Corporate Learning for the Digital World. Edited by Valery Katkalo, Martin Moehrle, Dmitry Volkov. — Moscow: Sberbank Corporate University, 2019, 252 p., incl. illustrations, tables. This book is the first reference dictionary on corporate learning in the Digital Age and unique among international specialized literature. The purpose of this reference dictionary is to establish a unified conceptual field for advanced corporate learning technologies and to help organize the conceptual and practical knowledge of those involved in development and implementation of the learning solutions that are relevant for this new age and economy. Our publication includes 58 dictionary entries and appendixes on more than 285 basic terms that describe specific aspects of corporate learning necessary for successful operation in the digital world. This reference dictionary is intended for managers and specialists working in the field of corporate learning and talent development, corporate universities and training centers, providers of learning solutions, management, faculty of universities and business schools, and, in general, anyone interested in modern learning technologies.
The pocket data book contains main indicators characterizing trends in the development of general, secondary vocational, higher education as well as vocational training and additional education in the Russian Federation. It also covers key education indicators for the OECD countries. The data book includes information of the Federal State Statistics Service, the Ministry of Education of the Russian Federation, the Ministry of Science and Higher Education of the Russian Federation, the Federal Treasury, the Organisation for Economic Co-operation and Development (OECD), as well as results of own methodological and analytical studies of the HSE Institute for Statistical Studies and Economics of Knowledge.
In the twenty-first century, universities worldwide have found themselves thrust into a great "brain race" as nations, both developed and developing, seek to enhance their place in the global knowledge economy. As the concept of the de-localized university—one that has radically expanded, perhaps even beyond national borders—grows, competing nations have begun reshaping aspects of their national systems to accommodate global standards and metrics.
In Professorial Pathways, Martin J. Finkelstein and Glen A. Jones consider how academic careers vary in countries that are fundamentally different in their organization and dynamics. Building on 25 years of scholarship, the book confronts major questions: What can we learn from the experience of other nations as they seek to balance the seemingly contradictory imperatives of expanding access and ensuring global competitiveness? What are the implications of this rapidly changing policy environment for the health of the academic professions on which university teaching and scholarship depends? And how can we advance the comparative study of higher education and, in particular, of the academic profession?
The volume brings together detailed case studies of the latest—and ever-changing—educational developments in ten countries across Europe (France, Germany, United Kingdom, Russia), Asia (China, India, Japan), North America (United States, Canada), and South America (Brazil). Essays written by respected scholars in the field identify the major structural features of national higher education systems and academic markets that directly shape academic work and careers. Professorial Pathways will be of interest to anyone who toils in the vineyards of comparative and international higher education.
The coursebook is aimed at systematization and generalization of students ' knowledge in the field of English grammar. It consists of 14 chapters, including theoretical information on the main grammatical topics and training exercises.
This coursebook designed for 1-2 year students of the academic bachelor level of English language proficiency at level A1–B1 (Elementary – Intermediate), students in areas of training 01.03.01 Mathematics, 01.03.02 "Applied mathematics and Informatics", 09.03.04 Software engineering, 38.03.01 "Economics", 38.03.02 "Management of business", 38.03.05 "Business-Informatics", 40.03.01 "Jurisprudence", 45.03.01 "Philology", 45.03.03 "Fundamental and applied linguistics", the level of higher education – bachelor's degree (qualification: academic/applied BA).
