The Role of Non-Bank Financials in the Formation of Long-Term Resources for Economic Growth in Russia

The development of the activities of non-bank financial institutions that accumulate the resources of the national savings system on a long-term basis is seen as a factor in increasing investment in the Russian economy and its growth rates. When carrying out the study, we used general scientific methods, methods of structural, weigh, and dynamic analysis, and comparisons of performance indicators of non-bank financial institutions. Problems in the activities of organizations in the non-banking sector of the Russian financial market are predetermined by the parameters and trends in the development of the socio-economic situation in Russia, including insufficient efficiency of regulatory practices. The positive dynamics of the development of non-bank financial intermediaries is qualified as unstable; it is not supported by the solution of the structural and institutional problems of the Russian economy. In view of this, an increase in their role in the redistribution process is associated both with decisions of a more general order and with the improvement of the regulatory and supervisory practices implemented by the Bank of Russia. The solution to the identified problems in the development of the non-banking segment of the financial market should be aimed at turning it into an effective mechanism for capital formation to ensure economic growth.

Bringing the critical into doctoral supervision: What can we learn from debates about epistemic justice and the languaging of research?

In this article, we discuss how, as supervisors in largely Anglophone university contexts in England, we are trying to develop supervisory practices informed by the discussions of epistemic (in)justice and the languaging of research. Having rehearsed these discussions, and considered the opportunities provided by research integrity policy formulations in our context, we conceptualise doctoral supervision critically, interculturally, and ecologically. We then report our efforts to shape the supervisory agenda so that, in the local spaces available to us, the shaping influences of the epistemic and linguistic in the wider research environment are problematised. In particular, we focus on two strands of our thinking, namely: a) the implications of epistemic hierarchies and the value of an intercultural ethic for the transknowledging at the heart of doctoral research; and b) the role of language(s) in research and the value of a translingual researcher mindset. In both strands, our thinking has moved from a more instrumental to a more critical stance regarding research, researcher thinking, and supervision. This development highlights some of the complexities involved in developing critical intercultural praxis for doctoral supervision. We conclude with recommendations—aimed at all those involved in doctoral supervision—to facilitate a critical intercultural supervisory culture.

The reality of applying electronic supervision in public schools during the Corona pandemic period from the point of view of educational supervisors in the Northern Region of Jordan: واقع تطبيق الإشراف الإلكتروني في المدارس الحكومية خلال فترة جائحة كورونا من وجهة نظر المشرفين التربويين في إقليم الشمال بالأردن

The study aimed to identify the reality of the application of electronic supervision in public schools during the period of the Corona pandemic from the point of view of educational supervisors in the Northern Region in Jordan, depending on the changing gender and years of experience supervisory and specialization. The research adopted the descriptive analytical approach. The researcher took from (the questionnaire) a main tool to take the opinions of the members of the sample of the study consisting of 50 supervisors. The results of the research showed the reality of the application of electronic supervision in public schools during the period of the Corona pandemic from the point of view of educational supervisors in the Northern Region in Jordan at the level of the whole tool obtained a total level (3.98 out of 5) with a rating (high). At the field level: the area (barriers to the use of electronic supervision) received the highest average (4.21) rating (very high). This is followed by the field (the importance of educational supervision) where the average (3.98), the field (the application of electronic supervision in supervisory work) where the level of response was (3.91), and finally the field (the concept of electronic supervision) where the level of response was (3.80) , all are rated (high). It also showed that there were no statistically significant differences at the level of (α≤0.05) the reality of the application of electronic supervision in public schools during the corona pandemic period from the point of view of educational supervisors in the Northern Region in Jordan due to the change of gender and years of experience supervisory and specialization in all dimensions and the overall degree where the level of significance of the values (T) was greater than (0.05). The researcher recommended the adoption of integrated education in Jordanian schools, even after the Corona pandemic, to meet exceptional circumstances. The educational supervisor should develop his supervisory practices to conform to the circumstances of the Corona pandemic and to the requirements of e- learning. Finally, the teacher is supported by educational media that he or she can rely on when designing his e- lessons.

