Зимняя школа и студенческая мобильность в ГУ-ВШЭ: значение, проблемы и перспективы развития
The current agenda of Russian scientific policy pays much attention to measures aimed at supporting the mobility of scientific personnel (including young ones). The purpose of this study is to analyze how the experience of international mobility affects the objective and subjective indicators of employment of Russian Doctorate Holders, and to find out whether the experience of working or studying abroad always gives advantages when returning to the home country. The empirical base of the study is the data of the project “Monitoring survey of Highly Qualified R&D Personnel” (N=1742 for the year 2019). The obtained results show that the impact of the international mobility on the careers of Russian researchers is a complex phenomenon that is not limited to positive effects. A number of advantages can be received for the “non-mobile career”, when loyalty to the current organization is rewarded. Along with the implementation of mobility support programs, it is necessary to create an institutional environment in which researchers with experience in international mobility can maximize their professional potential and have a favorable environment for building a scientific career.
The career paths of Russian doctorates are explored based on three types of mobility: inter-sectoral, intra-sectoral and international mobility. The project focuses on two major interlinked issues: 1) mobility and internationalization, 2) skills and motivations for research career.
The career trajectories of doctoral holders are addressed in terms of career employment and effects on productivity (publications, patents, salary). This analysis is complemented by a second major issue, which aims to understand the role of motivations, experiences, professional shifts and other social phenomena in decision-making processes concerning career paths, and the decisions of opting for one type of mobility over the other, when mobile.
The study of Russian doctorate holders confirmed the main trend of modern R&D system, namely the intensification of international contacts and cooperation at all levels: individual, institutional and intergovernmental. The second major issue aims to understand the role of motivations, experiences, professional shifts and other social phenomena in decision-making processes concerning career paths, and the decisions of opting for one type of mobility over the other, when mobile.
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 results of cross-cultural research of implicit theories of innovativeness among students and teachers, representatives of three ethnocultural groups: Russians, the people of the North Caucasus (Chechens and Ingushs) and Tuvinians (N=804) are presented. Intergroup differences in implicit theories of innovativeness are revealed: the ‘individual’ theories of innovativeness prevail among Russians and among the students, the ‘social’ theories of innovativeness are more expressed among respondents from the North Caucasus, Tuva and among the teachers. Using the structural equations modeling the universal model of values impact on implicit theories of innovativeness and attitudes towards innovations is constructed. Values of the Openness to changes and individual theories of innovativeness promote the positive relation to innovations. Results of research have shown that implicit theories of innovativeness differ in different cultures, and values make different impact on the attitudes towards innovations and innovative experience in different cultures.