Statistical Analysis of the Dynamics of Performance Indicators of Russian Universities

2021 ◽  
Vol 28 (1) ◽  
pp. 38-49
Author(s):  
A. V. Melikyan
Keyword(s):  
Higher Education ◽  
Performance Indicators ◽  
Academic Staff ◽  
Operating Conditions ◽  
Publication Activity ◽  
State Universities ◽  
Teaching Staff ◽  
Student Body ◽  
Russian Higher Education ◽  
Passing Score

The article presents the results of a study based on statistical methods for analyzing trends in the Russian higher education system over the five-year period preceding the global crisis provoked by the coronavirus pandemic COVID-19. This study is one of the first attempts at a large-scale analysis of the growth rates of the performance indicators of universities in recent years. Its results, according to the author, make it possible to form both a general picture of changes in Russian higher education and a detailed picture for individual groups of universities.The author has analyzed the dynamics of six indicators of the activity of organizations of higher professional education (535 universities from 80 constituent entities of the Russian Federation): the passing score of the Unified State Examination (USE), the qualifications of academic staff, their publication activity, the internationalization of the student body, the profitability of activities and the provision of educational and laboratory premises. Trends in the change in the values of these indicators are revealed depending on the form of ownership, specialization and status of the university.It was found that, in general, the average values of the indicators for five years increased: the passing score of the USE - by 5%; the share of the teaching staff with an academic degree in the total number of teaching staff - by 5%; the number of publications per one scientific and pedagogical worker (SPW) - 2.2 times; the share of foreign students in the total number of students - 1.5 times; profitability of activities - 1.3 times; the total area of educational and laboratory premises - by 8%.At the same time, in non-state universities, the USE passing score has decreased, and they lag behind state universities in terms of growth in the publication activity of the teaching staff and the internationalization of the student body. However, their results are higher in terms of the growth of profitability of activities and provision of educational and laboratory premises.Specialized universities have achieved an increase in the indicators of the publication activity of academic staff and the internationalization of the student body. Among the negative trends, a decrease in the passing score of the USE in medical universities, as well as in the equipment of teaching and laboratory facilities of medical and sports universities, was revealed.The highest growth in the publication activity of SPW was observed in national research universities (24.5%), and in the internationalization of the student body - in federal universities (33.3%).Changes in the operating conditions of universities during a pandemic are likely to have an ambiguous effect on the analyzed indicators in subsequent periods. For their adequate assessment, it may be necessary to adjust the methodology for calculating indicators of the activity of higher education institutions, taking into account their intensive use of distance learning technologies.

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.

The Efficiency Of Higher Education Institutions: Evaluation And Management Of Managers

2021 ◽  
Vol 38 (4) ◽  
Author(s):  
Olesia Tomchuk ◽  
Viktoriia Tserklevych ◽  
Olena Hurman ◽  
Valentin Petrenko ◽  
Kateryna Chymosh
Keyword(s):  
Higher Education ◽  
Performance Indicators ◽  
Higher Education Institutions ◽  
Key Performance Indicators ◽  
Point Of View ◽  
Teaching Staff ◽  
University Professors ◽  
Business Entities ◽  
Management Functions ◽  
The University

The article discusses the potential opportunities for leaders of higher education to monitor and implement development management functions using a system of key performance indicators, which is often used by various business entities. The authors adapted it to the needs of higher education institutions, integrating them with their characteristics.The formation of a system of key performance indicators in the article is disclosed from the point of view of improving the management system and motivation of the management and teaching staff of higher education. Approbation of the proposed methodology was implemented in the Institution of Higher Education, where it showed its effectiveness. The new system allowed the university professors to influence directly on the bonus part of income through their own work and efficiency.

scholarly journals Appraisal of Higher Education Academic Staff

1998 ◽  
Vol 3 (2) ◽  
pp. 111-122
Author(s):  
Rukhsana Zia
Keyword(s):  
Higher Education ◽  
Academic Staff ◽  
Teaching Staff ◽  
Education Academic

