Pub Date : 2018-02-01DOI: 10.1080/10609393.2018.1451186
I. Abankina, T. Abankina, L. Filatova
Study objective: To identify the causes and consequences of the growing stratification of universities in terms of the volumes and sources of funding that they have access to as well as in the programs of study that they offer. Methods: We used statistical and economic analysis to study the outcomes of university activity. We assessed the interrelationships between the resource base of higher education and the production and economic potential of the Russian regions through the application of an econometric model. We also conducted an empirical analysis of the factors that are influencing the increasing public demand for higher education. Results: We identified trends in how the demand for higher education has structurally changed between 2001 and 2014. We assessed how sources of funding at universities differ from region to region given the transition to the performance-based contract model. We identified the main risks (pitfalls) associated with the structural misalignment of the demand for higher education and the proposed quotas for public scholarship-funded seats in various fields of study. This process is unfolding against a background of increasing regional differentiation, which is contributing to the stratification of Russian universities in terms of the volumes and sources of their financial support and heightened financial obligations caused by raising the salaries of faculty members and leading to a shortage of funds that are available for facilities maintenance as well as supporting the learning process. This latter factor jeopardizes the quality of educational programs. Findings: We were able to identify trends in how the demand for higher education is structurally changing in Russian higher education on the basis of an empirical analysis that was carried out using an econometric model. We assessed the impact of the global economic crisis and the effective ability of families to pay for higher education. We also identified the risks (pitfalls) that result from the regional differences in university funding . Practical significance: Specialists may apply the main arguments and conclusions of the article in the field of economics and management when drafting university financial plans and development strategies.
{"title":"The Pitfalls of Differentiation in the Financing of Russian Universities","authors":"I. Abankina, T. Abankina, L. Filatova","doi":"10.1080/10609393.2018.1451186","DOIUrl":"https://doi.org/10.1080/10609393.2018.1451186","url":null,"abstract":"Study objective: To identify the causes and consequences of the growing stratification of universities in terms of the volumes and sources of funding that they have access to as well as in the programs of study that they offer. Methods: We used statistical and economic analysis to study the outcomes of university activity. We assessed the interrelationships between the resource base of higher education and the production and economic potential of the Russian regions through the application of an econometric model. We also conducted an empirical analysis of the factors that are influencing the increasing public demand for higher education. Results: We identified trends in how the demand for higher education has structurally changed between 2001 and 2014. We assessed how sources of funding at universities differ from region to region given the transition to the performance-based contract model. We identified the main risks (pitfalls) associated with the structural misalignment of the demand for higher education and the proposed quotas for public scholarship-funded seats in various fields of study. This process is unfolding against a background of increasing regional differentiation, which is contributing to the stratification of Russian universities in terms of the volumes and sources of their financial support and heightened financial obligations caused by raising the salaries of faculty members and leading to a shortage of funds that are available for facilities maintenance as well as supporting the learning process. This latter factor jeopardizes the quality of educational programs. Findings: We were able to identify trends in how the demand for higher education is structurally changing in Russian higher education on the basis of an empirical analysis that was carried out using an econometric model. We assessed the impact of the global economic crisis and the effective ability of families to pay for higher education. We also identified the risks (pitfalls) that result from the regional differences in university funding . Practical significance: Specialists may apply the main arguments and conclusions of the article in the field of economics and management when drafting university financial plans and development strategies.","PeriodicalId":53668,"journal":{"name":"Russian Education and Society","volume":"60 1","pages":"101 - 132"},"PeriodicalIF":0.0,"publicationDate":"2018-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10609393.2018.1451186","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48747527","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 : 2018-02-01DOI: 10.1080/10609393.2018.1451193
N. Zaichenko, M. Vinokurov
In this study, we explore how career orientations of Russian high schoolers are related to the quality of their academic capital. We introduce and validate the concept of the academic capital of high school students. We describe why we chose Schein’s Career Orientations Inventory as a screening instrument, which allows us to determine whether the individual is aware of their vector of future career advancement, and we propose how the instrument can be modified to be used among the cohort of high school students that form the subject of our study. During the course of the study, we tested three hypotheses of the interrelationship between the academic capital of high school students and their career orientations.
