Constructing a Eurasian higher education region: “Points of correspondence” between Russia’s Eurasian Economic Union and China’s Belt and Road Initiative in Central Asia

Leskina, N. V.; Sabzalieva, Emma

doi:10.1080/15387216.2020.1866997

Cited by 14 publications

(7 citation statements)

References 40 publications

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“…We can see that the alternative projects of big regional players, like Russia and China, have the potential to shape the Central Asian region, similarly to the Asian Universities Alliance, developed by China in all Asian countries (Cabanda et al, 2019). Leskina & Sabzalieva (2021) claim that European Union prioritized less cooperation with Russian universities within Erasmus+ program, suggesting that this will lead to reduced Russian involvement in the European Higher Education Area. According to Leskina & Sabzalieva (2021), Russia is trying to create a regional higher education structure in the frames of the European Union, claiming that China can facilitate this process through its Belt and Road region.…”

Section: The Research Results and The Effect Of Eu-central Asia Inter...mentioning

confidence: 99%

“…Similarly, stressing points of convergence between Russian and Chinese visions of the Central Asian region, Leskina & Sabzalieva (2021) claim that Russia and China can drive the development of the Eurasian Higher Education space in Central Asia, pointing out the low level of agency of Central Asian states in promoting alternatives to Russian or Chinese visions.…”

Section: The Agent-structure Problemmentioning

confidence: 99%

“…Asia is characterized by competing regional ideas promoted by Russia, China, and the European Union. According to Leskina & Sabzalieva (2021), Russia and China hold initiatives in the frames of the Eurasian Economic Union (EAEU) and the Belt and Road Initiative (BRI). These initiatives also influence the development of competing for regional and transregional projects in higher education.…”

Section: Significance Of the Studymentioning

confidence: 99%

“…These initiatives also influence the development of competing for regional and transregional projects in higher education. As noted by Leskina & Sabzalieva (2021), When two regional powers build their integration projects around the same geographical area that is characterized by significant historic, cultural and economic differences, a possible outcome is that their approaches to the construction of a region (in this case, a…”

Section: Significance Of the Studymentioning

confidence: 99%

“…The framework by Acharya (2004) Consequently, local actors exacerbated this environment: "In Central Europe the professional and social groups developed various reasoning for higher education reform, that can be divided into different Bologna-interpretations or frames" (Szolár, 2011, p. 7). Citing earlier research (Liebert, 2003;László, 2009), Jakab (2009) states, "While most Hungarians do not doubt the necessity and the benefits of internationalisation, the Hungarian mode of the Europeanization of HE systems can best be described as that of compliance" (p. 60). Jakab (2009) also stated, "In the process of the implementation of the Bologna system, European norms have become part of the domestic legal order, but attitudes and fundamental beliefs have not (or only slowly) changed.…”

Section: Transformations Of Higher Education Systems In Post-soviet C...mentioning

confidence: 99%

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I hereby acknowledge the activities of the Tempus Public Foundation, Hungary, whose funding in the frame of the Stipendium Hungaricum Scholarship Programme made this dissertation possible. The Stipendium Hungaricum Programme brought me to Budapest, the beautiful capital of Hungary, on the river Danube. This historical city's great atmosphere positively influenced my development as an early career researcher. I want to express my most profound appreciation to my Ph.D. advisor and head of the EDiTE Programme, Professor Gábor Halász, whose knowledge and experience significantly impacted my research and professional development. Studying the complex topic of the EU-Central Asia higher education inter-regionalism would not have been possible without Professor Halász. Furthermore, this dissertation is not the only result of my doctoral studies in Hungary. In the frames of the EDiTE Programme, led by Professor Halász, I had great collaborations with members of the EDiTE community, including the regular EDiTE workshop series. I want to thank all the students of the EDiTE community and students from other ELTE Doctoral School of Education programs whom I had the pleasure to meet. I want to congratulate EDiTE ELTE program manager Judit Saad for being a great support to the program and all students. Special thanks to Abdelhamid Ahmed, Richard Baafi, and Tatjana Stamenkovska, with whom we ran a course "International Education and Development" for Master's students together. It was an inspiring team-teaching experience. During my Ph.D. journey at ELTE Eötvös Loránd University,I had great encounters with great teachers and students. I want to thank them for sharing their experiences and being a great example for future educators. Among them, I would like to thank

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Section: The Research Results and The Effect Of Eu-central Asia Inter...mentioning

confidence: 99%

Section: The Agent-structure Problemmentioning

confidence: 99%

Section: Significance Of the Studymentioning

confidence: 99%

Section: Significance Of the Studymentioning

confidence: 99%

Section: Transformations Of Higher Education Systems In Post-soviet C...mentioning

confidence: 99%

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Household resilience and coping strategies to food insecurity: An empirical analysis from Tajikistan

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Applied Eco Perspectives Pol

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By applying Resilience Index Measurement Analysis to data from Tajikistan, this paper measures food insecurity resilience capacity. Another objective of this paper is to construct and integrate coping strategies into resilience discussions. The final objective is to analyze the role of resilience capacity and coping strategy in food security with an Instrumental Variable approach. Our results generally confirm that resilience and coping strategies increase food security, determined by food expenditure, household adequacy of fruit and vegetable consumption, and household food expenditure share. Moreover, resilience capacity has a moderating role in mitigating negative impacts of shocks on food security.

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Innovative Approach to Educating Young People in the Regional Education Market in the Context of the Digital Economy of the Future

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Constructing a Eurasian higher education region: “Points of correspondence” between Russia’s Eurasian Economic Union and China’s Belt and Road Initiative in Central Asia

Cited by 14 publications

References 40 publications

Asia/Europe Inter-University Cooperation in Higher Education: The Case of Tuning Central Asian Higher Education Area (TuCAHEA)

Asia/Europe Inter-University Cooperation in Higher Education: The Case of Tuning Central Asian Higher Education Area (TuCAHEA)

Household resilience and coping strategies to food insecurity: An empirical analysis from Tajikistan

Innovative Approach to Educating Young People in the Regional Education Market in the Context of the Digital Economy of the Future

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