Education in Figures
The pocket data book contains main indicators characterizing trends in the development of general, secondary vocational, higher education as well as vocational training and additional education in the Russian Federation. It also covers key education indicators for the OECD countries. The data book includes information of the Federal State Statistics Service, the Ministry of Education of the Russian Federation, the Ministry of Science and Higher Education of the Russian Federation, the Federal Treasury, the Organisation for Economic Co-operation and Development (OECD), as well as results of own methodological and analytical studies of the HSE Institute for Statistical Studies and Economics of Knowledge.
The article is devoted to the identification of key features of training specialists in knowledge management and systematization of information sources available to them. The relevance of the subject is related to the growing need for managerial personnel, capable of organizing work with knowledge at the enterprise in order to achieve competitive advantages.
The study examined the definitions associated with the management of knowledge in the foreign and domestic literature, analyzed the number of subjects taught in Russian specialized universities, revealed the predominance of non-formal education over education in universities. The phenomenon of teaching knowledge management within the framework of such related disciplines as information technology and personnel management has been studied. The article also systematizes the trends in which knowledge management projects are implemented. Based on the above specifics, it is suggested that the main driver of the development of non-formal education in this area is the entrepreneurial initiative of experts. The directions in which the contribution of Russian science to the development of knowledge management as a discipline is manifested to a special extent. Such spheres are the intellectual capital and information technologies.
The article is intended for researchers and practitioners whose professional interests lie in the field of knowledge management. In conclusion, ways of improving education systems in higher education institutions and non-formal education are proposed to increase the competence of all specialists who work in the field of knowledge management.
The presented article belongs to the research categories, thus, is the result of research conducted by the authors, as well as the interpretation of the identified factors influencing the satisfaction of students participating in international academic mobility. In the study, the issues of the effectiveness of internationalization of education in Russian universities are provided by giving students the opportunity to participate in international mobility programs. The problems of internationalization are practical, since now this process is one of the prior directions in the development of education. In the course of this work, a study was conducted of the views of Russian students on the level and quality of education in the programs of international academic mobility, and the main result of the work was to identify the most significant factors affecting the choice of high school students for mobility, which were combined by the authors of the article in a set of recommendations to the leading Russian. universities when choosing partner universities. The practical part includes an expert interview of students (14 people) participating in mobility programs to identify criteria for their satisfaction with this experience, which, together with the factors identified as a result of analyzing theoretical work, served as the basis for the compilation of a survey on academic mobility, which then 148 students passed. Thus, the following significant components of the effective passage of the program were identified: a high level of adaptation and awareness of foreign students at the host university, high professionalism of teachers, moderation of expenses, the availability of scholarships, provision of team project work to establish relationships with fellow students. The leading criteria for the selection of foreign universities by students were determined: established partnerships between sending and receiving universities, the attractiveness of the country of the program, the opportunity to practice rare foreign languages with their native speakers. As a research perspective, it can be proposed to establish differences in the factors influencing the choice of Western or Eastern universities - partners.
In this article, we are trying to consider different aspects of building the export policy of educational services in the global education market and the education of international students at Russian universities. The main aim of the article is the substantiation of the needs to emphasize the growing attention of the universities for this kind of activities and the expansion of the borders of the current cooperation in the area of educational services for international students in Russia. We consider the issues of attracting and recruiting of international students among the compatriots and their studying in the region after the study in order to solve the demographic problem in regions, the lack of replenishment of young professionals in technical areas of training, reunification family nation. We give the experience of Ukhta State Technical University, the analysis and synthesis of Russian universities’ experience in such issues as how to recruit, attract and work with international students. In addition, we take a look at the problems and difficulties they face.
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.