances and established interaction with their supervisor as important factors in their choice. Additionally, they felt a sense of belonging to the university's dynasty, which played a role in their decision-making process. The results of this study can be useful for university managers in their efforts to manage personnel sustainably. By understanding the motives behind the choices of their employees, managers can create a more effective system for attracting and retaining academic talent. This can help reduce staff turnover and improve the overall quality of education in Russian higher education institutions.

«Культурный шок» как необходимый этап процесса адаптации иностранных студентов-медиков в профессиональной среде российских вузов

The article examines the phenomenon of “cultural shock” experienced by foreign students in the professional environment of a medical university, as well as the difficulties faced by students during their first years of study. “Cultural shock” is presented not as a barrier to development, but as a necessary stage and challenge, through overcoming which the process of adaptation begins. Conclusion dwells upon the fact that the adaptation of foreign students in a Russian university is a complex process that requires an integrated approach and a systematic adaptation program. Successful adaptation necessitates creating conditions that take into account cultural, national, ethnic, and racial (religious) differences. The author presents the results of a study conducted at Volgograd State Medical University among foreign students.

University’s Information Policy in a Mediatized Reality: Youth as the Main Target Audience

One of the key challenges faced by Russian higher education institutions is the lack of effective long-term strategies for communicating their research, educational activities, and student development efforts to various target audiences such as scholars, students, prospective applicants, regulatory authorities, and international groups. This study aims to uncover the principles and key features of universities’ information policies targeted at youth in Russia. The paper presents findings based on data obtained from a series of in-depth interviews (n = 17) with student representatives, vice-rectors, and department heads specializing in youth communication policy and pedagogical activities at Russian universities. Additionally, the study includes empirical data from a pilot survey conducted among students across four federal districts (n = 150). In the final section, the paper offers a set of key recommendations to enhance the effectiveness of media communication efforts with youth audiences.

Sociological study of the digital culture of a university teacher (using the example of the Moscow State Linguistic University)

In the article, based on the study conducted by the sociological laboratory of the Moscow State Linguistic University (hereinafter referred to as MSLU), the essence and level of digital culture of a university teacher are determined, problematic areas of digitalisation of the educational process are identified, which require urgent measures to improve the current situation in the higher education system of the Russian Federation. The study has proved that the digital culture of the university teacher is their digital social competence formed in the course of professional activity as well as the driving force that determines the attitude towards the digitalisation of the educational process. The development level of the digital culture of a teacher at a linguistic university is below average. The majority of respondents have digital skills and use basic digital technologies in the learning process. The level of proficiency among teachers of the MSLU is comparable to the level of development of these skills among teachers at other Russian universities. At the same time, in terms of the level of competence in developing online courses and using their materials as additional educational material, teachers of the MSLU lag behind the all-Russian indicators. The main problematic areas of the digitalisation of the educational process are: low degree of equipment of audiences with modern technical means; low quality and availability of Internet communications on the territory of educational buildings; insufficient opportunities to improve the level of the digital culture of teaching staff in the field of modern digital technologies, etc.