Head Teachers' supervisory practices and teachers’ motivation in teaching

The study examined the relationship between Government Secondary head teachers’ instructional supervisory practices and teachers’ motivation in teaching. Quantitative research approach and survey technique was used in the study. The main objective of the study was to determine the relationship between head teachers’ instructional supervisory practices and teachers’ motivation. The population of the study was all the male and female head teachers and teachers working in the Government high schools of District Sargodha. Multistage sampling technique was used to select the research participants from 75 randomly selected Government high schools of tehsil Sargodha, 75 head teachers and 225 teachers were selected on availability basis. Two self-developed questionnaires; one for head teachers and one for teachers were used as research instruments. Descriptive statistics, frequency, percentage, mean and standard deviation and Pearson r correlation were used in analyzing data and reporting the study findings. The conclusion of the study was that there was positive and moderate relationship between head teachers’ supervisory practices and teachers’ motivation. On the basis of conclusion, it was recommended that DSD should arrange trainings for the head teachers to improve their inspection skills.

Perceived Postgraduate Research Supervisory Practices and Satisfaction towards Supervision among Supervisees at Faculty of Education

Effective supervision received by postgraduate students boosts their motivation to produce a high quality research. This paper looks at the perceived postgraduate research supervisory practices and satisfaction towards supervision among supervisees at Faculty of Education in a Malaysian public university. Data was collected through a questionnaire on the sample of 45 Part 3 full-time Master’s degree (Coursework) students. However, only 33 sets of questionnaires were returned to the researchers (response rate=94.3%). It was found that most supervisees perceived that their dissertation supervisors have continually applied various supervisory practices during the supervision session and they were very satisfied with the supervision that they have received. Furthermore, there was a positive, strong, and significant relationship between the perceived supervisory practices and supervisees’ satisfaction. Nevertheless, there were no significant differences between perceived supervisory practices and courses, as well as between perceived supervisory practices and frequency of meeting. As for the implications of this study, it contributes to the corpus of knowledge in the area of postgraduate supervision in local higher education institution context and provides empirical data to assist the Ministry of Education in conducting strategic planning to enhance implementation of effective supervisory practices among postgraduate research supervisors.

Academic integrity at doctoral level: the influence of the imposter phenomenon and cultural differences on academic writing

This conceptual review seeks to reframe the view of academic integrity as something to be enforced to an academic skill that needs to be developed. The authors highlight how practices within academia create an environment where feelings of inadequacy thrive, leading to behaviours of unintentional academic misconduct. Importantly, this review includes practical suggestions to help educators and higher education institutions support doctoral students’ academic integrity skills. In particular, the authors highlight the importance of explicit academic integrity instruction, support for the development of academic literacy skills, and changes in supervisory practices that encourage student and supervisor reflexivity. Therefore, this review argues that, through the use of these practical strategies, academia can become a space where a culture of academic integrity can flourish.

POSTGRADUATE SUPERVISION PRACTICES IN EDUCATION RESEARCH AND THE CREATION OF OPPORTUNITIES FOR KNOWLEDGE SHARING

Supervisory practices are fundamental to the production of research in higher education, but these practices are undertheorized and poorly understood. Academia needs to understand and engage with supervisory pedagogies to reinforce their importance in knowledge production and the development of a knowledge society. Using content analysis of master’s and doctoral research outputs completed between 2010 and 2016, this case study investigated postgraduate supervision practices in education in South Africa, and their implication for knowledge sharing in context. The findings showed that supervision in education has remained rooted in the classic individualistic model, with team supervision not prevalent. The benefits of team supervision relative to the individualistic model are highlighted. Acknowledgement of the range of competencies of supervisors and the growth of interdisciplinary and multidisciplinary research signals the value of the team supervision model. In addition to improving research support, team supervision also creates communicative spaces and opportunities for knowledge sharing and the development of supervisors. Keywords: communicative spaces, higher degrees research, knowledge sharing, postgraduate education, postgraduate research supervision, research supervision styles, supervision models