In the context of globalized markets and localized R&D structures, tertiary (also called higher or university) education becomes one of the main factors facilitating economic performance. In the face of globalization and digitalization, substantial institutional changes, reforms and merges of universities represent a challenge for the higher education in the 21st century. These changes go hand in hand with economic development and global economic growth as far as higher education significantly impacts economic performance of regions and countries. European Union (EU) also faces these challenges and therefore has to promote higher education policies and invest into tertiary education in order to increase the level of human capital of its citizens with the purpose of achieving competitiveness on the global markets and higher economic growth. Our paper focuses on the reforms in higher education that are currently taking place worldwide and employ best practices occurring in universities throughout the world. In particular, we show that higher education has a positive impact on the economic performance as well as on the individual social and economic performance. We employ an empirical model that demonstrates the tertiary
структурных подразделений и научно-педагогических работников, преобладание трансакций нормирования в управленческих иерархиях вузов препятствует эффективному внедрению и развитию рыночных принципов их функционирования, налаживанию эффективных схем взаимодействий с предприятиями и организациями региона. Ключевые слова: реформы в сфере высшего образования; институциональные изменения в сфере высшего образования; Россия; федеральные вузы; опорные вузы; стратегии развития университетов.
The scientific discussion regarding the processes of the origin, formation, sustainable development, and institutional change of economic institutions in transition economies took place almost simultaneously with the transition of these economies from the rails of the administrative-command platform to market forms of economic activity. Since then, it has been actively, continuously and quite sharply raised and discussed in a plethora of scientific publications on the problems of theory and practice of social and economic development using the examples of several countries. Despite the background and history of studying these processes that go almost thirty year back, economic science has not developed a common understanding and generally accepted system of interpretation and interpretation of this relevant phenomenon. This paper provides an analysis of the institutional building and sustainable development of higher education in transition economies. We use the examples of former socialist countries to show how the reforms of higher education intended to increase its competitiveness and international prestige, often backfired and led to institutional issues.
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