The article deals with the main trends in the output (production) of energy sources and energy in Siberia both within the boundaries of the Siberian Federal District and within the vast territory between the Urals and the Far East. According to the authors, Siberia in the foreseeable future (for a period of up to 50 years) has stable prospects to maintain its position as a leading macroregion producer and supplier of energy, both electric and primary energy sources such as oil, gas, coal. At the same time, ensuring the sustainable operation of energy resources and electricity development and production is increasingly associated with the development of science, development of new technologies at all stages from searching and exploration to production and distribution. Among the main reasons one can name qualitative change in production technologies (output) (among them – «smart» network, hydrofracturing, liquefaction of gas, environmental requirements and related changes), and the characteristics of energy sources and energy production. According to the authors, these changes in a new way raise issues of connection with science – not only the creation of technologies, but also the inclusion of research activities in the main production cycle (it is impossible to develop universal solutions that meet the expanding range of conditions and requirements). In turn, these changes in a new way raise the issues of interaction of economic agents in the production (output) of energy and energy sources and its distribution. Changing such interactions involves a more thorough and precise adjustment of the institutional environment (rules, regulations and organizations associated with them). The trends mentioned in the article form the basis for the developed plan of Siberian branch of RAS strategic development in the context of support of Siberian socio-economic development.
The chapter describes characteristics of Russian innovators acting within and without formal education system in comparison with Russian population as a whole. The study gives an indication of values (according to Schwartz’s theory) and motivational (PSED questionnaire) structure inherent to innovators as well as socio-demographic information such as education and occupation. The main values that underlie innovators’ activity and distinguish them from average Russian person are Universalism, Benevolence, Self-Direction and Stimulation. On the contrary such values as Conformity and Power are less important for innovators. Concerning motivation to innovation four types of motives that trigger innovative project launching were identified: social, status, financial and innovative. Social and innovative motivations serve as universal drivers of nowadays innovators in education. While financial and social motivations could play a distinguishing role for different groups of innovators. The main inference is that innovators from both sides of education, guided by the needs of others; even if they represent business oriented project, they always have a social mission. In conclusion the discussion on how the emergence of visible flow of grassroots innovation will change the education system.
The article analyzes the social and professional characteristics as well as the value orientations of the contemporary innovator in the field of education. The study was conducted among 304 participants in the 2014 Competition for Innovation in Education. The value orientations were revealed using Schwartz’s Portrait Values Questionnaire. The results were compared with data on value orientations of the Russian population obtained from the European Social Survey.
In 2012 the contestants were significantly different from the average Russian by the subjective importance that they attributed to certain value orientations as well as by their structural hierarchy. Innovators are more likely to exemplify the values of autonomy, benevolence, and universalism, and are willing to take risks in their professional life. They are less guided in their actions by a desire to obtain and retain power that is not based on their own achievements.
The study showed that specialists, including employees of educational institutions at various levels, employees of organizations not directly related to education, as well as school-age children and college students are prepared to implement and propose innovations in the field of education. Innovators stand out by their high level of education and active participation in extracurricular educational activities.
This is an analysis of social and professional characteristics, as well as value orientations of a modern educational innovator. The survey included participants of the 2014 Contest of Innovations in Education, with the sample of 304 respondents. Value orientations were revealed with the help of a questionnaire based on the Schwartz’s value theory. The results were compared to those of the European Social Survey of the Russian population conducted in 2012. Answers of the Contest participants differed dramatically from those of an average Russian, both in subjective importance of specific value orientations and in the structure of value orientation hierarchy. Innovators appreciated more often the values of self-sufficiency, kindness and universalism, as well as willingness to take risks in their professional life. They were less guided in their actions by the desire to take and to hold power which was not associated with their personal achievements. The survey demonstrated that innovations in education could be offered and implemented not only by experts, i.e. people working in educational institutions of different levels, but also by employees of companies that are not directly related to education, as well as by school and university students. Innovators have a better educational background and participate actively in supplementary education events.
It is not an easy task for researchers and administrators of post – soviet universities who do not have experience and cooperation with the industry in market conditions to turn a scientific discovery or idea into a production technology that brings income and contributes to the development of an innovative cluster of the economy. Meanwhile, for the past 20 years in Russia we have come a long way and a vector in the direction of solving this problem. In the article, on the example of consideration of three groups of problems, the experience of diagnostics of key topical problems of transfer of innovations in higher education institutions and possible ways of their solution, which may seem interesting and useful for higher education institutions of the Republic of Belarus, is presented. The author is based on the preliminary results of the work of the working group of researchers in the preparation of the analytical report "Barriers to effective tansfer technologies. Recommendations to overcome them", which was presented at the XVIII seminar-conference of The project 5-100, November 9-11, 2015. Dolgoprudnom on the basis of Technopark of the national research UNIVERSITY "Moscow Institute of physics and technology" (MIPT).
This book investigates the interrelationship between educational reforms and pedagogical and technological innovations, as well as the implications of this relationship for the quality of human capital. By analyzing recent educational reforms in Russia and the US, the authors shed new light on how these reforms may help or hinder innovations, such as the introduction of computer technologies into classrooms, new methods of teacher evaluation, constructivist teaching methods, and governance in public schools.
Taking labor economics as a useful lens for conceptualizing the diffusion of innovation, in the first part of the book the authors analyze book how certain power arrangements can block educational innovations in schools. In the second part they examine recent educational reforms in the US and Russia. The final part presents a vision of the next generation of educational reforms, which may enable innovation diffusion, rather than hamper it.
The book is devoted to the results received within implementation of the international EURECA program and generalizes experience of maintenance of system innovations in education through the international cooperation and partnership of higher education institution-business-power.