No-Risk Mobility: Through College to University

Alexandrov, Daniil; Tenisheva, Ksenia; Savelyeva, Svetlana

doi:10.17323/1814-9545-2015-3-66-91

Cited by 11 publications

(4 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This provides an opportunity for college graduates entering a university without passing the USE based on of tests or an interview. As a result, the educational tracks incomplete secondary school—full ‐ time college study and incomplete secondary school—full ‐ time college study—university study have become preferable for students with low academic achievements, and, frequently, those from low‐resource households (Alexandrov et al, 2015; Konstantinovskiy & Popova, 2018; Kosyakova et al, 2016). Although the change of educational trajectory would hardly affect the demand for HE among women, it could decrease the number of male university graduates because the deferment related to a second full‐time study was terminated.…”

Section: Research Strategymentioning

confidence: 99%

Impact of the compulsory military service reform of 2007–2008 on the demand for higher education

Kotyrlo

Varshavskaya

2022

Econ of Transit and Inst Chang

View full text Add to dashboard Cite

This study evaluates the effect of a compulsory military service reform conducted in 2007–2008 on the demand for higher education in Russia. The reform shortened the conscription term (from two years to one year), abolished several deferments, and significantly reduced the number of military departments in Russian universities, which provided an opportunity to avoid being conscripted as a private. The difference between the Russian reform and the armed forces reforms carried out in several European countries in the 1990s–2000s lies in the fact that compulsory military service was not abolished completely. Based on data compiled from the Russian Longitudinal Monitoring Survey, we find that the men affected by the reform are, in general, approximately 12% less likely to graduate from higher education. The effect is more pronounced for men from cities and more advantaged family backgrounds. Army veterans exhibit steadily lower demand for higher education irrespective the reform.

show abstract

Section: Research Strategymentioning

confidence: 99%

Impact of the compulsory military service reform of 2007–2008 on the demand for higher education

Kotyrlo

Varshavskaya

2022

Econ of Transit and Inst Chang

View full text Add to dashboard Cite

show abstract

“…Indeed, Russian youth strive to enter a university first, get a higher education, and only then participate in the labor market. A model of risk avoidance in obtaining higher education through college graduation is chosen [44]. The priority of higher education over work experience is explained by the fact that it is a priori valued in the Russian labor market and allows one to take highly qualified jobs, sometimes even outside the specialty of graduation [45].…”

Section: Hypothesis 1 (H1)mentioning

confidence: 99%

Views on Working with Information in a Semi-Digital Society: Its Possibility to Develop as Open Innovation Culture

Vinichenko

Rybakova

Chulanova

et al. 2021

Journal of Open Innovation: Technology, Market, and Complexity

View full text Add to dashboard Cite

The transition from a semi-digital to digital society depends on the nature of work with information, and the speed and quality of digitalization largely depend on Generation Z. The purpose of the article is to identify and evaluate Gen Z’s views in Russia and Slovakia on the search and assessment of information in a semi-digital society. The empirical research methods are a questionnaire survey, in-depth interviews, and a focus group. In the context of the COVID-19 pandemic, they were conducted remotely. The study reveals that the views of the Slovak and Russian Generation Z are similar in terms of searching and speeding up the acquisition of information and especially in the high assessment of their capabilities in information search and low confidence in advertising campaigns. The Slovak Gen Z is informationally mature and, at the same time, Internet-dependent. A difference in the perception of AI in Russian and Slovak Gen Z is identified. The results can be used to improve youth policies and provide information to society in the transition to fully digital life.

show abstract

“…The picture of choosing IERs by college graduates is even more controversial. Many studies show that graduates of basic school often choose college education as an easier way to enter universities (Aleksandrov et al, 2015), while the choice of such an education was most influenced by the interest in the profession (45.8%), the desire to receive an education (33.9%), the opinion of parents (26%) and the influence of the media (21.9%). The least influential were the desire to study 'for the team', educational exhibitions, additional classes, and the opinion of teachers and friends" (Golovey et al, 2015.…”

Section: Specifics Of the Choice Of Educational Routes By Modern Highmentioning

confidence: 99%

“…The sociological approach is presented by the research of D.L. Konstantinovsky and some other authors (Aleksandrov et al, 2015;Yashina et al, 2018;Kantor et al, 2018;Krushelnitskaya et al, 2019). Studies within the framework of the sociological approach are important as data sources, but for the design of psychological and pedagogical support for students to choose IERs, an adequate theoretical and methodological basis is needed.…”

Section: Basic Approaches To the Problem Of Students' Choosing Iersmentioning

confidence: 99%

Selection of Educational Routes by High School and College Graduates: A Positive Psychology Approach

Lubovsky

2020

Vestn. Ross. univ. družby nar., Ser. Psihol. pedagog.

View full text Add to dashboard Cite

Utilizing both perspectives from modern positive psychology and common, conventional theories, this article examines how graduates of high schools and colleges choose individual educational routes (IER). The significance of the issue of choosing IERs is discussed; additionally, the current state of research in this area is described. Methodological difficulties were revealed in the study of the choice of IERs by graduates of high schools and colleges and in the practice of psychological and pedagogical support for choice. Major contradictions and unresolved problems were identified in the theory and practice of psychological and pedagogical support for graduates of high schools and colleges in choosing their IERs. The most important data and findings on the choice of IERs made by modern high school and college students are presented, contradictions in the available data are revealed, and the specific features in disabled students’ choosing IERs are described. In addition, an analysis of the main approaches to studies of students’ choice of IERs (sociological, subjective and based on positive psychology) was conducted. Furthermore, the importance of positive psychology for solving existing problems in research and in the practice of psychological and pedagogical support for graduates of high schools and colleges in choosing IERs was described. The article provides a brief overview of recent positive psychology research on the choice of educational routes, and outlines the prospects for its application in solving urgent research and practical problems related to psychological and pedagogical support for students’ choice of IERs.

show abstract

No-Risk Mobility: Through College to University

Cited by 11 publications

References 1 publication

Impact of the compulsory military service reform of 2007–2008 on the demand for higher education

Impact of the compulsory military service reform of 2007–2008 on the demand for higher education

Views on Working with Information in a Semi-Digital Society: Its Possibility to Develop as Open Innovation Culture

Selection of Educational Routes by High School and College Graduates: A Positive Psychology Approach

Contact Info

Product

Resources

About