The Annual Confidential Report is a government document and is used by all government departments. The document is used for all employees of Grade 16 and above. The same document is used for the teaching staff as well. The inefficiency of the document to present an appropriate appraisal of scholarship characteristics of the higher education academic staff is evident. This study will focus on identifying various factors that ought to be assessed to provide information about the performance of the teaching staff and help formulate an effective format to achieve the objectives of appraisal.

scholarly journals The Mediating Role of Knowledge Sharing Attitude among Academic Staff at Higher Education Institutions in the Relationship between Organizational Learning Environment and Teacher Knowledge Sharing Int

2021 ◽  
Vol VI (I) ◽  
pp. 12-25
Author(s):  
Aneela Syed ◽  
Muhammad Danish ◽  
Nagina Gul
Keyword(s):  
Higher Education ◽  
Organizational Learning ◽  
Learning Environment ◽  
Knowledge Sharing ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
Teaching Staff ◽  
Staff Members ◽  
Knowledge And Attitude ◽  
The Impact

This study aims to explore the attitude of faculty members in the universities towards knowledge sharing (KS). The study also analyzed the impact of the organizational learning environment (OLE) on the knowledge-sharing attitude among the university is teaching staff. An empirical model is developed while an integrated theory of Planned Behavior (PB) to conceptualize the Knowledge Sharing Behavior among the employees of Higher Education Institutions (HEI). Moreover, the study recognizes the levels of Knowledge Sharing between the staff members within the organization. Out of 407 respondents, 300 responses were collected through self-administer a survey. The results provide empirical evidence that OLE and Intention to Sharing knowledge (ISK) are significantly related among academic Staff at HEI. The results of the study may help the institution level of intention in sharing knowledge and attitude toward perceived behavior subjective norms to retain core employees within the organization.

scholarly journals Challenges and Opportunities for Russian Higher Education amid COVID-19: Teachers’ Perspective

2020 ◽  
Vol 10 (12) ◽  
pp. 368
Author(s):  
Nadezhda Almazova ◽  
Elena Krylova ◽  
Anna Rubtsova ◽  
Maria Odinokaya
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Education ◽  
Online Teaching ◽  
Negative Impact ◽  
Academic Staff ◽  
Teaching Experience ◽  
Educational Process ◽  
University Teachers ◽  
Russian Higher Education

The COVID-19 pandemic has tremendously affected higher education systems in Russia and all over the world, forcing to transform curriculum into an online format, which is a challenge for all the educational process participants. The current study discusses the implementation of online learning amid the COVID-19 pandemic in the Russian higher education context and investigates the challenges experienced by university teachers during this period to define their readiness for online education. To address the above-mentioned issues, a study was conducted in Peter the Great St. Petersburg Polytechnic University. A variety of methods of scientific and pedagogical research were used including systematic structural analysis, synthesis, work with research papers, the generalization of experience and experimental work, observation, surveys, etc., with 87 university teachers asked to respond to several sets of questions describing their online teaching experience after the launch of online education amid the COVID-19 pandemic. The analysis of the participants’ answers helped to identify the following main challenges experienced by university teachers: computer literacy level, the university electronic environment and support, academic staff readiness and students’ readiness for online learning, the last two being the most important hindering the implementation of the efficient online education process. It was also underlined by most respondents that methodological work of a teacher in a digital educational environment differs from conventional teaching methods. Thus, psychological, technological, methodological support and teachers’ professional development programs are of vital importance to minimize the negative impact of the rapid changes of the educational process and to ensure efficient online education.

Cluster Analysis of Russian Universities Based on the Dynamics of Their Performance Indicators

2021 ◽  
Vol 28 (5) ◽  
pp. 58-68
Author(s):  
A. V Melikyan
Keyword(s):  
Growth Rates ◽  
Performance Indicators ◽  
Academic Staff ◽  
Annual Growth ◽  
Publication Activity ◽  
Educational Activity ◽  
Annual Growth Rate ◽  
Educational Organizations ◽  
Laboratory Facilities ◽  
Russian Universities

