Региональные и московские вузы в 2015 г.: различия стратегий студентов и преподавателей. Информационный бюллетень
The authors present the structure and basic procedures of the information processing and decision making in two-level management system when forming conditions for quality higher education.
Higher Education in Federal Countries: A Comparative Study is a unique study of higher education in nine federal countries—the United States, Canada, Australia, Germany, Mexico, Brazil, Russia, China and India. In this book, leading international scholars discuss the role of federalism and how it shapes higher education in major nation-state actors on the world stage. The editors develop an overarching comparative analysis of the dynamics of central and regional power in higher education, and the national case studies explain how each federal and federal-like higher education system has evolved and how it functions in what are highly varied contexts.
The book makes a major contribution to higher education studies and defines a new field of comparative analysis. It also provides important insights into comparative governance and the study of federalism and federal arrangements, with their particular historical, political, legal and economic dimensions.
Incorporation of blended learning into educational process is complex and challenging. The chapter aims to elucidate educators’ and students’ engagement and attitude towards the use of computer-mediated communication and social net sites in general, and for educational purposes in particular, in order to single out the issues that are controversial and slow down the use of ICT in teaching practice. It presents university teachers’ and students’ opinions collected by observation and interviewing. The results of the study, based on the fourth-generation method of assessment, reveal that both students and educators are active users of SNS and are optimistic about their integration into educational process. However, despite all the advantages of SNS disclosed in the study, still there are some issues to overcome before SNS can become an integral part of educational process. At present, its use should be supported by other means like LMS or MOOCs as well as traditional on-campus activities.
The article explores the advantages and pitfalls of Massive Open Online Courses (MOOCs) as reported by participants of professional development programs on creating and using online courses sponsored by the Institute of Distance Education of Tomsk State University during a brainstorming session within one of the programs and during communication in a nonpublic online course forum within the other. It is established that instructors see MOOC advantages in the opportunity to provide better organization of the learning process and additional study materials, higher education accessibility and academic mobility, realization of instructors’ career and personal goals, and resource efficiency. MOOC pitfalls are associated by the participants with pedagogical imperfection of the format, special requirements for the education system, resource intensiveness, and career risks for instructors.
The paper discusses the development of the organizational practices in a Russian university under the influence of the environment. In the latter, the key factors are legislation and regulations of the Ministry of education and science. This influence is ambiguous and varies in different aspects, so to understand combined effect one needs detailed analysis using purposebuilt tools. The paper introduces such tool based on ideas of business model canvas by Alexander Osterwalder and Yves Pigneur and organizational design theory by Henry Mintzberg. This instrument makes it possible to conduct a system analysis of the organizational design of the university, the integrity of this design and its fit to the environmental conditions. In particular, this analysis shows, how the system of restrictions and stimuli, created by the Ministry of education and science leads to the degradation of education quality in a classic university
Introduction. The study looks into the issues of student-faculty interaction outside the classroom. The research aims at investigating its specific features in terms of perception and actual experiences of the participants.
Materials and Methods. The research utilized interpretation, analysis and generalization of the existing body of scholarly literature on the problem under investigation. As the methodological framework of the study socio-psychological approach was used, positing that the interpersonal context plays a significant role in the development of beliefs and values of the participants of social interaction. A questionnaire was prepared to collect data from students and academic staff. The design was identical for both groups of participants with variations in the word choice made where appropriate. The study involved 148 Bachelor students and 35 academic staff members of the National Research University Higher School of Economics in Nizhniy Novgorod. The feedback from the two samples was analysed and then compared to establish the points of convergence and divergence.
Results. The research identified specific features of students’ and academics’ perception of out-of-class contact and pinpointed its most and least preferred forms, as well as most and least frequent types. The analysis shows that there is a discrepancy between the reported interest in out-of-class interaction and the actual experience in it among students and academics. The preferences and experiences of both groups of respondents are rather similar and formalized.
Conclusions. The authors conclude that out-of-class contact between students and academic staff members has specific characteristics which influence its nature and frequency.
Based on the data of comparative educational statistics, the international university ranking results (Webometrics) and the analysis of the problems of updating the educational standards of the Russian Federation, the three main aspects of inequality in Russian higher education consider revising: student elitism; the low quality of mass higher education; weak interaction of higher education and the labor market. Improving the quality of mass higher education - a prerequisite reducing elitism student masses.The real way to improve the quality of mass higher education – is strengthening of the interaction between higher education and the labor market
anotation to the book is not available
This book constitutes the proceedings of the 6th European Conference on Massive Open Online Courses, EMOOCs 2019, held in Naples, Italy, in May 2019.
The 15 full and 6 short papers presented in this volume were carefully reviewed and selected from 42 submissions. Massive Open Online Courses (MOOCs) have marked a milestone in the use of technology for education. The reach, potential, and possibilities of EMOOCs are immense. But they are not only restricted to global outreach: the same technology can be used to improve teaching on campus and training inside companies and institutions.
The chapter 'Goal Setting and Striving in MOOCs. A Peek inside the Black Box of Learner Behaviour' is open access under a CC BY 4.0 license at link.springer.com.
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.