ПРЕПОДАВАНИЕ СТРАНОВЕДЕНИЯ КИТАЯ В БРИТАНСКИХ УНИВЕРСИТЕТАХ

Chinese Studies ◽

Special Stress ◽

Teaching Chinese ◽

В статье рассматриваются организация преподавания страноведения Китая в университетах Великобритании, а также возможности внедрения британского опыта в учебный процесс по подготовке будущих специалистов-синологов в российских вузах. Приводится сравнительный анализ учебных программ бакалавриата по страноведению Китая Университетов Манчестера, Дарема, а также Института востоковедения и стран Азии Университета Лондона. Описываются наполнение учебных дисциплин, превалирующая тематика в каждом из перечисленных учебных заведений. Выделяются наиболее важные и востребованные для российского высшего образования аспекты по данному направлению подготовки.The article presents the organization of teaching Chinese Studies at British universities and also opportunities of applying it for the similar courses at Russian universities aimed at future sinologists; analyzes the Curricula for Chinese Studies for undergraduate students from the Universities of Manchester and Durham and SOAS, University of London; describes the curricula and their contents, the topics prevailing at each of these educational establishments. The article makes a special stress upon the aspects of educating in this subject field that are of the greatest importance and most highly-demanded for Russian higher education.

Software for Electronic Portfolio of Students of the Russian Higher Education

Open Education ◽

10.21686/1818-4243-2021-6-24-35 ◽

2021 ◽

Vol 25 (6) ◽

pp. 24-35

Author(s):

B. Burnyashov

Keyword(s):

Higher Education ◽

Portfolio Management ◽

Educational Institution ◽

Electronic Portfolio ◽

Federal State ◽

State University ◽

Educational Work ◽

Subject Field ◽

The purpose of the study. For Russian universities, the problem of choosing the form of the electronic portfolio and its software is relevant; ensuring the formation of the electronic portfolio of the student is fixed in the requirements for the electronic information and educational environment of the educational institution by the current federal state standards for higher education in Russia. The purpose of the study is to develop recommendations on the choice of software based on the generalization of the practice of using the author’s capabilities of foreign and domestic software to organize work on the management of the electronic portfolio by students. The study was made as another step in the author’s development of the conceptual apparatus of the electronic portfolio subject field.Materials and methods. The author of the study has been teaching and organizing the educational work of students with an electronic portfolio since 2007: from 2007 to 2019 at the Southern Institute of Management (first as the Head of the Department of Applied Informatics, then as Rector’s Assistant for informatization and electronic training), from 2019 at the North Caucasus branch of the Russian State University of Justice and Kuban State University as a lecturer of Informatics, Psychology and Pedagogy. Only in the 2020-2021 academic years, students of these two universities during the study of the author’s educational disciplines with cloud tools Google and P7 Office conducted about 400 electronic portfolios. The criteria for comparing the software of the electronic portfolio from different developers were elaborated on the basis of the author’s vision of the functionality of the electronic portfolio in Russian universities as a virtual office of students. To determine the forms of the electronic portfolio used by Russian higher education institutions and the software used by them, the author analyzed the documentation on the organization of the institution’s electronic environment posted on the official websites of universities in the country.Results. During the study of components of the structural model of the investigated problem, the author classified and considered portfolio software options and revealed that the most functional form of the electronic portfolio is an electronic portfolio in the form of an Internet site, designed and supported according to the “software as a service” model. The following criteria were added to the list of traditional criteria for comparing electronic portfolio software from different developers by the author: the availability (number) of training tools for performing training tasks with ecosystem tools, into which the portfolio is integrated, and the presence of registration in the Unified Register of Russian programs for electronic computers and databases. The author supplemented the recommendations on the choice of software for the portfolio of universities with the wishes of its developers and customers.Conclusion. A number of Russian universities continue their own development of electronic portfolio systems “from scratch” without taking into account the existing developments in culture. This circumstance, as well as the fact of the dependence of most universities on foreign technology platforms that ensure the maintenance of an electronic portfolio, prompted the author to show the possibility of creating an electronic portfolio system by modifying the P7 Office ecosystem of office applications, in accordance with the existing example of using Google’s online ecosystem tools for electronic portfolio management.

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.

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.

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

Infolib ◽

10.47267/2181-8207/2021/2-056 ◽

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 ◽

Cis Countries ◽

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.

Academic excellence as “competitiveness enhancement” in Russian higher education

International Journal of Comparative Education and Development ◽

10.1108/ijced-08-2018-0029 ◽

2019 ◽

Vol 21 (2) ◽

pp. 127-144 ◽

Cited By ~ 4

Author(s):

Elena Tsvetkova ◽

Sylvie Lomer

Keyword(s):

Higher Education ◽

Critical Discourse Analysis ◽

Academic Excellence ◽

Content Type ◽

World University Rankings ◽

The Government ◽

Definition Of ◽

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.

Approach to Internationalization Educational Programs in Russian Higher Education

Management of the personnel and intellectual resources in Russia ◽

10.12737/14953 ◽

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 ◽

The World ◽

Double Degree ◽

Double Degree Programs ◽

Short Courses ◽

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.

