The Impact of University Academic Culture and Leadership on the Symptoms of “Global Ranking Fever”: The Case of One Russian University in a Particular Institutional Context
The impact of university academic culture and leadership on the symptoms of "global ranking fever": the case of one Russian university in particular institutional context Ivan Pavlyutkin and Maria Yudkevich National Research University Higher School of Economics In this paper we discuss how institutional culture of academic system affects the response of university to global rankings pressure. Rankings as strong public measures determine the process of organizational change on the university level. At the same time nature and the degree of change depends on whether university is driven by market-based or state-based logic of accountability. It has been shown that rankings got their power in a competitive environment when they represent students’ choice, reputation scores, and donation rates. External market pressure enforces universities to deal with rankings on the organizational level. Very few attempts were made to investigate the university response to rankings in a state dominated academic system. How does the university with a ‘blunted feeling of competition’ organize changes in order to enter the world-class league? To address this issue we conducted a case study of one Russian university which has recently entered the race for global academic excellence. We emphasize the significant role of academic culture and leadership as driving forces for a radical internal change on the one side and for copying with the symptoms of “global ranking fever” on the other.
Universities are a powerful attractor of youth, including remain the main resource for preserving and attracting talent to the regions. In this study, we have analyzed two main peaks of youth migration - “school-university” and “university-labor market”. The relevance of the study is due to the development of regional systems of higher education, taking into account the positive forecast of the demographic growth of young people, as well as an increase in the rate of growth of educational migration. In addition, we have carried a qualitative analysis of the motives and factors of educational migration on the example of applicants from several regions of the Russian Federation.
Student loans represent a conventional form for increasing access to higher education. However, students usually take all risks from these loans, and companies obtain most of benefits. In this paper, a model for sponsoring student loans by companies is discussed. Basically, companies and governments provide financial assistance for students. However, companies can provide guarantees for students based on their academic results, i.e. the better academic results are, the more benefits a student obtains, including guaranteed employment after graduation in case of high academic performance. Application of such a model can motivate students to show better performance, and bridge the gap between university education and further employment. Student loans are supposed to become less risky and more motivational that can result in greater competition among applicants in universities that leads to a greater talent level of admitted students. As a result, job positions can be filled with more talented people to produce greater outcomes and higher tax payments in the long run. Moreover, options for companies to save money on salaries and tax payments are discussed.
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
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 analyzes modern problems and trends of development of the system of higher education. The persistent expansion of regulation and uncontrolled growth of bureaucracy increase dependence of regulated areas on private interests of those who have access to the regulatory machine. This tendency has not bypassed the academic sphere, and, in many instances, there is a clear discrepancy between the proclaimed objectives and observed results. The vivid example is the Russian system of higher education, which is the main focus of the present study. We explain this phenomenon through the lens of the institutional corruption theory and argue that the observing evolution of modern academia forms a wrong system of incentives, bringing to the hands of bureaucrats excessive power, which, eventually, distorts the performance of the higher education sphere and undermines the effectiveness of this important institution.
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.
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
The modern system of higher education involves the active introduction of a practice-oriented approach, which is based not only on the educational process, but also on the formation of the student’s personality. The implementation of a practice-oriented approach implies that students acquire not only practical but also social competencies that they need for their future professional activity. Project activity HSE is presented as a separate type of educational activity of students as part of the educational program with credit units. The project seminar is an educational form of organizational and educational support for project activities. Not directly related to the forms of project implementation, the project seminar aims to form students' project competencies, skills of project interaction and project management. The practice of implementing a project seminar on undergraduate programs began in 2014, on graduate programs from 2018. This study is devoted to the analysis of the practice of project work of undergraduate students in educational programs of economic profile. The study is based on the analysis of the HSE – Perm, the survey involved 117 respondents, of which 8 teachers, 5 customer representatives and 104 students from different courses (the sample corresponds to a confidence accuracy of 95 % and an error of 10 % with a total population of 983 students).
Research question. Since 2014, HSE has been implementing a special practice of project-oriented training in undergraduate programs, which is to implement projects and a project seminar and to involve students in practical programs (applied projects). This practice has methodological support in the form of local regulations, but, in fact, there are ample opportunities for educational programs on the features of implementation. At the same time, a large number of participants were included in the process of implementing this practice and, in order to identify common benefits and difficulties in implementing such an approach, we launched this study. Accordingly, the purpose of the study is to evaluate the practice of introducing project-oriented education on the example of undergraduate economic programs at HSE – Perm, identify problems and identify ways to improve this process.