{"title":"Academic Capital and the Career Orientations of High School Students","authors":"N. Zaichenko, M. Vinokurov","doi":"10.1080/10609393.2018.1451193","DOIUrl":"https://doi.org/10.1080/10609393.2018.1451193","url":null,"abstract":"In this study, we explore how career orientations of Russian high schoolers are related to the quality of their academic capital. We introduce and validate the concept of the academic capital of high school students. We describe why we chose Schein’s Career Orientations Inventory as a screening instrument, which allows us to determine whether the individual is aware of their vector of future career advancement, and we propose how the instrument can be modified to be used among the cohort of high school students that form the subject of our study. During the course of the study, we tested three hypotheses of the interrelationship between the academic capital of high school students and their career orientations.","PeriodicalId":53668,"journal":{"name":"Russian Education and Society","volume":"60 1","pages":"187 - 201"},"PeriodicalIF":0.0,"publicationDate":"2018-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10609393.2018.1451193","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41406860","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 : 2018-02-01DOI: 10.1080/10609393.2018.1451190
P. Derkachev, A. K. Zinovyev
The goal of our study was to compare the working conditions, salary size, and professional outcomes of teachers at schools that switched to the competitive performance-based (so-called ‘effective’) contract in comparison with teachers at schools that did not switch to this employment framework. The study focused on teachers at 83 vocational secondary schools (VSS) that are subordinate to the Ministry of Education of Moscow Region. We conducted an opinion poll to obtain direct information from teachers. We sent questionnaires consisting of 31 questions to 253 teachers. Of the respondents, 105 were included in the experimental group and 148 were placed in the control group. The results of our study show that teachers who work in organizations that have switched to the effective contract model have a higher subjective assessment of their own financial situation, greater expectations regarding their future income, greater confidence about the compensation plan, and a better opinion of the prestige of the teaching profession than teachers at schools that have not adopted an effective contract. The only parameter that cannot be interpreted as an unambiguously positive result is an increase in the frequency of teacher performance assessments at schools that have adopted an effective contract. It was also possible to establish the existence of a moderate relationship between the individual nature of the employment contract and the level of trust that teachers have in their compensation plan. In addition, we established another moderate relationship between informedness and the level of trust that teachers place in their compensation plan. Thus, we can recommend implementing the performance-based contract model at all VSS in the Moscow Region, because it has a positive impact on the immaterial motivation and financial position of teachers. By conducting additional measures to increase teachers’ informedness about effective contracts, we can increase their level of trust in them.
{"title":"Was the Transition to the Performance-based Contract at Vocational Schools in Moscow Region Successful?","authors":"P. Derkachev, A. K. Zinovyev","doi":"10.1080/10609393.2018.1451190","DOIUrl":"https://doi.org/10.1080/10609393.2018.1451190","url":null,"abstract":"The goal of our study was to compare the working conditions, salary size, and professional outcomes of teachers at schools that switched to the competitive performance-based (so-called ‘effective’) contract in comparison with teachers at schools that did not switch to this employment framework. The study focused on teachers at 83 vocational secondary schools (VSS) that are subordinate to the Ministry of Education of Moscow Region. We conducted an opinion poll to obtain direct information from teachers. We sent questionnaires consisting of 31 questions to 253 teachers. Of the respondents, 105 were included in the experimental group and 148 were placed in the control group. The results of our study show that teachers who work in organizations that have switched to the effective contract model have a higher subjective assessment of their own financial situation, greater expectations regarding their future income, greater confidence about the compensation plan, and a better opinion of the prestige of the teaching profession than teachers at schools that have not adopted an effective contract. The only parameter that cannot be interpreted as an unambiguously positive result is an increase in the frequency of teacher performance assessments at schools that have adopted an effective contract. It was also possible to establish the existence of a moderate relationship between the individual nature of the employment contract and the level of trust that teachers have in their compensation plan. In addition, we established another moderate relationship between informedness and the level of trust that teachers place in their compensation plan. Thus, we can recommend implementing the performance-based contract model at all VSS in the Moscow Region, because it has a positive impact on the immaterial motivation and financial position of teachers. By conducting additional measures to increase teachers’ informedness about effective contracts, we can increase their level of trust in them.","PeriodicalId":53668,"journal":{"name":"Russian Education and Society","volume":"60 1","pages":"161 - 181"},"PeriodicalIF":0.0,"publicationDate":"2018-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10609393.2018.1451190","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48070044","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 : 2018-01-02DOI: 10.1080/10609393.2018.1436292
S. Jankiewicz
The identification and support of talented students is one of the priorities of educational policy in the Russian Federation. There is currently a wide range of regulatory legal acts aimed at organizing work and support for students who have demonstrated outstanding ability. This article considers both direct support for talented students such as scholarships, and indirect measures: improving educators’ professional skills, developing model programs for general education, creating information portals to support talented students, etc.
