Данная статья посвящена изучению доверия в сфере образования и науки в контексте теории институциональных ловушек. Рассмотрены различные подходы к определению понятия доверия. В данной статье принимается подход к определению понятия доверия, основанный на работах А. В. Шмакова. Показано различие между оправданным и неоправданным доверием. Выявлена проблема определения оптимального уровня доверия. Рассмотрено разграничение между персонифицированным и неперсонифицированным доверием, восходящее к исследованиям Э. Гидденса. Выделены виды доверия к другим акторам на основе наиболее существенных факторов формирования доверия (на основе индивидуального опыта сотрудничества, репутации контрагента, групповой принадлежности контрагента). Показано, что в условиях оптимизации в сфере образования и науки возникает кризис доверия, который состоит не только в разрушении доверия между акторами, но также в изменении преобладающих видов доверия. Эмпирической основой исследования послужили данные, полученные в ходе анкетирования и глубинных интервью научно-педагогических работников Южного федерального университета. На основе собранных данных в статье показано, что институциональные ловушки, в особенности ловушка метрик, ловушка возрастающей
The article is devoted to study of institutional traps of optimization in education and science spheres. Our analysis also identifies the role of key actors or groups of interests in education sphere in reproduction of aforesaid institutional traps. The main purpose of this paper is to demonstrate identified institutional traps and groups of interests with help of narratives that were generated in the course of organized focus-groups with university stuff. This article is based on previous research where key institutional traps in education sphere were identified and described. This paper continues the analysis of following institutional traps: metrics trap, the trap of increasing bureaucracy, the trap of financing gap, the trap of electronisation and digitalisation, the trap of reducing the quality of education, the trap of human resources and justifies the efficiency of focus groups research method for detection groups of interests as real or potential actors of institutional changes. This method enables to find out the existing contradictions inside the groups and as a consequence to deepen the understanding of the nature of studied institutional traps and propose recommendations for overcoming the negative effects of it.
оценки для акторов обр азовательного процесса. Решение обозначенных общих и частных проблем послужит дополнению методики оценки эффективности проводимых реформ в сфере российского высшего образования и анализа. Ключевые слова: трансакционные издержки; старый институционализм; метрика; опорные и федеральные университеты; реформы высшего образования.
The modern economy is undergoing a structural transformation that enhances the role of knowledge and technology for economic development. Knowledge and technologies are created by researchers who received professional training in universities. The higher education system in Russia is changing similar to those in Western countries earlier. Institutional design should analyse knowledge about management routines, values, working rules, and the functioning of the institutional environment. The institutions operating in society can be identified by studying the narratives of the actors and the explanations for their actions. In the article, the in-depth interview is used for studying institutional changes in education and science. Data collected in projects «Identification of institutions and organizational mechanisms for the merger of universities in the context of the socio-economic development of the region» (10 interviews) and «Institutional traps of optimization of the sphere of education and science» (20 interviews, 3 expert focus group interviews). The narrative analysis identified interest groups in education and science that are involved in the functioning of institutional traps. The presence of special interest groups is an integral attribute of institutional traps that arise in conditions of quasi-optimal equilibrium. Combining research data shows the importance of the institution of higher education and science for economic development.
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