The invitation to serve as Minister of Education and lead a bold and significant reform of an education system never comes with an instruction manual. Leading such an opportunity effectively, requires access to the best knowledge about how to make change happen. In this book, Ministers of Education and system level leaders in ten countries share what they learned in the process of advancing audacious reforms aimed at transforming public education so schools would better prepare students with the necessary skills to participate civically and economically in a rapidly changing world. A product of the Global Education Innovation Initiative, a practice-research consortium of leaders and institutions that advance knowledge to support the transformation of public education systems to augment their relevancy, the book is anchored in the proposition that successful educational change requires the appropriate combination of knowledge based on practice with knowledge based on research. The contributors to this volume embody the best qualities of reflective practitioners who can make visible what they have learned from their practice. In sharing with what they have learned with others, they demonstrate also the generosity and commitment of those who understand that we all share responsibility for the education of the entirety of the world’s children. In this book, the reader will find discerning and intimate accounts of what it is like to transform the largest organization in society, so it does a better job educating all children. The themes that resonate in their accounts across systems as diverse as Australia, Brazil, Colombia, India, Mexico, Peru, Poland, Portugal, Russia and Singapore are fascinating, surprising and valuable to those who hope to leave a legacy as Ministers of Education. Fernando M. Reimers is the Ford Foundation Professor of the Practice of International Education and Director of the Global Education Innovation Initiative and of the International Education Policy Masters Program at Harvard University. His research and teaching focus on understanding how to educate children and youth so they can thrive in the 21st century. Over more than three decades he has advised Ministers of Education and other leaders of education institutions in Africa, Asia, the Americas, Europe and the Middle East.
A course book in academic English for pre-service teachers
The student's book is based on the CLIL approach to teaching and teaches case study solving skills via English language learning. Such an approach creates positive environment for students to master new knowledges and skills.
The second White Book prepared by experts of the Public Bologna Committee is devoted to a detailed analysis of Belarus’s implementation of the Bologna commitments in comparison with other EHEA countries. The structure and methodology of the analysis in the book of It is notable for maximum comparability with the Implementation Report of the European higher education area in 2018
Looking at pictures can be a delightful, exciting or moving experience, but some pictures – and these are often the most rewarding – require some explanation before they can be fully understood. Delving into the origins, designs and themes of over 100 pictures from different periods and places, this book illuminates the art of looking at – and talking about – pictures. Woodford shows how you can read a picture by examining the formal and stylistic devices used by an artist, and explores popular themes and subject matters, and the relationship of pictures to the societies that produced them. The book is supplemented by a glossary of key terms, ranging from art movements and technical terms to religious and classical terminology, to give readers all the information they need at their fingertips.
The study guide is aimed at students of economics to facilitate their mastery of ESP - English for Specific Purposes. The book consists of 10 lessons devoted to different aspects of globalization: concept definitions, mechanisms of socio- cultural and economic influence on society, and changes occurring thereof: markets libaralization, an increase in human vulnerability and a deterioration in psychological well-being, as well as prospects of development in global society.
The book comprises study materials for learning English. It aims at developing students' communication skills which are necessary for using English in every day life and professional activities. The book provides learners with extra opportunities for developing their listening, pronunciation, vocabulary and speaking skills through the use of authentic video content selected in accordance with the requirements of the ESL course.
This volume provides a critical perspective on the Soviet legacy of superpower competition in the higher education systems of China and Russia. The book examines the tensions among multi-level forces that strive to advance progressive university policies and practices on the one hand, and on the other hand work to restore old-style hyper-centralization and indoctrination. It tracks the de-Sovietization of higher education, which aimed to integrate Chinese and Russian universities into global higher education but resulted in inducing status anxiety in the global hierarchies of knowledge development.
Human capital is produced primarily by the education system. Today it is the most important factor in the development of economy and society. By investing in human capital, economic growth rates above the average world-level can be achieved, which is necessary in order to strengthen Russia’s positions in the context of increasing global competition. The report proposes 12 projects, aiming not only for the development of education, but for making a decisive contribution to the “breakthrough” of the country in economic, social and technological development by activating the creative potential of the Russian population as a whole and self-realization of each individual. The ultimate result of all the proposed 12 solutions will be a steady increase in the quality of life of the Russian people.
Originally published in 1995. In securing the future of any democracy, it is vital that the education service should provide an effective introduction to citizenship by means of a high quality and empowering curriculum in educational institutions organized and administered according to democratic principles. In this volume, educators with a variety of backgrounds and experience gained in educational institutions in both Russia and western countries address the question of the conception, justification and implementation of the idea of 'education for democracy'. This is the first publication to emerge from a collaboration of Russian and Western educators in recent times and is an enthralling account of education in countries with wide social, political and historical differences yet having common ground to share over the creation and management of their school systems.
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.
