Pub Date : 2023-10-29DOI: 10.31992/0869-3617-2023-32-10-133-150
A. V. Bogdanova, Yu. K. Aleksandrova, V. L. Goiko, V. V. Orlova
This paper presents a scientifically based approach to analyzing large volumes of data from digital traces of students on social networks, which allows you to effectively identify emerging and most discussed problems among students, as well as highlight pain points that provide opportunities for growth, development of universities and improvement of the characteristics of the educational process, support for students etc. The study is based on a thematic analysis of messages published in university communities on the VKontakte social network using big data tools. The study results showed that Russian university students still face a number of challenges, including weak technical infrastructure at universities, a digital divide in access to online education, and negative attitudes towards distance learning. The scientific problem of the study is the contradiction between the existing volume of unstructured data of students’ digital traces in social networks and the lack of a scientifically-based and proven methodological approach to the analysis and evaluation of this voluminous data, which creates obstacles to fundamental research into the relationship between students’ activity in social networks and their satisfaction quality of the educational process. The practical focus is determined in conducting data analysis using big data tools. The findings and evidence-based implications are useful for developing innovative strategies and tools for assessing and supporting students. The results show that the use of big data tools for tracking trends based on digital traces of students on social networks provides highly accurate analytical data and can become the basis for identifying problematic situations in individual universities and the industry as a whole, for data-driven decision-making and management .
{"title":"Online Education after the Pandemic: Student Problems and Opportunities Research Using Big Data Tools","authors":"A. V. Bogdanova, Yu. K. Aleksandrova, V. L. Goiko, V. V. Orlova","doi":"10.31992/0869-3617-2023-32-10-133-150","DOIUrl":"https://doi.org/10.31992/0869-3617-2023-32-10-133-150","url":null,"abstract":"This paper presents a scientifically based approach to analyzing large volumes of data from digital traces of students on social networks, which allows you to effectively identify emerging and most discussed problems among students, as well as highlight pain points that provide opportunities for growth, development of universities and improvement of the characteristics of the educational process, support for students etc. The study is based on a thematic analysis of messages published in university communities on the VKontakte social network using big data tools. The study results showed that Russian university students still face a number of challenges, including weak technical infrastructure at universities, a digital divide in access to online education, and negative attitudes towards distance learning. The scientific problem of the study is the contradiction between the existing volume of unstructured data of students’ digital traces in social networks and the lack of a scientifically-based and proven methodological approach to the analysis and evaluation of this voluminous data, which creates obstacles to fundamental research into the relationship between students’ activity in social networks and their satisfaction quality of the educational process. The practical focus is determined in conducting data analysis using big data tools. The findings and evidence-based implications are useful for developing innovative strategies and tools for assessing and supporting students. The results show that the use of big data tools for tracking trends based on digital traces of students on social networks provides highly accurate analytical data and can become the basis for identifying problematic situations in individual universities and the industry as a whole, for data-driven decision-making and management .","PeriodicalId":37083,"journal":{"name":"Vysshee Obrazovanie v Rossii","volume":"102 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136157619","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-29DOI: 10.31992/0869-3617-2023-32-10-115-132
V. A. Sagaidak, A. L. Kuzevanova, O. Yu. Yabloskikh
The article is devoted to the problem of forming the image of higher educational institutions in the conditions of increasing competition in the regional market of educational services, as well as between regional and metropolitan educational institutions. The purpose of the study is to identify the features of perception of a higher education organizations image by pupils of graduating classes. The results of online survey of high school pupils from Volgograd and Volzhsky and the series of in-depth interviews with graduate pupils are presented. The results of the study demonstrate the subjective perception by potential applicants of the essence of image of higher educational institutions, limited by the specifics of their social experience and status of schoolchildren. The key components of the image of universities, according to Volgograd pupils, include the image of educational services and teaching staff, social and visual image, that corresponds to the priority of the activities of educational organizations and correlates with the results of All-Russian and regional sociological studies. The effectiveness of Internet resources as a source of information about universities, that was revealed by the results of a survey of pupils, reflects the general trends of the digital society, and the high importance of personal contacts reflects the specifics of the regional image of educational institutions. The current image of the main universities of Volgograd is characterized by reflects of the final grades quite positively, however, a third of the study participants found it difficult to assess the key image components, that indicates the need to improve the efficiency of educational organizations in their formation. At the same time, the most relevant is the construction of a positive image of the teaching staff and the internal image of local educational institutions, reflecting the specifics of their socio-psychological climate. The recommendations to improve the effectiveness of image-forming activities, that were proposed by the authors, are related to the expansion of the representation of universities in the Internet space, the involvement of teachers and opinion leaders from among the student community as content authors, as well as the development of interactive communication with potential applicants.
