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The purchasing behavior of high education in Saint-Petersburg (2009|2010) is analyzed from start point of the conflict theory competiveness.
This article deals with the specific characteristics of educational services rendered by institutions of higher education (universities). It focuses, at first, on the characteristics which are immanent to the services in general and then examines the specific characteristics of the educational services. In doing so, the author of the article considers the phenomenon from two sides: first, as "a benefit (that is, as social-economic category, special social phenomenon) and second, as external manifestation/functioning of this benefit in the world as a result of a human activity which may be defined as one of the existing types of the services. Along with examining general characteristics of the services the author also analyzes the specific characteristics of educational services. Among them, the most important characteristics are: their determining nature, critical importance for the clients, complexity of the objective evaluation of such services, deferred receipt of real results as well as competitive approach used in the process of presenting such services to a customer.
For a long period of time, the sphere of higher education in Russia was an extensively growing market which satisfied public demand and in addition to government funding attracted extra funds from families and private funding sources. However, the financial crisis, demographic recession, and rising instability of family incomes had a profound effect on the market of educational services. These processes have impacted the quentially-linked main stages of the educational system, which have directly led to changes in the structural components of the educational market and its transition to a shrinking market. Based on the recent researches, the paper discusses these new characteristics of the education market. Finding solutions to overcome the deficiencies of the existing vocational training system to ensure the competitiveness of graduates in the labor market, as well as the assessment of trends in social demand for higher education in Russia, are pertinent topics for this research reflecting the situation of emergence from a real crisis.
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.