The focus of the article is the place of Academic Writing in English in the overall system of courses and the university curricula of philological faculties (schools of linguistic and literary studies), general principles of such courses and ways and challenges of their implementation. The theoretical part is followed by a case study: the Academic Writing (English) course taught at the Faculty of Philology (School of Linguistic and Literary Studies) of the Higher School of Economics.
The polysemy of the translation into Russian of the term "learning" is commented on.
This article explores the question of emergence and transformation of liberal arts in European university tradition by taking a historical and comparative approach, looking at the histories of Newman and Humboldt university projects as they were evolved in Europe and assimilated in the United States of America. The article aims to analyze the current state of liberal arts education as well.
The paper addresses the experience of developing and implementing an online module in academic writing for university staff. The authors describe the module structure and teaching/learning process from the point of view of the course developers and trainers. The paper overviews the key requirements for developing and running online training in research writing. These requirements might be relevant for those involved in teaching, developing and implementing online support modules in academic writing.
The article analyzes modern problems and trends of development of the system of higher education. The persistent expansion of regulation and uncontrolled growth of bureaucracy increase dependence of regulated areas on private interests of those who have access to the regulatory machine. This tendency has not bypassed the academic sphere, and, in many instances, there is a clear discrepancy between the proclaimed objectives and observed results. The vivid example is the Russian system of higher education, which is the main focus of the present study. We explain this phenomenon through the lens of the institutional corruption theory and argue that the observing evolution of modern academia forms a wrong system of incentives, bringing to the hands of bureaucrats excessive power, which, eventually, distorts the performance of the higher education sphere and undermines the effectiveness of this important institution.
The article touches upon the concept of slow scholarship that has been widely spread among academic professionals abroad due to the higher education reform oriented to ideas of new managerialism. The call for slow scholarship is a reaction that faculty shows against transformation of their time budgets and weakening of professional freedom. We present a brief review of key writings on slow scholarship and discuss how these ideas can be adopted to the local context. We also reveal that research of academic profession in Russia pays relatively little attention to the issue of working time budgets and time use, while it is of a major importance to understand the changes that take place at universities and other academic institutions.
The paper presents an account of the four-year experience of the academic writing course introduction in the St. Petersburg campus of the National Research University - Higher School of Economics. The comparison of the everyday routines of the students of the department of biology of the St. Petersburg University with those of the department of sociology of the Higher School of Economics highlights the role the academic milieu plays in the development of basic research skills in students.
The article invites researchers and teachers of Academic English to reflect on the conventions they use and teach concerning academic genres, especially research publications. We consider some of the existing trends in using active and passive verb forms and personal pronouns in journal publications.
he article represents the analysis of the market of scientific publications and con- sequences of information asymmetry in this market. Attention is paid to the participants of the market, including different kinds of middle-men that facilitate the interactions between authors and publishers. The purpose of the article is to clarify particular characteristics of the market, which might be helpful for researchers in the process of publication. Nowadays, we observe the expanding gap between levels of signals of universities and researchers from different countries, resulting in different levels of incomes and opportunities for access to scientific knowledge. The article points out that the current system leads to the growth of power of major players of this market, and this is the result of concentration of property rights within the industry.
The article provides a comparative review of principles for the implementation of doctoral programs in education at leading world universities. The analysis is focused on the following aspects of doctoral education: organizational model (1), principles of doctoral candidates’ enrollment (2), educational program and workload (3), principles and mechanisms for tracking doctoral students’ progress (4), principles and procedures for completing educational programs and defending a thesis (5). The key differences of Russian doctoral education are distinguished. The first difference is related to the rigidity of the recruitment rules and procedures: the universities in Russia pay no or little attention to the previous academic achievements of candidates. The second difference refers to the specifics of an educational program, which, as a rule, is not aimed at the development of “soft skills”. Finally, Russian doctoral programs are based on the traditional model of doctoral supervision, when a supervisor is usually the only person who controls the doctoral student progress and helps him or her to work on a thesis. Based on the experience of the world-leading universities, the authors discuss some opportunities to develop doctoral programs in Russia.