This paper is devoted to the problem of reimagining higher education in Russia. Being a part of the larger international higher education system, Russian higher education is experiencing pressures brought by the rapid technological changes and the integration of the global economies. The development of the information society and the widespread diffusion of information technology give rise to new opportunities for learning. At the same time, they challenge established views and practices regarding how teaching and learning should be organised and carried out. In Russia, University graduates attending traditional face-to-face lectures and seminars lack adequate training, real-world experience and practical knowledge. The paper proposes three innovative practices that can successfully reform and improve the existing system of higher education in Russia: Open Educational Recourses, Shared Online Courses and Massive Open Online Courses. OER includes learning content, software tools to develop, use and distribute content, and implementation resources such as open licenses. While various open learning initiatives have been around for decades, the growth, availability, and popularity of MOOCs are poised to impact public higher education academic models. The MOOC courses benefit from the rising dissatisfaction in the cost and value of a higher education degree creating a watershed moment for higher education. As for Shared Online Courses, leading universities of Russia established the National Open Education Platform Association to develop an eLearning platform with resources open to the members of this Association and, in perspective, to other universities. Gradually introduced into the educational process, these three practices will help create a new effective learning environment in Russia.
Internationalisation of higher education at home is a relatively new phenomenon for Russia but, as a concept, it is one that is both broad and variable. The internationalisation of higher education at home has been influenced by the globalisation of economies and societies and the increased importance of knowledge. It is driven by a dynamic and constantly evolving combination of political, economic, socio-cultural and academic rationales. These motives take different forms and dimensions in different regions, in institutions and within their educational programmes. This study covers an intensive course named “Cross-cultural Communication” and its impact within Tempus, Erasmus+ and other funding programmes as well as traditional content of this course. The content of the course is evaluated through several approaches. The starting point is to consider how particular courses are taken into account in long-term strategies of universities, and on the other hand, how these intensive courses advance the implementation of internalisation strategies. Another approach concerns internationalisation at home and helps find out how, specifically, intensive courses advance internationalisation. The next point covers education and teaching development and shows what role particular courses have in the transfer of teaching methods, materials and whole course concepts in Russian higher education institutions.
In recent decades, increasing numbers of EMI (English as Medium of Instructions) courses have been added to university course offerings in countries where English is not the first language, as a way of supporting university internalization and addressing the global status of English. However, some studies argue that EMI courses might affect the overall learning of course content because of students' poor lecture comprehension and passive engagement in class. In order to facilitate student engagement and improve learning experiences in EMI courses, the authors introduce a CLIL approach that would facilitate students' overall learning in entrepreneurship. By focusing rather on the content, students acquire the target language unconsciously. Learning a language through content does not only increase the students’ motivation but it also improves the students’ performances, both in language and content. This article demonstrates the possibility of combining the subject Entrepreneurial Leadership and CIL, and it intends to explore possible benefits and obstructions. During the research it became evident that the students’ interest in Entrepreneurial Leadership which was realized in the frame of Masters’ Programme “Entrepreneurs for Tomorrow” as well as their concentration increased, mainly due to the use of different teaching techniques employed and partly due to use of English as the language of instruction. Further issues raised in the field of CLIL Entrepreneurial Leadership will be discussed in the empirical part and in the curriculum analysis.
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