During the past several decades, several “highly-resourced, accelerated research universities” have been established around the world to pursue—and achieve—academic and research excellence. These institutions are entirely new, not existing universities that were reconfigured. Accelerated Universities provides case studies of eight such universities and highlights the lessons to be learned from these examples. Each of the cases is written by someone involved with leadership at the early developmental stages of each university, and provides insights that only senior executives can illustrate. Accelerated Universitiesshows that visionary leadership and generous funding combined with innovative ideas can yield impressive results in a short time. Universities aspiring to recognition among the top tier of global institutions will find this book indispensable.
The coursebook is aimed at developing foreign language competence among university students and interlingual and intercultural communication in professional sphere. The book is a possibility to master phonetic, lexical and grammatical skills as well as listening, writing anf speaking on the basis of a documentay series "The History of the Kings and Queens of England". Students are provideв with various task types which assist in developing language, communicattive and cultural competences.
ABSTRACT Family and preschool institutions are the most inﬂuential environments for education and development. Therefore, the aim of this research is to study the prospects and drawbacks of early childhood development in the interaction of preschool and family education in Russia. The participants were 79 preschool teachers and 327 parents of children who attend kindergartens. Findings show that the most convenient forms of family– preschool interaction are group lessons, tours and group celebrations.Employees of preschool institutions are the least interested in the utilisation of information and commutation technologies. Commonly, the staﬀ may have children aged 3–5 listening to music, playing board games, reading books, modelling, making applique, drawing and performing small routine tasks (collecting toys and dishes, watering the ﬂowers). In contrast to the institute of family education, preschool education draws more attention to the child development. Findings demonstrate that unlike educators, parents endorse the use of digital technologies but 74.7% of them use technologies for leisure applications, rather than for educational and developmental purposes. The mentioned development methods are applied to reach child development by 28% of parents and 43.65% of educators. The ﬁndings may be applied to facilitate communication between parents and preschool teachers.
Using data from the Russian Longitudinal Monitoring Study – Higher School of Economics (RLMS), we estimate the relationship between the sense of control, measured as the belief that one has control over one’s important future life circumstances and job-related training for women and men in a transitional context. We test the theory of alternative resources and the critical approaches in the analysis of the role of gender in individual outcomes from training. We show that while job-related training is associated with higher sense of control (measured using Pearlin Mastery Scale), its effect varies by gender and therefore, its absolute value is limited. We conclude that job-related training exacerbates the existing differences in the sense of control between women and men in Russia, which can potentially have prolonged, negative effects on the wider outcomes of women in the labour market.
The purpose of this article is to look into new opportunities of using mobile devices for teaching English to ESP students and develop an understanding of possible ways of incorporating these ideas into a classroom at tertiary level. The research is based on prepared in advance questionnaire. Results of this study show that the majority of 1st year students would like to be taught using new technologies but the offered tasks, which can be done in mobile learning, are limited to online tests and learning vocabulary and speaking. A number of 1st-year students of the Institute of Foreign Languages of the Higher School of Economics (HSE), Russia are reluctant to any changes since they find the traditional way of teaching English more efficient. A few 4th-year students of Design school of the HSE regret not having been taught with mobile devices because they could make the learning process more convenient, faster and more interesting.
This study examines perfectionism in the English language teaching profession in Russia. The aims are threefold: 1) to use latent profile analysis (LPA) to classify English as a foreign language (EFL) teachers into different types of perfectionists; 2) to compare different types of perfectionists using depression-anxiety-stress indicators (DASS); 3) to study the link between perfectionism and the perception of one’s professional teaching activity. We used convenience sampling by collecting data from 117 English teachers (5% males, 95% females; age range 20-64; M= 39; SD=12) with the Short Almost Perfect Scale (SAPS) and the Depression Anxiety Stress Scale-21 (DASS-21). LPA was conducted to determine the optimal number of types of individuals based on their SAPS profile. Three distinct classes of perfectionists were found (adaptive, maladaptive, non-perfectionists). 27% of the respondents fell into the category of maladaptive perfectionists with high scores on both the Standards and Discrepancy subscales. Teachers with higher Standards tend to be more aware of their perfectionism. Teachers who are less satisfied with their English proficiency tend to be more stressed at work. However, the results of the study did not indicate significant differences between the perfectionist types on anxiety, depression, and stress. The findings suggest the need to develop these scales further for measuring perfectionism in the teaching profession and in EFL teaching particularly.
