Tatiana Suspitsyna - Academia.edu (original) (raw)

Papers by Tatiana Suspitsyna

Adaptation of Western Economics by Russian Universities

Adaptation of Western Economics by Russian Universities

Adaptation of Western Economics by Russian Universities

Adaptation of Western Economics by Russian Universities

Adaptation of Western Economics by Russian Universities

From a postcolonial perspective, U.S. higher education is entangled with the colonial past and th... more From a postcolonial perspective, U.S. higher education is entangled with the colonial past and the neoliberal neo-colonial present as an economic actor that dominates global educational markets through internationalization. The COVID pandemic and the nationwide movement for racial justice have brought these entanglements into stark relief in the ways U.S. colleges and universities are implicated in the neoliberal biopolitics of race. Applied to higher education, Michel Foucault’s concept of biopolitics as the management of life and wellbeing of populations and his conceptualization of racism as a biopolitical tool illuminate how U.S. colleges and universities maintain racialized categorizations of lives worth protecting and lives considered disposable in the service of dominant whiteness. De-centering whiteness and eliminating its advantage and superiority in research, curricula, instruction, and internationalization is a necessary step toward a future that envisions a more inclusiv...

for their encouragement and friendship during the years of this study. Finally, I would like to t... more for their encouragement and friendship during the years of this study. Finally, I would like to thank Fazal Rizvi and Philip Altbach without whom this study would not have turned into a book. Chapter One PARAMETERS AND DEFINITIONS A broad overarching research question such as the one guiding this inquiry requires a clear delimitation of the scope of the study. It is important, therefore, to set the parameters of this project. First, this study is not a comparative '~./ k m1ttlcdge 11txmt ch,ingcs in org»nb:utions, structures, 1:iro,•edurcs, practices, etc.

Higher Education Quarterly, 2019

Critical Studies in Education, 2014

ABSTRACT makes every effort to ensure the accuracy of all the information (the "Content&... more ABSTRACT makes every effort to ensure the accuracy of all the information (the "Content") contained in the publications on our platform. However, Taylor & Francis, our agents, and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content. This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. Terms & Conditions of access and use can be found at

Dissertation (Ph.D.)--University of Michigan.

Studies in Higher Education, 2013

Drawing on the data from interviews with 32 international students, this qualitative study applie... more Drawing on the data from interviews with 32 international students, this qualitative study applies Weick's framework of organizational sensemaking to the analysis of international graduate students' socialization in the academic and student communities in a large US university. Methodologically, the analysis relies on a semiotic chain technique to uncover direct and connotative meanings of academic departments and student communities in

The Journal of Higher Education, 2009

ABSTRACT Few authors have been as influential in shaping the discussion of the purposes of the un... more ABSTRACT Few authors have been as influential in shaping the discussion of the purposes of the university in the West as Cardinal John Henry Newman in the nineteenth century and Clark Kerr in the twentieth. Written nearly a century and a half ago, Newman’s The Idea of a University (1947) is still widely quoted to illustrate the liberal arts ideal of higher learning. Kerr’s (2001) similarly visionary The Uses of the University is a staple reading for those interested in the complex life of large research universities, or multiversities as he called them. The sentiment and the goals of the two authors could not be more different, however. Newman believed universities to be places of teaching universal knowledge and argued against market influences on the curriculum. Kerr sought to explain and predict the ways in which universities commercialize, teach, produce knowledge in the post-industrial information age, and operate collectively as a knowledge industry. One addressed the mission of higher education in preparing intellectually disciplined and enlightened members of society; the other accounted for the changing research, teaching, and service functions of the multiversity under the pressures of national and international markets. However opposite they may seem, taken together, Newman’s anti-utilitarian stance in defense of learning for the sake of learning and Kerr’s pragmatic outlook at the increasing commercialization of higher education provide an intellectual foundation and a departing point for a new examination of the multiversity by George Fallis. In his erudite and ambitious book succinctly titled Multiversities, Ideas, and Democracy, Fallis attempts to explain the complex relationship between modern Anglo-American research universities and liberal democracy. The chief argument of the book that democracy is taught through the humanities undoubtedly owes some of its inspiration to Newman. At the same time, the author’s humanities-centered approach is to a great extent informed by his experience as dean of arts at a premiere Canadian research university and by his scholarship on the subject. The book, a 475-page long product of that scholarship, is an effort to reinstall undergraduate liberal education at the heart of the multiversity and to transform campuses into places of learning and practicing democracy. The volume is organized into three copiously researched and chronologically assembled parts where the author examines the historical roots of the multiversity, defines the contemporary trends and forces that shape it, and offers a glimpse at the future of the multiversity in a democracy. Part one serves to trace the origins of the multiversity in the European past, define its characteristics in the postindustrial age, and establish the role and responsibility of the multiversity in society. The part opens with a chapter on the historical roots of the multiversity. From the Middle Ages to the Enlightenment and Modernity, Fallis scans the history of higher education to identify four sources of the contemporary multiversity model. The prominence of professional schools, he notes, comes from the medieval universities of Bologna and Oxford. The principles of access and social engagement were first put in practice by the mid eighteenth century Scottish universities and the nineteenth century American Land Grant institutions. The research emphasis is inherited from the nineteenth century University of Berlin, while the humanities maintain the tradition of the elite undergraduate liberal education of the mid-Victorian universities in England, Canada, and the U.S. The development of the multiversity in the twentieth century is examined in detail in the chapter on the post-industrial age. Fallis demonstrates how the demand for theoretical knowledge, discovery, and industrial innovation blurred the boundaries between higher education institutions and industry. As a result, the research university effectively became an institution of economy. At the same time, he contends, the links between the multiversity and democracy weakened. The proliferation of professional schools, the expansion of graduate education, and the increasing emphasis on research moved multiversities further away from the ideals of liberal education toward utilitarian market concerns. Once the critic and conscience of society, the multiversity is now a business enterprise that produces research for the industry and graduates for the job market. An illuminating part of Fallis’s analysis is his discussion of the welfare state. Shaped by joint forces of...

