The article summarizes the experience of a summer project school at the faculty of pre-university training at the Higher School of Economics (HSE). Peculiarities of the project format of education during the school holidays are considered. An attempt was made to analyze such features of project implementation as choosing a project topic, forming teams to develop a project to the state of readiness for implementation, and concentrating on the subjective efforts of schoolchildren. When comparing subject-oriented school projecting with entrepreneurial designing, the following advantages are noted in the summer school. Holding a school in summer allows you to organize teamwork of students from different schools and different classes (5-6, 7-9, 9-10 classes); developers are united into teams when they select the actual topic of the project, which is based on a problem that is of interest for schoolchildren; entrepreneurial skills training takes place during communication between young people with a leading teacher (business coach), as well as within the team (self-training). Focusing on the projects development in a short time (40 academic hours) allows students to see the real result of applying their own knowledge and creative efforts. At the same time, holding a summer school in a project format is an educational project in itself, requiring a customer-oriented approach from the organizers (marketing efforts), when they should provide a comfortable learning environment for students, use (apply) and develop modern teaching and health-saving technologies.
In the current educational landscape, international accreditations are becoming an increasingly important tool of external evaluation of quality. Academia has ambivalent views on the role of international accreditations and points out the perils of bureaucratization and substitution of quality of outcomes with the quality of reporting. However, preparation for international accreditations stimulates self-reflection of faculty members with respect to their activities, definition development areas and problem-solving. The article discusses the potential of international accreditations in terms of engagement management in business schools and universities. The authors consider faculty engagement as a major development concept reflected in the missions of modern universities and requirements of international accreditations. The article presents a comparative analysis of standards, criteria and processes of international accreditations in business education: AACSB, ЕFMD и AMBA and makes a linkage to international accreditations and the development of faculty engagement. The case of HSE St Petersburg School of Economics and Management is provided as an example of managing faculty engagement in the context of international accreditations.
Institutions affect investment decisions, including investments in human capital. Hence institutions are relevant for the allocation of talent. Good market-supporting institutions attract talent to productive value-creating activities, whereas poor ones raise the appeal of rent-seeking. We propose a theoretical model that predicts that more talented individuals are particularly sensitive in their career choices to the quality of institutions, and test these predictions on a sample of around 95 countries of the world. We find a strong positive association between the quality of institutions and graduation of college and university students in science, and an even stronger negative correlation with graduation in law. Our findings are robust to various specifications of empirical models, including smaller samples of former colonies and transition countries. The quality of human capital makes the distinction between educational choices under strong and weak institutions particularly sharp. We show that the allocation of talent is an important link between institutions and growth.