{"title":"Image of Higher Educational Institutions: Features of Perception by Graduating Class Students","authors":"V. A. Sagaidak, A. L. Kuzevanova, O. Yu. Yabloskikh","doi":"10.31992/0869-3617-2023-32-10-115-132","DOIUrl":"https://doi.org/10.31992/0869-3617-2023-32-10-115-132","url":null,"abstract":"The article is devoted to the problem of forming the image of higher educational institutions in the conditions of increasing competition in the regional market of educational services, as well as between regional and metropolitan educational institutions. The purpose of the study is to identify the features of perception of a higher education organizations image by pupils of graduating classes. The results of online survey of high school pupils from Volgograd and Volzhsky and the series of in-depth interviews with graduate pupils are presented. The results of the study demonstrate the subjective perception by potential applicants of the essence of image of higher educational institutions, limited by the specifics of their social experience and status of schoolchildren. The key components of the image of universities, according to Volgograd pupils, include the image of educational services and teaching staff, social and visual image, that corresponds to the priority of the activities of educational organizations and correlates with the results of All-Russian and regional sociological studies. The effectiveness of Internet resources as a source of information about universities, that was revealed by the results of a survey of pupils, reflects the general trends of the digital society, and the high importance of personal contacts reflects the specifics of the regional image of educational institutions. The current image of the main universities of Volgograd is characterized by reflects of the final grades quite positively, however, a third of the study participants found it difficult to assess the key image components, that indicates the need to improve the efficiency of educational organizations in their formation. At the same time, the most relevant is the construction of a positive image of the teaching staff and the internal image of local educational institutions, reflecting the specifics of their socio-psychological climate. The recommendations to improve the effectiveness of image-forming activities, that were proposed by the authors, are related to the expansion of the representation of universities in the Internet space, the involvement of teachers and opinion leaders from among the student community as content authors, as well as the development of interactive communication with potential applicants.","PeriodicalId":37083,"journal":{"name":"Vysshee Obrazovanie v Rossii","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136134593","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-29DOI: 10.31992/0869-3617-2023-32-10-76-90
I. G. Dezhina
The article discusses the influence of state programs on research development in Russian universities in the first post-Soviet decade. After the USSR collapse the conditions for doing research in Russia worsened significantly due to a sharp reduction in budget funding with unessential other sources of support. Research conducted in higher education institutions was a small fraction of the entire system, and involvement in science was not among the primary activities of universities, except for a small number of leading universities. At the same time, mostly higher education institutions were responsible for training of highly qualified personnel. This discrepancy posed a threat for the science system. At the state level, a number of separate targeted programs was initiated, with an emphasis on fundamental research in universities. The aim of the article is to identify and systematize, in the framework of these state programs, the main factors affected the development of science in higher education institutions. The research methods include literature review, analysis of statistical data, and interpretations of surveys conducted in the 90s. It is shown that the programs’ results were modest and did not change the scale of university science in the country. The hampering factors were associated with regulatory and legal restrictions, sub-optimal choice of areas for support, underfunding and dispersion of financial support, and insufficient consideration of the former research specialization of universities. At the same time, these programs gave impetus to the discussion of the concepts of research universities, which later were implemented.
