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Reconsidering the Role of Research in Teaching-Oriented Higher Education System: The Case of Russia
P. 97–213.
Anna Panova, Maria Yudkevich
One of the key features of Russian higher education system is its long-standing separation from research. Indeed, in Russia back from the Soviet times there was a separation of higher education institutions (HEIs) that were predominantly focused on training professional for the need of economy and non-teaching research institutes of Russian Academy of Sciences. While several comprehensive universities existed in the country, most of HEIs until the collapse of the Soviet Union in early 1990s were sectoral institutions serving the needs of some particular industry branches in trained professionals. In the 1990s, the market for higher education emerged in Russia with the birth of private sector and transforming many former sectoral HEIs into comprehensive universities in form but not in their missions. Indeed, at that time teaching was the key activity: It took most of the faculty time, it allowed to earn extra income (via teaching at several institutions and private tutoring), and it secured faculty position and promotion. So, the system was indeed a teaching-oriented one, and rather few universities were engaged in research and supported at the institutional level. Only for the late 2000s the situation started to change gradually with the government support of increasing the role of research in higher education sector.
In book
Vol. 23: Teaching and Research in the Knowledge-Based Society. Historical and Comparative Perspectives. , Springer, 2022.
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