Past, Present and Future of the Soviet University: Jubilee Histories of Higher Education Institutions in the 1930s – 1980s

Historical Texts ◽

Gradual Development ◽

History Of ◽

The University ◽

Usable Past ◽

Thaw Period ◽

Russian Universities

Introduction. Jubilee histories of the Soviet and Russian universities (higher education institutions) draw scholars’ attention as tools for the construction of traditions and search for a usable past. Historians scrutinize primary the past of universities as it is depicted in historical texts, but as a rule, these texts also treat the present and future of educational institutions. Exploring narratives that put all three times together, the article examines jubilee texts in their integrity. Methods and sources. The study is based on both published and unpublished narrative sources on histories of universities that usually are somehow connected with jubilees. Special attention is paid to discursive features of the texts under study. The author employs the method of discourse-analysis, as well as the method of contextualization of the examined written sources within political and social developments of the Soviet era. Analysis. The 1930s saw a gradual development of the jubilee history genre. While a lot of norms and regulations had not been implemented yet, there were distinctly visible anachronisms and factual errors. The exact place of the revolution and other landmark events had not been determined yet. The new genre gained momentum during and after the thaw period. The history of the universities of that time showed greater attention to historical detail and accuracy. At the same time, a certain model of linear history became well established; past, present, and future were clearly ordered and delineated. Results. Typical jubilee texts of the 1930s – 1980s had quite a stable structure, albeit they could vary in content. They were efficient and flexible enough for ongoing ideological campaigns. More importantly, these qualities widened the opportunities for the articulation of various visions of the university that didn’t necessarily fully chime with the official ideology although they didn’t explicitly confront it either.

The Metropolitan and provincial professors of Russian universities: the experience of prosopographic research (1884—1917)

OOO Zhurnal Voprosy Istorii ◽

10.31166/voprosyistorii202011statyi50 ◽

2020 ◽

Vol 2020 (11-2) ◽

pp. 237-249

Author(s):

Evgeniy Rostovtsev ◽

Dmitriy Barinov

Keyword(s):

Higher Education ◽

History Of Higher Education ◽

History Of ◽

The Russian Empire ◽

University Lecturers ◽

The University ◽

The Given ◽

Scientific Degree ◽

Russian Universities

Drawing up a collective portrait of the faculty corporation using prosopography and statistical analysis is one of the most popular approaches among specialists in the history of higher education in the Russian Empire. However, mostly such researches concern only one of the existed educational institutions. At the same time, comparative analysis of various universities allows to get a more complete picture of the specifics of higher education. Authors of the given paper try to compare the main features of the career path and academic mobility of the university lecturers at the capital (St. Petersburg) and provincial (Novorossiysk and Tomsk) universities. Among the compared aspects: the length of work, the availability of a scientific degree, the ratio ofprofessors and junior teachers, the number of own graduates, etc. These and other data made it possible to identify the main models of a scientific career typical for the capital and the province.

IMPROVING THE UNIVERSITY REPUTATIONAL LIABILITY

Russian Journal of Management ◽

10.12737/14601 ◽

2015 ◽

Vol 3 (5) ◽

pp. 531-538

Author(s):

Татьяна Юдина ◽

Tatiana Yudina

Keyword(s):

Higher Education ◽

Economic Development ◽

Labor Market ◽

Vocational Training ◽

Educational Programs ◽

Stage Of Development ◽

One of priority problems of modernization of system of the higher education in Russia is overcoming the disproportions revealed during different years of monitoring of activity of higher education institutions, reduction of the contents, structure of vocational training of shots, technologies of realization of educational programs in compliance with requirements of employers and also taking into account the forecast of labor market, welfare and economic development. All this is possible at the stage of development of the higher school on condition of introduction of new mechanisms of management of the higher educational institutions based on formation and increase of their reputation, care of higher education institutions of the reputation responsibility.

Federal University of Mato Grosso: from Regionalization to the Internationalisation

Revista Educativa - Revista de Educação ◽

10.18224/educ.v20i1.5876 ◽

2017 ◽

Vol 20 (1) ◽

pp. 253

Author(s):

Elizabeth Figueiredo De Sá ◽

Silas Borges Monteiro

Keyword(s):

