Narrative Analysis of Institutional Traps of Education and Science in Russia

Жук, А А; Fursa, Elena

doi:10.17835/2076-6297.2019.11.1.176-193

Cited by 7 publications

(4 citation statements)

References 2 publications

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“…It is essential to note that in the field of educational administration (as in other fields in Russia), two trends have emerged in the current period that appear to be counterposed, but that in fact reproduce one another. These are the trends to the commercialisation and bureaucratisation of education (Ochkina, 2020; Shvetsov, 2017; Zhuk and Fursa, 2019), which in their turn have given rise to a false form of the process of administering education managerialisation.…”

Section: The Bureaucratisation and Managerialisation Of Educationmentioning

confidence: 99%

Education in Post-Soviet Russia: Marketisation, Financialisation and Bureacratisation – The Case of Universities

Yakovleva

2021

Critical Sociology

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Since the dissolution of the Soviet Union, market relations and institutions have begun vigorously penetrating not only the fields of production and services, but also the social sphere. In this text, the author reveals the contradictions implicit in the transformations that over 30 years have occurred in post-Soviet Russia in the field of education and that have seen the total marketisation of this area. As an example, the article examines Russian universities. The process of marketisation of university education has taken the direct forms of the establishment of private universities and the introduction of paid tuition in state universities, and also of changes to the administrative structures of universities, to the content of instruction programmes, and to assessment of the quality of the education received by students as well as of the outcomes of the activity both of university teachers and of the institutions as a whole.

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Section: The Bureaucratisation and Managerialisation Of Educationmentioning

confidence: 99%

Education in Post-Soviet Russia: Marketisation, Financialisation and Bureacratisation – The Case of Universities

Yakovleva

2021

Critical Sociology

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“…• ловушка кадрового потенциала [11,12]. Анализ сущности институциональных ловушек, представленный в указанных исследованиях, позволяет сделать вывод о том, что все они имеют «рукотворный» характер и могут рассматриваться в качестве специально созданных в процессе реформирования научно-образовательной сферы «инструментов».…”

Section: обзор литературыunclassified

Institutional Traps in the Scientific and Educational Sphere: Nature and Mechanism of Elimination

Romanov

2020

Obraz. nauka

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Introduction. One of the consequences of the crisis associated with the coronavirus pandemic will be increased global competition for human capital. Russia’s ability to create barriers to “brain drain” will determine how quickly to overcome the crisis and enter the sixth technological order. Improving the efficiency of the educational system (primarily higher education) as a “basis” for training scientists, who can provide “breakthrough” scientific results, actualises the research aimed at eliminating ineffective standards, which set false benchmarks for the innovative development of higher education and science. The aim of the present research is to identify the nature of institutional traps in the scientific and educational sphere and to suggest the ways to eliminate them. Methodology and research methods. The current research was carried out on the basis of a systematic approach. The following general scientific methods were employed: analytical review of scientific literature and the content of normative documents, generalisation, comparison, synthesis. Results and scientific novelty. The author’s hypothesis that the backbone of the institutional trap in the scientific and educational sphere is the trap of strategic planning in the formal documents, which should set strategic guidelines of development of higher education and science, the real content of these documents does not represent: a) the structure of trained personnel (the proportion of graduates, who studied under secondary professional and higher education programmes); b) the planned number of future specialists in specialties and areas of training, which are critical for a breakthrough in the sixth technological order; с) the necessary and sufficient number of researchers, who can provide “breakthrough” scientific results; d) the necessary and sufficient number of higher school teachers, who can provide high-quality transfer of “compressed” human experience. In the scientific sphere, the phenomenon of “implicit knowledge deficit” is recorded: against the background of an increase in the proportion of young researchers (up to 39 years of age), the number and proportion in the cohort of middle-aged researchers (40-59 years) decreases. In higher education, there is a “surplus of implicit knowledge”: a decrease in the share of young teachers with a fairly stable share of middle-aged teachers creates a situation, where there is no one to transmit implicit knowledge to. Cumulatively, this can prevent real scientific results from being obtained and promoted in the real economy and commercialisation, as well as lead to imitation of scientific research and the absence of “breakthrough” scientific results. The analysis of approaches used by the Ministry of Education and Science of the Russian Federation to assess the effectiveness of universities and research organisations suggests the existence of a “performance evaluation trap”, when the proposed methods do not allow making an objective conclusion about the essence of the measured. The trap of strategic planning in the scientific and educational sphere predefined the paradoxes of strategic planning in the Russian Federation when the development of strategies and programmes for the promotion of crucial sectors of the national economy is not based on forecasting long-term socio-economic development of Russia. Based on the generalisation of the results of the analysis, the proposals are formulated, which should be kept in a reference framework for a national-oriented strategy for the development of the scientific and educational sphere. Practical significance. The research results can be used to adjust the strategy for the development of scientific and educational sphere.

