Research Supervisor: Between the Challenges of Time and the Realities of Higher Education

Зырянов, В.В.

doi:10.31992/0869-3617-2019-28-10-25-37

Cited by 9 publications

(1 citation statement)

References 2 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Knyazev, which examines the development of the pedagogical school sector in the Russian Empire in the period between the 18th and 20th centuries (Knyazev, 2010), the one by A.V. Zyryanov, focused on the history of the making and development of commercial education in Russia in the imperial period (Zyryanov, 2012), the one by V.A. Zmeyev, which explores the management of higher education institutions in Russia in the early 19th century (Zmeev, 2016), and the one by R.M.…”

Section: Discussionmentioning

confidence: 99%

Revisiting the Evolution of the System of Higher Education in the Russian Empire in 1830–1916

2023

European Journal of Contemporary Education

View full text Add to dashboard Cite

This paper examines the evolution of the system of higher education in the Russian Empire in . It gives consideration to the classification and typology of such educational institutions.The study's findings revealed that in the first third of the 19th century the Russian higher education sector mainly relied on two types of educational institution -classical universities and lyceums. By 1830, Russia had 11 institutions of higher learning. In the mid-19th century, classical universities continued to lead the way. There was a decline in the number of lyceums. It is in this period that The Main Pedagogical Institute emerged. By 1869, there had emerged the first veterinary institutes in Russia and its first private institution of higher learning, with the number of educational institutions in the sector reaching 13.By 1890, Russia now had 25 institutions of higher learning, with these including universities, lyceums, and veterinary institutes. This period saw the emergence there of higher vocational education institutions, institutes of history and philology, the country's first institute of Oriental languages, and its first female institution of higher learning, with the number of private educational institutions there increasing fourfold.By 1910, the number institutions of higher learning in Russia had increased by 10. This was the result of the opening of a classical university, a veterinary institute, four higher vocational education institutions, an institute of foreign languages, a private educational institution, and two female schools. Six years later, on the eve of the February Revolution, the country saw the establishment of another 20 institutions of higher learning, with 16 of these being a private educational institution, three -a higher vocational education institution, and one -a folk high school. Thus, during the period under review the Ministry of Public Education had under its purview an entire network of educational institutions of varying types, with the combined number of these reaching 55 in 1916.

show abstract

Section: Discussionmentioning

confidence: 99%

Revisiting the Evolution of the System of Higher Education in the Russian Empire in 1830–1916

2023

European Journal of Contemporary Education

View full text Add to dashboard Cite

show abstract

Author’s agency in a research article: From the grammar of language to the grammar of communication

Sheypak

2023

Obraz. nauka

View full text Add to dashboard Cite

Introduction. Writing for publication has been developed for two last decades as an independent field of research to help authors publish their research articles. Starting from the assessment that preparing the publication in a journal is an academic activity that requires learning to construct the author’s positioning in the manuscript, this paper points out the shortage of professionals to assume institutional organisation of training courses in Russia.Aim. This paper aims to suggest a framework for informal practices based on autonomy and the collective organisation of authors to construct an authorial position in the manuscript or author’s agency toward a target journal.Methodology and research methods. Various approaches applied in this paper are based on activity theory: situated learning, Change Laboratory, and expansive learning.A review of Russian and foreign research in writing for publication shows that only one of the three types of authorial agency, that is, transformative agency, might help the author to prepare a manuscript for publication in a target journal. The framework needed for emerging author’s transformative agency re-conceptualises the model of the Change Laboratory for situated learning that aims at the author’s socialisation in the discursive practices of a target journal. Situated learning for writing for publication is based on the principles of the Change Laboratory: collectivity; double stimulation; overcoming the contradiction by ascending from the abstract to the concrete.Results. A framework for three cycles of expansive learning aimed at the emergence of the author’s agency toward a target journal has been developed. The first cycle allows selecting a journal and revealing its implicit rules for manuscript production. The second cycle is focused on step-by-step manuscript revisions. Finally, a change of journal and/or author whose manuscript is discussed involves the third cycle of expansive learning.Scientific novelty. The paper considers manuscript production for publishing in a journal as an academic activity requiring deliberate training in native and foreign languages. The framework for three cycles of expansive learning in writing for publication conceptualises the publication as the author’s participation in social practices involving the journal as a discursive community.Practical significance. The framework suggested in this paper for emerging transformative agency in writing for publication might imply an alternative to the institutional training courses. Three cycles of expansive learning aim to develop the author’s publication competence and improve the quality of research articles.

show abstract

Research on factors that activate university students’ research work using the iterative examination process

Golovachyova,

Bashirov,

Nakipova

et al. 2024

Obraz. nauka

View full text Add to dashboard Cite

Introduction. Many issues related to the activation of research work of university students remain insufficiently studied and are an urgent problem of higher professional education. Aim. The present research aimed to identify the main factors influencing the processes of activating students’ research work and to develop recommendations for increasing the activity of students’ participation in this activity. Methodology and research methods. The authors used iterative examination, analysis, comparison, synthesis, and systematisation methods to analyse the results obtained through empirical methods such as questionnaires and sociological surveys. Data collection was conducted through an online survey using the Google Forms Internet service and offline surveys at 16 universities in the Republic of Kazakhstan and the Russian Federation in 2023. A total of 351 scientific experts participated in the survey. The survey results were processed using the IBM SPSS statistical package. Results and scientific novelty. It has been established that a significant contribution to attracting students to research activities is made by the expansion of the use of information technologies in the research process and a system of incentives aimed at increasing the importance of students’ research work in the educational process. The scientific novelty lies in identifying and systematising the main factors that influence the activation of students’ research work in the learning process through the iterative examination process. Practical significance. The results of the conducted research can be used in the practical research work of university students.

show abstract

Research Supervisor: Between the Challenges of Time and the Realities of Higher Education

Cited by 9 publications

References 2 publications

Revisiting the Evolution of the System of Higher Education in the Russian Empire in 1830–1916

Revisiting the Evolution of the System of Higher Education in the Russian Empire in 1830–1916

Author’s agency in a research article: From the grammar of language to the grammar of communication

Research on factors that activate university students’ research work using the iterative examination process

Contact Info

Product

Resources

About