The author reviews what he finds to be the best books on business education published in Russian since the beginning of the 21st century. He considers issues in development of business education system, students. and commercial firms employees. choice of business schools, their carier growth, businessmen education, and activities of commercial universities.
D. Ju. Chugunov, K. B. Vasiliev, I. D. Froumin Introduction of applied bachelor programs in Russian education system: how and what for? Introduction of new technologies into production process has provoked various changes on the labor market: creation and demand increase for one professions and destruction of another jobs. Such situation issues the challenges for the education system in a whole and for professional education in particular. The paper looks how foreign countries solved problems concerning creation of applied programs of professional education, reasons the necessity for introduction of similar programs in Russian practice and analyzes possible options for its introduction.
Regression analysis is used to explore the relationship between students’ risk attitudes and academic performance indicators: current academic achievement and the likelihood of dropping out. Using empirical data on students of a highly selective Russian university, we reveal a considerable positive correlation between risk acceptance and the likelihood of being expelled. We believe that conventional student integration and drop-out models could also consider such individual student characteristic as risk attitude. Normally, it did not use to be regarded as a factor influencing the likelihood of student departure. Risk attitude as an individual student characteristic can be involved in the process of academic integration, affecting its progress. More risk-averse students remain underintegrated in the academic environment, which is fraught with dropping out.
It is shown in an empirical study in which Russians and representatives of the North Caucasus nations (Chechens, Balkarians, Ossetians) took part that on the whole social capital is related to tenets of the so-called productive economic behaviour patterns. This is a common phenomenon for representatives of both cultures under study. But a number of different aspects is also revealed. In particular, for Russians social capital hinders formation of a tenet of priority of profit over compliance with law and of an economic indifference tenet. For representatives of the Caucasus nations social capital hinders formation of economic paternalism tenets.
The behavior of fifth-grade students from a Moscow school was observed during 12 weeks as an iteration of a similar project undertaken in the mid‑1960s [Elkonin, Dragunova 1967]. Since the original research results were represented not as a text but as individual descriptions of 13 school students, observation criteria had to be identified. The criteria were grouped into so-called spheres, describing how teenagers behave among peers, at home, and at school. The key behavioral characteristic was the indicators of the emerging feeling of adulthood in school children, i. e. of the drive for grown-up behavior, associated with freedom and responsibility. These criteria formed the basis of the 2016 observation program. The diversity of adolescent behavioral patterns has been found to be much greater than in the original study. In addition, the linear formula of the value of learning being replaced with that of communication with peers (close interpersonal relationships) has been brought into question. As it transpires, the value of learning remains high for most fifth-graders, regardless of whether they need communication or not. Such an attitude towards learning might be encouraged by family and school, which is typical for this category of children. Four types of school students have been identified based on the indicators of their interest in learning and communication. The article cites fragments of observation protocols and semi-structured interviews. Hypotheses on how the transition to adolescence is affected by family and school characteristics have been put forward, and further observations of school students with different background have been designed. Citation: Polivanova K., Bochaver A., Nisskaya A. (2017) Vzroslenie pyatiklassnikov: 1960‑e vs 2010-e [Fifth-Graders Moving into Adulthood: The 1960s vs the 2010s]. Voprosy obrazovaniya / Educational Studies. Moscow, no2, pp. 185-205.
The article considers the typical mechanisms of corruption in the Russian education. The authors analyze the spread of societal attitudes that make this corruption possible. An educational institution is considered here as a monopoly that dictates its conditions to.consumers.: parents and their children. By analyzing numerous surveys conducted among parents with different social status and from different parts of the country, the authors arrive at the conclusion that unless the situation begins to change, the country will be faced with the emergence of a caste society in which different population groups reproduce themselves and continue to drift apart from each other.
In this paper, we analyze the participation rates of Russian workers in continuing professional education (CPE) using Rosstat data and sociological surveys, including the 2014 and 2015 Eurobarometer in Russia. We reveal considerable differences in the percentages of workers covered by C PE across age cohorts, personnel categories, and, especially, industries. Our analysis shows that formalized CPE norms and standards in such industries as education and healthcare have a largely positive effect on the incidence of employee participation in advanced training. Next, we demonstrate that the data collection methods used by Rosstat do not allow for a comprehensive analysis of CPE participation rates in all industries, as only large and medium-sized companies are covered by the official statistics, while small businesses, which form the best part of the retail sector, are left out. Besides, the rigid regulatory framework of the official statistics makes it impossible to embrace the diversity of existing types and forms of CPE. There is no single method to measure the rate of participation in continuing education (not only professional), which we demonstrate in our review of methodologies used by Russian and foreign researchers. As a result, comparing the rates of participation in lifelong learning (including CPE) in different countries becomes a challenging task.