TOMSK POLYTECHNIC UNIVERSITY TACKLES GLOBAL CHALLENGES OF MODERN RUSSIAN HIGHER EDUCATION

Institute Of Technology ◽

Проанализированы основные положения Проекта 5-100 на предмет требований, выдвигаемых к вузам-участникам, методологии мировых рейтингов ARWU, QS, THE и их индикаторов как конечных результатов деятельности университетов, позиций российских университетов в мировом образовательном пространстве на примере Томского политехнического университета (ТПУ), а также предложение ряда мероприятий улучшающего вмешательства для корректировки ситуации. Проведен сопоставительный анализ позиций Массачусетского технологического института, Московского государственного университета им. М. В. Ломоносова и ТПУ в мировых рейтингах и определены две группы аспектов деятельности ТПУ: сильные стороны вуза с позиции рейтинга QS и аспекты, требующие корректировки в виду недостаточно высокого количества набираемых баллов. Перечислен ряд мер, направленных на усиление «слабых» позиций ТПУ в мировых рейтингах с целью улучшения качества показателей и предполагающих создание условий для развития мультиязыковой среды, переподготовки преподавателей и пересмотра образовательных программ. В качестве эффективного условия для консолидации рекомендованных мер предложено внедрение в систему обучения в вузе таких методов, которые бы создавали условия для развития мультиязыковой среды, т. е. методов, предполагающих интеграцию предметных знаний и иностранного языка. Гипотеза относительно эффективности методов, интегрирующих предметные и языковые знания, основывается на предположении об их потенциале в отношении усиления практической ориентированности языковой практики среди студентов и преподавателей, а также сокращения временного ресурса на овладение иностранным языком для профессиональной коммуникации. The article considers the urgent problem of improving the competitiveness of Russian universities in the global educational space. The problem is initiated by a challenging requirement to the system of Russian higher professional education, specifically, to comply with the modern pace of world development. This requirement is included in the list of global challenges for universities and is designated in the State Program of the Russian Federation “Development of Education in 2013–2020” as one of the crucial tasks of modernization and development of higher professional education. The launch of Project 5-100 has been the main vector of modernizing Russian higher education. The article aims to analyze the main provisions of Project 5-100, the methodology of world rankings ARWU, QS, THE and their indicators, the positions of Russian universities in the global educational space by the example of Tomsk Polytechnic University (TPU), as well as to develop corrective measures. The main research methods were as follows: analysis of pedagogical literature, Project 5-100 documentation, methodology of world rankings ARWU, QS and THE, as well as analysis and synthesis of the information obtained. The study analyzed the positions of MIT (Massachusetts Institute of Technology), Lomonosov Moscow State University and TPU in the world rankings and identified two groups of TPU activities: TPU strengths and underachievements with regard to QS ranking. As well, measures to fix underachievements by improving the quality of ranking indicators and providing the development of a multilingual environment, retraining teachers and revising educational programs were provided. An effective condition for the consolidation of the proposed measures, it is suggested to implement the teaching methods that would create conditions for the development of a multilingual environment, specifically, the methods involving the integration of subject knowledge and foreign language. The assumption regarding the effectiveness of methods integrating subject and language knowledge is based on their potential to strengthen the practical orientation of language practice among students and teachers, as well as reduce the time resource for mastering a foreign language for professional communication.

Content and Language Integrated Learning: Potential and Obstacles of Its Implementation in Russia

Armenian Folia Anglistika ◽

10.46991/afa/2020.16.1.098 ◽

2020 ◽

Vol 16 (1 (21)) ◽

pp. 98-116

Author(s):

Tatyana Sidorenko ◽

Alexandra Kudryashova

Keyword(s):