{"title":"Russia’s State Policy on the Development of Science at Universities: Lessons from the 90s","authors":"I. G. Dezhina","doi":"10.31992/0869-3617-2023-32-10-76-90","DOIUrl":"https://doi.org/10.31992/0869-3617-2023-32-10-76-90","url":null,"abstract":"The article discusses the influence of state programs on research development in Russian universities in the first post-Soviet decade. After the USSR collapse the conditions for doing research in Russia worsened significantly due to a sharp reduction in budget funding with unessential other sources of support. Research conducted in higher education institutions was a small fraction of the entire system, and involvement in science was not among the primary activities of universities, except for a small number of leading universities. At the same time, mostly higher education institutions were responsible for training of highly qualified personnel. This discrepancy posed a threat for the science system. At the state level, a number of separate targeted programs was initiated, with an emphasis on fundamental research in universities. The aim of the article is to identify and systematize, in the framework of these state programs, the main factors affected the development of science in higher education institutions. The research methods include literature review, analysis of statistical data, and interpretations of surveys conducted in the 90s. It is shown that the programs’ results were modest and did not change the scale of university science in the country. The hampering factors were associated with regulatory and legal restrictions, sub-optimal choice of areas for support, underfunding and dispersion of financial support, and insufficient consideration of the former research specialization of universities. At the same time, these programs gave impetus to the discussion of the concepts of research universities, which later were implemented.","PeriodicalId":37083,"journal":{"name":"Vysshee Obrazovanie v Rossii","volume":"35 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136134589","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-29DOI: 10.31992/0869-3617-2023-32-10-151-166
M. V. Lukanina, S. G. Merkulova
Theoretical and methodological analysis of research devoted to pedagogical design has revealed a shortage of empirical design model implementation descriptions. The article examines the case of ADDIE model application to design an «English Language» course for master degree students at University of Science and Technology MISIS. New approaches to course design are vital to raise education competitiveness, which in turn is subject to objective contemporary social trends. The first stage of ADDIE model (Analysis) was based on needs assessment conducted among master degree students in the form of questionnaires, as well as 2020-2023 course curricula analysis in terms of competencies indicated by major courses departments for the subject area “English Language” in accordance with the FSES HE 3++ requirements. The article gives insight into course description, structure and principles which reflect the coherent progress of Design, Development and Implementation stages. Evaluation process is demonstrated through post-course questionnaire analysis to assess the dynamics of student satisfaction, as well as the analysis of course examination/completion results in 2020-2021 approbation year, after conceptual and content changes were made. The data show that the program fully complies with the expectations of master degree students of non-linguistics majors from the «English Language» course, allows to ensure positive foreign language acquisition and enhanced course completion. The conclusion drawn is that the application of five-stage-ADDIE framework makes for smooth and clear course design, given 1 semester and mixed-level master degree students of different non-linguistics majors.
对教学设计研究的理论和方法分析揭示了经验设计模型实施描述的不足。本文考察了ADDIE模型应用于科技大学硕士研究生《英语语言》课程设计的案例。课程设计的新途径是提高教育竞争力的关键，而教育竞争力又受制于客观的当代社会发展趋势。ADDIE模型(Analysis)的第一阶段是基于以问卷形式对硕士生进行的需求评估，以及根据FSES HE 3++要求，根据主要课程部门对“英语语言”学科领域的能力进行2020-2023课程的课程分析。文章给出了课程描述、结构和原则，反映了设计、开发和实施阶段的连贯进展。评估过程通过课程后问卷分析来评估学生满意度的动态，以及在概念和内容发生变化后，对2020-2021年批准年度的课程考试/完成结果进行分析。数据表明，该方案完全符合非语言学专业硕士生对“英语语言”课程的期望，可以确保积极的外语习得和提高课程完成度。得出的结论是，在1个学期、不同非语言学专业的混合层次硕士生的情况下，采用五阶段addie框架可以使课程设计更加流畅和清晰。
{"title":"The ADDIE Model in Instructional Design: NUST MISIS Case Study","authors":"M. V. Lukanina, S. G. Merkulova","doi":"10.31992/0869-3617-2023-32-10-151-166","DOIUrl":"https://doi.org/10.31992/0869-3617-2023-32-10-151-166","url":null,"abstract":"Theoretical and methodological analysis of research devoted to pedagogical design has revealed a shortage of empirical design model implementation descriptions. The article examines the case of ADDIE model application to design an «English Language» course for master degree students at University of Science and Technology MISIS. New approaches to course design are vital to raise education competitiveness, which in turn is subject to objective contemporary social trends. The first stage of ADDIE model (Analysis) was based on needs assessment conducted among master degree students in the form of questionnaires, as well as 2020-2023 course curricula analysis in terms of competencies indicated by major courses departments for the subject area “English Language” in accordance with the FSES HE 3++ requirements. The article gives insight into course description, structure and principles which reflect the coherent progress of Design, Development and Implementation