Higher Education ◽

Cultural History ◽

Educational Institution ◽

Mato Grosso ◽

History Of ◽

UNIVERSIDADE FEDERAL DE MATO GROSSO: DA REGIONALIZAÇÃO À INTERNACIONALIZAÇÃO Resumo: ansiada pelos mato-grossenses, a Universidade Federal de Mato Grosso foi criada em 1971, após disputas e reivindicações. O presente artigo pretende revisitar a história da Universidade Federal de Mato Grosso no viés da História Cultural, com enfoque na História das Instituições Escolares, com o objetivo de compreender a representação de universidade materializada na sua criação e funcionamento até a atualidade. Para tal, como fonte foram utilizados: a coleção de Leis e Decretos, periódicos, obras memorialístas, relatórios de gestão da UFMT, Mensagens de governadores encontradas no Núcleo de Documentação e Informação da História Regional (NDIHR), na Biblioteca Estevão de Mendonça e na Reitoria da UFMT. Palavras-chave: Universidade Federal de Mato Grosso. Ensino Superior. Instituição Escolar. Educação Mato Grosso. Abstract: Yearned by Mato Grosso, the Federal University of Mato Grosso was established in 1971 after disputes and claims. This article aims to revisit the history of Federal University of Mato Grosso in bias of Cultural History, focusing on the History of Educational Institutions, in order to understand the university representation embodied in its creation and operation to the present. For this were used as source Collection of Laws and Decrees, periodicals, memorials works, UFMT management reports, Governor’s messages found on the Núcleo de Documentação e Informação da História Regional (NDIHR) in Estevão de Mendonça Library and Rectory of UFMT. Keywords: Federal University of Mato Grosso. Higher Education. Educational Institution. Mato Grosso Education.

Student corporatism: the test of strength

10.12737/monography_5c093170615384.25588757 ◽

2018 ◽

Author(s):

Людмила Терновая ◽

Lyudmila Tyernovaya

Keyword(s):

Higher Education ◽

University System ◽

Higher Educational ◽

The monograph analyzes the directions of development of student corporatism from the origin of the University system in Europe to the present day. The connection between the process of education in higher education and the activity of students, especially during the daily and festive life of students of higher educational institutions. Attention is paid to the variety of symbols of student corporations, as well as the image of higher education institutions and the contribution of students to its formation.

Features of image formation of higher education institutions to increase the rating in the market of educational services

Development Management ◽

10.21511/dm.18(3).2020.02 ◽

2020 ◽

Vol 18 (3) ◽

pp. 14-27

Author(s):

Olga Maystrenko ◽

Iryna Kinas

Keyword(s):

Higher Education ◽

Cluster Analysis ◽

Educational Institution ◽

Educational Services ◽

University Rankings ◽

Positive Image ◽

Technological Chain ◽

The article identifies a significant deformation of education, which led to the opening of new edu¬cational institutions. The authors noted the change of priorities in the state regarding the image of knowledge and education. This article examines the problem of creating a positive image for higher education institutions; orientation of modern educational institutions on search, development, and application of managerial cognitive and artistic means of creating a positive image of educational institution, reflection in this image of internal, essential meanings, maintenance and tasks, features of its activity. The authors investigated certain shifts in the market of educational services, namely: increasing so¬ciety’s requirements for the quality of vocational education, constant updates of teaching technology, rapidly changing economic conditions of universities, intensification of competition in the market of educational services. All this causes the urgent problem of finding new sources of increasing the competitiveness of higher education, the basic indicator of which is the image. The authors consider approaches to rating higher education institutions. The most famous interna¬tional university rankings are analyzed. The theoretical and methodological approaches and the basic principles of university rankings are compared. Using cluster analysis to enhance the competitiveness of higher education institutions, expand their capabilities and take them to the next level. The cluster analysis was conducted to determine the activity of students, graduates, employees, employers in the life of the university, their awareness of the symbolism of the university. As the students are not part of the university, their answers were not taken into account. The technological chain of formation of public attitude to the HEA through event measures was also formed.

Peran Public Relations Dalam Membangun Reputasi Perguruan Tinggi

SUSTAINABLE: Jurnal Kajian Mutu Pendidikan ◽

10.32923/kjmp.v2i1.983 ◽

2019 ◽

Vol 2 (1) ◽

pp. 86-104

Author(s):

Yera Yulista

Keyword(s):