The article presents the results of a study, the aim of which is to investigate the dynamics of the development of Russian higher education institutions based on an analysis of their performance indicators. The sample includes 535 universities from 80 constituent entities of the Russian Federation. It presents the results of the clustering of universities on the basis of changes in indicators of six variables characterizing the key areas of activity of universities for the period from 2013/2014 to 2017/2018 academic years. The characteristics of each cluster are described, an inter-cluster comparison of quantitative indicators of the activities of universities is presented.As a result of the calculations of the average annual growth rates of six key indicators characterizing the activities of universities, fve clusters were identifed that differ in their development trajectories. Thus, the universities that belong to Cluster 1 over a fve-year period retained or improved their positions in the main areas of educational activity and managed to maintain income growth at an average level.However, their indicators in such areas as international and research activities, as well as infrastructure development (provision of educational and laboratory facilities) have decreased. In universities from clusters 2 and 3, all performance indicators changed in a fairly balanced way. At the same time, the indicator of an increase in the internationalization of the students’ body was signifcantly higher in Cluster 2, while educational organizations from Cluster 3 showed a signifcant increase in the publication activity of academic staff.The results of the activities of universities in Cluster 4 were positive in all considered areas. This cluster had the highest average annual growth rates in the average Unifed State Exam (USE) score and publication activity of the academic staff. Educational organizations from Cluster 5, on the one hand, achieved the best results in attracting foreign students, increasing the proftability of their activities and the provision of teaching and laboratory facilities but, on the other hand, their average annual growth rate of the average USE score has signifcantly decreased.The study represents one of the frst attempts to cluster Russian universities based on the analysis of changes in their performance indicators. Previous studies on the clustering of universities were mainly based on the analysis of one-time indicators. The approach proposed by the author makes it possible to compare indicators of the dynamics of development of higher educational institutions of different size and scope. Further research in this area could be aimed at analyzing a larger number of performance indicators of universities and studying in detail their strategies for a deeper understanding of the reasons for the differences in their effectiveness.

To a сomparative characteristics of national models of higher education organization

2021 ◽  
pp. 109-123
Author(s):  
E.L. Molokova ◽  
V.L. Ustyuzhanin
Keyword(s):  
Higher Education ◽  
Education System ◽  
Academic Community ◽  
State Universities ◽  
Higher Education System ◽  
Education Organization ◽  
Russian Higher Education ◽  
The Usa ◽  
National Models ◽  
State Paternalism

The article examines national models of higher education organization. The analysis is based on the higher education systems of the USA, Germany, the Netherlands, China and Russia. The authors proposed a number of criteria for differentiating the principles of organizing the higher education system in different countries: classifying higher education as private (satisfied on the basis of private effective consumer demand) or collective (patronized) benefits, organizing financing of the higher education system, barriers (filters) for students «at the entrance» and «at the exit», the degree of commercialization of the activities of universities, the role of the academic community. On the basis of the conducted research, ideal-typical models of the organization of higher education that exist in developed and rapidly developing countries are distinguished: the market for private services, state paternalism, the market for merit goods, the quasi-market and the hybrid model. It is concluded that the low level of funding and the total commercialization of the activities of state universities give rise to many problems of Russian higher education, first of all, such as the decline in the quality of educational services and the prestige of this education itself.

scholarly journals Crowdfunding in higher education: evidence from UK Universities

2021 ◽  
Author(s):  
Hugo Horta ◽  
Michele Meoli ◽  
Silvio Vismara
Keyword(s):  
Higher Education ◽  
Academic Staff ◽  
Full Time ◽  
Higher Education Funding ◽  
Economic Sectors ◽  
Student Body ◽  
Higher Education System ◽  
Academic Settings ◽  
The Uk ◽  
Student Ratios