stages. Evaluation process is demonstrated through post-course questionnaire analysis to assess the dynamics of student satisfaction, as well as the analysis of course examination/completion results in 2020-2021 approbation year, after conceptual and content changes were made. The data show that the program fully complies with the expectations of master degree students of non-linguistics majors from the «English Language» course, allows to ensure positive foreign language acquisition and enhanced course completion. The conclusion drawn is that the application of five-stage-ADDIE framework makes for smooth and clear course design, given 1 semester and mixed-level master degree students of different non-linguistics majors.","PeriodicalId":37083,"journal":{"name":"Vysshee Obrazovanie v Rossii","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136135554","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-29DOI: 10.31992/0869-3617-2023-32-10-91-114
E. N. Shutenko, A. I. Shutenko
The purpose of this paper is to design a psychological-pedagogical construct of the implementation of information technologies in the process of teaching students for developing their personal potential. The rapid digitalization of higher education has caused the need to ensure the didactically correct information-communicative technology (ICT) introduction in education, which must organically comply with the structure and logic of the learning process, as well as the task of personal development. Solving these tasks, the authors propose not direct, but mediated use of different ICTs through the development of a system of various educational communications that are built and supported by the teacher. This is the novelty of the study and its dissimilarity to most of the current projects of forced, technocratic digitalization of students study, which do not sufficiently take into account the laws and principles of a holistic educational process and the becoming of personality in it. Based on psychological and didactic approaches and methods, the authors reconstruct the pedagogically controlled process of ICT introducing into education through the implementation by the teacher of interrelated mechanisms – environment-forming and trigger mechanisms. The environment-forming mechanism unfolds the logic of the phased introduction of ICT – from the principles of their use through the construction of educational communications to the methods for activating of students personal potential in the form of trigger mechanisms. These activators are modes for the practical inclusion of ICT in education and are set by the mechanism for personalizing educational communications. Assuming the attunement of ICT to the personality of the student, this mechanism brings the teacher to the fore in the process of digitalization of learning. Being the initiator and organizer of educational communications, the teacher can adequately and fully ensure this attunement and targeting of ICT use by implementing a set of conjugated mechanisms: responsive, polycontact, contemporal, meaning-centric, project-constructing, cultural-mediating, consolidating, inclusive, comparative and the mechanism of problematization. Approbation of the proposed mechanisms in the practice of online-learning has shown their sufficient effectiveness, students have an increase in indicators of self-realization and self-regulation, as well as the significance of values of self-development in education.
{"title":"Mechanisms for Activating the Personal Potential of Students in the Context of Digitalization of University Education","authors":"E. N. Shutenko, A. I. Shutenko","doi":"10.31992/0869-3617-2023-32-10-91-114","DOIUrl":"https://doi.org/10.31992/0869-3617-2023-32-10-91-114","url":null,"abstract":"The purpose of this paper is to design a psychological-pedagogical construct of the implementation of information technologies in the process of teaching students for developing their personal potential. The rapid digitalization of higher education has caused the need to ensure the didactically correct information-communicative technology (ICT) introduction in education, which must organically comply with the structure and logic of the learning process, as well as the task of personal development. Solving these tasks, the authors propose not direct, but mediated use of different ICTs through the development of a system of various educational communications that are built and supported by the teacher. This is the novelty of the study and its dissimilarity to most of the current projects of forced, technocratic digitalization of students study, which do not sufficiently take into account the laws and principles of a holistic educational process and the becoming of personality in it. Based on psychological and didactic approaches and methods, the authors reconstruct the pedagogically controlled process of ICT introducing into education through the implementation by the teacher of interrelated mechanisms – environment-forming and trigger mechanisms. The environment-forming mechanism unfolds the logic of the phased introduction of ICT – from the principles of their use through the construction of educational communications to the methods for activating of students personal potential in the form of trigger mechanisms. These activators are modes for the practical inclusion of ICT in education and are set by the mechanism for personalizing educational communications. Assuming the attunement of ICT to the personality of the student, this