For last 30 years Russian science and education system has been experiencing constant, profound institutional transformation in order to increase the quality of education, it's access ability and with a point to encrease the effectiveness of science. This article is devoted to the attempt to analysis the results of undertaken reforms and evaluating the quality of economic institutions which coordinate the order of market agents of researching field. The analysis of narratives approach was chosen with the intention for estimating the quality of reforms undertaken. Narratives are defined to be stories in direct speech of actors themselves of researching field: professors, students, Master's and graduated students of all forms of education, as soon as scientists and researchers of universities and research institutes and different levels of responsibility and competencies administrators. The "Integrum" database taken as the main source of information for searching for narratives. This informational base consists of 1250 Russian newspapers (federal and regional) and 500 journals which help us to select 250 narratives (stories in direct speech) of people who are directly involved in transformational process of education system and science being studied. The obtained results pointed out the number of stable ineffective rules and practices which have a negative impact on our researching area functioning and also made it possible to classify out a few groups of institutional traps such as: metric's trap, trap of raising level of bureacracy, trap of shortage of finansing, electronization and digitalization trap and trap of staff capacity. Each determined trap reflected in the article is also pointed out and argued with selected narratives.
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.
социального обеспечения и модели функционирования образования. Результаты исследования позволили сформулировать вывод о том, что институты, получаемые в результате проведенных реформ, не всегда представляют собой логичную монолитную непротиворечивую систему, часто противоречат друг другу и мотивируют рыночных акторов действовать не сонаправленно собственным декларируемым установкам. Такая ситуация затрагивает всех рыночных субъектов, задействованных в исследуемой сфере: это и студенты, которые практически никак не мотивированы на получение глубокого и качественного образования, а лишь ориентированы на получение формального статуса лица с высшим образованием, подтвержденного соответствующим дипломом; это и профессорскопреподавательский состав, загруженный колоссальным объемом «бумажной» работы, связанной с подготовкой широкого спектра часто дублирующих свое содержание отчетов, массы методических пособий, рабочих программ дисциплин и других, несомненно, важных документов. Отдельную проблему при этом представляет вынужденная необходимость искать различные подработки в виде грантов, платных работ и услуг сторонним организациям, в результате которой у преподавателей практически не остается ни времени, ни желания на качественную подготовку к занятиям. Ключевые слова: институт; институциональная комплементарность; конкурентная среда; трансформация; высшее образование; реформа; организационный механизм.
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