Academic Inbreeding and Mobility in Higher Education. Global Perspectives
Academic inbreeding - hiring and promoting one's own graduates - is generally seen as a negative for academic quality and for universities - it is considered as unhealthy for universities as it is in the natural world. Yet it is remarkably widespread across the globe. This book is the first full scale international analysis of the phenomenon of inbreeding. Research from eight countries (including Argentina, China, Japan, Russia, Slovenia, South Africa, Spain and Ukraine) where inbreeding is common examines the phenomenon from a variety of perspectives, tracking its causes: historical tradition, the lack of a national labour market, the limited number of advanced degree holders, and others. Research shows that inbred faculties are not necessarily less productive than their non-inbred peers, but that inbreeding seems to foster hierarchy and a lack of innovative ideas.
In the chapter concerning inbreeding in Russian universities the authors draw data from several sources (studies of higher educational sector in Russia and statistics from the Ministry of education and science and Russian Statistical Agency) to estimate consequences of inbreeding on micro and macro levels.
On the basis of in-depth case studies of four Russian regions, Kirov and Voronezh oblasts and Krasnoyarsk and Perm' krais, the trade-offs among social and economic policy at the regional level in Russia are examined. All four regional governments seek to develop entrepreneurship while preserving social welfare obligations and improving compensation in the public sector. Richer regions have a greater ability to reconcile social commitments with the promotion of business. Regions differ in their development strategies, some placing greater emphasis on indigenous business development and others seeking to attract federal or foreign investment. Governors have considerable discretion in choosing their strategy so long as they meet basic performance demands set by the federal government such as ensuring good results for the United Russia party. In all four regions, governments consult actively with local business associations whereas organized labor is weak. However, the absence of effective institutions to enforce commitments undertaken by government and its social partners undermines regional capacity to use social policy as a basis for long-term economic development.
Management in Russia is as difficult to define as a profession as it is in other countries, and the question of what education is appropriate for a future manager is also difficult to define. Business schools in russia need to think more carefully about their curriculums and about what they should be preparing their students for.
How are professors paid? Can the "best and brightest" be attracted to the academic profession? With universities facing international competition, which countries compensate their academics best, and which ones lag behind? Paying the Professoriate examines these questions and provides key insights and recommendations into the current state of the academic profession worldwide. Paying the Professoriate is the first comparative analysis of global faculty salaries, remuneration, and terms of employment. Offering an in-depth international comparison of academic salaries in twenty-eight countries across public, private, research, and non-research universities, chapter authors shed light on the conditions and expectations that shape the modern academic profession. The top researchers on the academic profession worldwide analyze common themes, trends, and the impact of these matters on academic quality and research productivity. In a world where higher education capacity is a key driver of national innovation and prosperity, and nations seek to fast-track their economic growth through expansion of higher education systems, policy makers and administrators increasingly seek answers about what actions they should be taking. Paying the Professoriate provides a much needed resource, illuminating the key issues and offering recommendations.
This volume intends to fill the gap in the range of publications about the post-transition social housing policy developments in Central and Eastern Europe by delivering critical evaluations about the past two decades of developments in selected countries’ social housing sectors, and showing what conditions have decisively impacted these processes.
Contributors depict the different paths the countries have taken by reviewing the policy changes, the conditions institutions work within, and the solutions that were selected to answer the housing needs of vulnerable households. They discuss whether the differences among the countries have emerged due to the time lag caused by belated reforms in selected countries, or whether any of the disparities can be attributed to differences inherited from Soviet times. Since some of the countries have recently become member states of the European Union, the volume also explores whether there were any convergence trends in the policy approaches to social housing that can be attributed to the general changes brought about by the EU accession.
Тhе article is devoted to the analysis of science, education and business as key institutional agents of civil identity in contemporary society. The civil identity is specified as a subject-object interaction between an individual and a state. Also preconditions for diversification of state power in the field of civic identity forming are determined.
Institutions affect investment decisions, including investments in human capital. Hence institutions are relevant for the allocation of talent. Good market-supporting institutions attract talent to productive value-creating activities, whereas poor ones raise the appeal of rent-seeking. We propose a theoretical model that predicts that more talented individuals are particularly sensitive in their career choices to the quality of institutions, and test these predictions on a sample of around 95 countries of the world. We find a strong positive association between the quality of institutions and graduation of college and university students in science, and an even stronger negative correlation with graduation in law. Our findings are robust to various specifications of empirical models, including smaller samples of former colonies and transition countries. The quality of human capital makes the distinction between educational choices under strong and weak institutions particularly sharp. We show that the allocation of talent is an important link between institutions and growth.