Article
Academic career of young scientists: Motivations and professional roles
The paper investigates the problems of human capital reproduction in higher school. Falling effectiveness of graduate school underlie the research interest in the way, in which motivations for entering a doctoral program affect the choice of young scientists and lecturers about their career development and professional roles in the academic environment. Methodologically the study relies on Vroom’s expectancy theory of motivation, as well as theoretical approaches to analyzing the motives behind embarking on a doctorate and the role in academia. The information base includes the results of a survey of 1,429 graduate students from five Russian federal universities. Applying multinomial logistic regression, the authors test the hypothesis that each of the professional roles (tutor, researcher and administrator) is dependent on an individual set of motivations for entering graduate school. The choice of the professional role is largely conscious and independent. Graduates who prefer the roles of tutor and researcher are usually motivated towards this type of activity and interested in benefits of the higher education system, such as flexible working hours, stable pay, etc. The career of researcher exhibits a wider range of motivations and is more sustainable in comparison with the others. The choice of the administrator role is typical of those entering higher school by inertia. The results of the study allow us to identify key motives of graduate students behind choosing particular professional roles. This is of value when formulating the applicant selection policy in accordance with the goals of the university and needs of society and the state
The system of postdoctoral fellowships in Russia is relatively new. The first postdoctoral programs started to appear only in 2013. Their development was accelerated by “5-100” Russian Academic Excellence Project initiated by Russian Ministry of Education and Science. Postdoctoral initiatives started to be implemented in over 10 Russian universities - project participants – as well as Lomonosov Moscow State University and Saint Petersburg State University. Most programs were designed to follow the western model of postdoctoral fellowships (postdocs). Originally, the aim of such programs was to attract scholars with high scientific potential and various research backgrounds to carry out their independent research as well as extend the pool of a university research projects. The universities generally expect external candidates with PhD degree (or its Russian equivalent, stepen’ kandidata nauk/Candidate of Sciences degree), publications in high-ranked international academic journals and international experience. These young researchers are 30 years old in average , with advanced knowledge of English. Conducting research is the primary task of postdocs. They can also be involved in joint research work with students, fellow scientists, as well as in giving open lectures and holding seminars. As a rule, call for applications is opened both for foreign and Russian researchers. However, Russian universities focus their efforts on attracting international colleagues to a greater extent . The positioning of postdoctoral programs in Russia is still under development and reflection. For instance, Russian universities sometimes compare it with the well-known system of Doctorantura, education program for Candidate of Sciences who are willing to get the degree of Doctor of Sciences. As, for example, National Research Tomsk State University claims that “The Institute of Postdoctoral Studies at TSU replaced Doctorantura, familiar to all of us ” , National Research Tomsk Polytechnic University calls its postdoctoral program “Postdoc of TPU as an analogue of Doctorantura” . The second aim of the Russian universities is to use the postdoctoral Programs as a tool of international recruiting. These are the cases of Ural Federal University, Novosibirsk State University, Far Eastern Federal University e.t.c. So, Russian universities currently regard postdoctoral programs as a development tool of their staff.
The system of postdoctoral fellowships in Russia is relatively new. The first postdoctoral programs started to appear only in 2013. Their development was accelerated by “5-100” Russian Academic Excellence Project initiated by Russian Ministry of Education and Science. Postdoctoral initiatives started to be implemented in over 10 Russian universities - project participants – as well as Lomonosov Moscow State University and Saint Petersburg State University. Most programs were designed to follow the western model of postdoctoral fellowships (postdocs). Originally, the aim of such programs was to attract scholars with high scientific potential and various research backgrounds to carry out their independent research as well as extend the pool of a university research projects. The universities generally expect external candidates with PhD degree (or its Russian equivalent, stepen’ kandidata nauk/Candidate of Sciences degree), publications in high-ranked international academic journals and international experience. These young researchers are 30 years old in average , with advanced knowledge of English. Conducting research is the primary task of postdocs. They can also be involved in joint research work with students, fellow scientists, as well as in giving open lectures and holding seminars. As a rule, call for applications is opened both for foreign and Russian researchers. However, Russian universities focus their efforts on attracting international colleagues to a greater extent . The positioning of postdoctoral programs in Russia is still under development and reflection. For instance, Russian universities sometimes compare it with the well-known system of Doctorantura, education program for Candidate of Sciences who are willing to get the degree of Doctor of Sciences. As, for example, National Research Tomsk State University claims that “The Institute of Postdoctoral Studies at TSU replaced Doctorantura, familiar to all of us ” , National Research Tomsk Polytechnic University calls its postdoctoral program “Postdoc of TPU as an analogue of Doctorantura” . The second aim of the Russian universities is to use the postdoctoral Programs as a tool of international recruiting. These are the cases of Ural Federal University, Novosibirsk State University, Far Eastern Federal University e.t.c. So, Russian universities currently regard postdoctoral programs as a development tool of their staff.
The book illustrates practices of Russian magistracy cases in regional and leading universities. The authors covered core issues, models and development points of the master's institute in Russia. Prospects for its development were also indicated. The paperwork presents the cases of graduate schools, magistracy design in the context of changing norms, rules and institutions at Russian universities. This research is the result of a net-team working in the project “The Birth of Russian Masters” (supporting by the Potanin Foundation). The publication can be recommended to specialists in the educational sciences, researchers of managerial practices at universities, teachers, employees related to the implementation of practical programs and a wide range of readers.
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.