The Journal of Higher Education, 2009

ABSTRACT That colleges and universities serve the good of society is hardly a novel or contested ... more ABSTRACT That colleges and universities serve the good of society is hardly a novel or contested idea. As long ago as 1701, the charter of what would soon become Yale University purported to instruct the youth to "be fitted for Publick employment both in Church and Civil State." Seventy five years later, post-revolutionary colleges and universities patriotically charged themselves with the task of educating citizens for the new republic (Geiger, 1999). A century after, the Morrill Act of 1862 gave rise to a new social expectation: state universities were now held responsible for improving the local industry and agriculture. History is replete with examples of higher education institutions advancing civic and scientific causes for the common good. What remains little known and understood, however, is how the capacity of colleges and universities to serve the needs of society has changed under the influence of political and market forces. Governance and the Public Good, a new collection of works edited by William Tierney, begins to fill in this gap by offering a comprehensive discussion of governance issues that support and constrain the research university's commitment to the public good today. Unlike other volumes that have sought to establish the centrality of the common good to the raison-d'être of postsecondary education (e.g., Kezar, Chambers, & Burkhardt, 2005) and document the benefits of college education beyond democratic participation and economic development (e.g., Lewis & Hearn, 2003), Tierney's book examines the public good as a function of university engagement in competing public, political, economic, and institutional agendas. These agendas are reflective of five trends summarized by the editor in the introduction: privatization, politicization, restructuring, autonomy, and accountability. Privatization manifests itself in the decreased state support and growing diversification of universities' funding bases. Politicization is rooted in the desire of boards and state legislators to control vital aspects of university operations. Restructuring occurs in response to external pressures and internal bureaucratization and leads to fewer opportunities for faculty involvement in decision making. The long-cherished legacy of institutional autonomy comes in conflict with the present day public demands for greater accountability. As the contributors to the volume unfailingly demonstrate, privatization, politicization, and restructuring along with the mutually cancelling calls for autonomy and accountability define institutional priorities and may privilege universities' production of private benefits over their service to society. In the opening chapter of the book Brian Pusser argues for a Habermasian re-conceptualization of the university as a public sphere, a space for open contestation and exchange of ideas. This theoretical move is intentionally directed against what he sees as an excessive emphasis on the economic benefits of higher education in the debates over the public good. Citizenship training, he contends, is a key contribution of the university to society. In Pusser's vision, the university is a workshop of democracy where students are apprentice citizens learning to govern their land. The forging and testing of new ideas about society require a public sphere that is unencumbered by state concerns and private interests. If the university is to continue performing as a public sphere and training citizens, he asserts, boards and administrators will have to protect their institutions from the encroachments of the private sector and state politics and preserve the autonomy of their faculty. Like Pusser, Judith Ramaley attempts to conceptualize a space where universities can contribute to the public good of their communities. Her intellectual query leads her to Donald Stokes's idea of quadrants that depict the connection between science and technology by plotting it along the axes of theory and practice. Among the four quadrants, she is especially intrigued with the one that combines high quality theory with high practical utility, and that is best exemplified by Louis Pasteur whose discovery of microbes was both scientifically ground breaking and immensely important for practice. It is in Pasteur's quadrant that Ramaley puts the "engaged university," the university that produces quality research, teaching, and service for the benefit of a broader society. The engaged university, she suggests, operates as a learning community where scholars are active and responsible citizens and where research is directed toward social action. In her study of governance in the time of privatization...

