Université fédérale d’Oural, une future «Harvard régionale». Zoom sur les univesites russes.
Modernisation, innovation, économie de la connaissance : des mots d’ordre que les autorités russes ne cessent de marteler sous les présidences successives de Vladimir Poutine et de Dmitri Medvedev. Les universités sont au coeur de cette stratégie d’Etat, qui doit permettre au pays de ne plus dépendre exclusivement de la rente énergétique. L’enjeu est aussi de replacer l’enseignement supérieur russe au sein du marché mondial de l’éducation, en attirant des étudiants étrangers et en revalorisant l’image du pays. Mais ces ambitions nationales et internationales sont-elles encore à la portée des établissements supérieurs russes éprouvés par les années de transition post-communiste, longtemps sous-financées, se partageant des étudiants de moins en moins nombreux ? La réforme profonde, engagée au milieu des années 2000, atteindra-t-elle son objectif de placer quelques universités russes dans le Top-100 des classements internationaux ? Cet ouvrage propose une analyse de la situation et des perspectives de l'une des meilleures universités nationales - Université fédérale de l’Oural. Les auteures, deux chercheuses russes et françaises, se sont appuyées sur des entretiens afin d’appréhender au mieux les transformations en cours au sein de l'URFU et perspectives de l'universite.
At the institutional determinants of inequality of opportunity in quality higher education. The author of the main directions of the necessary institutional reforms to improve the accessibility of higher education in Russia.
The paper “Higher Education System in Russia: reform process and dynamics of internationalization” was prepared by the team of experts from the National Training Foundation (Moscow, Russia) as part of a larger research project “A comparative analysis: Challenges and opportunities for large higher education systems”.
The implementation of this large-scale project has allowed us to evaluate the dynamics of the national higher education system within a broader international context, as well as to compare its recent trends with other countries’ experience. The cross-cultural format of the comparative study, as well as the pressing character of the issues dealt with, have brought the topic of internationalization to the subject of a special debate and turned it into a possible direction for future joint work.
As the history of the Russian education system evolves, increasingly complex public systems and organizational structures lead to significant levels of systemic diversification. It is characterized by the presence of both strong, internationally recognized universities, and a large number of institutions that focus only on the national and even regional levels. Thus, it is logical that the approaches to the development and evaluation of the internationalization process should be differentiated as well.
The Ministry of Education and Science of Russia adopted such an approach, initiating a number of comprehensive strategic projects to form and support different elements of the higher education structure. In 2013, the Ministry of Education and Science of Russia initiated the “5-100” project in order to develop world-class universities. The goal of this strategic project is to increase the international competitiveness of leading Russian universities and have five of them included in the Top 100 of international ratings by 2020.
Thus, the leading role of the state strategic actions – such as the creation of the “5-100” project – remains persistent in the internationalization process. However, despite the fact that the development of the higher education system in Russia was historically dominated by the state, current institutional trends prove an emerging balance between state-private actors. The country’s state education policy is focused on enhancing the autonomy of state universities and on reducing the normative barriers that prevent universities from flexibly responding to the changes in the educational service market.
More autonomous higher education institutions are able to form their own ways in achieving the goal of internationalization within a given structure of incentives. This dual institutional development will continue to influence the future of the internationalization process in the higher education system of Russia.
This article presents the results of analysis of representations of young people constructed in newspapers and academic journals concerned Russian higher education. The main focus is the specificity of representation of young people in central Russian newspapers
The article presents the current practices of system of remuneration for university teaching staff in higher educational institutions in Russia. The research was based on 51 in-depth interviews in the 6 universities and included the analysis of 100 universities’ local acts of the wage system. The main question of the article is: what are the differences in the remuneration systems in the 6 higher education institutions and why these differences occur. We claim that the universities’ remuneration systems are formed under the impact of 4 factors: 1) external formal accountability to the federal and regional governments; 2) strategic goals of the university (which are often formed as a university response to external accountability); 3) the financial resources of the university; 4) its internal features: the number of university teaching staff, centralized or decentralized management, the number of departments of the university and its’ profiles.
The book of abstrats of 27th conference "Mathematics. Computer. Education" that was held in Dubna, Russia in January 27 - February 1, 2020. MCE conferences have a wide range of topics and goal at the consolidation of the work of scientists and education workers, saving russian scientific and educational traditions, qualifying of scientific and educational personnel in the field of mathematical modeling and information technologies, and attracting young people into science and education.
The entry provides an overview of the development of the multidiscilinary field of higher education research in Russia. In Soviet period, research on higher education has been developing along with the division of research in the country – between the Academy of Sciences, higher education institutions, and sectoral research under the corresponding ministries. However, current lack of an institutional basis for higher education research reflects the marginal role that the field plays in Russia.
The article describes transformations of the Russian education system during the past decades and discusses the role of the Bologna process, and particularly the introduction of a new degree system, in the course of the higher education reforms. Two new types of the Russian universities introduced – federal universities and national research universities – should become engines in the realization of the tasks under reform. The role of universities and their development programmes increases, a new funding model should give more autonomy to the HEIs and secure sustainability in the implementation of their development strategies. The Bologna process has definitely served as a catalyst in the course of the modernization of the Russian education sector and everybody would benefit if it were more coordinated with general reforms.
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.