The article discusses the Monitoring of higher education institutions’ (HEIs’) effectiveness, which has been conducted annually by the Ministry of Education and Science in the last five years. The method of the Monitoring is based on the technology of collecting and systematizing information used by the state accreditation in 1997–2010. The reasons for the introduction of the Monitoring by the Ministry are described; the features of the performance indicators are justified by the state educational policy. A model of presentation of the Monitoring results in the league table format is suggested, which makes it possible to use its results more flexibly for the management of the higher education system. It also allows higher education institutions to analyze their positions and to form their own ways of the development.
Reform of the Russian higher education system is aimed at upgrading quality of universities and changing their role in the development of science and economics of the country. It suggests major change of academic performance evaluation principles and upgrading of university administration’s responsibility for the quality of rendered services. Several universities received special status, several were merged, there is an ongoing change of executive staff at ineffective universities, academic activity financing system is also changing. Eventually it will require rethinking of academic staff functions and tasks as well as structure. Russia literature dos not present complete overview of this problem. Foreign academic publications have demonstrated interest towards administration efficacy for a considerable period of time and the topic of staff numbers increase has been raised many times. This article analyses main trends related to administrative staff changes at foreign higher educational institutions. We describe dynamics of academic and administrative staff numbers, dynamics of administrative costs’ share in the overall costs structure of the university; qualitative changes in the functions of administrative staff during the recent years; provide systematic description of main theoretical explanations for existing processes.
This article is designed to draw attention to such phenomenon as academic diversity of students within universities and specify a research agenda for studying this phenomenon and its relationship with university management. A review of existing literature and statistics on the example of Russia allows for a) identifying the range of possible reasons for the growth of academic diversity in higher education institutions and b) offering basic prerequisites for defining its level. For the first time the article analyses the academic diversity as a contextual variable and the organizational characteristic of higher education institutions, and justifies its significance for university governance and management. Also, the authors provide a range of theoretical framework through which university governance can be analysed in the context of high academic diversity. The continuation of this work will be a more detailed study of practices at such universities. The results of this work can be used to expand the current research agenda in the field of higher education, as well as to analyse and plan the activities of specific universities.
The article is an analytic review of academic research on the topic of universities employing their graduates. It is authors' version of the chapter «Academic Inbreeding: State of the Literature» in: Yudkevich M., Altbach P. G., Rumbley L. E. (Eds). Academic Inbreeding andMobility in Higher Education. Global Perspectives. Palgrave Macmillan, 2015. The aim of the article is to systematize and discuss causes, consequences and possible methods of fighting inbreeding which is often viewed as a practice leading to contradictory results for university and academic system in general.
Inbreeding is widely spread in many countries, including Russia and majority of university executives in Russia see it as an admissible thing, in fact, a method of choice. Analysis of the literature on that topic shows that main reasons for that include importance of social networking in employment, limitations existing at the academic labor market, desire to lower the costs of searching and hiring candidates from outside the circle as well as the vision of inbreeding and mobility as of an academic norm. Many researches show that university staff members who graduated from this university are different in terms of many important characteristics (such as publication efficacy, teaching settings, professional networking involvement, etc.). Nevertheless there is no single opinion on inbreeding consequences. One explanation for absence of single opinion on whether inbreeding is positive or negative is that in most countries this practice is typical of more elite universities.
Nevertheless the prevailing opinion is that universities should not hire too many graduates therefore many authors look into ways of preventing inbreeding. The most effective measure against inbreeding is far formal ban, development of an open market and teaching staff mobility stimulation. On the basis of literature analysis authors formulate recommendations on decreasing inbreeding results in Russian universities.
This article is of interest for university executives in charge of personnel and research as well as for researchers dealing with academic work and university management.