Higher Education ◽

Professional Education ◽

Current System ◽

Language Education ◽

Integrated Learning ◽

Integrated Education ◽

Systematic List ◽

Reforms and initiatives applied to the field of Russian higher education during the past decade focus particularly on extending the scope of communicative educational space and scientific fields integration. Consequently, linguistic competence contributing to significant acceleration of the processes of globalization and internationalization of the society as a whole becomes the key component of higher professional education. It is necessary to ascertain that the current system of language education in Russian universities fails to deal with the tasks in hand comprehensively. The search for more efficient didactical tools and ways of organizing teaching processes culminated in choosing the paradigm of integrated education, specifically, integration of subject knowledge and foreign language. This approach is well-renowned in scientific and educational literature as CLIL (Content and Language Integrated Learning). The major objective of the present article is to analyze the current attempts of implementing CLIL in Russian Universities through the example of Tomsk Polytechnic University. The analysis comprises the effectiveness of CLIL didactic capacity, the prerequisites for its emergence as well as needs and challenges in the system of Russian higher education and intellectual labor market. As a conclusion, we offer a systematic list of measures that tend to improve the situation.

Lessons Learned From Conducting Educational Multi-Level Programs Of Lawyer’s Training: A Case Study Of Tomsk State University

Social and Natural Sciences Journal ◽

10.12955/snsj.v5i0.309 ◽

2012 ◽

Vol 5 ◽

Author(s):

Vladimir Utkini

Keyword(s):

Higher Education ◽

Research Group ◽

Professional Education ◽

Educational Programs ◽

Educational Systems ◽

State University ◽

Educational Establishment ◽

Set Up ◽

This article describes the experience in carrying out of educational programs of barristers and Masters in the Institute of Law of the oldest educational establishment in Siberia, Tomsk State University. Due to the reforms in Russian higher education that were launched some time ago, the majority of educational programs in higher professional education became twolevel. Tomsk State University joined in the activity at the beginning of the 1990s. A research group was set up whose task was to analyze the foreign educational systems and to work out a scheme acceptable for one of the oldest universities of Russia. We can not but admit the qualitatively different motivation for studying that professionally qualified law specialists and bachelors have. The former, who are selfsufficient at the labor market from the point of view of modern Russian requirements, consider the master course to be the first step towards their future scientificpedagogical activity and, while studying, start their research, pass candidate examinations. Master’s degree course is a really elite legal education for them. Bachelors from nonstate law schools, unfortunately, have a low level of fundamental and applied knowledge of law. For most of them studying for Master’s degree at Tomsk State University is only a means of getting a prestigious state university degree which proves to be competitive at labor market.This article describes the experience in carrying out of educational programs of barristers and Masters in the Institute of Law of the oldest educational establishment in Siberia, Tomsk State University. Due to the reforms in Russian higher education that were launched some time ago, the majority of educational programs in higher professional education became twolevel. Tomsk State University joined in the activity at the beginning of the 1990s. A research group was set up whose task was to analyze the foreign educational systems and to work out a scheme acceptable for one of the oldest universities of Russia.

Problems of "Digitalization" of Organizing the Management of Training Specialists in Domestic Universities for the Needs of Domestic Organizations and Ways to Solve Them

SHS Web of Conferences ◽

10.1051/shsconf/20219303008 ◽

2021 ◽

Vol 93 ◽

pp. 03008

Author(s):

Aleksandr Kiselev ◽

Marina Ugryumova ◽

Aleksandr Sazonov ◽

Anna Savicheva

Keyword(s):

Higher Education ◽

Professional Education ◽

Technological Progress ◽

Practical Implementation ◽

Higher Education Management ◽

Education Management ◽

Effective Use ◽

Today, the idea of "digitalization" of many areas of activity is being actively implemented in Russia as a factor in the implementation of modern management technologies: "digitalization" of society, "digitalization" of the economy, "digitalization" of production, "digitalization" of management, etc. This idea was not spared by the “digitalization” of the organization of higher education management and the process of training the specialists in Russian universities for domestic organizations. However, not all “good” theoretical ideas have the same “good” practical implementation, since the practice reveals many problems in this area and expects the science to advise on their solution. This article shows the problems associated with the implementation of the ideas of "digitalization" of the organization of domestic higher education and shows possible ways to overcome them and improve the quality of training students as future professionals for domestic organizations, as well as the effective use of "digitalization" in higher education to increase its efficiency as a result of scientific and technological progress. Moreover, the development of such recommendations was based on the historical and modern domestic experience of organizing higher professional education in Russian universities.