mechanism brings the teacher to the fore in the process of digitalization of learning. Being the initiator and organizer of educational communications, the teacher can adequately and fully ensure this attunement and targeting of ICT use by implementing a set of conjugated mechanisms: responsive, polycontact, contemporal, meaning-centric, project-constructing, cultural-mediating, consolidating, inclusive, comparative and the mechanism of problematization. Approbation of the proposed mechanisms in the practice of online-learning has shown their sufficient effectiveness, students have an increase in indicators of self-realization and self-regulation, as well as the significance of values of self-development in education.","PeriodicalId":37083,"journal":{"name":"Vysshee Obrazovanie v Rossii","volume":"30 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136134422","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-28DOI: 10.31992/0869-3617-2023-32-10-34-56
T. F. Kreydenko, M. D. Petrovic, V. N. Kholina
The current stage of the country development is characterized by increasing the role of universities not only in the educational and public space of the country, but also in the socio-economic advancement of cities and regions. Universities forming the educational potential of the cities are flagships of their technological transformation, form the city brand, increase their sustainability, lifeabitity and competitiveness. The aim of the study is the typologization of cities – university centers of Russia, carried out with the help of a comprehensive index of educational potential developed by the authors. The statistical base for assessing the educational potential of cities was the data of the Monitoring of the effectiveness of the educational institutions of higher education in 2022, university rankings of the British company Quacquarelli Symonds (integral QS ranking and 5 integrated areas of study), RA-Expert (integrated and individual in 29 areas of study), the Three Missions of the University rating, and the University Reputation Ranking. The study was carried in 3 stages, each of them involved special methodological approaches. At the first stage, there was a review of existing theoretical and practical research on the subject, the integrated index of the educational potential of university centers was developed. At the second stage of the study on the bases of this index a typology of university centers of the Russian Federation was carried out. At the third stage, there was a comparation of the previous results with their positions in the Sustainable Urban Development Index and realization of creative potential. The implementation of educational potential of the most sustainable competitive university centers was separately analyzed in the context of the strategy of internationalization and export of education. National project “Science and Universities” aimed at formation of 100 universities as centers of scientific, technological and socio-economic development by 2030, as well as the program for the construction of 25 world-level modern campuses increase attention to cities as centers of localization of higher education, their educational potential, and, ultimately, their competitiveness. The scientific importance of the research is the development of methodological approaches to assessing the educational potential of cities – university centers and its testing on the example of 1208 universities located in 306 cities of 84 regions of Russia. As a result, a typology of Russian university centers was carried out according to the level of educational potential: 6 types of cities were identified, differing in the city-forming role of higher educational institutions, their role in brand formation and the competitiveness of the city. The typology makes it possible to assess the educational potential of university centers in Russia to form effective strategies for their development in the context of the realizing the national development goa
{"title":"Educational Potential of Cities – Russian University Centers as a Factor of Increasing Their Competitiveness","authors":"T. F. Kreydenko, M. D. Petrovic, V. N. Kholina","doi":"10.31992/0869-3617-2023-32-10-34-56","DOIUrl":"https://doi.org/10.31992/0869-3617-2023-32-10-34-56","url":null,"abstract":"The current stage of the country development is characterized by increasing the role of universities not only in the educational and public space of the country, but also in the socio-economic advancement of cities and regions. Universities forming the educational potential of the cities are flagships of their technological transformation, form the city brand, increase their sustainability, lifeabitity and competitiveness. The aim of the study is the typologization of cities – university centers of Russia, carried out with the help of a comprehensive index of educational potential developed by the authors. The statistical base for assessing the educational potential of cities was the data of the Monitoring of the effectiveness of the educational institutions of higher education in 2022, university rankings of the British company Quacquarelli Symonds (integral QS ranking and 5 integrated areas of study), RA-Expert (integrated and individual in 29 areas of study), the Three Missions of the University rating, and the University Reputation Ranking. The study was carried in 3 stages, each of them involved special methodological approaches. At the first stage, there was a review of existing theoretical and