Higher Education ◽

Public Relations ◽

Prospective Students ◽

Communication Program ◽

Good Reputation ◽

The development of higher education institutions in Indonesia indicates the increasing meaning of education in the community so that the existence of educational institutions becomes the target for stakeholders, especially students / prospective students. In general, to maintain the existing stakeholders clearly requires the establishment of a good reputation in the community. One of the parties that can help higher education institutions in building the reputation of higher education is the presence of public relations. PR represents the institution in implementing the communication program to be a bridge between the organizations represented by the university stakeholders. Abstrak Perkembangan lembaga pendidikan tinggi di Indonesia menandakan semakin meningkatnya arti pendidikan di tengah masyarakat sehingga keberadaan lembaga pendidikan menjadi incaran bagi stakehoder khususnya mahasiswa/ calon mahasiswa. Secara umum untuk mempertahankan stakeholder yang ada jelas memerlukan pembentukan reputasi yang baik ditengah masyarakat.Salah satu pihak yang dapat membantu lembaga pendidikan tinggi dalam membangun reputasi perguruan tinggi adalah dengan kehadiran public relations. PR mewakili lembaga dalam melaksanakan program komunikasi untuk menjadi jembatan penghubung antara organisasi yang diwakili dengan stakeholder perguruan tinggi.

Forms of interaction of higher educational institutions with territorial communities

Bulletin of Luhansk Taras Shevchenko National University ◽

10.12958/2227-2844-2021-1(339)-1-167-176 ◽

2021 ◽

Vol 1 (1 (339)) ◽

pp. 167-176

Author(s):

Olena Kravchenko ◽

◽

Yevhen Khrykov ◽

Nadiia Vasynova ◽

◽

...

Keyword(s):

Higher Education ◽

Education Institution ◽

Business Associations ◽

Foreign Experience ◽

Foreign Countries ◽

Higher Educational ◽

The article raises the issue of interaction of higher education institutions with territorial communities in the conditions of decentralization. foreign experience of interaction of higher educational institutions with territorial communities are disclosed. The features of interaction of higher educational institutions with territorial communities in foreign countries are characterized. It has been established that the use of the positive foreign experience of interaction of higher educational institutions with territorial communities is promising for Ukraine. Ensuring cooperation between the university and local communities involves certain forms of interaction The authors identified the main forms of interaction between a higher education institution and territorial communities of the socio-economic development of territorial communities; of the cultural and sports life of the community; of Education; of cooperation of the university with local authorities; volunteer activity. Interaction of territorial communities and higher education institutions is the way of important changes in communities, educational institutions and society in general, which is the main advantage of business associations.

HIGHER EDUCATION IN FRANCE: HISTORICAL DEVELOPMENT

The Modern Higher Education Review ◽

10.28925/2518-7635.2018.3.4 ◽

2018 ◽

Author(s):

Alla Durdas

Keyword(s):

Higher Education ◽

Historical Development ◽

National Development ◽

Educational Process ◽

University Education ◽

Education Development ◽

Role Of The State ◽

The article deals with the peculiarities of historical development and modern state of higher education in France. The periods of higher education development of France are determined and the complex and multi-level system of French higher education is considered. The importance of education for the strategy of national development of the country and civilization is emphasized. The importance of the study of the historical development of the university education in France has been substantiated. The stages of education development at the universities of France are outlined and features are considered. each of these stages. The types of higher education institutions in France and their peculiarities in the context of development tendencies are investigated. The present stage of the development of the system of French university education and the peculiarities of structural transformations is considered. The article describes the duality between the French higher education institutions and research centers, as well as the duality between educational institutions and educational programs. The peculiarities of functioning of universities, “big schools" and private institutions of higher education are studied. There is a strong centralized presence and the role of the state in the education of France, in particular in the organization of the educational process and in the financing of education, as well as in defining the fundamental principles of the educational process. The article focuses on the achievements of the French system of higher education and its uniqueness. The role and place of large schools in the system of higher education in France are highlighted. The leading elite schools and universities are mentioned, as well as the conditions for joining them. Attention was paid to the almost equal quality of education in the capital and in the province. Attention is drawn to the national character of the French higher education.

ON THE HISTORY OF THE FORMATION OF HIGHER EDUCATION FOR WOMEN IN RUSSIA

RSUH/RGGU Bulletin Series Philosophy Social Studies Art Studies ◽

10.28995/2073-6401-2021-1-199-208 ◽

2021 ◽

pp. 199-208

Author(s):

Marina B. Bulanova ◽

Keyword(s):

