Adaptation of International Students Enrolling in Foundation Programs to Continue with Master’s Degree Programs

Статья посвящена исследованию особенностей адаптации иностранных студентов, обучающихся на программах подготовки для поступления в магистратуру в российские вузы. В статье рассматриваются особенности контингента предмагистрантов, выявляются их образовательные запросы к программе предмагистерской подготовки и специфические адаптационные трудности. Выявление и учет таких запросов и трудностей реализует компетентностный подход в обучении. Исследование проводилось методом анкетирования и охватывало различные виды адаптации: учебную, социальную, бытовую. Анкетирование проходили также слушатели стандартных программ подготовки в вуз, что позволило сравнить результаты двух категорий иностранных учащихся. Предмагистранты демонстрируют критичное отношение к программе обучения, более осознанно подходят к вопросам обучения, в частности желают увеличить время занятий русским языком и другими предметами, повысить долю самостоятельной работы. Исследование показало необходимость организации обу-чения предмагистрантов с учетом их учебной специализации: вводить в образовательную программу специальные дисциплины по профилю обучения, профилировать программы по русскому языку с учетом языка специальности. The article researches into aspects of adaptation of international students attending foundation programs to continue with Master’s degree programs in Russian universities (preMaster’s students). The research deals with special characteristics of preMaster’s students group, their academic demands for foundation program and their specific adaptation problems. It realizes competency building approach in education. The research applied questionnaire survey method; it covered academic, social, and residential adaptation. Students of standard foundation program also responded to the questionnaire, that allowed to compare the answers of two focus groups. Responses of preMaster’s students demonstrate critical approach to academic program and awareness of academic activity. In particular PreMaster’s students wish to take more Russian classes and more classes of other subjects, as well as to increase the share of individual work in the curriculum. The research showed the need to design tailor-made programs which address academic needs of preMaster’s students, i.e. to introduce profession-oriented subjects into curriculum, to design Russian language programs providing for the language for professional purposes.

Master’s Programs in Russia: Four Paths of Future Development

The publication raises the question of the role of master’s degree in the system of modern higher education. Based on a survey of opinions (three-party survey) of key stakeholder groups (employers; students in higher education programs; managers of master’s degree programs; master’s degree teachers), the authors consider possible options for developing master’s degree as one of the key stages of higher education in Russia. The authors conclude that university development programs in the field of master’s degree education should be designed taking into account the high level of uncertainty in the external environment, which means that they should provide for scenario modeling of the future of the entire scientific and educational ecosystem. The study uses the classification of four types of the future labor market (“technological world”, “world of social responsibility”, “world of entrepreneurship” and “world of corporations”) as the main hypothesis about the options for such scenario planning. The study results are visualized in the form of a roadmap for the strategic development of the Russian master’s degree programs, highlighting key trends for each of the development options. The practical result of the study was the identification of the main “gaps” in the positions of stakeholders on the status of the master’s degree program and effective models of its implementation. The conclusions and results of the publication will be interesting for the purposes of the university strategic management, the formation of a development strategy for the master’s degree, as well as the development of special programs for interaction with employers and students.

Studying Humanitarianism - A Course Audit of Master's Degree Programs in Humanitarian Action

Humanitarian emergencies are increasing globally and the world is facing the worst human displacement crisis since the end of World War II. The number of forcibly displaced people due to conflict, violence, severe weather events and complex emergencies has reached a record high of approximately 70 million. The United Nations estimates that 235 million people will urgently require humanitarian assistance in 2021 at a cost of approximately US$35 billion. The increase of emergencies as well as the expansion of the humanitarian sector are accompanied by growing levels of professionalisation. The past few decades are characterised by humanitarian reforms, and the emergence of new codes, standards and frameworks to provide improved, better coordinated humanitarian aid. The increasing professionalisation of humanitarian aid is also reflected in the rapid growth of professional training and formal education. University courses in the field of ‘humanitarian action’ are multiplying around the globe. This is especially the case at a master’s level and most visible in the ‘Global North’. Despite this trend, there is no universal agreement on a core course curriculum in Humanitarian Studies. This working paper surveys 23 ‘humanitarian action’ master’s degree programs offered in the US, the UK, Europe, Australia and Nigeria to identify key commonalities across courses. This paper does not put forth a proposal of how a core curriculum should look like; rather, it highlights core commonalities across programs. Findings presented in this working paper are preliminary and contribute to the understanding of what could qualify as part of a ‘core curriculum’.

Higher Pedagogical Education for Sustainable Development in Russia and in France: A New Master’s Degree Programs

Higher pedagogical education in Russia and France is currently undergoing modernization. In connection with the new challenges of time, global changes in the world community there is a growing public interest in the problems of sustainable development as the only possible way of civilization movement. Under these conditions, there is a need to improve teacher training, the inclusion of new training modules in the educational process, and the creation of new master’s degree programs. This study aims to analyze the situation by introducing the idea of “education for sustainable development (ESD)” into the organization of higher teacher education, which is constantly reforming in the context of the Bologna process, on the example of two countries - Russia and France. The study identifies the main tendencies of pedagogical education modernization, examines the teacher training system in terms of ESD ideas, considers Master’s programs in universities of Russia and France.

Covid-19 Lockdown Challenges or New Era for Higher Education

The findings of this research allow to assume that after lockdown it might be worth reconsidering the format of learning for Master’s Degree Programs and shift from conventional face-to-face learning to blended or even distance learning.