“Regional flagship” university model in Russia: searching for the third mission incentives     

Egorov  Aleksei  Leshukov  Oleg  Froumin  Isak 《Tertiary Education and Management》2020,26(1):77-90

Tertiary Education and Management - This study seeks to explore the incentive factors that serve to instigate university engagement in the third-mission agenda based on evidence drawn from the...  相似文献   

Factors affecting the quality of engineering education in the four largest emerging economies     

Prashant Loyalka  Martin Carnoy  Isak Froumin  Raffiq Dossani  J. B. Tilak  Po Yang 《Higher Education》2014,68(6):977-1004

A huge increase in engineering graduates from the BRIC countries in recent decades potentially threatens the competitiveness of developed countries in producing high value-added products and services, while also holding great promise for substantially increasing the level of global basic and applied innovation. The key question is whether the quality of these new BRIC engineers will be high enough to actualize this potential. The objective of our study is to assess the evolving capacity of BRIC higher education systems to produce qualified engineering graduates. To meet this objective, we compare developments in the quality of undergraduate engineering programs across elite and non-elite higher education tiers within and across each BRIC country. To assess and compare the quality of engineering education across the BRIC countries, we use multiple sources of primary and secondary data gathered from each BRIC country from 2008 to 2011. In combination with this, we utilize a production function approach that focuses on key input-, process- and outcome-based indicators associated with the quality of education programs. Our analysis suggests that in all four countries, a minority of engineering students receives high quality training in elite institutions while the majority of students receive low quality training in non-elite institutions. Our analysis also shows how the BRIC countries vary in their capacity to improve the quality of engineering education.  相似文献   

Education Practices and Maturation1     

I.D. Froumin 《Russian Education & Society》2018,60(2):182-186

The article briefly discusses the question of how we should establish special educational practices that could help students mature. In identifying such practices, the author looks to a number of empirical studies that allow us to understand what significance the concept of “maturation” has for children and teenagers. In conclusion, the author notes that modern educational systems rarely provide students with the opportunity to try on adult roles. To allow this, changes will have to be made and special mechanisms will have to be designed that enable children, teenagers, and college students to show initiative and take responsibility.  相似文献   

Editorial Introduction     

Iveta Silova  Kate Lapham  Daniel Pop  Isak Froumin 《欧洲教育》2014,46(3):3-6

  相似文献   

University mergers in Russia from the students’ perspective: uncertainty and loss of identity     

Romanenko  Ksenia  Froumin  Isak 《Tertiary Education and Management》2020,26(2):233-245

University mergers are a common practice in higher education systems around the world. Merger-related aspects such as the transformation of organizational and administrative structures, the impact on the internal funding allocation mechanisms, or changes in academic strategies and profiles, are well researched. However, the role of students in university mergers and their understanding of these processes are hardly investigated. The aim of this study was to identify how students are affected by merger processes. Through the conceptual framework, integrating university organizational identity theory and studies of the human side of mergers and acquisitions, this article encompasses six institutional cases in Russian higher education. These cases were selected to illustrate different scenarios of university mergers and accordingly to analyze the variety of student experience in changing universities. The project’s data included the results of document analysis, analysis of the merged universities’ representation in the public space, interviews and focus-groups with university administrators and with students who studied during the process of university merger. It highlights such perceived effects of mergers as anxiety and perceived unfairness due to post-merger changes, activization of we-they opposition between the students of merged universities, loss or transformation of organizational identity, and clash of university cultures.

  相似文献   

The concept of public goods,the state,and higher education finance: a view from the BRICs     

Martin Carnoy  Isak Froumin  Prashant K. Loyalka  Jandhyala B. G. Tilak 《Higher Education》2014,68(3):359-378

Because higher education serves both public and private interests, the way it is conceived and financed is contested politically, appearing in different forms in different societies. What is public and private in education is a political–social construct, subject to various political forces, primarily interpreted through the prism of the state. Mediated through the state, this construct can change over time as the economic and social context of higher education changes. In this paper, we analyze through the state’s financing of higher education how it changes as a public/private good and the forces that impinge on states to influence such changes. To illustrate our arguments, we discuss trends in higher education financing in the BRIC countries—Brazil, Russia, India, and China. We show that in addition to increased privatization of higher education financing, BRIC states are increasingly differentiating the financing of elite and non-elite institutions.  相似文献