practical research on the subject, the integrated index of the educational potential of university centers was developed. At the second stage of the study on the bases of this index a typology of university centers of the Russian Federation was carried out. At the third stage, there was a comparation of the previous results with their positions in the Sustainable Urban Development Index and realization of creative potential. The implementation of educational potential of the most sustainable competitive university centers was separately analyzed in the context of the strategy of internationalization and export of education. National project “Science and Universities” aimed at formation of 100 universities as centers of scientific, technological and socio-economic development by 2030, as well as the program for the construction of 25 world-level modern campuses increase attention to cities as centers of localization of higher education, their educational potential, and, ultimately, their competitiveness. The scientific importance of the research is the development of methodological approaches to assessing the educational potential of cities – university centers and its testing on the example of 1208 universities located in 306 cities of 84 regions of Russia. As a result, a typology of Russian university centers was carried out according to the level of educational potential: 6 types of cities were identified, differing in the city-forming role of higher educational institutions, their role in brand formation and the competitiveness of the city. The typology makes it possible to assess the educational potential of university centers in Russia to form effective strategies for their development in the context of the realizing the national development goa","PeriodicalId":37083,"journal":{"name":"Vysshee Obrazovanie v Rossii","volume":"25 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136231766","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-28DOI: 10.31992/0869-3617-2023-32-10-57-75
K. S. Guba, A. M. Zheleznov, E. A. Chechik
The present study focuses on data from the Russian Science Foundation (RSF). The authors analyze the effect of using quantitative indicators in grant allocation by using the natural experiment with the increasing publication threshold for principal investigators between two waves of grant selections in 2014 and 2017. The authors selected the relatively new RSF as our case study due to its policy to establish a publication threshold for grants’ principal investigators. The policy change provides the authors with the opportunity to study whether reliance on bibliometric indicators brings better results in the project evaluation process. This analysis included two groups of researchers: 1) physicists and 2) social sciences and humanities scholars. Scopus was sourced to collect bibliographic data, while the foundation’s website was used to check data on the funded projects. The following questions are explored in detail: whether the policy affected the distribution of funds to researchers with a better publication record, the strategies of increasing publications by individual researchers, and the differences, if any, in policy effects between disciplines. The authors found that the selection among physicists in the first wave was already effective as the grant recipients are prolific authors who publish many highly cited papers before 2014. In addition, the results indicated that the group of research leaders in physics did not significantly change between the two selected waves of competitions (from 2014 to 2017). Although social scientists demonstrated a relatively weak ability to publish internationally, the increase in scientometric expectations has improved the publication record regarding the quantity and quality of publications.
{"title":"The Role of Scientometric Thresholds for the Evaluation of Grant Applications","authors":"K. S. Guba, A. M. Zheleznov, E. A. Chechik","doi":"10.31992/0869-3617-2023-32-10-57-75","DOIUrl":"https://doi.org/10.31992/0869-3617-2023-32-10-57-75","url":null,"abstract":"The present study focuses on data from the Russian Science Foundation (RSF). The authors analyze the effect of using quantitative indicators in grant allocation by using the natural experiment with the increasing publication threshold for principal investigators between two waves of grant selections in 2014 and 2017. The authors selected the relatively new RSF as our case study due to its policy to establish a publication threshold for grants’ principal investigators. The policy change provides the authors with the opportunity to study whether reliance on bibliometric indicators brings better results in the project evaluation process. This analysis included two groups of researchers: 1) physicists and 2) social sciences and humanities scholars. Scopus was sourced to collect bibliographic data, while the foundation’s website was used to check data on the funded projects. The following questions are explored in detail: whether the policy affected the distribution of funds to researchers with a better publication record, the strategies of increasing publications by individual researchers, and the differences, if any, in policy effects between disciplines. The authors found that the selection among physicists in the first wave was already effective as the grant recipients are prolific authors who publish many highly cited papers before 2014. In addition, the results indicated that the group of research leaders in physics did not significantly change between the two selected waves of competitions (from 2014 to 2017). Although social scientists demonstrated a relatively weak ability to publish internationally, the increase in scientometric expectations has improved the publication record regarding the quantity and quality of publications.","PeriodicalId":37083,"journal":{"name":"Vysshee Obrazovanie v Rossii","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136232571","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-28DOI: 10.31992/0869-3617-2023-32-10-9-33
