Совершенствование общенациональной и региональных систем оценки и контроля качества профессионального образования: материалы Всероссийской научно-практической конференции с международным участием, Тверь, 22-23 ноября 2013 г.
Students' internet usage attracts the attention of many researchers in different countries. Differences in internet penetration in diverse countries lead us to ask about the interaction of medium and culture in this process. In this paper we present an analysis based on a sample of 825 students from 18 Russian universities and discuss findings on particularities of students' ICT usage. On the background of the findings of the study, based on data collected in 2008-2009 year during a project "A сross-cultural study of the new learning culture formation in Germany and Russia", we discuss the problem of plagiarism in Russia, the availability of ICT features in Russian universities and an evaluation of the attractiveness of different categories of ICT usage and gender specifics in the use of ICT.
The main purpose of this research was to evaluate the difference in staff’s and students’ perception of the dimensions of a learning organization in a professional college in Russia. A pre-test/ post-test research design was used in a case of a typical college in St. Petersburg, Russia. About 40 employees and 300 students participated in the research during two phases (2015 & 2017). The expanded version of Watkins’ and Marsick’s learning organization questionnaire was used to measure the dimensions of the learning organization. The differences in perception were analyzed using a T-test. The results showed that the students indicated lower levels of the dimensions of a learning organization than did staff. The data gathered from the case demonstrated knowledge sharing activities were not enough to significantly change staff’s perception of college as a learning organization. Students’ opinion, on the contrary, changed. At the post-test phase, students rated continuous learning dimension, inquiry and dialogue, team learning and strategic practices dimensions higher than before. There is a probability that the consistent implementation of knowledge sharing practices changes the perception of a college as a learning organization for its' customers – students. This study contributes empirical findings on learning organization in primary professional education institutions because of the latter lack conceptual and empirical studies.
There is being carried out in the country a reform of the sector of public and municipal institutions which involves the transition to three main types of institutions: state-owned (public), independent (autonomous) and budget-funded. This reform is realized in accordance with the Federal law N o 83-FZ “On amendments to certain legislative acts of the Russian Federation in view of improvement of the legal status of public (municipal) institutions”. The article considers the main provisions of the reform and the peculiarities of its implementation in the professional education institutions.
The importance of inventive work in technical progress and professional education, and also mechanisms of improvement of inventive activity among students are considered.
Problems of professional education in Russia are examineted
The monograph is devoted to the issues of building an effective model of corporate system of education in the human resources management of the modern organization. The paper discusses the features of professional education and training at the local level, analyzes the key trends in the development of corporate learning systems segment of the Russian economy, as well as the most successful practices to improve the effectiveness of learning and development system. The author conducted a comprehensive analysis of the management and legal system of corporate learning systems, with special attention paid to the protection of employer investments in training and development.
The results of cross-cultural research of implicit theories of innovativeness among students and teachers, representatives of three ethnocultural groups: Russians, the people of the North Caucasus (Chechens and Ingushs) and Tuvinians (N=804) are presented. Intergroup differences in implicit theories of innovativeness are revealed: the ‘individual’ theories of innovativeness prevail among Russians and among the students, the ‘social’ theories of innovativeness are more expressed among respondents from the North Caucasus, Tuva and among the teachers. Using the structural equations modeling the universal model of values impact on implicit theories of innovativeness and attitudes towards innovations is constructed. Values of the Openness to changes and individual theories of innovativeness promote the positive relation to innovations. Results of research have shown that implicit theories of innovativeness differ in different cultures, and values make different impact on the attitudes towards innovations and innovative experience in different cultures.