{"title":"Legal Regulation of Measures in Support of Talented Students in the Russian Federation1","authors":"S. Jankiewicz","doi":"10.1080/10609393.2018.1436292","DOIUrl":"https://doi.org/10.1080/10609393.2018.1436292","url":null,"abstract":"The identification and support of talented students is one of the priorities of educational policy in the Russian Federation. There is currently a wide range of regulatory legal acts aimed at organizing work and support for students who have demonstrated outstanding ability. This article considers both direct support for talented students such as scholarships, and indirect measures: improving educators’ professional skills, developing model programs for general education, creating information portals to support talented students, etc.","PeriodicalId":53668,"journal":{"name":"Russian Education and Society","volume":"60 1","pages":"24 - 42"},"PeriodicalIF":0.0,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10609393.2018.1436292","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45504164","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 : 2018-01-02DOI: 10.1080/10609393.2018.1436290
A. Korbut
This article analyzes the phenomenon and concept of “academic resistance.” Several aspects are identified: resistance as an integral part of power relations in university education, the pragmatic nature of resistance, and the impossibility of constructing an overarching conception of resistance. The author concludes that researching particular cases of academic resistance is important to developing a deeper and more integrative understanding about the identities of various actors that are part of university educational practices.
{"title":"Academic Resistance in the University","authors":"A. Korbut","doi":"10.1080/10609393.2018.1436290","DOIUrl":"https://doi.org/10.1080/10609393.2018.1436290","url":null,"abstract":"This article analyzes the phenomenon and concept of “academic resistance.” Several aspects are identified: resistance as an integral part of power relations in university education, the pragmatic nature of resistance, and the impossibility of constructing an overarching conception of resistance. The author concludes that researching particular cases of academic resistance is important to developing a deeper and more integrative understanding about the identities of various actors that are part of university educational practices.","PeriodicalId":53668,"journal":{"name":"Russian Education and Society","volume":"60 1","pages":"1 - 13"},"PeriodicalIF":0.0,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10609393.2018.1436290","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48691597","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 : 2018-01-02DOI: 10.1080/10609393.2018.1436294
A. Rean
Despite the fact that the family is extremely significant in the system of values of young people (in Russia), the number of divorces is increasing in this population group. Our analysis of this contradiction establishes that young people need to be specially prepared for family life. The paper presents the results of a large empirical study conducted in eight regions in various federal districts of Russia. The study covered a representative sample of over 7,000 respondents from two-parent and one-parent families, families with one to two children and large families; they were inhabitants of large and small Russian cities and villages. The study showed that (a) the family is of primary importance in the formation of young people’s values. (b) Most respondents believe that a family is an indispensable condition for happiness. (c) Most respondents believe that one should be specially prepared for family life. (d) Only a third of respondents believe that a school course on family issues could solve this problem. (e) Most respondents noted that their parental families failed to be role models. (f) Young people’s reproductive attitudes, which mainly involve having two or three children, do not correspond to actual modern demographic statistics. (g) More than half of the respondents approve of common-law marriages. (h) But the young people were less tolerant of births out of wedlock. (i) Mothers had the greatest influence on young people as they were growing up. (j) Fathers took second place, with a large gap between them and mothers. (k) The generalized portraits of mothers and fathers were entirely positive; that is, there were no negative characteristics. (k) The most popular adjectives used to describe both mothers and fathers were the following: kind, dependable, caring, responsible, family-oriented, and smart.
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Pub Date : 2018-01-02DOI: 10.1080/10609393.2018.1436291
A. Rean
The present study discusses the deformation of personality in delinquent behavior and how it can be corrected.
本研究探讨了犯罪行为中的人格变形及其矫正方法。
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Pub Date : 2018-01-02DOI: 10.1080/10609393.2018.1436297
Y. V. Sabelnikova, N. Khmeleva
The aim of this article is to define and operationalize the construct of infantilism. The methods of theoretical research involve analysis and synthesis. Age and content criteria are analyzed for childhood and adulthood. Infantile traits in an adult are described. Results. The characteristics of adult infantilism in the modern world are defined, taking into account increasing information flows and socio-economic changes. The concept of “infantilism” and its main features are defined as an organization of the personality that includes traits and behavioral models that are typical of one's earlier age periods and not appropriate to the person's actual age, which is most articulately manifested in emotional and volitional immaturity of an individual. Scientific novelty. The main psychological characteristics of adulthood are described, including reflection, the desire to work and have a vocation, vocational self-determination, work skills, the desire for self-realization, and emotional and volitional maturity. Objective characteristics of adulthood are: transition to economic and territorial independence of the parental family, and development of new social roles, such as that of worker, spouse, and parent. Two possible operationalizations of the concept are identified: objective (existence/absence in a person’s life of objective criteria of adulthood) and subjective (self-report on the subjective feeling of existence/absence of the psychological characteristics of adulthood). The practical significance of the work consists in formulation of an operationalization of “infantilism,” which at the moment has so many interpretations. Such operationalization is necessary for further analysis and research.
