Ожидания в отношении социальной мобильности разных типов слушателей программ МВА
In the article describes different groups of MBA students, which expectations are connected with social mobility after graduation. The characteristics of these groups have been defined.
The experience of the well known world business schools in using MBA programs is analysed. Тhe history of MBA programs is presented on many American and European examples. American and British benchmarking in qualities and the content of training programs reflects the current level of business education in many countries of the world. Programs in Harvard School of Business, Ecoles Superior de Commerce, INSEAD and other prestigious schools of business are discribed.
The monograph contains the results of large-scale collective project on Integrated Studies of social mobility in modern Russia. Theoretical and empirical analysis are based on the proposed authors multidimensional social mobility concepts or concepts “Broad life changes” that take into account different dimensions of social and spatial movements. In the object of researchers interest included social strata that are at different poles of the social hierarchy and representing both "top" and and the "bottoms" of Russian society. Combined methodological approach and use of mix methods allows you to present the processes mobility as through the lens of representative population polls, and through these interviews. In addition to objective characteristics of social mobility considered more complex phenomena associated with subjective mobility, such as habitus, motivational repertoire of mobility, social and cultural capital. Monograph supplement and enrich the materials of external participants, including international, working in similar paradigms.
ABSTRACT Employability of students is becoming one of the key measurements of education quality today. In the time of the transforming relationship between higher education and labour market the new kind of mentality, certain type of knowledge and skills are necessary to adjust to change and stay afloat. This paper examines the way students perceive and manage their employability, preparing for the transition from the higher education into the labour market. It is based on the study of 139 undergraduates of the National Research University - Higher School of Economics, Russia. The participants answered a questionnaire about their oncoming employability – how they approach and construct it, and what role they attribute to the higher educational setting in fostering it. So, the questions were categorised into three blocks: • labour market orientations; • labour market strategies; • evaluation of educational outcomes. The study revealed students’ general optimism and belief in their strengths. At the same time entrance into the labour market is viewed as a challenge. Hence, students appear to use strategic behaviour to increase the number of their “selling points”. Despite the respondents' positive thinking about the future on the labour market, they are less confident about the probability to find the job they like. Moreover, receiving employment overseas rather than on the domestic job market is preferred by a considerable number of the respondents. Besides, some employability qualities of the participants were found to be underdeveloped inside academia. Thus, educational and social policy should pay closer attention to employability enhancement and providing guarantees for graduate employment.
In this article, we discuss the main theoretical approaches to the interpretation of migration biographies and distinguish the main motives and factors of spatial movements. We also analyze the relationship between migration movements and social mobility. In addition, considerable attention is given to key methodological approaches to the analysis of migration and migration biographies. In particular, we examine the biographical method to reconstruct the trajectory of the migration of the individual throughout his or her life. Also highlighted, in particular, is the use of advanced methods of statistical analysis – event history analysis and sequence analysis – which take a considerable amount of time and require ample creativity in preparing data.
This article presents the up-to-date views on the continuous education and the tendencies to business-education development. The learning during the whole life is the vital necessity of our days. The peculiarity of the continuous education consists in the way of the payment for it. It can be payed by the organization which is interested in the improvement of the professional skills of the employees or by the employees themselves, if they participate in the continuous education program. In the framework of this logic the business -education is some special field of the continuous education. Now days business-education and continuous education are some definite system.
Students' internet usage attracts the attention of many researchers in different countries. Differences in internet penetration in diverse countries lead us to ask about the interaction of medium and culture in this process. In this paper we present an analysis based on a sample of 825 students from 18 Russian universities and discuss findings on particularities of students' ICT usage. On the background of the findings of the study, based on data collected in 2008-2009 year during a project "A сross-cultural study of the new learning culture formation in Germany and Russia", we discuss the problem of plagiarism in Russia, the availability of ICT features in Russian universities and an evaluation of the attractiveness of different categories of ICT usage and gender specifics in the use of ICT.
The results of cross-cultural research of implicit theories of innovativeness among students and teachers, representatives of three ethnocultural groups: Russians, the people of the North Caucasus (Chechens and Ingushs) and Tuvinians (N=804) are presented. Intergroup differences in implicit theories of innovativeness are revealed: the ‘individual’ theories of innovativeness prevail among Russians and among the students, the ‘social’ theories of innovativeness are more expressed among respondents from the North Caucasus, Tuva and among the teachers. Using the structural equations modeling the universal model of values impact on implicit theories of innovativeness and attitudes towards innovations is constructed. Values of the Openness to changes and individual theories of innovativeness promote the positive relation to innovations. Results of research have shown that implicit theories of innovativeness differ in different cultures, and values make different impact on the attitudes towards innovations and innovative experience in different cultures.