The Journal of Higher Education, 2012

... but continues to grow in directions plotted by several influential CDA scholars (Rogers ... p... more ... but continues to grow in directions plotted by several influential CDA scholars (Rogers ... public sphere of democratic deliberation may not provide the desired model of engaged citizenship. ... ethnic minorities and gays and lesbians over inclusion in the curriculum and institutional ...

Journal of Education Policy, 2010

... Neoliberal governmentality, like its predecessors, continues to rely on expert authority, but... more ... Neoliberal governmentality, like its predecessors, continues to rely on expert authority, but unlike its earlier incarnations, neoliberal governmentality is deeply suspicious of that authority and ... Audit culture and illiberal governance: Universities and the politics of accountability. ...

European Education, 2007

This study examines the strategies that Russian private colleges and universities use to navigate... more This study examines the strategies that Russian private colleges and universities use to navigate the legal and normative pressures of the state in the free market of educational services. The tension between state control and free enterprise is analyzed through the prism of legitimacy as it is produced and maintained by the system of quality assurance. Following the crisis in higher education and society at large in the early 1990s, the system of quality assurance emerged in response to the calls for regulation and accountability of higher education institutions. Today it is a complex array of state laws, policies, and control mechanisms directed at both the public and private sectors of education. This study poses the central question: What are the strategies, approaches, and mechanisms that Dmitry Suspitsin earned his Ph.D. in higher education administration and comparative and international education at Pennsylvania State University. His research interests lie in the area of comparative and international education and organization studies. Recent publications include a chapter on private higher education in

The Review of Higher Education, 2019

Abstract:Grounded in a poststructuralist postcolonial theoretical framework, this article present... more Abstract:Grounded in a poststructuralist postcolonial theoretical framework, this article presents the results of semiotic chain and critical discourse analyses of four years' worth of publications about China in the Chronicle of Higher Education. The authors argue that colonial tropes in the media representations of the Chinese international student produce a harmful effect on policy and practice with regard to campus climate, culture, and internationalization of American campuses.

Adaptation of Western Economics by Russian Universities

Adaptation of Western Economics by Russian Universities

Adaptation of Western Economics by Russian Universities

Adaptation of Western Economics by Russian Universities

Adaptation of Western Economics by Russian Universities

From a postcolonial perspective, U.S. higher education is entangled with the colonial past and th... more From a postcolonial perspective, U.S. higher education is entangled with the colonial past and the neoliberal neo-colonial present as an economic actor that dominates global educational markets through internationalization. The COVID pandemic and the nationwide movement for racial justice have brought these entanglements into stark relief in the ways U.S. colleges and universities are implicated in the neoliberal biopolitics of race. Applied to higher education, Michel Foucault’s concept of biopolitics as the management of life and wellbeing of populations and his conceptualization of racism as a biopolitical tool illuminate how U.S. colleges and universities maintain racialized categorizations of lives worth protecting and lives considered disposable in the service of dominant whiteness. De-centering whiteness and eliminating its advantage and superiority in research, curricula, instruction, and internationalization is a necessary step toward a future that envisions a more inclusiv...

for their encouragement and friendship during the years of this study. Finally, I would like to t... more for their encouragement and friendship during the years of this study. Finally, I would like to thank Fazal Rizvi and Philip Altbach without whom this study would not have turned into a book. Chapter One PARAMETERS AND DEFINITIONS A broad overarching research question such as the one guiding this inquiry requires a clear delimitation of the scope of the study. It is important, therefore, to set the parameters of this project. First, this study is not a comparative '~./ k m1ttlcdge 11txmt ch,ingcs in org»nb:utions, structures, 1:iro,•edurcs, practices, etc.

Higher Education Quarterly, 2019

Critical Studies in Education, 2014

ABSTRACT makes every effort to ensure the accuracy of all the information (the "Content&... more ABSTRACT makes every effort to ensure the accuracy of all the information (the "Content") contained in the publications on our platform. However, Taylor & Francis, our agents, and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content. This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. Terms & Conditions of access and use can be found at

Dissertation (Ph.D.)--University of Michigan.

