scholarly journals Higher Education and Post-Soviet Society: Trends Towards the New Configuration of Relations

2019 ◽  
Author(s):  
Vladimir Puzikov
Keyword(s):  
Higher Education ◽  
Soviet Society

scholarly journals Educational Services for Intellectual Capital Growth or Transmission of Culture for Transfer of Knowledge—Consumer Satisfaction at St. Petersburg Universities

2019 ◽  
Vol 9 (3) ◽  
pp. 183 ◽  
Author(s):  
Nadezhda N. Pokrovskaia ◽  
Marianna Yu. Ababkova ◽  
Denis A. Fedorov
Keyword(s):  
Higher Education ◽  
Consumer Satisfaction ◽  
Service Sector ◽  
Point Of View ◽  
Soviet Society ◽  
Transfer Of Knowledge ◽  
Training Techniques ◽  
Negative Impacts ◽  
Research And Education ◽  
The Impact

Higher education has complex roles in society, the economy, and politics; it helps to transmit culture, transfer knowledge, and develop the personality of citizens. This diversity of roles is confronted with the limited resources that are related to the sources of financing, that is, students and their families, the national government, and local authorities, among others. The discussions related to the role of universities concern the economy of knowledge and the digital tools influencing education. The specific case of St. Petersburg universities simultaneously represents the impact of the deep socio-political transition from Soviet society to the liberal principles of a market economy, including the perception of higher education institutions as service sector companies. The services allowed by universities include research and training; however, from the consumer point of view, universities should create specific value: the increase of the intellectual components of human capital. These complex functions are interconnected. During 2017–2018, a survey in St. Petersburg was organised to ascertain the opinion of students, professors, and employers on the quality of education. The results of the survey demonstrate the impact of the exaggerated implementation of the liberal principles on education, both positive and negative. The positive effect is the renewing of content and innovative training techniques due to competition among universities. The negative impacts include the preference for popular disciplines and the opportunistic behavior of students that lose their passion for acquiring knowledge and choose instead the passive attitude of consumers of a competitive service. They are less interested in the sphere of their studies, in searching for a job, in the interaction with other social and economic actors, and even in the research and education options presented by the universities.

Theology in Higher Education in Post-Soviet Russia (1991–2008)

2008 ◽  
Vol 1 (2) ◽  
pp. 182-199
Author(s):  
Ivar Maksutov
Keyword(s):  
Higher Education ◽  
October Revolution ◽  
Historical Background ◽  
Soviet Society ◽  
Complex Relationship ◽  
Russian Science ◽  
Religion And Theology ◽  
Russian Higher Education ◽  
The Status ◽  
Soviet Russia

AbstractIn this article the most urgent problems, which have arisen in the introduction of theology to Russian higher education, are examined step-by-step as examples of the situation in the post-Soviet area. Starting from the historical background of the question, the article describes the collapse of the study of religion and theology after the October Revolution in 1917 and looks at the status of theologians in Soviet society and their identity in present-day Russia. Subsequently, it analyzes theology as an educational discipline in Russia and concludes with the problem of the complex relationship between theology and the academic study of religion in contemporary Russia, which developed against the Soviet background of Russian science.

scholarly journals The Changing Role of Universities in Lithuanian Society

2021 ◽  
pp. 227-232
Author(s):  
Saulius Spurga ◽  
Inga Žalėnienė
Keyword(s):  
Higher Education ◽  
General Population ◽  
Soviet Period ◽  
Soviet Society ◽  
Tertiary Level ◽  
Level Of Education ◽  
High Level ◽  
Changing Role

AbstractThe Lithuanian Republic was re-established on 11 March 1990 after the fall of the USSR, marking the beginning of a wave of reforms in the country’s higher education (HE) sector. The prevailing assumption had been that, as a Soviet society, Lithuania enjoyed a high level of education at the tertiary level. Yet, the facts of the matter speak differently; during the Soviet period, only about 10% of the general population went on to obtain HE qualifications.

Rethinking solutions for re-balancing the education–job mismatch

2019 ◽  
Vol 38 (9) ◽  
pp. 733-754 ◽  
Author(s):  
Jessica Lichy ◽  
Tatiana Khvatova
Keyword(s):  
Higher Education ◽  
Knowledge Transfer ◽  
Cultural Awareness ◽  
Education Programme ◽  
Cross Cultural ◽  
Skills Development ◽  
Soviet Society ◽  
Business And Society ◽  
Content Type ◽  
Job Mismatch

