Наука и образование в XXI веке: Сборник научных трудов по результатам Международной научно-практической конференции
The present article contains an analysis of problems typical of scientific direction of Ph. D. studies. These problems include: financial and career motivation of scientific advisors (instead of scientific goals), insufficient understanding of functions that a scientific advisor must fulfill and lack of competence. Solutions of these problems are proposed.
For improving efficiency of foreign language studies for professional purposes in nonlinguistic higher education establishments in the cultures dialogue context the contents of learningmust be completed with intercultural professional communication aspects including the knowledge of national cultures features of learning language country and understanding of their influence in different spheres of business life . The extension of contents of learning requires elaboration of new elective courses and creation of learning materials based on andragogical principles of learning taking into account adult learners’ specific characteristics.
The materials of the Russian scientific and practical conference (with international participation) of the University districts "University District: an open dialogue between school and University"? which has taken place at the Research University Higher School of Economics, are devoted to acute issues of the development and progress of education in Russia in the conditions of modernisation and innvation. The article deal with the issues raised both at school and Universities.
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.