In the paper, some social, academic and organizational aspects of entrepreneurship education in Russian universities are analyzed from a polemical perspective. The author argues that some widespread approaches of entrepreneurship education in Russian colleges are either less efficient or do not fit, and delivers a concept and structure of an all-university three-level elective course in innovative entrepreneurship, which could be implemented in some leading universities as a minor in entrepreneurship to support students when developing or enhancing the key entrepreneurial competencies. Major limitations (risks) and opportunities (chances) of universities willing to implement this teaching module are described.
This article focuses on the major rules for preparing a text for publication in an academic journal. The paper provides recommendations concerning how to choose an articles title and publication genre, how to plan the work and edit the text, and guidelines regarding the content of the main parts of the paper. Keywords: academic journals, academic publications, genres, paper preparation, editing, etc.
Quality teaching as integral quality of quality culture at colleges The article considers prerequisites and methodological presumptions inherent in the notion of quality culture, and argues for the necessity to more systematically include quality teaching maintenance in this notion. Presented are the goals, methods, and basic results of the first project «Supporting Quality Teaching in Higher Education» carried out by the «Institutional Governance in Higher Education» OECR program. On the basis of the colleges participating in the program, the article considers priority directions in the ensuring of the quality teaching, as well as the background and context of the development of various moves to ensure the quality teaching, and describes its participants and mechanisms. The outcomes of the participation of HSE in the first stage of the project are laid out.
The article presents the results of research on validity of peer-review assignments in massive open online courses within the framework of classical test theory (CTT) and item response theory (IRT). CTT-based analysis yielded data on convergent validity of the peer-review assignment, the low level of its criterion validity, and rater disagreement. IRT-based analysis revealed rater bias and established that experts largely tend to be lenient and overrate their peers. The findings are used to discuss the advantages and disadvantages of the psychometric theories in question and the opportunities for combining the two.
The author discusses an idea of composing a list of «100 books of Higher School of Economics» as a university canon for a reader and analyzes a long-term publishing project of the Russian Christian Humanitarian Institute called «The Russian way».
The history of national education, despite seeming abundance of publications, is a rather scarce area. Lack of qualitative studies is a great hindrance to carrying out modernization reforms. On the basis of analysis of several publishing and research practices the author describes typical cases of substitution, manipulation of history that are offered to a consumer under the pretense of utterly proper works. Basic navigation tools are offered to know ones way around todays production which fills a niche of the history of education.
The growing demand for quality education services, as well as financial constraints faced by educational institutions produce the need for active involvement of parents and other representatives of local communities in the educational process so as to provide schools with additional resources. As a form of such involvement, non-profit organizations (NPOs) can be established to support educational institutions. In this paper, we assess the level of collective co-production in Russian school education and look for correlations between institutional characteristics of schools and their cooperation with NPOs. The data for research was obtained from the Unified State Register of Legal Entities (through the SPARK System), websites of municipal departments of education, and publicly available sources of information about activities of NPOs supporting schools. We reveal considerable cross-regional differences in the development of collective co-production in school education. The process is more active in provincial towns than in megalopolises: the proportion of schools supported by specifically founded NPOs is higher in many regional centers than in the capital cities. At the same time, a lot of regions have no such NPOs at all. As it turns out, NPOs are more likely to be created to support schools with a special status (gymnasiums, lyceums and specialized schools), where the parental demand for quality education services is higher. Meanwhile, we found no correlation between autonomous status of educational institutions and their participation in collective co-production. Thus, the increased degree of independence did not induce cooperation with NPOs for the purpose of raising extra-budgetary funds in this case.
A number of foreign studies in family-school relationships have shown that effective parent-school interaction is a crucial factor of parental school involvement, which, in its turn, has a positive impact on the whole schooling process. In Russia, there is little empirical data on the communication between parents and schools. The article describes the findings of an exploratory research that involved school administrators and parents of students at different levels of school education ( elementary, middle and high school) in a megalopolis of the Central Federal District. Interviews with parents and school representatives as well as parent questionnaire results are used to describe the most popular ways in which parents interact with schools, the main problems they encounter in such interaction, and the degree of parental involvement in school life. Direct contact with teachers is found to be the most efficient channel of parent–school communication. Parents see the main communication problems in disagreement about instruction and education issues and in the disengagement of schools or individual teachers. These problems become more acute in middle and high school. On the whole, the existing level of parental involvement in school is measured as low in this study.