This paper presents the results of a theoretical and empirical study of collective habituses rooted in a classical type of a Russian university and of their impact on the socialization of the students, their chances of getting high-quality professional education and their future social status. The object of study is the faculty of social sciences and humanities of a classical University, Lobachevsky State University of Nizhni Novgorod, that has experienced a rapid growth in the post-perestroika period. In the course of a standardized questionnaire survey, the opinions and assessments of students of the first and last years in all areas of studies were collected on a wide range of issues affecting their studies and life in an innovative university. As a result of the analysis of the data obtained, conclusions were formulated in the context of P. Bourdieu’s theory of capital and habitus on the role of the University as a significant agent of students' socialization, of shaping their attitudes towards professional life, the grounds for maintaining and/or developing social inequality in society. In practical terms, the results of the study provide the basis for developing a model of academic supervision at the Faculty of Social Sciences, and for modernizing educational, research and character building work with students.
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.