Universities, cultural development and regional identity: Collection of presentations and materials / International seminar, April 9-10, 2008, Kazan
During its two-hundred-year history, Kazan University has witnessed various events and changes with regard to the history of both world scientific evolution and political developments in Russia. They have been peculiarly reflected locally, yielding a unique blend of the concept of the university as a producer, keeper and translator of the universally accepted set of knowledge, on the one hand, and perceptions of Russian authorities and public regarding the real-life need of the country in trained specialists and desire to have information about the "Eastern" region of the Russian Empire, on the other.
On almost all geographical levels, symbolic management is increasingly introduced into processes of place management. Regional and local public authorities represent their developmental socioeconomic initiatives in an attractive way in order to obtain resources e.g. tourists, residents and capital. Along with this externally oriented symbolic management, оn the basis of empirical material which comprises Russian cases, this paper explores the capacity of internally oriented symbolic strategies to support place modernization and endogenous development, by involving multiple communities and reinforcing their sense of place.
Opinions of professors and chairmen of chambers of appeals on the quality of teaching in universities' law schools in imperial Russia in the late 19th - early 20th century are discussed.
We estimate efficiency scores for Russian universities based on data set of input and output criteria by using Data Envelopment Analysis. In addition, we use a reputation index as another indicator of a university’s productivity. To construct it, 4000 contexts are analyzed and 13 reputation criteria are found. The threshold procedure is used to aggregate them into a reputation indicator. Factors which lead a university to be efficient are studied.
The article is based on the historical-sociological analysis of the models of science in Russia and Germany, which serves as a basis for separation of convergence and divergence phases in the process. “The turning point” from former to the latter is establishment of the soviet model of science which leaded to universities’ deprivation of research function and their transformation into clearly educational institutes.
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GUNi Series on the Social Commitment of Universities Higher Education in the World 5 Knowledge, Engagement and Higher Education: Contributing to Social Change We are living through a crisis of scale that affects all systems and that requires a new understanding of human progress and a new conscience that supports a new way of being in the world. The fifth edition of the GUNi Report, entitled: Knowledge, Engagement and Higher Education: Contributing to Social Change, explores the critical dimensions in our understanding of the roles and potential roles of knowledge, civil society and higher education institutions (HEIs) as active players in contributing to the creation of more just and sustainable world. The creation and dissemination of relevant knowledge could contribute to transforming the paradigms and beliefs established in social, economic and political systems and to moving to creative and innovative way of thinking and imagining new realities. Knowledge could help in raising ethical awareness and facilitating the civic commitment of people and professionals. In this sense, this Report will call upon policy-makers, scholars and leaders of HEIs around the world to rethink the social responsibility of HE. The Report provides visibility and critically examines the theory and practice of engagement. It approaches the challenge of Community-University Engagement (CUE) in an integrated manner. It explores ways in which engagement enhances teaching and learning, research, knowledge mobilization and dissemination. It approaches engagement in ways that accept the multiple sites and epistemologies of knowledge, as well as the reciprocity and mutuality in learning and education through engagement. The Report offers elements of a vision for a renewed and socially responsible relationship between higher education, knowledge and society. It is a product of three years research, in which 73 authors from all the world regions have contributed. GUNi has previously published four issues of the Higher Education in the World report (2006, 2007, 2008, 2011), plus a synthesis (2009) committed by UNESCO for the II World Conference on Higher Education held in Paris in 2009. www.guninetwork.org