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“…Исследователи выделяют шесть основных институциональных ловушек в сфере образования и науки [26,27].…”

Section: обзор литературыunclassified

Efficiency Assessment of Higher Education Institutions: Contradictions and Paradoxes. Part I

Romanov

2019

Obraz. nauka

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Аннотация. Введение. Выработка четкой и понятной стратегии развития высшего образования, ориентированной на подготовку кадров, востребованных в ближайшей и отдаленной перспективе модернизируемой экономикой, -одно из ключевых условий реализации майского указа Президента РФ от 7.05.2018 г. В связи с этим актуализируется проблема адекватного измерения эффективности образовательных учреждений вообще и качества работы вузов в частности.Цели статьи -в рамках дискуссии о совершенствовании методики оценки деятельности высших учебных заведений обсудить существующие и предлагаемые макрорегулятором критерии и показатели данной экспертизы и обосновать их несостоятельность для получения реальной информации об инновационном потенциале университетов и качестве потенциала их выпускников.Методология и методы. Работа выполнялась с опорой на системный подход и индуктивный метод исследования. Для подтверждения выдвинутой гипотезы использовались метод сравнительного анализа и общенаучные методы: аналитический обзор научной литературы и содержания нормативных документов, обобщение, синтез, аналогия.Результаты и научная новизна. На основе данных мониторинга эффективности представлены результаты оценки ряда вузов, признанных центрами инновационного, технологического и социального развития регионов по предложенным Министерством образования и науки РФ показателям. Проведенный анализ свидетельствует о сложности формулировки выводов о деятельности и потенциале обследуемых организаций в силу некорректности избранного макрорегулятором подхода. Выявлены недостатки нового проекта Министерства наукиAbstract. Introduction. The development of a clear and understandable strategy for the development of higher education, focused on training, which will be in demand by the modernised economy in the strategic perspective, is one of the conditions for the implementation of the Decree the President of the Russian Federation of 07 May 2018. In this regard, the importance of an adequate efficiency assessment of the training system in general and in higher education is growing.Aim. In the context of the initiated discussion on methodological improvement of efficiency assessment of universities, the aims of the present article are the following: to discuss the existing criteria and indicators (proposed by the macro-regulator) of the expertise; to justify the inconsistency of such criteria and indicators to obtain real information on the innovative potential and the quality of human potential of graduates.Methodology and research methods. The research work was carried out on the basis of a systematic approach and inductive research method. To confirm the hypothesis, the method of comparative analysis and the following general scientific methods were applied: analytical review of scientific literature and normative documents, generalisation, comparison and analogy.Results and scientific novelty. Based on the performance monitoring data, the author presents the results of the evaluation of some universities, recognised as centers of innovation, technological an...

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Narrative Analysis of Institutional Traps of Education and Science in Russia

Cited by 7 publications

References 2 publications

Education in Post-Soviet Russia: Marketisation, Financialisation and Bureacratisation – The Case of Universities

Education in Post-Soviet Russia: Marketisation, Financialisation and Bureacratisation – The Case of Universities

Institutional Traps in the Scientific and Educational Sphere: Nature and Mechanism of Elimination

Efficiency Assessment of Higher Education Institutions: Contradictions and Paradoxes. Part I

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