Approach to Internationalization Educational Programs in Russian Higher Education

2015 ◽  
Vol 4 (5) ◽  
pp. 23-29
Author(s):  
Григорьева ◽  
I. Grigoreva ◽  
Виноградова ◽  
Marina Vinogradova ◽  
Суслова ◽  
...  
Keyword(s):  
Higher Education ◽  
Training Programs ◽  
Practical Implementation ◽  
Degree Programs ◽  
Russian Higher Education ◽  
The World ◽  
Double Degree ◽  
Double Degree Programs ◽  
Short Courses ◽  
Russian Universities

This article is devoted to the issues of higher education programs internationalization in Russia as a necessary and timely process. In the context of globalization the world’s processes high adaptability of the graduate will contribute to his successful career. This quality in combination with the presence of the necessary competencies graduate with a set of descriptors today especially in demand in the labor market. Implementation of joint training programs with the use of various forms of internationalization, starting with short courses and specialized programs to double degree programs, creates for students in Russian universities the opportunity to develop the necessary competencies in view modern trends in economics, sociology, politics, culture, not only domestically, but also in the world. Consideration the questions of the adaptability of existing programs, their importance for the Russian higher education of the experience increases the relevance of the article the problems encountered in the process of practical implementation of internationalized programs training in Russia.

scholarly journals World Academic Rankings and Competitiveness of Russian Universities

2019 ◽  
pp. 5-18
Author(s):  
I. B. Stukalova ◽  
A. V. Shishkin ◽  
A. A. Stukalova
Keyword(s):  
Higher Education ◽  
Education Institution ◽  
Higher Education System ◽  
Russian Higher Education ◽  
The World ◽  
The Government ◽  
Analysis Of Dynamics ◽  
The University ◽  
Russian Universities ◽  
Academic Rankings

Advance in the world academic rankings remains one of the priorities of development of the Russian higher education determined by the President and the Government of the Russian Federation.As an axiom authors adopted the provision that the academic ratings are the tool of assessment of level of competitiveness of the national universities, and a rating position of the university – a peculiar integrated indicator of its competitiveness. Authors offered hierarchy of levels of competitiveness of subjects of the higher education system. The results of the analysis of dynamics and the current position of the Russian universities in the world academic rankings (on the example of the rating of QS), analysis of participation in the rating of the QS universities of the countries of EEU and also analysis of perception of a rating position of the university by potential customers and consumers of educational services are given in the article. By an empirical way it is proved that ones the interest of target audience in a rating position of the university as to an indicator of its competitiveness and as to criterion for selection of higher education institution grows. Methodological basis of the research conducted by authors of article were the principles of scientific knowledge: logical and historical. Methods of the structural, comparative and statistical analysis are applied.

scholarly journals The Research on the Global Competitiveness of the Leading Russian Universities

2018 ◽  
Vol 27 (7) ◽  
pp. 164-167
Author(s):  
V. S. Senashenko
Keyword(s):  
Higher Education ◽  
Education System ◽  
University Ranking ◽  
Global Competitiveness ◽  
Higher Education System ◽  
Russian Higher Education ◽  
Wide Range ◽  
Russian Universities

The article is a review of a monograph “The Global Competitiveness of Leading Universities: Models and Methods for Estimating and Forecasting” written by I.P. Boiko, V.G. Khalin, E.M. Anokhina. The book discusses the models and methods for university competitiveness assessment, approaches to the formation of university ranking, specific problems concerning improving of the competitiveness of Russian universities and the system of Russian higher education. The reviewed monograph will be useful to a wide range of readers who are interested in the development of the Russian higher education system.

scholarly journals Institutional Traps of Digitalization of Russian Higher Education

2021 ◽  
Vol 30 (3) ◽  
pp. 59-75
Author(s):  
M. A. Golovchin
Keyword(s):  
Higher Education ◽  
Large Scale ◽  
New Technologies ◽  
Teaching Staff ◽  
Original Matrix ◽  
Russian Higher Education ◽  
The Matrix ◽  
Institutional Traps ◽  
The Impact ◽  
Russian Universities

