Human Capital and Innovations in Education
Does public investment in educational innovations makes sense? Is there a tangible return on investment in innovations, either public or private? We know for certain that investments in expanding the existing modes of education do pay off (Becker 2009). But does it make sense to invest in innovation? This chapter will consider available evidence on impact of educational innovation, primarily at K-12 level. It will also demonstrate the need to conceptualize the impact of innovation. Work conducted within the next generation of educational reform should look very different from what we have done so far.
It is for the first time when the phenomenon of the political class is being investigated in the Russian political science literature. In this edition, the political class is viewed as a community of persons professionally involved in the sphere of politics. Political elites, administrative and political bureaucracy, deputy corps, party functionaries, analyst center staff, expert community, political consultants, political journalists are regarded as important segments of the political class. The study of political participation of corporate business is also paid attention to. An important advantage is the combination of theoretical, methodological and applied aspects of the research, as well as a comparative perspective: the features of the formation of a political class in Ukraine and other countries of Central and Eastern Europe are considered.
The chapter describes characteristics of Russian innovators acting within and without formal education system in comparison with Russian population as a whole. The study gives an indication of values (according to Schwartz’s theory) and motivational (PSED questionnaire) structure inherent to innovators as well as socio-demographic information such as education and occupation. The main values that underlie innovators’ activity and distinguish them from average Russian person are Universalism, Benevolence, Self-Direction and Stimulation. On the contrary such values as Conformity and Power are less important for innovators. Concerning motivation to innovation four types of motives that trigger innovative project launching were identified: social, status, financial and innovative. Social and innovative motivations serve as universal drivers of nowadays innovators in education. While financial and social motivations could play a distinguishing role for different groups of innovators. The main inference is that innovators from both sides of education, guided by the needs of others; even if they represent business oriented project, they always have a social mission. In conclusion the discussion on how the emergence of visible flow of grassroots innovation will change the education system.
How do firms decide between different strategies for acquiring highly skilled workers? Existing theory on firms’ training strategies is premised on the ability of firms to solve a fundamental commitment problem, which retards cooperation between firms and other actors. Only with a strong civil society – employers’ associations and labor unions –or free, transparent and efficient market mechanisms is cooperation possible. Contemporary Russia presents a puzzle to this work. On the one hand, firms increasingly make costly co-investments with state-run schools and outsource training to private third-parties. On the other hand, civil society and judicial institutions are weak in Russia, making it difficult for firms to punish counterparties, at the same time that its markets have failed to fully make the transition to free and transparent capitalism. This paper argues that absent strong civil society and free, transparent markets, firms can overcome commitment problems and work with third-parties so long as their regional governments have strong state capacity and are politically accountable. The former assures firms that central, regional authorities can monitor school officials and private-third parties to ensure agreements are honored, while the latter creates incentives for regional authorities to do so. These theories are tested on original survey data covering 690 firms in 12 Russian regions.
Article is devoted to the comparative analysis of some models of Human in social sciences. Creation of such models in economy and sociology is constant in all the time of their existence. This reseach interest is not abstract and motivated with the order to predict the consumer preferences of the person. Evolution of the ideas in this area is briefly tracked. The «homo economicus» is compared to image of human in Christianity and the person with rights and duties in law. The utilitarian character of "homo economicus" is emphasized. Outside all models is a potential of Human, that "it isn't theorized".
The author makes a hypothesis that transition from the idea of "homo economicus" to the concept “human capital development” is caused by impossibility to use the idea " homo economicus " in the practical purposes. The idea to count the “human capital" is actively implemented in the legislation and the international acts. Today a set of indicators which should be used when calculating "the human capital" is formed. At the same time use of this concept is speculative, and the ultimate goal of development of "the human capital" remains uncertain. The identification of the person is separately considered, the assumption is made that development of technologies of identification can lead to creation of the new model of human which is formed on his information traces.
In general the conclusion is drawn that ethical control not only of introduction of achievements in the field of biogenetics, but also behind programs of creation of the “new humanity» through “human capital development” and also behind use of technologies of remote identification
The purpose of this paper is to focus on one of the major emerging Asian economies – India – to examine the role of human capital in asset prices.
The book is devoted to the results received within implementation of the international EURECA program and generalizes experience of maintenance of system innovations in education through the international cooperation and partnership of higher education institution-business-power.