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Abstract
The author reflects upon the issue of the global education market, where leading universities turn into a matter of national prestige. But what could the specifics of Russian academic profession be, and are we ready to develop world-class universities? By analyzing data from surveys, conducted in Russian universities with the methodology of the international project Changing Academic Profession (CAP), the author comes to a conclusion that national universities require a significant transformation in order to successfully enter the global academic field.
Notes
English translation © 2015 Taylor & Francis Group, LLC, from the Russian text © 2013 “Otechestvennye zapiski.” “Rossiiskaia akademicheskaia professiia i postroenie peredovykh universistetov,” Otechestvennye zapiski, 2013, no. 4, pp. 269–76. Maria M. Yudkevich (Ph.D. in Economics) is a member of the HSE Academic Council, HSE Vice Rector and Head of the Center for Institutional Studies. E-mail: [email protected] by Kenneth Cargill.
1. The author thanks Ia. Ia. Koz'min and E.V. Sivak, who actively participated in the data collection for the Russian survey of university instructors in accordance with the Changing Academic Profession methodology, which was used in this paper.
2. E.V. Sivak and M.M. Yudkevich, The Academic Profession in Comparative Perspective: Years 1992 – 2012. Forsait, 2013. V.7, no. 3, pp. 38–47.
3. H. Rosovsky, “Six Conditions of Excellence.“ Speech given at a seminar of the Center for International Higher Education, “At the Forefront of International Higher Education, “April 2013 (https://www.youtube.com/watch?v = jqpUUOWa4Ec).
4. P. Altbach, “The Costs and Benefits of World-class Universities,” Academe, 2004, vol. 90, no. 1, pp. 20–23. See also P.G. Altbach and J. Balán (eds.), World Class Worldwide: Transforming Research Universities in Asia and Latin America. JHU Press, 2007.
5. J. Salmi, The Challenge of Establishing World-Class Universities (World Bank Publications, 2009).
6. See, for example, J. C. Shin and B. Kehm (eds.)., Institutionalization of World-Class University in Global Competition (Springer, 2013).
7. For more about the experience of countries in creating research universities, see P. Al'tbakh and Dzh. Salmi (eds.), Doroga k akademicheskomu sovershenstvu: Stanovlenie issledovatel'skikh universitetov mirovogo klassa (Moscow: Ves’ mir, 2012); N.C. Liu, Q. Wang, and Y. Cheng (eds.), Paths to a World-Class University: Lessons from Practices and Experiences. Vol. 23 (Springer, 2011).
8. See J.C. Shin, A. Arimoto, W.K. Cummings, and U. Teichler (eds.), Teaching and Research in Contemporary Higher Education. Systems, Activities and Rewards (Springer, 2013); U. Teichler, A. Arimoto, and W. Cummings, The Changing Academic Profession. Major Findings of a Comparative Survey (Springer, 2013).
9. E.V. Sivak and M.M. Yudkevich, Akademicheskaia professiia: 20 let perekhodnogo protsessa. Forsait, 2013 (in press).
10. See ibid.
11. A.W. Gouldner, “Cosmopolitans and Locals: Toward an Analysis of Latent Social Roles. I,” Administrative Science Quarterly, 1957., pp. 281–306.
12. S. Masten, “Authority and Commitment: Why Universities, Like Legislatures, Are Not Organized As Firms,” Journal of Economics and Management Strategy, 2006, no. 15, pp. 649–84; R. Deem, “‘New Managerialism’ and Higher Education: The Management of Performances and Cultures in Universities in the United Kingdom,” International Studies in Sociology of Education, 1998, vol. 8., no. 1, pp. 47–70 (http://www.tandfonline.com/doi/pdf/10.1080/096202198002001).