Studies in Higher Education, 2013

Drawing on the data from interviews with 32 international students, this qualitative study applie... more Drawing on the data from interviews with 32 international students, this qualitative study applies Weick's framework of organizational sensemaking to the analysis of international graduate students' socialization in the academic and student communities in a large US university. Methodologically, the analysis relies on a semiotic chain technique to uncover direct and connotative meanings of academic departments and student communities in

The Journal of Higher Education, 2009

ABSTRACT Few authors have been as influential in shaping the discussion of the purposes of the un... more ABSTRACT Few authors have been as influential in shaping the discussion of the purposes of the university in the West as Cardinal John Henry Newman in the nineteenth century and Clark Kerr in the twentieth. Written nearly a century and a half ago, Newman’s The Idea of a University (1947) is still widely quoted to illustrate the liberal arts ideal of higher learning. Kerr’s (2001) similarly visionary The Uses of the University is a staple reading for those interested in the complex life of large research universities, or multiversities as he called them. The sentiment and the goals of the two authors could not be more different, however. Newman believed universities to be places of teaching universal knowledge and argued against market influences on the curriculum. Kerr sought to explain and predict the ways in which universities commercialize, teach, produce knowledge in the post-industrial information age, and operate collectively as a knowledge industry. One addressed the mission of higher education in preparing intellectually disciplined and enlightened members of society; the other accounted for the changing research, teaching, and service functions of the multiversity under the pressures of national and international markets. However opposite they may seem, taken together, Newman’s anti-utilitarian stance in defense of learning for the sake of learning and Kerr’s pragmatic outlook at the increasing commercialization of higher education provide an intellectual foundation and a departing point for a new examination of the multiversity by George Fallis. In his erudite and ambitious book succinctly titled Multiversities, Ideas, and Democracy, Fallis attempts to explain the complex relationship between modern Anglo-American research universities and liberal democracy. The chief argument of the book that democracy is taught through the humanities undoubtedly owes some of its inspiration to Newman. At the same time, the author’s humanities-centered approach is to a great extent informed by his experience as dean of arts at a premiere Canadian research university and by his scholarship on the subject. The book, a 475-page long product of that scholarship, is an effort to reinstall undergraduate liberal education at the heart of the multiversity and to transform campuses into places of learning and practicing democracy. The volume is organized into three copiously researched and chronologically assembled parts where the author examines the historical roots of the multiversity, defines the contemporary trends and forces that shape it, and offers a glimpse at the future of the multiversity in a democracy. Part one serves to trace the origins of the multiversity in the European past, define its characteristics in the postindustrial age, and establish the role and responsibility of the multiversity in society. The part opens with a chapter on the historical roots of the multiversity. From the Middle Ages to the Enlightenment and Modernity, Fallis scans the history of higher education to identify four sources of the contemporary multiversity model. The prominence of professional schools, he notes, comes from the medieval universities of Bologna and Oxford. The principles of access and social engagement were first put in practice by the mid eighteenth century Scottish universities and the nineteenth century American Land Grant institutions. The research emphasis is inherited from the nineteenth century University of Berlin, while the humanities maintain the tradition of the elite undergraduate liberal education of the mid-Victorian universities in England, Canada, and the U.S. The development of the multiversity in the twentieth century is examined in detail in the chapter on the post-industrial age. Fallis demonstrates how the demand for theoretical knowledge, discovery, and industrial innovation blurred the boundaries between higher education institutions and industry. As a result, the research university effectively became an institution of economy. At the same time, he contends, the links between the multiversity and democracy weakened. The proliferation of professional schools, the expansion of graduate education, and the increasing emphasis on research moved multiversities further away from the ideals of liberal education toward utilitarian market concerns. Once the critic and conscience of society, the multiversity is now a business enterprise that produces research for the industry and graduates for the job market. An illuminating part of Fallis’s analysis is his discussion of the welfare state. Shaped by joint forces of...

