Paradoxes of the higher education modernization: Results of the 20-year monitoring in the Sverdlovsk Region

Abstract

The article considers modernization of the Russian higher education based on the data of the regional monitoring (1995-2016). The methodology of the research consists of the multidimensional approach (combination of systemic, institutional, resource and other approaches) and interpretations of modernization of the higher education as an integral part of modernization of the social-economic system of Russia. Modernization of the higher education is defined as a continuous process of transformational changes focused on improving the quality and competitiveness of all subsystems of the higher education. The article aims at explaining how modernization affects the resource potential of students, at showing to what extent students see its results and can use the opportunities provided by it. The authors focus on the question whether modernization is implemented for students, with or without students: how the quality of education changes due to modernization, how it affects the students’ satisfaction with the quality of education and professional training. The article reveals the paradoxes of modernization in terms of achieving its main goal - training of highly qualified professionals satisfying the needs of the economy in personnel; and points to the strengthening of material, technical and financial educational inequality of Russian regions and sectors of economy. The quality of the higher education is considered a way of social self-regulation. Its indicators include students’ satisfaction with different aspects of education important for the development of professional knowledge. The article presents the students’ estimates of the accessibility of the higher education in the Sverdlovsk Region by such basic indicators of modernization as academic mobility, informatization, relationship of education, science and production. Based on the results of the monitoring the authors prove the low impact of modernization changes on the students’ satisfaction with the quality of education and professional training.

Territorial Mobility of Young People: Attractive Cities and Countries

“…Prague holds a relatively leading position in this list (6% of the choices). This city has gained its appeal for Russian students due to its openness for academic mobility, which is considered to be one of the most important indicators of the quality and accessibility of higher education as well as a springboard for future career success (Vishnevsky and Narkhov 2019). Prague has cultural and linguistic affinity, at the same time it is perceived by Russian youth as a "classic European city" with its "clean streets", "good education and well-paid jobs", "warmness and safety", "history and modernity", "beauty, coziness; friendly and kind residents", "developed infrastructure and many opportunities".…”

Satisfacción de los graduados universitarios con la calidad de la educación: aspectos específicos de los métodos de evaluación

“…According to the international standards of ISO 9000:2015, customer orientation presents the fundamental principle of creating an effective and productive management system in organizations including universities; so, quality management is aimed at meeting the customers' demands and striving to exceed their expectations and fulfilling this principle calls for assessing and monitoring of consumer satisfaction and taking corresponding action (Rosstandart, 2019). Despite quite a long tradition of measuring the evaluation of the quality of obtained education (Vishnevskii & Narkhov, 2019;Stepanova & Chernenkaia, 2015), many problems in this sphere remain unresolved, one of such problems being the lack of a well-functioning comprehensive assessment of graduates' satisfaction with education. The search for an optimal model of education quality assessment and monitoring of consumer satisfaction with educational services continues.…”