P. V. Sysoyev
Daily artificial intelligence (AI) technologies are being implemented deeper and deeper in all spheres of human life, including education. At the same time, the degree of integration of AI tools into the pedagogical process largely depends on the awareness, readiness and practice of using the entire AI arsenal by teachers in their professional activities. The purpose of this study is to identify the awareness of university faculty in the use of AI tools in teaching activities, as well as to determine the degree of their readiness and practice of using AI technology in the educational process. The survey participants were 426 teachers from 18 universities of the Russian Federation. The results of the survey showed that the integration of AI tools in education is currently at an early stage. In general, university faculty lack a systematic understanding of the organizational, teaching and learning potential of AI tools. Many educators have segmental knowledge, related to a greater extent directly to their professional activities in teaching specific disciplines, and are not able to create a complete picture of the possibilities of AI in education. At the same time, most university professors express a neutral attitude or readiness to use AI tools in teaching activities. The experience of practical application of AI tools in the pedagogical process is limited to a few cases of using specific technologies in teaching specific aspects of disciplines.
{"title":"Artificial Intelligence in Education: Awareness, Readiness and Practice of Using Artificial Intelligence Technologies in Professional Activities by University Faculty","authors":"P. V. Sysoyev","doi":"10.31992/0869-3617-2023-32-10-9-33","DOIUrl":"https://doi.org/10.31992/0869-3617-2023-32-10-9-33","url":null,"abstract":"Daily artificial intelligence (AI) technologies are being implemented deeper and deeper in all spheres of human life, including education. At the same time, the degree of integration of AI tools into the pedagogical process largely depends on the awareness, readiness and practice of using the entire AI arsenal by teachers in their professional activities. The purpose of this study is to identify the awareness of university faculty in the use of AI tools in teaching activities, as well as to determine the degree of their readiness and practice of using AI technology in the educational process. The survey participants were 426 teachers from 18 universities of the Russian Federation. The results of the survey showed that the integration of AI tools in education is currently at an early stage. In general, university faculty lack a systematic understanding of the organizational, teaching and learning potential of AI tools. Many educators have segmental knowledge, related to a greater extent directly to their professional activities in teaching specific disciplines, and are not able to create a complete picture of the possibilities of AI in education. At the same time, most university professors express a neutral attitude or readiness to use AI tools in teaching activities. The experience of practical application of AI tools in the pedagogical process is limited to a few cases of using specific technologies in teaching specific aspects of disciplines.","PeriodicalId":37083,"journal":{"name":"Vysshee Obrazovanie v Rossii","volume":"28 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136232562","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-13DOI: 10.31992/0869-3617-2023-32-8-9-70-88
M Y. Gutenev, M. L Lagutina, A. A. Sergunin
Abstract. This article examines the role of Russian universities in emerging and further developing Arctic science diplomacy (ASD). According to authors, in the current geopolitical conditions Russian universities are significant ASD actors which perform a number of important functions for the organization of international scientific cooperation with foreign countries and making a positive image of Russia in the world. The paper uses a systemic approach to identify Russian universities’ contribution to the ASD development through various mechanisms: joint research projects and publications with foreign partners, the organization of international events on the Arctic issues and participation in prestigious international conferences on the Arctic research area, joint polar expeditions (land and maritime), and participation of Russian scientists in international Arctic scientific organizations, etc. The university ASD is exemplified by the Russian leading universities – St. Petersburg State University, Moscow State University, Northern (Arctic) Federal University, etc. The study demonstrated that maintaining a dialogue on an ongoing basis within the framework of research and educational activities of universities can contribute to the systematic establishment of cooperation in other areas of international relations, the search for innovative solutions for the benefit of the development of the entire Arctic region.
