МООК в высшем образовании: достоинства и недостатки для преподавателей
The article explores the advantages and pitfalls of Massive Open Online Courses (MOOCs) as reported by participants of professional development programs on creating and using online courses sponsored by the Institute of Distance Education of Tomsk State University during a brainstorming session within one of the programs and during communication in a nonpublic online course forum within the other. It is established that instructors see MOOC advantages in the opportunity to provide better organization of the learning process and additional study materials, higher education accessibility and academic mobility, realization of instructors’ career and personal goals, and resource efficiency. MOOC pitfalls are associated by the participants with pedagogical imperfection of the format, special requirements for the education system, resource intensiveness, and career risks for instructors.
Since the first works on Higher Education Administration in the 1970s no comprehensive work in terms of purpose and scope of Higher Education has been published. There have been important changes in people’s aspirations vis-à-vis higher education globally. In parallel, the higher education systems, worldwide, have been undergoing constant transformation in response to these aspirations. From governments, employers and prospective students and their parents, the stakeholders in higher education system are now extremely varied paying close attention to the various aspects of higher education - from infrastructure, on-campus safety and security to administration, faculty and curricula. The present series attempts to take into account the issues of importance to all the stakeholders. Hence the series not only pays attention to the purpose and outcomes of higher education but also the economics surrounding higher education vis a vis marketization. The nitty gritty of running and maintaining a university infrastructure, impact of globalization and internationalization on delivery and demand of higher education, the commoditization of research, and changing paradigms of teaching and learning fall within the purview of the series. The increasing competition from other entities to provide degrees, certificates or other forms of credentials makes it important to have a work that brings all of the elements together to see how they actually interact and inter-relate from a systems perspective. The present series attempts to comprehensively attend to these issues and provide a complete reference resource to all those involved and interested in setting up of a Higher Education institution and its administration.
Bridging the gap between higher education research and policy making was always a challenge, but the recent calls for more evidence-based policies have opened a window of unprecedented opportunity for researchers to bring more contributions to shaping the future of the European Higher Education Area (EHEA). Encouraged by the success of the 2011 first edition, Romania and Armenia have organised a 2nd edition of the Future of Higher Education – Bologna Process Researchers’ Conference (FOHE-BPRC) in November 2014, with the support of the Italian Presidency of the European Union and as part of the official EHEA agenda. Reuniting over 170 researchers from more than 30 countries, the event was a forum to debate the trends and challenges faced by higher education today and look at the future of European cooperation in higher education. The research volumes offer unique insights regarding the state of affairs of European higher education and research, as well as forward-looking policy proposals. More than 50 articles focus on essential themes in higher education: Internationalization of higher education; Financing and governance; Excellence and the diversification of missions; Teaching, learning and student engagement; Equity and the social dimension of higher education; Education, research and innovation; Quality assurance, The impacts of the Bologna Process on the EHEA and beyond and Evidence-based policies in higher education.
E-learning development comes with an increased attention to its quality that is managed via the control over not only the learners’ knowledge but over the learning process, its organization and applied tools. This paper covers Tomsk State University experience in MOOC quality evaluation, in particular popular science MOOCs and specialized ones. The quality evaluation system implies the evaluation of the MOOC materials, the learning process and the results.
In his paper A. V. Voevodsky analyzes the Russian-South African interaction in the sphere of the higher education. The author considers historical background of relations of two countries in this area during the Soviet period. Untill 1990 th these contacts were developed mainly through two main forces of liberation movement in apartheid era — ANC and SACP. The interaction between the Republic of South Africa and Russia in the sphere of the higher education, as well as in other areas of economic and cultural cooperation has sharply weakened with the collapse of the USSR. The number of South African students in Russia has decreased practically to zero. The introduction in 2010 of the RSA in BRICS and the signing in 2013 of the Joint Declaration on the establishment of a Comprehensive Strategic Partnership between the Russian Federation and the Republic of South Africa gave a new impulse to relationship between Russia and RSA. Nowadays, despite the remaining difficulties in coordination of educational policy of the two countries, we can acknowledge a revival of contacts in the sphere of the higher education with a number of bilateral agreements between the South African universities and the Russian educational and scientific organizations and a growth of number of the South African students trained at the Russian universities. In this article are reviewed possible steps of this cooperation further expansion. © https://history.jes.su/s207987840001442-5-1-en
The paper discusses the development of the organizational practices in a Russian university under the influence of the environment. In the latter, the key factors are legislation and regulations of the Ministry of education and science. This influence is ambiguous and varies in different aspects, so to understand combined effect one needs detailed analysis using purposebuilt tools. The paper introduces such tool based on ideas of business model canvas by Alexander Osterwalder and Yves Pigneur and organizational design theory by Henry Mintzberg. This instrument makes it possible to conduct a system analysis of the organizational design of the university, the integrity of this design and its fit to the environmental conditions. In particular, this analysis shows, how the system of restrictions and stimuli, created by the Ministry of education and science leads to the degradation of education quality in a classic university