Purpose In the international graduate job market, education–job mismatches are affecting recruitment, and consequently efficiency. The purpose of this paper is to identify a widening gap in “global operating skills”, then put forward a structure for addressing the education–job mismatch, based on data gathered from higher education teachers and graduate recruiters. Framed as a case examining the contemporary context in Russia, the objective is to identify a cross-cultural management (CCM) skills set for graduates who are pursuing a career in an international environment. The study therefore has implications for managers and educators who work in this sector. Design/methodology/approach The study identifies a number of factors that need to be taken into account for developing CCM competence among graduate job seekers. Set in the specific case of a Russian higher education institutions and one of its international partners, stakeholder theory is used for theoretical underpinning and data collection. A qualitative-oriented mixed-methods approach was designed to: explore the education–job mismatch by using documentary sources and direct observations; collect data in a three-step sequence (focus groups, interviews and interactive seminar). Findings The key findings revealed the extent of the education–job mismatch. Specifically: a lack of transferable CCM skills, mismatch between the provision of CCM skills development in higher education and the needs of recruiters, and curriculum shortfall in terms of CCM skills. Furthermore, areas such as cross-cultural communication and cross-cultural awareness require urgent attention; new approaches are needed to enhance the knowledge transfer of CCM skills to students, in order to better equip them to work in an increasingly international workplace. Research limitations/implications The enquiry provides a snapshot of knowledge transfer regarding CCM skills based on a particular case, from the perspective of teachers and recruiters. While care was taken to respect the language and cultural norms, the interview guide captured only a narrow dimension of the subject area. The modest size of the sample does not allow any generalisations when interpreting the data. The findings should not be applied to other national contexts, disciplines or sectors. Practical implications The authors put forward actions for enhancing the implementation of an international education programme (IEP), emphasising the importance of co-creating with stakeholders. The distinguishing features of an IEP are identified and a framework for explaining the opportunities generated by such a programme is developed. Failing to address the “skills gap” may trigger long-term ramifications for both business and society. Social implications Academics and students claim to be dissatisfied with the current delivery of CCM skills. The identification of an education–job mismatch implies that CCM skills are not being effectively transmitted within higher education. This study sets out to identify and explain the current situation of CCM skills development in contemporary society. The genesis of this study stems from the topical debate surrounding reconceptualising higher education to reflect a more international-oriented approach. Originality/value Research into CCM is frequently undertaken from an Anglo-centric perspective, or sets out to compare an “Anglo” environment with a non-Anglo setting. Few CCM studies are set in the context of a contemporary Post-Soviet society.

scholarly journals Civilizational Narrative and Philosophy at Higher Education Institutions

2021 ◽  
Vol 30 (2) ◽  
pp. 112-121
Author(s):  
N. V. Kuznetsov ◽  
A. M. Sokolov
Keyword(s):  
Higher Education ◽  
Human Activity ◽  
Decisive Role ◽  
Soviet Society ◽  
Philosophical Thought ◽  
Higher Education System ◽  
Philosophical Education ◽  
Bourgeois Society ◽  
Degree Of Maturity ◽  
The One

The authors proceed from the postulate that philosophical thinking is the highest form of human activity, integrating all other types of human activity as its elements. Hence, any occupation of a person can be understood in the authenticity of its content only in the horizon of philosophical thought. This is what the philosophical education of specialists should be focused on, regardless of the direction of their activities. The article analyzes the decisive role of philosophical thought in the formation of self-consciousness of bourgeois society. The authors argue that its success was predetermined by the development of new forms of communication that contributed to the discovery of a new dimension of human existence, involving new types of its development. The displacement of philosophy to the periphery of spiritual production indicates the extinction of creative initiative among the bourgeoisie. In conclusion, the authors turn to the experience of Soviet education as an attempt to further develop the civilizational narrative of European civilization, considering the reasons for its successes and failures. According to the authors, on the one hand, the presence of philosophy as a mandatory element of the higher education system in the USSR testified to the creative potential of the new civilizational initiative; on the other hand, this philosophy has not reached a sufficient degree of maturity to correspond to the level of Soviet society development.

scholarly journals Tasks for Philosophy of Education in Ukraine in the Light of the Theory of Generations

2020 ◽  
Vol 25 (2) ◽  
pp. 8-34
Author(s):  
Mykhail Ivanovych Boychenko
Keyword(s):  
Higher Education ◽  
Education System ◽  
Philosophy Of Education ◽  
Educational Process ◽  
Point Of View ◽  
Soviet Society ◽  
Current Crisis ◽  
Generational Change ◽  
National Education ◽  
Definition Of

The article analyzes the development of the education system of Ukraine from the point of view of the theory of generations by American researchers William Strauss and Neil Howe. Theoretical substantiation of the hypothesis concerning the transitional character of the whole Ukrainian society from the Soviet cycle of generational change to the national cycle of generational change is given. The subjects of education providing are the middle and older generations, while the subjects of education are mostly the younger generation – the sociological and historical definition of these generations, specifying their characteristics as stable social groups in a society should be the next step. The tasks of the philosophy of education, which for some time were devoted to reflecting on the development of the national education system in general, must now should be specified now as tasks for a certain generation of Ukrainian (and not Soviet or post-Soviet) society. In this context, it is time for both the Institute of Higher Education and the philosophy of education to summarize, revise the initial vision of institutional tasks, clarify them, expand, supplement with new tasks and in general – create a new vision of the philosophy of education and philosophy of higher education in Ukraine. Overcoming the current crisis of the education system of Ukraine is possible through a clear definition of the goals and basic values of education for specific participants of the educational process – only in this way, systemic goals and values become the values and goals of individual educational communities. Teachers, professors and other subjects of education appear then as specific pedagogical teams, united by explicit educational values and goals, which are clearly correlated, on the one hand, with the tasks of development of the national educational system, and on the other – with the motivation of educational activities of specific teachers. The inevitable competition in education, which is particularly dramatic in overcoming its systemic crisis, has positive consequences if it is carried out as a competition for the best embodiment of virtues, for excellence in the providing and gaining of education.

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