Regular surveys of doctoral students on their career trajectories, satisfaction with the program and the learning process, the organization of supervision, and other aspects are widespread in leading foreign universities. The results of such surveys are used to improve programs and assess the effect of the introduced measures. In Russia, however, there is a lack of empirical data on the doctoral student experience, which makes it impossible to identify and address the reasons for the low performance of the Russian doctoral education observed over the past few years. To support the discussion about the need for such monitoring surveys in Russia, this article presents the results of an analysis of open information from the websites of about 150 foreign institutions that organize doctoral student surveys at the national, cross-university, and institutional levels. The presented review shows how actively doctoral education data collection takes place in the USA, Canada, Australia, and the UK, where there are one or more large-scale projects stimulating the collection of data from several universities, and how the results of such research are used by universities, employers, and applicants. On the example of topics related to the motivation for entering doctoral programs, career trajectories of doctoral students, and the organization of supervision, it is discussed how the described research practices can be used for the evidence-based development of Russian doctoral education.
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.
The paper considers the development of hierarchical features in the German higher education system and studies the historical background of ongoing processes of differentiation among German higher education institutions. The widespread ambition to establish internationally competitive ‘world-class universities’ as ‘flagships’ stimulates the differentiation processes of national higher education systems. The objective of this research is to examine the institutional stratification of the German higher education system in its historical development. We use historiographical methods and analyze the accessibility and selectivity of the higher education system as stratification criteria. The paper overviews methodological approaches to the differentiation of the higher education system developed by leading Russian and German researchers. The applied methods let us explain the homogeneity of the German higher education system by the historical role of universities and the influence of their principles and educational standards. The research demonstrates that the current challenges for the German higher education system (internationalization, increasing competitiveness and massification) lead to institutional differentiations. The research results indicate that processes of informal vertical and horizontal stratification are occurring in the German higher education system, regarding both research and education activities. The hierarchy of German higher education sections is based on general vectors in developing, management and national policy of higher education and reflects the most effective interaction between higher education institutions and other stakeholders of higher education. Finally we conclude, that it is useful to project studied experience of institutional development of German higher education system to Russian realities.
The article presents results of the research aimed at analyzing the institutional level factors influence over the results of export activities of Russian universities. To accomplish the aim of the research, an econometric analysis of quantitative data on the performance indicators of Russian universities was conducted. The research pool includes 153 universities from all regions of the Russian Federation.
Based on the analysis of academic publications on education export efficacy factors, the authors formed a list of institutional level factors supposedly positively influencing the results of university export activities. The data were taken from the reports of the university self-monitoring; from the Monitoring of higher education institution activities efficacy; and from the statistical collection «Export of Russian Educational Services».
During the research, the author suggested and tested hypotheses on seven institutional factors positively influencing university export activities efficacy. Linear regression data analysis using the least square method was conducted to test these hypotheses.
The research results demonstrated the fact that the growth of foreign students numbers at the university is related to implementation of international double diploma programs and teaching programs diversification. Income from export activities is influenced by network partnership with foreign universities, implementation of short-term incoming academic mobility programs and commercialization level of foreign students training. The popularity of a University brand in the Internet has a positive influence over both numbers of foreign students and income from their training. The hypothesis on positive influence of university activities in the field of transnational education program implementation on export activities results was not proven. This form of export is not sufficiently developed in Russian universities.
The regression coefficient meanings for some institutional factors are significant, but not high. This means that in the mid-term perspective universities cannot achieve significant increase of export efficacy by means of only improved institutional performance indicators. Export activities of Russian universities are greatly influenced by external environment factors. Therefore, a positive result can be achieved only by complex approach combining state level measures for attracting foreign students to Russia and by actions of universities in this area.
The results obtained are of interest for university executives, as the identified statistically significant dependencies demonstrate perspective university development directions that would facilitate export efficacy.
The article observes a limited number of factors. This is stipulated by the fact that some institutional level factors can hardly be quantitatively evaluated and by the limited statistical data on international educational activities of Russian universities. Further research in this field will allow for broadening the number of analyzed institutional factors and studying the mechanism of dependence between factors and university export results in more detail.
The "cost disease" was recorded in U.S. higher education and other countries. In the USA The Delta Cost Project conducts continuous monitoring of university costs and students education costs starting from1987 to 2010. A. Rubinstein confirmed the hypothesis of the existence of the 'cost disease' for cultural organizations in Russia. In this paper we answer the question whether there is a 'cost disease' in the system of higher education in Russia.
The article uses results of the project "Transforming education economics in the context of expanding resources" within the framework of fundamental research program of Higher School of Economics.