This paper discusses the specifics of using the method of peer assessment in the process of learning a brief text summary in English by the students of non-linguistic specialties. In particular, the effectiveness and expediency of using peer assessment in teaching foreign languages are analyzed by the author. The empirical part of the research was conducted at the National Research University Higher School of Economics (Moscow, Russia), with a group of undergraduate students studying at the Faculty of Economics. The author relied on a well-developed methodological apparatus, with the purpose of obtaining the most accurate and reliable data and conducting an objective analysis. As a result, the author concludes that the method of peer assessment can solve a number of pedagogical problems: increasing responsibility and autonomy of students; providing a deeper understanding of the subject; developing learning skills; stimulating each student to become an active worker and appraiser; developing critical thinking, etc. In addition, the method of peer assessment focuses on the maximum involvement of students in the learning process, which contributes to better learning motivation. More than that, it develops a supportive learning environment, in which our students could feel comfortable and fully trust each other and their teachers. The research results can be used to develop a more effective methodology for teaching foreign languages at non-linguistic specialties, as well as for conducting further research on related topics.
This paper introduces the concept of form of life, socially shaped and shared meaning structures of actors situated in material contexts, as a tool for the cultural-sociological analysis of biographies and life trajectories. Following the principles of structural hermeneutics, such an analysis of life-forms treats the interview text as manifestation of a deeper holistic meaning structure, embodied in narratives, binaries and metaphors, without suppressing the contradictions and tensions inherent in every form of life. Finally, the empirical applicability of our approach is illustrated with examples from the qualitative strand of a broader longitudinal panel study as well as an in-depth case study.
The article represents the analysis of individual styles of summary writing with the aim to describe them, and verify the methods of their defining (diagnosis). The purpose of the paper is to determine the scientific status, and also to substantiate the pragmatic function of individual summary writing styles in order to improve the quality of students’ preparation for this type of written activity in the process of learning foreign languages. The main goal of the authors is to prove that the individual style of summary writing is conditioned by socio- cultural and personal factors that influence the ability to perceive and process the source text and generate a secondary text — a summary. Materials and methods. As a methodological basis, the authors rely on the learner- centered and intercultural approaches to teaching. The solution of research problems was ensured through the use of a set of interrelated methods: theoretical (analysis of literature, of available domestic and foreign experience), general scientific (classification, differentiation, comparison, generalization), as well as empirical (experimental work, content analysis of activity products — summaries, statistical data processing). The material for research is summaries which are regarded as products of written speech by Russian- speaking and English- speaking students of an economics university. Results. The research identifies and characterizes lingvocognitive styles of summary writing specific for English and Russian language speakers, that reflect nationally and personally conditioned approaches to analytical and synthetic processing of information. We prove experimentally and statistically reliably the fact that Russian- speaking students are characterized by differentiating, scanning style of summary writing, while English- speaking students — by integrating, fragmenting style of summary writing. The systematization of the results of the summaries’ content analysis has demonstrated the use by the learners of their personal experience for perception, processing of the source text and in the generation of the text of a summary. Conclusions. The obtained results help to optimize the process of preparing students for writing summaries in the conditions of intercultural communication, taking into account the individual style of summary writing.
Social science faces tremendous growth of available data about social phenomena on the Internet; however, social science students are usually not prepared to challenges and opportunities of analyzing online data. One of the areas where this growth is especially important is social studies of consumption. In this article we discuss a prototype of the visualization tool intended to support learning netnographic analysis with computational tools
In the proposed case study the authors show, how the original methodological algorithm may be used to creatively teach basic academic research skills and shape the fundamental research competence of professional literature critical assessment. The didactic technique of key concepts mind-mapping and presenting critical thinking reports by means of cognitive comprehensive reading professional academic literature is going to be demonstrated in the current paper as a creative tool of training analytical skills of critical evaluation, necessary for post graduate students involved in their early research activities.