{"title":"Infantilism","authors":"Y. V. Sabelnikova, N. Khmeleva","doi":"10.1080/10609393.2018.1436297","DOIUrl":"https://doi.org/10.1080/10609393.2018.1436297","url":null,"abstract":"The aim of this article is to define and operationalize the construct of infantilism. The methods of theoretical research involve analysis and synthesis. Age and content criteria are analyzed for childhood and adulthood. Infantile traits in an adult are described. Results. The characteristics of adult infantilism in the modern world are defined, taking into account increasing information flows and socio-economic changes. The concept of “infantilism” and its main features are defined as an organization of the personality that includes traits and behavioral models that are typical of one's earlier age periods and not appropriate to the person's actual age, which is most articulately manifested in emotional and volitional immaturity of an individual. Scientific novelty. The main psychological characteristics of adulthood are described, including reflection, the desire to work and have a vocation, vocational self-determination, work skills, the desire for self-realization, and emotional and volitional maturity. Objective characteristics of adulthood are: transition to economic and territorial independence of the parental family, and development of new social roles, such as that of worker, spouse, and parent. Two possible operationalizations of the concept are identified: objective (existence/absence in a person’s life of objective criteria of adulthood) and subjective (self-report on the subjective feeling of existence/absence of the psychological characteristics of adulthood). The practical significance of the work consists in formulation of an operationalization of “infantilism,” which at the moment has so many interpretations. Such operationalization is necessary for further analysis and research.","PeriodicalId":53668,"journal":{"name":"Russian Education and Society","volume":"60 1","pages":"74 - 88"},"PeriodicalIF":0.0,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10609393.2018.1436297","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59739973","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 : 2018-01-02DOI: 10.1080/10609393.2018.1436295
K. Romanenko, M. Lisyutkin
This article is aimed at identifying distinctive features of the educational policy of university mergers—their main stages, types, and declared goals. We analyzed cases of university mergers and acquisitions (M&A) from the 1990s to the present, which allowed us to identify and describe four Russia-specific waves of educational policy. Based on the authors’ classification, basic characteristics are attributed to each wave: Universitization, Federal Universities, Optimization, and Flagship Universities. The grounds for classification include such possible forks as similarity of the academic profiles of institutions of higher education (IHEs), the formal hierarchy of the organizations being merged, remote geographical locations, and, importantly, the body that makes decisions about mergers. The article also introduces such concepts as “mobilization,” “optimization,” and “repositioning,” to describe the basic motives of university reorganization. We also show the prevailing motive behind each of the merger waves. The results of this research can be used in planning potential mergers and evaluating completed university reorganizations.
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Pub Date : 2017-12-02DOI: 10.1080/10609393.2017.1433912
M. Demin
The modern university and the academic profession itself are facing new challenges: First, the increasing complexity of labor markets and globalization are undermining the structure of the academic profession, and secondly, the rise in cost of university research calls into question the autonomy of the university. The internationalization of the academic labor market encourages rethinking the structure of academic professions that have historically been focused on national (regional) contexts. The university is too expensive for the state and/or for students. One way to preserve the autonomy of the university is to offer society, the state, and businesses a wide range of services. This study seeks to answer the following questions: Can bureaucratic (self-)management effectively regulate the growing body of the university? Is it necessary to relinquish part of the university’s autonomy to a hired manager? Can “soft managerialism” and new economic instruments help unleash the modern university’s potential for society and sustain its autonomy?
{"title":"Universities on the Market","authors":"M. Demin","doi":"10.1080/10609393.2017.1433912","DOIUrl":"https://doi.org/10.1080/10609393.2017.1433912","url":null,"abstract":"The modern university and the academic profession itself are facing new challenges: First, the increasing complexity of labor markets and globalization are undermining the structure of the academic profession, and secondly, the rise in cost of university research calls into question the autonomy of the university. The internationalization of the academic labor market encourages rethinking the structure of academic professions that have historically been focused on national (regional) contexts. The university is too expensive for the state and/or for students. One way to preserve the autonomy of the university is to offer society, the state, and businesses a wide range of services. This study seeks to answer the following questions: Can bureaucratic (self-)management effectively regulate the growing body of the university? Is it necessary to relinquish part of the university’s autonomy to a hired manager? Can “soft managerialism” and new economic instruments help unleash the modern university’s potential for society and sustain its autonomy?","PeriodicalId":53668,"journal":{"name":"Russian Education and Society","volume":"59 1","pages":"465 - 485"},"PeriodicalIF":0.0,"publicationDate":"2017-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10609393.2017.1433912","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43324498","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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