2016 witnessed the first stage of implementing development program of pillar universities of the first wave of competition selection. The article presents a short description of the program, pillar university models and quality analysis of the results of program development implementation results in 2016 based on monitoring results. Conducted analysis allows for concluding that besides performing plans in terms of efficacy indicators and road map implementation, pillar universities in 2016 obtained real results in the field of changing their position in the region and forming proactive position in facilitating social and economic development of relevant Russian Federation regions. This allowed pillar universities for initiating processes of forming regional innovation infrastructure: opening techno-parks, business - incubators, collective use centers, etc.; initiating absolutely new formats of interaction with the region aimed at developing local communities, municipal and regional environment; intensifying the work with strategic partners in the Russian Federation. This article addresses project teams of Russian universities.
This paper considers the results of research dedicated to study the range of features of universities contemporary personnel policy. This policy currently is under the influence of range of institutional changes. What types of responses do universities demonstrate to meet the transformations?
Increasing pressure of government and society on universities can be considered as a recipe for organizational adjustment initialization. It could lead either to standardization or to differentiation of general and functional strategies.
The expert survey has been done. It allowed to mark the scopes of standardization and differentiation of universities personnel policies as well as the range of response to institutional changes (reactive, proactive and status quo).
Nowadays education has been significantly transformed by the widespread use of digital solutions. This has made it popular to carry out the new approaches to educational processes, which cannot be easily implemented before. Оne of such forms is blended learning, and it becomes possible everywhere thanks to the global distribution and convergence of telecommunication technologies and to the appearance of cloud-based educational software. At the same time digital technologies have brought the apparent profit for the routines automatization and have become the reason of rethinking as in casual teaching and learning processes as in the modern educational management. This paper focuses on how to support educational processes with technologies. It is also answers several significant questions about effective blended learning support, especially at the administration level.
During the last decades hospitality and tourism industry has played significant role in the international economy opening extensive opportunities for conducting research and educational activities. However despite significant transformation of this sphere and considerable number of educational programs in this field there is still lack of research in H & T in Russia. We also do not see deep integration of research component into the H&T university education. At the same time the fact that the labour market demands for academic and research competencies is mentioned in professional standards developed as part of Professional standards development plan for 2012 – 2015. Formation of such competencies at the H&T programs can be achieved only by students’ involvement in research activities during the study process. This article demonstrates the experience of involving students into such activities by means of introducing regular research seminar aimed at developing relevant competencies as part of the program curriculum. The aim of the article is to present the results of using competence based approach in teaching during the research seminar within the framework of specialization “‘Tourism and Hotel Management” of master program “Experience Economy: Hospitality and Tourism Management” at the Faculty of Business and Management at National Research University Higher School of Economics (NRU HSE). Competence based approach used as the methodological basis was developed as part of Bologna process. Main methods include document analysis covering professional standards created as part of Professional standards development plan for 2012 – 2015 under the supervision of Russian federation Ministry for Labor and Social Security; federal state educational standards for higher professional education (bachelor and master programs) that form the framework for Russian universities educational programs implementation; state educational standards for higher professional education/Federal state educational standard for higher professional education/educational standard of NRU HSE . This work resulted in development of a concept of research seminar “Current research trends in hospitality and tourism management”. The article presents experience of conducting this seminar.
The authors present reasons requiring the change of overall approach for designing higher education programs, demonstrate approaches to designing programs oriented towards student’s activities, describe approaches and principles, of their design using the example iof master level programs.
The relevance of the topics covered by the article is related to modernization goals of the modern Russian education.
The article is of interest for university lecturers and administrators working on teaching programs modernization.
Considering universal nature of approaches and notions described by the authors the article can be interesting for those working on teaching programs development in different subject areas and levels.
Nowadays, higher education witnesses significant changes demonstrating gradual transition from «public welfare» organization model to corporate model. These changes are reflected in so-called «entrepreneurial university model» which combines features of an organization which performs social functions by training qualified specialists and a kind of competitive corporation with a wide range of stakeholders. For an organization of such type corporate culture is not only a social «glue» keeping together different staff groups and helping to find overall value basis, but also a strong leverage mechanism for improving competitiveness and successfulness of the company at the educational services market. This article provides justification for using D. Denison theoretical model for evaluating modern university corporate culture. Its peculiar feature is the possibility for evaluating current state of the organizational culture as compared to expected condition in future on the basis of the correlation between certain cultural characteristics and organizational efficacy. The main cultural characteristics of the model include evaluation of the mission; staff engagement and coherence; adaptation to changing environment (internal and external). Using one case, we demonstrate that this model developed for evaluating corporate culture of business companies can be successfully adapted for constructing the university corporate culture profile, as well as for identifying existing problem areas and existing resources for improving the situation.