During the transition to the mixed education model during the Covid-19 pandemic, some issues have emerged in the matter of providing and supporting the quality of university education in all countries, including educational programs' relevance to the demands of the labor market, expectations of students and their families, digital transformation of the educational process, and economic stability of institution networks. The purpose of the research was to evaluate the quality of educational services in the higher education systems of Indonesia and Russia. The study systematized several essential factors for achieving educational service quality in the current higher education systems, given the limitations imposed by Covid-19. Following this objective, the study utilized a quantitative approach, adopting the SERVQUALmodel that measures the service quality across five service dimensions: tangibility, reliability, responsiveness, assurance, and empathy. The model aided the development of the questionnaire to assess the quality of the educational services of Indonesian and Russian universities. The questionnaire included 25 close-ended questions on two scales: one to measure the students' expectations regarding the quality of educational services and the other to measure the students' current perceptions. A snowball technique was used to recruit students from Indonesian and Russian universities as participants in the study. The students were asked to assess the educational services of their universities based on their initial expectations and current perceptions. Overall, the students of both countries revealed that they had high expectations from the educational services of their universities. However, the current perceptions of the Russian students regarding the quality of educational services provided by their universities are higher and more positive than the perceptions of the Indonesian students regarding the quality of educational services being delivered to them. The findings of the study have implications for education practitioners. Doi: 10.28991/ESJ-2022-SIED-05 Full Text: PDF
PurposeThe purpose of the paper is to develop a risk-oriented approach to managing the social market economy.Design/methodology/approachThe first task is to determine the differences in susceptibility to the risk of the social market economy as compared to “pure” market economy. The authors use comparative analysis, variation analysis and correlation analysis for determining the dependence between quality of life in 2020 and variation of quality of life in 2012–2020, as well as variation of gross domestic product per capita in 2012–2020. The second task is to determine the perspectives of risk management of the social market economy in view of the specifics of the risk component of its functioning and development. Regression analysis is used for determining the dependence of quality of life in top ten countries with the social market economy in 2020 in the key risk factors that are peculiar for market economy and that lead to its destabilization: globalization, innovations and digitization.FindingsIt is substantiated that the unique economic and social environment predetermines the specific influence of the factors that are peculiar for the modern market economy. It is proved – by the example of top ten social market economies in 2020 – that social factors are more important for provision of stability of the social market economy than economic factors.Originality/valueA risk-oriented approach to managing the social market economy is developed; it takes into account the specifics of the risk component of its functioning and development. The offered approach showed that the social market economy requires indirect regulation of risks through correction of institutions.
Education is an important part of life that helps people improve their socio-economic conditions. However, unequal resource allocation affects education efficiency and quality in urban and rural areas. In this regard, this research aimed to study the implementation of integration and cooperation models amongst educational institutions to improve the quality and efficiency of education in the rural areas of Russia and Indonesia. The study has used primary data collection based on a questionnaire to accomplish its goals. Different factors such as the working environment, vocational education, financial incentives, integrated curriculum, and webbed network system are examined. The results show that an integrated curriculum and webbed network system are the most critical factors for enhancing education quality and efficiency in the educational institutes of rural Russia and Indonesia.
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