Известия Байкальского государственного университета ◽

Transformation of Personnel Provision for Russian System of Higher Education

10.17150/2500-2759.2019.29(4).617-624 ◽

2019 ◽

Vol 29 (4) ◽

pp. 617-624

Author(s):

Polina Ananchenkova ◽

Vasily Bludov ◽

Marina Spasennikova ◽

Vladislav Tyunkov

Keyword(s):

Higher Education ◽

Human Capital ◽

Education System ◽

Professional Education ◽

Human Potential ◽

Educational Organizations ◽

Research Activities ◽

Development of human capital nowadays in the XXi century stands out as the most important factor of transforming economy and society. With help of investments into development of human potential, Russia increases the rates of economic growth, creating the necessary foundation for strengthening its positions in terms of global completion. The quality of human capital is built by the system higher professional education which determines the potential and success in changing the social structure in technological and economic aspects. The authors examine the topical moments of transforming the personnel provision for the Russian system of higher professional education at the current stage of forming the innovative economic strategy of Russia’s development. Improving the quality of the Russian higher education is at present topical, presenting a strategic task, the solution of which will allow to provide economic stability of our country. The article brings forth the results of investigating the attitude of the Russian people to the Russian and foreign higher education, gives an assessment of the current state of the personnel provision for the Russian higher school. On the basis of these results, the article identifies main drawbacks of the personnel provision for the Russian system of higher professional education and offers directions of increasing the personnel potential of the Russian educational organizations of the higher professional education system. It draws a conclusion that the process of transforming the personnel provision for the higher professional education system in the Russian educational organizations dictates a complex of requirements to the professional role of the faculty members, bringing to the forefront the availability of functions in organizing both the academic and the project and research activities, to formation of educational practices. The present-day faculty member must serve as a consultant, a researcher, a manager of projects, must be «a navigator» in the educational and digital environment.

Sustainable education in Russia

E3S Web of Conferences ◽

10.1051/e3sconf/202020809032 ◽

2020 ◽

Vol 208 ◽

pp. 09032

Author(s):

Yuliya Masalova

Keyword(s):

Sustainable Development ◽

Professional Education ◽

Traditional Approach ◽

Real Life ◽

Modern World ◽

Key Factor ◽

Integral Element ◽

In the modern world, many countries recognize that education should act in the interests and for the benefit of the ideas of sustainable development. At the same time, sustainable development itself becomes an integral element of quality education and its key factor. In Russia, the “national strategy of education for sustainable development” has been formed, which provides for a reorientation from ensuring that students have certain knowledge to the ability to analyse real problems and find possible solutions for them. At the same time, the traditional approach to teaching based on the study of specific subjects remains, but it is important to ensure that each student is able to carry out an interdisciplinary analysis of real-life situations. Currently, a project on “Key areas of development of Russian education for achieving the goals and objectives of sustainable development in the education system” until 2035 has been developed and published, which contains indicators that allow us to assess the achievement of the goals set out in it. However, this document hardly presents the level of higher professional education and its contribution to sustainable development. The article will examine the role of Russian higher education in the concept of sustainable development.

Effectiveness of the use of open educational resources in the development of students’ foreign language speech skills

Bulletin of the Karaganda University. Pedagogy series ◽

10.31489/2021ped2/164-170 ◽

2021 ◽

Vol 102 (2) ◽

pp. 164-170

Author(s):

G. Sarzhanova ◽

◽

A. Toleuzhan ◽

S. Turbaeva ◽

◽

...