The Russian Higher education is a turbulent environment. We can find the main challenges facing modern higher education, such as reducing government funding, integrating Russian universities into the international system of higher education, and changing the structure of competition for teachers and students in the global market. These modern trends are complemented by such factors as the transition to the Bologna process and a significant change in the format of studies in undergraduate and graduate programs. In addition, employers are actively involved in the educational process, who are increasingly making demands on the preparation of "ready-to-work" graduates, which also imposes certain duties on universities. As an additional challenge to modern higher education, we would like to note a change in the requirements for teachers who must combine teaching with research, and not just translate other people's achievements to a student. Also, the format of educational services provision is significantly changing due to introduction of modern technologies, the informatization of the educational process, the active involvement in the educational process of online courses or blended format disciplines. All these changes should be taken into account in the activities of the educational institution. This article examines the issues of organizational culture, leadership and behavioral skills of teachers in the position of programme academic supervisor. The study is based on the analysis of the HSE, the study involved 77 programme academic supervisor of undergraduate and graduate educational programs, which is 34.5 % of the total number of programs (at present, 72 educational programs of undergraduate and 151 graduate programs are being implemented at HSE. Research question. Since 2014, the HSE has been implementing a training model for educational programs, headed by a programme academic supervisor. However, this function is written in documents in a generalized form and, most likely, is understood differently by each of the managers. Accordingly, the purpose of the study is to evaluate the practice of introducing the functionality of a programme academic supervisor using the example of HSE, identify problems and determine the role models of programme academic supervisors based on the model of integrated competing values. Accordingly, the purpose of this study is to evaluate the practice of introducing the functionality of a programme academic supervisor using the example of HSE, identify problems and determine role models of programme academic supervisor based on the model of integrated competing values. As a novelty, it is necessary to highlight the adaptation of the concept of competing values in the development of the role model of the programme academic supervisor of the educational program based on a study of its functionality, resource support and degree of involvement in management processes.
The paper presents key findings from the analysis of the established as well as prospective areas for the Russian HEIs regional engagement. It highlights the impact made by the Siberian Federal University and South Federal University to the regional development. The paper discloses mechanisms of integration of the Russian HEIs to the regional life based on four areas of cooperation such as economic, social, political and technological areas. It also demonstrates innovative capabilities for regions and city regions from the multilateral cooperation between HEIs and other regional stakeholders.
The activity in publications, in particular the total number of publications and the citation index are important criteria for evaluation of efficiency of universities and R&D institutes activities. The paper presents the results analysis of correlation between publication activity and financial support and the financial motivation for staff. The financial mechanisms for supporting scientific research considered as factors, which influenced to the activity in publication of Russian scientists.
Policy instrument of research productivity assessment (Research Assessment Exercise, RAE), introduced in the UK by Thatcherite government, usually is discussed as a prototype of neoliberal reforms which took place in the university sector of European countries in 1980 – 2000s. Research and financial efficiency of the sector was declared as the main goal of these reforms. Promotion of market-based instruments and emphasis on the open competition inside the university sector were basic policy principles which influenced the design of RAE. Study of RAE practices and consequences was conducted in the framework of broader project, focused on the systems of university management. The basic data source of the study were (1) interview with UK social scientists, who had significant experience of both academic and administrative work, and (2) official documents, produced in the course of RAE companies.
The methods ensuring agency independence in European countries are analyzed in the paper. It is shown that centralized accreditation system in Russia is not able to ensure agency independence in accordance with Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG). The author recommends and substantiates some changes in Russian laws for ensuring agency independence and democratization of accreditation system.
This article considers problem of accessibility of quality education for all citizens in spite of their location. The author analyze the influence between universitys location and results and trends of universitys development. The base of this analysis is official statistic information about university activity.
This article is about the questions of evaluation of risk and profitability at investment in the financial market. The classical approaches to the risk assessment of the most popular financial instruments: stocks and bonds were considered in this work. The rates describing the volatility of the financial instrument were used in order to quantify the risk of the instrument. In a short time horizon the volatility of stock is considerably higher than the volatility of bond and it makes the stock more risky finanacial instrument than bond. When the time horizon increases the volatility of stock considerably goes down. The analysis of American and Russian markets shows, that the stock is more preferable object of an investment when the time horizon increases.
The present paper summarizes a review of the best practices and models of academic development in foreign universities. It is argued that academic development as a domain of professional activity is developed as a response to the three interrelated processes: emergence of the new forms of public management, dissemination of 'entrepreneurial university' conception and life-long learning programs. Possible goals, professionalization problems and organizational models of academic development are elaborated in order to present heterogeneity of this phenomenon. We conclude by highlighting the most promising types of academic development programs which is possible to implement in Russian universities.