Successful online learning if we look outside the didactics but in the field of personal development, from the anthropological bases, is in learner’s identification as an active subject of the learning process. Activities that online learners perform correlate with the characteristics of the subjectness that researchers revealed: spotting one’s own gaps in the educational environment and one’s educational needs, satisfying them and enhancing one’s competence by means of online learning (ability to change the environment and oneself inside that, reflexive way of life, realizing the principle of development), searching, selecting and studying online courses on one’s own, supported first and foremost by the intrinsic motivation (initiative), ability to plan and analyze one’s activity or inaction in the course, managing the requirements and the deadlines of the assignments, as well as readiness to accept the consequences of one’s choice (responsibility). Therefore, successful online learners (those who study on their own, cope with the tasks in time and in a proper way, achieve expected results) are characterized with such a subjectness that is based on a set of general-cultural and general-professional competencies that should be formed. To define the set of competencies, which an online learner needs to become successful and to study learners’ attitude to them, we have done a competency-based test (self-assessment questionnaire) in September - November 2017. The respondents were 2060 learners from TSU online courses offered on three e-learning platforms (population is 80938). Learners responded that the following general-cultural competencies are of much help for them in online learning: readiness to self-development, self-realization and using one’s own creativity (69,7%), ability to organize and educate oneself (53,3%), ability to acquire new scientific and professional knowledge using modern educational and informational technologies (62,3%), as well as ability to imply means and methods of learning and self-control over one’s intellectual development, increasing one’s cultural level and professional competence (50,2%). Among general-professional competencies the learners replied that the most useful competencies for online learning are computer skills for receiving, processing and managing information (79,5%), ability to work with the main retrieval query systems (60,2%), ability to search for scientific information, perform its critical analysis, to set research objectives and choosing appropriate methods and technologies to achieve them (59,3%), ability to critically analyze the learning process and training materials from the point of view of their effectiveness (54%) and ability to use polite manners in oral and written speech (21,9%). At the same time, the respondents define general-cultural competencies as more significant. Therefore, the survey results proved our idea that successful online learning requires firstly, a set of general-cultural competences (those which are connected to the learner’s personal development and his/ her subjectness in the learning process) and secondly, a set of general-professional competencies to be formed. This led us to the idea that assessing learner’s level of the general-cultural competences we can predict his/ her future success in taking online courses.
The main reason the so-called "crisis of education" covers not only the rap-id changes in the system of knowledge and technology, but also the changes in the labor market, the prevalence of atypical employment. As a result, the univer-sity, by definition, can not train a specialist, fully satisfying the requirements of the employer. For example, the direction of "Advertising and public relations" proposes measures to resolve the existing contradictions.
In this paper, we discuss the methods of endowment management existing in the world and their applicability to the Russian university system. The endowment spending research focuses on the following issues: reinvesting endowment income; identifying the size of expendable endowment income; using the endowment body, not onlyincome; choosing endowment spending policy, rule and rate endowments, etc. We provide an overview of endowment fund financial indicators and endowment spending allocationin Russia. Based on the example of the HSE Endowment Fund, we analyze the use of endowment spending rulesand model of financial indicators for 2008–2014. The University’s Endowment Fund endowment spending policies implement the preservation principle, which may be reasonable in a stable economy. However, the viability of the principle is questionable in the crisis, the more so since the endowment is mostly in rubles. Using net asset valuation methods, the HSE Endowment Fund could provide equity betweengenerations with annual distribution of income in favor of the next and current generations.
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 paper examines the structure, governance, and balance sheets of state-controlled banks in Russia, which accounted for over 55 percent of the total assets in the country's banking system in early 2012. The author offers a credible estimate of the size of the country's state banking sector by including banks that are indirectly owned by public organizations. Contrary to some predictions based on the theoretical literature on economic transition, he explains the relatively high profitability and efficiency of Russian state-controlled banks by pointing to their competitive position in such functions as acquisition and disposal of assets on behalf of the government. Also suggested in the paper is a different way of looking at market concentration in Russia (by consolidating the market shares of core state-controlled banks), which produces a picture of a more concentrated market than officially reported. Lastly, one of the author's interesting conclusions is that China provides a better benchmark than the formerly centrally planned economies of Central and Eastern Europe by which to assess the viability of state ownership of banks in Russia and to evaluate the country's banking sector.
The paper examines the principles for the supervision of financial conglomerates proposed by BCBS in the consultative document published in December 2011. Moreover, the article proposes a number of suggestions worked out by the authors within the HSE research team.
One of the most important indicators of company's success is the increase of its value. The article investigates traditional methods of company's value assessment and the evidence that the application of these methods is incorrect in the new stage of economy. So it is necessary to create a new method of valuation based on the new main sources of company's success that is its intellectual capital.