AbstractIn contemporary higher education systems, funding is increasingly associated with performativity, assessment, and competition, and universities are seeking different forms of financing their activities. One of these new forms is crowdfunding, a tool enabled by the digitalization of finance. Based on data from the UK higher education system and two crowdfunding platforms, our study adds to previous crowdfunding research in academic settings that have, thus far, focused on research projects, and assesses who is participating, their level of engagement and the resources they have gathered from crowdfunding. Our findings show that crowdfunding is used more by universities that have fewer resources. These universities are more teaching-oriented, less prestigious, and have a student body largely derived from lower socio-economic sectors of society. The popularity of crowdfunding in this type of university suggests that crowdfunding may enhance the democratization of higher education funding. However, as optimal crowdfunding participation and engagement requires high academic-to-student ratios and total-staff-to-academic-staff ratios, universities facing a greater financial precarity may be disadvantaged in their access to and engagement with crowdfunding. Differentials between part-time and full-time student ratios may exacerbate this disadvantage. Our study suggests that crowdfunding is a viable means of obtaining additional financing for learning activities complementing the fundings from other sources, but raises concerns about the use of crowdfunding as a burden to academics and students to find resources to meet learning experiences that ought to be provided by universities in the first place.

scholarly journals Increasing access to professional learning for academic staff through open educational resources and authentic design

2018 ◽  
Vol 15 (2) ◽  
pp. 50-66
Author(s):  
Gail Wilson ◽  
◽  
Paula Myatt ◽  
Jonathan Purdy ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Professional Learning ◽  
Teaching Practice ◽  
Academic Staff ◽  
Open Educational Resources ◽  
University Teaching ◽  
Teaching Staff ◽  
Limited Time ◽  
Personal Reflections

This research examines the design and delivery of a new Foundations of University Teaching Practice (FUTP) program delivered through asynchronous online modules. The freedom to choose defines the new momentum of openness in distance and open learning. University teaching staff expect quality resources to support their professional development within the reality of limited time for learning and a desire for increased accessibility. Openness and increased access bring both opportunities and challenges. This paper uses mixed methods to examine the FUTP from the perspectives of both the designers and the academic staff who participated in the program. Using personal reflections, focus groups, a survey, and interviews, we explore those opportunities and challenges within the context of the design and delivery of the program and report on the findings. Our research confirmed the value of openness and increased access to professional learning in higher education

scholarly journals ОЦІНЮВАННЯ КАДРОВОГО ЗАБЕЗПЕЧЕННЯ СИСТЕМИ ОСВІТИ: РЕГІОНАЛЬНИЙ АСПЕКТ

2019 ◽  
Vol 137 (4) ◽  
pp. 8-21
Author(s):  
Тетяна Михайлівна Власюк
Keyword(s):  
Higher Education ◽  
Education System ◽  
Technological Development ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
University Teaching ◽  
Teaching Staff ◽  
Positive Trend ◽  
Full Time ◽  
Staffing Level

This article provides an assessment of the staffing level in Ukraine’s education system by the following criteria: number of academic and teaching staff dynamics for higher education institutions of Ukraine (III–IV accreditation levels) and their concentration by regions; the dynamics of postgraduate and doctoral programs performance indicators and research degree students concentration by regions; the structure (the ratio) of full-time employees in the area of education against the overall employment structure by types of business activity; employee movement indicators in Ukraine’s education system. A comprehensive integrated assessment of quantitative and qualitative dimensions of human resources is critical in terms of reflecting the current state and trends in the education system development. Based on the evaluation results, it is revealed that the number of academic and teaching staff in education institutions tends to decrease over the years, as well as the number of employees having research degrees and academic ranks. The negative downward trend has also been observed in the number of postgraduate students in the analyzed period. It is reported that the highest concentration of personnel engaged in higher education is observed in the city of Kyiv, Kharkiv, Lviv, Dnipropetrovsk and Odessa regions. The Analysis of employee movement in the education sector showed that in 2018, the intensity of education staff inflow exceeded the intensity of its outflow, which is a positive trend that contributes to reducing the load per vacancy. To retain and enhance the staffing capacity, it is recommended to reduce the academic workload for University teaching staff as an incentive to facilitate their further realization as researches; create sectoral clusters with the involvement of education entities that will contribute to increasing funding for research and technological development; to motivate more active participation of higher education institutions in a range of international research programs, grant and scholarship schemes and competitions which will help to boost academic staff mobility and exchange of best practice among international partners.

Sign in / Sign up

Export Citation Format

Share Document