{"title":"Russian Universities as Actors of Arctic Science Diplomacy","authors":"M Y. Gutenev, M. L Lagutina, A. A. Sergunin","doi":"10.31992/0869-3617-2023-32-8-9-70-88","DOIUrl":"https://doi.org/10.31992/0869-3617-2023-32-8-9-70-88","url":null,"abstract":"Abstract. This article examines the role of Russian universities in emerging and further developing Arctic science diplomacy (ASD). According to authors, in the current geopolitical conditions Russian universities are significant ASD actors which perform a number of important functions for the organization of international scientific cooperation with foreign countries and making a positive image of Russia in the world. The paper uses a systemic approach to identify Russian universities’ contribution to the ASD development through various mechanisms: joint research projects and publications with foreign partners, the organization of international events on the Arctic issues and participation in prestigious international conferences on the Arctic research area, joint polar expeditions (land and maritime), and participation of Russian scientists in international Arctic scientific organizations, etc. The university ASD is exemplified by the Russian leading universities – St. Petersburg State University, Moscow State University, Northern (Arctic) Federal University, etc. The study demonstrated that maintaining a dialogue on an ongoing basis within the framework of research and educational activities of universities can contribute to the systematic establishment of cooperation in other areas of international relations, the search for innovative solutions for the benefit of the development of the entire Arctic region.","PeriodicalId":37083,"journal":{"name":"Vysshee Obrazovanie v Rossii","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135736057","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-13DOI: 10.31992/0869-3617-2023-32-8-9-147-166
E. M. Bazanova, A. V. Gorizontova, N. N. Gribova, T. M. Chikake, A. V. Samosyuk
The article presents the results of approbation of the intellectual system for testing general language competences (ISTOK) developed by testologists, linguists, specialists in methodology of teaching foreign languages and in artificial intelligence. This system includes a range of tests assessing language ability at levels from A2 to C1 of the Common European Framework of Reference (CEFR), as well as an adaptive placement test. All test materials are calibrated according to the CEFR. ISTOK is an adaptive testing system deployed through neural network solutions and providing assessment of receptive and productive language skills (reading, listening, speaking and writing) by using artificial intelligence and/or neurolinguistic models. The process of ISTOK development implied, apart from writing test items, putting together databases of writing and speaking assignments marked by professional assessors and assessment criteria for productive skills, as well as algorithms to identify various types of mistakes with the help of artificial intelligence. The results of various testing cohorts with the total number of test takers exceeding 5,000 demonstrated high reliability and objectified test validity. The new approach to language skills testing can be used for various purposes in higher education institutions, as well and to identify and/or confirm language proficiency of personnel in different organisations and businesses, while the principles of training and practical use of neurolinguistic models will find wide application in various fields of applied research.
{"title":"Development and Prospects of National Intelligent System for Testing General Language Competencies Deployed Through Neural Network Solutions","authors":"E. M. Bazanova, A. V. Gorizontova, N. N. Gribova, T. M. Chikake, A. V. Samosyuk","doi":"10.31992/0869-3617-2023-32-8-9-147-166","DOIUrl":"https://doi.org/10.31992/0869-3617-2023-32-8-9-147-166","url":null,"abstract":"The article presents the results of approbation of the intellectual system for testing general language competences (ISTOK) developed by testologists, linguists, specialists in methodology of teaching foreign languages and in artificial intelligence. This system includes a range of tests assessing language ability at levels from A2 to C1 of the Common European Framework of Reference (CEFR), as well as an adaptive placement test. All test materials are calibrated according to the CEFR. ISTOK is an adaptive testing system deployed through neural network solutions and providing assessment of receptive and productive language skills (reading, listening, speaking and writing) by using artificial intelligence and/or neurolinguistic models. The process of ISTOK development implied, apart from writing test items, putting together databases of writing and speaking assignments marked by professional assessors and assessment criteria for productive skills, as well as algorithms to identify various types of mistakes with the help of artificial intelligence. The results of various testing cohorts with the total number of test takers exceeding 5,000 demonstrated high reliability and objectified test validity. The new approach to language skills testing can be used for various purposes in higher education institutions, as well and to identify and/or confirm language proficiency of personnel in different organisations and businesses, while the principles of training and practical use of neurolinguistic models will find wide application in various fields of applied research.","PeriodicalId":37083,"journal":{"name":"Vysshee Obrazovanie v Rossii","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135735845","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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