Higher Education ◽

Legal Rights ◽

Medical Institute ◽

The Arts ◽

Moscow City ◽

History Of ◽

State Educational ◽

The Right ◽

The article analyzes the complex and contradictory process of the formation of higher education for women in Russia on the example of the opening and operation of two non-state higher educational institutions: Women’s Medical Institute (1897) and Moscow City People’s University named after A.L. Shanyavsky (1908). The author reveals the history of the struggle for the organization of the “Higher Women’s Medical Courses”, which graduated the first female doctors in 1877. On the example of the fate of A.N. Shabanova, P.N. Tarnovskaya, N.P. Dragnevich shows a complex way of those who at the end of the courses did not have the legal rights and had many years to prove their own professional male counterparts. After the closure of the courses in 1881, it took sixteen years to defend the right of women to a higher medical education within the walls of the first Women’s Medical Institute in Russia. No less difficult was the history of the three-year struggle for the opening of the Moscow City People’s University, in the charter of which all restrictions on gender, nationality and religion were remove. According to the conditions of A.L. Shanyavsky, women could not only be students, but also participate in the management of the university (L.A. Shanyavskaya, L.B. Khavkina) and be admitted to teaching (L.B. Khavkina, V.N. Shatskaya). Among those people who made an invaluable contribution to the organization and activities of these non-state educational institutions were named: patrons and benefactors A.L. Shanyavsky, L.A. Shanyavskaya, M.V. Sabashnikov; medical professors M.M. Sechenov, I.M. Sklifosovsky, S.P. Botkin, I.I. Mechnikov; Professor M.M. Kovalevsky, S.A. Muromtsev, N.V. Speransky, K.A. Timiryazev. It is concluded that the organization of higher education for women in Russia became possible thanks to the joint efforts of individual representatives of the authorities, the leading circles of the intelligentsia, entrepreneurs,and patrons of the arts, as well as all caring people who have spared no effort and their own funds for this noble cause.

THE PROCESS OF TEACHING NATIONAL HISTORY IN HIGHER EDUCATION INSTITUTIONS IN UKRAINE: FORMING NEW CONTENT

Sums'ka Starovyna (Ancient Sumy Land) ◽

10.21272/starovyna.2019.54.5 ◽

2019 ◽

pp. 55-63

Author(s):

A. I. Ziakun

Keyword(s):

Higher Education ◽

Educational Programs ◽

National History ◽

Major Drawback ◽

History Of ◽

Historical Education ◽

Higher Educational

Every political authority, even a historical one, puts forward its “own” demands on history and historians. It was, and probably always will be. This was no exception during the restoration of the Ukrainian state in the 1990s. From ideological monism, Ukrainian science has shifted to reforming social and humanitarian education in the country, including historical education. The beginning was in 1988, when the existing Soviet power, realizing that it was impossible to stop the process of change, brought it under its control, setting up a coordinating committee to develop a program for the development of historical research, to improve the study and propaganda of the history of the Ukrainian SSR. The Commission proposed to separate a course of history of the Ukrainian SSR in secondary and higher education into an independent educational discipline, to expand the number of schools with advanced study of history, and to organize training in leading universities of specialists in the history of Ukraine. But to proclaim does not always mean to do. The cardinal changes will begin later and will be discussed in this article. Until the 1990s, Ukraine had no national concept of historical education. Until 1989, the history of the CPSU was the only basic historical discipline in all higher education institutions of the USSR, as well as in the entire Soviet Union, regardless of profile of study or region. The main educational programs were approved centrally in Moscow by the General Directorate Teaching of Social Sciences of the Ministry of Higher and Secondary Special Education of the USSR. In 1989, the course of the history of the CPSU was withdrawn from the educational program of higher education institutions and was replaced by the obligatory historical discipline - “Social and political history of the XX century”. In 1990, universities were granted more rights in defining the content of training. This facilitated the deployment of a grassroots initiative to improve the content of historical teaching. The first such initiative was made by teachers and students of higher educational establishments of Lviv region, where since 1990 most courses of history of Ukraine were taught in most universities, although the official status of this course has not been determined yet by the goverment. In 1992, universities of Ukraine are moving to an in-depth study of national history, re-profiling the departments of USSR history into the departments of Ukrainian history, increasing the number of hours of studying the history of Ukraine for students of historical specialties. But a major drawback in teaching the history of Ukraine was the lack of science-based course programs. In 1993, the Scientific and Methodological Commission on the History of the Ministry of Education of Ukraine began the development of a typical program for the course of history of Ukraine as a kind of reference for the departments of history of Ukraine of higher educational institutions. The development and approval in 1993 of the program of the normative course of history of Ukraine for students of history faculties of higher educational establishments, as well as the drawing up in 1994-1996 a typical program of the basic course of history of Ukraine for other higher educational institutions contributed the development of scientific approaches to teaching Ukrainian history, and clarification of teachers’ positions on discussion issues in history. At one time with the development of the educational programs, the national concept of historical education in Ukraine was created and improved. Key words: history education, history program, national history, course of the History of Ukraine, higher education institutions