The Journal of Higher Education, 2009

ABSTRACT That colleges and universities serve the good of society is hardly a novel or contested ... more ABSTRACT That colleges and universities serve the good of society is hardly a novel or contested idea. As long ago as 1701, the charter of what would soon become Yale University purported to instruct the youth to "be fitted for Publick employment both in Church and Civil State." Seventy five years later, post-revolutionary colleges and universities patriotically charged themselves with the task of educating citizens for the new republic (Geiger, 1999). A century after, the Morrill Act of 1862 gave rise to a new social expectation: state universities were now held responsible for improving the local industry and agriculture. History is replete with examples of higher education institutions advancing civic and scientific causes for the common good. What remains little known and understood, however, is how the capacity of colleges and universities to serve the needs of society has changed under the influence of political and market forces. Governance and the Public Good, a new collection of works edited by William Tierney, begins to fill in this gap by offering a comprehensive discussion of governance issues that support and constrain the research university's commitment to the public good today. Unlike other volumes that have sought to establish the centrality of the common good to the raison-d'être of postsecondary education (e.g., Kezar, Chambers, & Burkhardt, 2005) and document the benefits of college education beyond democratic participation and economic development (e.g., Lewis & Hearn, 2003), Tierney's book examines the public good as a function of university engagement in competing public, political, economic, and institutional agendas. These agendas are reflective of five trends summarized by the editor in the introduction: privatization, politicization, restructuring, autonomy, and accountability. Privatization manifests itself in the decreased state support and growing diversification of universities' funding bases. Politicization is rooted in the desire of boards and state legislators to control vital aspects of university operations. Restructuring occurs in response to external pressures and internal bureaucratization and leads to fewer opportunities for faculty involvement in decision making. The long-cherished legacy of institutional autonomy comes in conflict with the present day public demands for greater accountability. As the contributors to the volume unfailingly demonstrate, privatization, politicization, and restructuring along with the mutually cancelling calls for autonomy and accountability define institutional priorities and may privilege universities' production of private benefits over their service to society. In the opening chapter of the book Brian Pusser argues for a Habermasian re-conceptualization of the university as a public sphere, a space for open contestation and exchange of ideas. This theoretical move is intentionally directed against what he sees as an excessive emphasis on the economic benefits of higher education in the debates over the public good. Citizenship training, he contends, is a key contribution of the university to society. In Pusser's vision, the university is a workshop of democracy where students are apprentice citizens learning to govern their land. The forging and testing of new ideas about society require a public sphere that is unencumbered by state concerns and private interests. If the university is to continue performing as a public sphere and training citizens, he asserts, boards and administrators will have to protect their institutions from the encroachments of the private sector and state politics and preserve the autonomy of their faculty. Like Pusser, Judith Ramaley attempts to conceptualize a space where universities can contribute to the public good of their communities. Her intellectual query leads her to Donald Stokes's idea of quadrants that depict the connection between science and technology by plotting it along the axes of theory and practice. Among the four quadrants, she is especially intrigued with the one that combines high quality theory with high practical utility, and that is best exemplified by Louis Pasteur whose discovery of microbes was both scientifically ground breaking and immensely important for practice. It is in Pasteur's quadrant that Ramaley puts the "engaged university," the university that produces quality research, teaching, and service for the benefit of a broader society. The engaged university, she suggests, operates as a learning community where scholars are active and responsible citizens and where research is directed toward social action. In her study of governance in the time of privatization...

The Journal of Higher Education, 2012

... but continues to grow in directions plotted by several influential CDA scholars (Rogers ... p... more ... but continues to grow in directions plotted by several influential CDA scholars (Rogers ... public sphere of democratic deliberation may not provide the desired model of engaged citizenship. ... ethnic minorities and gays and lesbians over inclusion in the curriculum and institutional ...

Journal of Education Policy, 2010

... Neoliberal governmentality, like its predecessors, continues to rely on expert authority, but... more ... Neoliberal governmentality, like its predecessors, continues to rely on expert authority, but unlike its earlier incarnations, neoliberal governmentality is deeply suspicious of that authority and ... Audit culture and illiberal governance: Universities and the politics of accountability. ...

European Education, 2007

This study examines the strategies that Russian private colleges and universities use to navigate... more This study examines the strategies that Russian private colleges and universities use to navigate the legal and normative pressures of the state in the free market of educational services. The tension between state control and free enterprise is analyzed through the prism of legitimacy as it is produced and maintained by the system of quality assurance. Following the crisis in higher education and society at large in the early 1990s, the system of quality assurance emerged in response to the calls for regulation and accountability of higher education institutions. Today it is a complex array of state laws, policies, and control mechanisms directed at both the public and private sectors of education. This study poses the central question: What are the strategies, approaches, and mechanisms that Dmitry Suspitsin earned his Ph.D. in higher education administration and comparative and international education at Pennsylvania State University. His research interests lie in the area of comparative and international education and organization studies. Recent publications include a chapter on private higher education in

The Review of Higher Education, 2019

Abstract:Grounded in a poststructuralist postcolonial theoretical framework, this article present... more Abstract:Grounded in a poststructuralist postcolonial theoretical framework, this article presents the results of semiotic chain and critical discourse analyses of four years' worth of publications about China in the Chronicle of Higher Education. The authors argue that colonial tropes in the media representations of the Chinese international student produce a harmful effect on policy and practice with regard to campus climate, culture, and internationalization of American campuses.