Переход НКО из «третьего» в «четвертый» сектор: новое решение старых проблем
The paper discusses social aspects of higher education institutions engagement with their regional communities. On the basis of the cases of the Russian Siberian and Southern Federal Universities the author analyzes practices and formats of their interaction with different regional stakeholders as part of the FUs' social function implementation. The FU's capacity to enhance their third mission is assessed. The author suggests a set of indicators to assess universities social activities impact on development of the regions, and puts forward recommendations on building the federal universities capacity for fulfilling their third role. The paper is prepared within the framework of the Ministry of Education and Science project "Organizational and analytical support to the national priority project "Education" on activities aimed at "Development of Federal Universities", carried out by the National Training Foundation.
There are some reasons, why both social investors and social project initiators (including NGO) need mediators for the process of investments. Mediators can reduce transaction costs for both sides because they shoulder the functions of search, audit, information expansion and also they create convenient services for investors and recipients. So social exchange platforms provides “good and clear” competition for resources in Russian “third sector” of economy.
We approach higher education as a source of not only private good but also public one. An analysis of oeuvres was aimed at differentiating between formal and substantive meanings of the term “university responsibility”. Substantive meaning of responsibility appeals to criteria beyond knowledge, appreciates the crucial importance of education effects in various aspects of life, and derives from the very fact of interdependence between the university and the society. We believe that importance of university as an institution forming the society may specifically be put into question in Russia, where the high level of education coexists weirdly with the high level of social hardship. An online questionnaire was completed by more than one third of graduates of a Russian confessional (Orthodox) university residing in more than 100 localities of Russia, former Soviet Republics, and other foreign countries. The data on graduates’ shared values and attitudes obtained in the survey was compared to results of national and international surveys on family issues, civic engagement, values, employment, social capital, and consumption practices. Based on this comparison, we suggest that philosophies and attitudes of Orthodox university graduates have many common points that set them aside from the other population of Russia: they are committed to family and civic values, have a strong attitude of service, and participate in social activities to help people in need. Standardized indices of social capital in the sample of Orthodox university graduates are three times higher than those in the national sample of all higher education graduates. We propose to raise a critical discussion of the role of religion in higher education and to dwell specifically on issues of validity of theology as a scientific discipline, effects of bringing religion to high school, and the problem of confessional universities.