In 2016-2018 the state in Russia adopted a package of program documents, which implies the transfer of education to the large-scale introduction of digital technologies. This phenomenon has been called “digitalization of education”. In scientific literature, electronization and digitalization are increasingly called one of the institutional traps for the development of Russian universities, since the corresponding institutional environment has not yet been formed due to the forced nature of innovations. As a result, the processes of introducing new technologies into education are still not regulated. Within the framework of the purpose of the study, the manifestations of the trap of electronization and digitalization of Russian higher education were analyzed on the basis of sociological data, and the theoretical modeling of the process of adaptation of educational agents to the institution of digitalization was carried out.In the course of the study, the approaches were summarized that have been developed in discussions on educational digitalization. The article presents the author’s vision of the studied phenomenon as an institutional trap; as well as understanding of the institutional features and characteristics of electronization and digitalization in education.The research method is the analysis of estimates obtained in the course of an expert survey which was conducted by the Vologda Scientific Center of the Russian Academy of Sciences among the representatives of the teaching staff of state universities in the Vologda region. In the course of this analysis, the indicators of educational digitalization as an effective innovation were clarified such as an increased accessibility of educational resources; simplification of communication and the process of transferring knowledge from teacher to student; increased opportunities for training specialists for the new (digital) economy; improving the quality of education in universities, etc. Based on the results of the empirical study, it has been determined that the conditions for the development of digitalization in Russian universities are currently ambiguous, which is closely related to the level of competitiveness of the educational organization.The scientific novelty of the research consists in the presentation of an original matrix describing the process of university employees adaptation to the conditions of digital transformation of education. The matrix is proposed on the basis of a sociological analysis of the impact of the trap of electronization and digitalization on the activities of educational agents. The matrix can be taken into account in the practice of higher education management.

Consortium of online digital libraries: the experience of 280 universities in Russia and the CIS countries

Infolib ◽  
2021 ◽  
Vol 26 (2) ◽  
pp. 30-33
Author(s):  
Anastasia Privalova ◽  
◽  
◽  
Keyword(s):  
Higher Education ◽  
Digital Libraries ◽  
Educational Organizations ◽  
Electronic Library ◽  
Non Profit ◽  
Current State ◽  
Scientific Organizations ◽  
Russian Higher Education ◽  
Cis Countries ◽  
Russian Universities

The activity of the modern university library is connected, among other things, with the creation of strong links between different educational and scientific organizations. The goal of such cooperation is to improve the quality and accessibility of Russian higher education, including its digital forms. These problems are solved by a non-profit project of the electronic library system Lan, called Consortium of Network Electronic Libraries (Consortium NEL). It helps universities to optimize costs, increase the number of books and manuals for free. The project already involves 284 universities from Russia and the CIS countries (Kazakhstan, Belarus). Their publications form a book collection of 37 000 textbooks, manuals, workshops and lecture courses on the Lan’s platform. The article describes how the project was created, what is its current state and what are its opportunities. The experience of 284 Russian universities and universities of the CIS countries can be useful for libraries of all educational organizations.

scholarly journals Academic excellence as “competitiveness enhancement” in Russian higher education

2019 ◽  
Vol 21 (2) ◽  
pp. 127-144 ◽  
Author(s):  
Elena Tsvetkova ◽  
Sylvie Lomer
Keyword(s):  
Higher Education ◽  
Critical Discourse Analysis ◽  
Academic Excellence ◽  
Content Type ◽  
World University Rankings ◽  
Russian Higher Education ◽  
The Government ◽  
Definition Of ◽  
Russian Universities

Purpose The purpose of this paper is to analyse critically the Russian Academic Excellence Initiative (the Project 5-100), designed to propel five leading Russian universities into world university rankings (WURs) by 2020, and research it through the lens of neoliberalism. The paper seeks to reveal recurrent discourses and dominant orders of discourse constituting the overall concept of “excellence” in Russian higher education (HE) policy. Design/methodology/approach Since the Project 5-100 has been designed in line with a neoliberal model of academic excellence initiatives, emphasising “competition as a driver of excellence” (Hazelkorn, 2009), Fairclough’s approach to critical discourse analysis (CDA) has been adopted as a qualitative research method. There is no universally accepted definition of “excellence” in HE policy; therefore, this CDA also aims at revealing the Russian government’s vision of the concept and its voice in HE policy. Findings The paper concludes that the government reinforces neoliberal discourse on the HE agenda and transforms the 5-100 Universities’ identities through emphasising the role of WURs in modernising the HE system. Consequently, within the neoliberal paradigm, the Project 5-100 can be regarded as a manifestation of the commodification of “excellence” in Russian HE policy. Originality/value This research intends to broaden knowledge of excellence initiatives in HE policy and reveal their features and neoliberal natures. It also seeks to contribute in terms of showcasing a qualitative study of the Project 5-100 for future comparative analyses of similar HE policies.

scholarly journals O CINEMA COMO FONTE INVESTIGATIVA PARA COMPREENSÃO DA INFÂNCIA: o uso de recursos audiovisuais no ensino de psicologia