Primary methods of internationalisation of higher legal education

The Education and science journal ◽

10.17853/1994-5639-2021-9-46-80 ◽

2021 ◽

Vol 23 (9) ◽

pp. 46-80

Author(s):

A. I. Gorylev ◽

E. V. Kalinina

Keyword(s):

Higher Education ◽

Competitive Advantage ◽

International Cooperation ◽

Research Methods ◽

Education System ◽

Legal Education ◽

Academic Excellence ◽

Higher Education System ◽

Introduction. Recent trends in the sphere of internationalisation of higher education expand theoretical insights into the dialectical nature of correlation between pedagogical science and educational practice, as well as the relationship between the general direc tions of the development of higher education, its national and regional specifics. An analysis of the experience of internationalisation of universities is required for the development of various models to modernise higher education, including legal education, and to substantiate practical recommendations for reforming the Russian higher education system. To date, an understanding has been reached of the need to internationalise higher education in the context of globalization to increase the competitiveness of the Russian higher education system, as evidenced by the Federal project to maximise the competitive position of Russian universities among the world’s leading scientific and educational centres (The Russian Academic Excellence Project 5-100). Internationalisation, being the key to optimising the export potential of Russian higher education, is essential for the modernisation of legal education.Aim. The research aimed to evaluate the productivity of actual instruments of international cooperation between universities and to outline optimal approaches to the usage of successful practices of international and Russian educational space to enhance the attractiveness of Russian legal education, and, as a consequence, the creation of a sustainable competitive advantage of a higher education institution.Methodology and research methods. Complex, interdisciplinary goals and tasks of the present research predetermined the application of gnoseological and synergetic approaches to the selection of research tools. The gnoseological approach facilitated a more profound analysis of the nature of internationalisation and integration of education in the current international processes. The synergetic approach resulted in the integration of pedagogical and legal research methods to define an optimal internationalisation strategy for the training of multiskilled legal professionals.Results. The authors assessed the effectiveness of the existing ways of internationalization of Russian legal education according to foreign student demand. A comprehensive analysis of the legal, political and social aspects of the current state of attractiveness of the Russian market of educational services and the need to identify the specifics of the internationalization of higher legal education was carried out. The experience monitoring of inter-university international cooperation allowed the authors to determine the conditions for the effectiveness of joint legal programmes (creation of an innovative educational environment, project activities and a flexible management system); to analyse modern pedagogical technologies applicable to legal disciplines; to determine the best schemes used by Russian and European universities for external mobility of students and teachers; to develop the proposals for the introduction of disciplines (for Russian students) provided in foreign languages by Russian and foreign teachers; to propose measures to improve the state policy in the field of interest, aimed at stimulating Russian universities to develop international joint educational programmes.Scientific novelty. The article presented the analysis of positive and negative experiences of Russian universities in application of internationalisation key tools in legal higher education. The acknowledged internationalisation methods of higher education were systematised in general. The additional ways for the integration of Russian legal education, in particular, to the international educational space, were identified.Practical significance consists in the approbation of new methods based on competency and practice-oriented approaches. The authors developed the guidelines for the implementation of internationalisation to enhance university competitive advantage and to increase the demand for graduates in labour market.

The place of English in the Russian higher education landscape

10.5117/9789463727358_ch09 ◽

2021 ◽

Author(s):

Elena Belyaeva ◽

Lyudmila Kuznetsova ◽

Olga Nikiforova ◽

Svetlana Suchkova

Keyword(s):

Higher Education ◽

Open Access ◽

University Teaching ◽

Top Down ◽

Bottom Up ◽

Teaching And Research ◽

Access Data ◽

The dissemination of English and the role it plays in Russian higher education are connected with its internationalization – a process that has been gaining momentum over recent decades spurred by a number of top-down and bottom-up initiatives. The role of English in university teaching and research is illustrated by the analysis of open access data on two leading Russian universities and the findings of a survey of teaching staff’s perceptions of English in academia. The views of some other stakeholders have been collected from the existing publications on the topic. The term Englishization is inappropriate to describe the Russian context because the use of English in Russian academia is not as far-reaching as the term implies.

World Academic Rankings and Competitiveness of Russian Universities

International Trade and Trade Policy ◽

10.21686/2410-7395-2019-3-5-18 ◽

2019 ◽

pp. 5-18

Author(s):

I. B. Stukalova ◽

A. V. Shishkin ◽

A. A. Stukalova

Keyword(s):

Higher Education ◽

Education Institution ◽

Higher Education System ◽

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.

Distance Learning at Russian Universities: “Step Forward, Two Steps Back”?

Высшее образование в России ◽

10.31992/0869-3617-2020-29-10-65-76 ◽

2020 ◽

Vol 29 (10) ◽

pp. 65-76 ◽

Cited By ~ 1

Author(s):

O. V. Mikhailov ◽

Ya. V. Denisova

Keyword(s):

Higher Education ◽

Distance Learning ◽

Advantages And Disadvantages ◽

Teachers And Students ◽

This article discusses the problems associated with the possible widespread introduction of distance learning in the practice of Russian higher education. The authors discuss and analyze in detail the advantages and disadvantages of distance learning in comparison with the traditional contact learning, involving “live” communication between teacher and trainees. The paper states that the disadvantages of learning generally prevail over the advantages. It is concluded that distance learning can become predominant only in completely unique situations, in which “live” communication between people in general and teachers and students in particular, for one reason or another, should be minimized or even eliminated altogether.