Keyword(s):

Foreign Language ◽

Open Educational Resources ◽

Language Teachers ◽

Educational Resources ◽

Free Access ◽

Massachusetts Institute Of Technology ◽

Authentic Materials ◽

Frequent Use ◽

The World ◽

Institute Of Technology

The article discusses the importance of using open educational resources (OER) and the need to use the technology for the development of speaking skills in the foreign language as well. The concept of OER first emerged in the 1990s and Open Educational Resources Movement announced in 2001 that MIT's entire course catalog was being put online and the project was going to be launched at the Massachusetts Institute of Technology in 2002. This technology has a number of advantages. For example, the use of OER provides free access to textbooks, allows maximizing time efficiently, increases the interest and motivation of students and helps teachers transform classes. However, it is difficult to deny the existence of some problems regarding OER. The main disadvantages include the quality of the educational resource and the lack of Internet access in all regions of the world. But shortcomings are a ‘temporary issue’ and in the future OER will be adapted in all countries of the world to a greater extent. It will be productive to develop foreign language speech skills using OER, since it allows students to acquire new knowledge more quickly and effectively. The developments of such skills will undoubtedly occurre directly as a result of the continuing use of various authentic materials and the frequent use of these materials by foreign language teachers in the classes is a topical issue. As a result, teachers may encounter problems related to lack of suitable language teaching materials. An important condition for solving the problem is the use of OER, which helps the teacher to develop students’ required skills in the learning process.

Implementing Quality Assurance in Higher Education: Practices and Issues

Bulletin of Science and Practice ◽

10.33619/2414-2948/53/45 ◽

2020 ◽

Vol 6 (4) ◽

pp. 405-410

Author(s):

I. Aliev

Keyword(s):

Higher Education ◽

Professional Education ◽

Cognitive Skills ◽

Creative Thinking ◽

Information Technologies ◽

Educational Process ◽

Quality Of Education ◽

Modern Information ◽

This article highlights current issues of the organization of distance learning and its role in the educational policy of the Republic of Uzbekistan. The role of this form of education as a factor in improving the quality of education in higher education is considered. One of the factors for improving the quality of education in the system of higher professional education is the widespread adoption of modern information technologies, including multimedia and virtual. Modern information technologies in combination with pedagogical technologies can significantly increase the effectiveness of the educational process; to achieve a solution to the main problem: the development of cognitive skills of students, critical and creative thinking, the ability to independently construct their knowledge, navigate in the information space.

The Research on the Global Competitiveness of the Leading Russian Universities

Высшее образование в России ◽

10.31992/0869-3617-2018-27-7-164-167 ◽

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 ◽

Wide Range ◽

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.

Professional communication in a foreign language: designing a practical workshop for bachelors

Samara Journal of Science ◽

10.17816/snv201763307 ◽

2017 ◽

Vol 6 (3) ◽

pp. 293-296

Author(s):

Natalia Vladimirovna Malova

Keyword(s):

Foreign Language ◽

Professional Education ◽

Educational Process ◽

Professional Communication ◽

Specialist Training ◽

State Institute ◽

Communication Course ◽

Computer Mediated ◽

The University

The following paper discusses the actual task of modern technical specialist training: getting him/her ready to communicate professionally in a foreign language. Practice requests are naturally reflected in the development of curricula and programs of higher professional education. The author demonstrates the urgency of the task in connection with the constantly changing foreign language professional communication, especially computer-mediated part of it. The author identifies two main approaches to the organization of studies at the university: changing the structure, content, methods of the course Foreign Language and the development of new courses of the curriculum. Within the framework of the second approach, the process of designing an educational and methodical complex for a professional communication course on the basis of a process approach is considered in some detail. The paper emphasizes the importance of using professional skills of prospective specialists to increase the effectiveness of the educational process, in particular, the development of copyright audio and video materials. The workshop for audio engineers, developed by the author of the paper, is successfully used in the educational process of Samara State Institute of Culture.

Institutional Traps of Digitalization of Russian Higher Education

Высшее образование в России ◽

10.31992/0869-3617-2021-30-3-59-75 ◽

2021 ◽

Vol 30 (3) ◽

pp. 59-75

Author(s):

M. A. Golovchin

Keyword(s):

Higher Education ◽

Large Scale ◽

New Technologies ◽

Teaching Staff ◽

Original Matrix ◽

The Matrix ◽

Institutional Traps ◽

The Impact ◽

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.