2018 ◽  
Vol 3 (10) ◽  
pp. 35
Author(s):  
Laura Maria Silva Araújo Alves
Keyword(s):  
Higher Education ◽  
Public Institution ◽  
Degree Programs ◽  
Learning And Development ◽  
Psychological Theories ◽  
The World ◽  
Visual Resource ◽  
Movie Theatre ◽  
The Universe ◽  
Sobre Todo

THE CINEMA AS AN INVESTIGATIVE SOURCE FOR UND ERSTANDING CHILDREN: the use of audiovisual resources in teaching psychologyEL CINE COMO FUENTE INVESTIGADORA PARA LA COMPRENSÍON DE LA INFÂNCIA: el uso de recursos audiovisuales en la enseñanza de psicologíaO presente artigo apresenta a utilização de recurso audiovisual como componente didático nas aulas de Psicologia em uma instituição pública de ensino superior. A contribuição dessa prática resulta da experiência levada a cabo durante vários anos de docência no ensino de Psicologia para os Cursos de Licenciaturas na aplicabilidade didática de filmes numa perspectiva de que as produções cinematográficas possam contribuir para as discussões sobre a compreensão da infância. Considerando que o cinema detém a expressão da realidade, por o que está na tela parecer reproduzir as características do mundo, sobretudo o que se vê no cotidiano, os filmes são ferramentas de auxílio para a compreensão de diversos conceitos sobre infância, pois não só informam, mas são capazes de instrumentalizar o aluno sobre o universo da criança. Portanto, pretendemos então destacar por meio da narrativa cinematográfica a compreensão da criança e os desdobramentos com as teorias psicológicas clássicas sobre o desenvolvimento e aprendizagem infantil. Para análise trazemos documentários e filmes que tem como protagonista a criança e ambientada em diversos contextos socioculturais. Constatamos que o uso de filmes nas aulas de psicologia proporcionou a interação entre o conteúdo das teorias da aprendizagem e desenvolvimento com o universo da criança, ou seja, a articulação da teoria com a prática.Palavras-chave: Psicologia; Cinema; Infância; Teorias Psicológicas.ABSTRACTThis article presents the use of audio-visual resource as a didactic component in Psychology classes in a public institution of higher education. The contribution of this practice results from the experience carried out during several years of teaching in Psychology for the degree programs in the didactic applicability of films with a view that the cinematographic productions can contribute to the discussions about the understanding of childhood. Considering that cinema holds the expression of reality, because what is on the screen seems to reproduce the characteristics of the world, especially what is seen in everyday routines, movies are implement to help understand various concepts about childhood, because they do not only inform, but are able to instrumentalize the student about the universe of the child. Therefore, we intend to then through the cinematographic narrative the understanding of the child and the unfolding with the classic psychological theories about development and learning infant. For analysis we bring documentaries and films that have as protagonist the child and acclimated in diverse sociocultural contexts. We found that the use of films in psychology classes provided the interaction between the content of learning and development theories with the universe of the child, that is, the articulation of theory with practice.Keywords: Psychology; Movie Theatre; Childhood; Psychological Theories.RESUMENEl presente artículo presenta el uso de recurso audiovisual como componente didáctico en clases de psicología en una institución universitaria pública. La contribución de esa práctica resulta de la experiencia llevada a cabo durante varios años de docencia en la de psicología para los cursos de licenciaturas en la aplicación didáctica de películas en una perspectiva de que las producciones cinematográficas puedan contribuir para las discusiones sobre la comprensión de la infancia. Considerando que el cine detiene la expresión de la realidad, porque lo que está en la pantalla parece reproducir las características del mundo, sobre todo lo que se ve en lo cotidiano, las películas son herramientas de auxilio para la comprensión de diversos conceptos sobre la infancia, pues no solo informan, sino que también son capaces instrumentalizar el alumno sobre el universo de los niños. Por lo tanto, pretendemos entonces destacar por medio de narrativa cinematográfica la comprensión de los niños y los desdoblamientos con las teorías psicológicas clásicas sobre el desarrollo y aprendizaje infantil. Para el análisis traemos documentales y películas que tienen como protagonista a los niños y ambientado en diversos contextos socioculturales. Constatamos que el uso de películas en la clases de psicología proporcionó la interacción entre el contenido de las teorías de aprendizaje y desarrollo con el universo de los niños, o sea, la articulación de la teoría con la práctica.Palabras clave: Psicología; Cine; Infancia; Teorías Psicológicas.

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