Impact of socio-economic factors on higher education in Russia (original) (raw)
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Research in non-metropolitan universitiesas a new stage of science development in Russia
…, 2004
The tremendous social and political changes that culminated in the Soviet Union's dissolution had a great impact on the Russian science community. Due to the Russian transformation to a market economy a new model of R&D emerged on the basis of the higher education system (R&D in universities). This paper is part of a project, the main goals of which were to analyse the impact of competitive funding on R&D in provincial universities, the distribution of funding by the Russian Foundation for Basic Research, and the level of cross-sectoral and international collaboration. This paper gives a descriptive overview of R&D conducted at the 380 provincial universities, looking at 9,800 applications, 1,950 research projects, 19,981 individuals, and more than 29,600 publications for the period 1996-2001. Our data demonstrated a positive tendency in demographic statistics in the provinces. A map of intra-national collaboration taking place in 1995-2002 in provincial universities situated in different economic regions was designed. Our data show a strong collaboration within the regions, which is an important factor of sustainability. Publication output grew by a factor two or two-and half in six years. The share in output on mathematics was the highest at about 45%, physics and chemistry had equal shares of about 20% each. Researchers from the Ural and Povolzh'e regions were more active in knowledge dissemination than their colleagues from the other nine economic-geographic regions. Bibliometric analysis of more than 1,450 international collaborative publications for 1999-2001 demonstrated a strong shift in collaboration partners from Former East Block and former USSR countries to Western Europe, USA and Japan. Among the regions, Povolzh'e, Ural, Volgo-Vyatsky and Central Chernozem'e demonstrated a stronger tendency to collaborate. This collaboration depends heavily on financial support from foreign countries.
Development of Research in Russian Higher Education Institutes as a New Government Priority
2011
PhD in Economics, Head of Departament of Economics Science and InnovationsInstitute of Economics and International Relations, Russian Academy of Sciences, Moscowe-mail: dezhina@imemo.ruIn the article the analysis of the modern status and place of science in Russian higher educational institutes is presented, as well as key government measures aimed at integration of research and education in universities. It is demonstrated that government initiatives to create a group of elite universities are not accompanied by introduction of additional stimulus that would encourage the development of science in these universities.
Russian science and higher education in a more global era
Voprosy obrazovaniya / Educational Studies. Moscow
Much has changed in Russia since the end of the Soviet period, but in higher education and science, the world outside of Russia may have changed more than the world within. In the Internet era, all national research systems have become partly subsumed into a single English-language global science system while still retaining distinct national identities. Most innovations in technology and product development are now sourced partially or entirely from global sources. It is essential to become proficient at accessing global science, which means producing global science and collaborating with others. Russian science remains surprisingly decoupled from world science. Global publication and citation rates at Russia's leading universities are very low compared to those of their counterparts abroad. Between 1995 and 2012, international co-authorship of journal papers increased by 168 per cent at the world level-and grew by a factor of ten in China-but the number of internationally co-authored papers rose by only 35 per cent in Russia. The lack of internationalization of Russian universities and science, coupled with the continued erosion of the Soviet legacy, contributes to the country's weak performance in research rankings, both objectivelyreal research paper output is falling, and Russia has been left well behind by dynamic developments in China and the rest of East Asia, and to a lesser extent by Brazil and India-and subjectivelythere are substantial national research strengths in areas like engineering, manufacturing, engineering and strategic industries, but as it is conducted primarily in Russian and not published in global journals, it is "invisible." Russia's national policy goal of having five of its universities enter the ranks of the top 100 in the world is a long way off. It has taken China and Singapore two decades to build world-class education systems, and policymakers in Russia need to take a longerterm view. There is also real scope, however, for rapid improvement in the short term. Currently, low levels of internationalization present a strategic opportunity for Russia. When cross-border cooperation, publishing, and benchmarking are stepped up significantly, as in the East Asian science systems, major gains can be achieved in Russia.
Towards a new role of universities in Russia: prospects and limitations
Science and Public Policy, 2009
The paper refers to a contemporary discussion of S&T and innovation activities of Russian universities and respective national policies against the background of institutional transformation of the national innovation system. It emphasizes the Russian NIS structure and subsequent positioning of universities and the research institutions of the Academy of Sciences. The analysis makes it evident that the innovation activity of Russian universities is strongly challenged by various interdependent hampering factors. These factors arise directly from traditional barriers between science and education, which in turn relate to the imperfection of Russia's NIS originating from deep structural breaches far beyond S&T and education activities. National policies nowadays are aimed at increasing the innovation activity of universities, and the article concludes with an overview of the current debate on the most urgent issues.
Higher Education in Russia: How we See it in the XXI Century
Proceedings of the First International Volga Region Conference on Economics, Humanities and Sports (FICEHS 2019), 2019
The huge development of technology has given new set of challenges to the core of the tertiary education the classical university. The aim of the paper is to analyze how modern universities respond to the existing challenges and adapt to an increasingly geek economy. In each period of time, universities played a number of roles in their respective societies. Since the 60s of the last century, one of the main criteria for the effectiveness of universities has been their social utility and ability to meet social demands. The notion of 'Third Mission' develops from the growing importance given to direct connections between university research activities and the external economic and social environment. For the majority of Russian universities facing financial and social difficulties, the only opportunity to stay afloat and even to develop is to be needed by the community where they exist. International experience demonstrates how well-considered and active interaction between the university and the local community can impact the life of the university and its perception in society. Close links of the Russian tertiary education with local communities are not only a tool for survival, but also an opportunity to tailor higher education to the realities of modern life, to improve the quality of education, to sharpen its practical focus. For Russia pursuing the path of innovation is impossible without training a new generation of specialists, who possess qualitatively new professional knowledge and common employability skills.
Mixed data analysis from 14 National Research Universities in Ukraine provides insights into the challenges faced by higher education reformers, as they push academic science to a higher position in the emerging knowledge economy, but are halted by deeply entrenched economic and political legacies. The paper examines competing forces that entangle the university idea in hierarchizing, rather than synergizing notions of nation-building, economic modernization, and quality education access. Local reform efforts are viewed as being anchored in the outdated "factory-model" of higher education and generate more losses than gains in regional and global competitions. The discussion focuses on the argument that failing higher education is most likely to lead to a failed state. One of the contributors to the failure is the lack of a globally-conditioned set of indicators, independent of local politics. The world-class university model can become a major reform driver, but it can also be thwarted by the legacy of entitlements, corruption, and poor performance.
Russia in the Context of Global Trends of Higher Education
2016
The article provides the main global trends for the development of higher education. They determine the current status and shape the route and prospects of development of a higher education system in the XXI century: globalization, internationalization, the transition to mass higher education, the commercialization, the transition to a "flexible" specialties and competence-based approach, the emergence of new forms of education and the change of education technologies and several others. Identified trends characterize the involvement of Russia in global transition to a post-industrial education. It was found that the Russian system of higher education is more in line with the measure of the international level. However a lag in some indicators was registered.
Academic Journal of Interdisciplinary Studies, 2015
Apparently, there is no well-defined positive answer to the question whether education in Russian Federation is generally accessible. Specifically, for the education being available to all, it should be open to general use not only for Russian citizens, but for foreigners as well. This problem's persistence requires solving of a number of issues and overcoming numerous obstacles, related to launching and implementation of international joint projects. Undeniably, international academic programs worth making efforts and time investing. Experience of involvement of Russian universities in programs of European and international cooperation improves the quality of education.