Financial and Institutional Change in Russian Higher Education

Abstract

At first glance, the higher education sector may look to have embraced the challenges and pressures of moving towards a market system. However, there remain longer term issues that must be addressed if the higher education sector is to survive and ultimately prosper. This paper examines more closely the financial and legislative reforms implemented in the Russian Higher Education sector. It outlines the institutional and structural changes that have taken place in response to these changes, and the effect of the external environment on the sector. The implications for further reform and institutional change are also discussed. These issues are analysed within a framework of the New-Institutional approach to economic organisations.

Poland's Transition In Business Education

“…Over time, labor market competition for academic scholars would also force graduate programs to either consolidate or innovate; (2) moving towards the routine use of internationally recognized accreditation bodies, such as the AACSB; and (3) closing the gap between curriculums being taught to Polish business students -which were transplanted from developed market economies -and the reality of Poland's transition economy. This suggests developing courses that focus on the problems unique to that reality as a required supplement to standard Western offerings.…”

“…A more focused analysis of higher education is presented by Beliakov, Lugachov and Markov (1998), who assess changes in Russia against the New-Institutional approach to economic organizations, emphasizing problems in academic administration. The Russian approach to reform has, however, been far slower and less comprehensive than Poland's, and does not involve significant changes to academic decision-making, financial autonomy, or degree structures.…”

Higher Education in the BRICS Countries

“…From a neoliberal perspective, this contributed to rent-seeking behavior and a reluctance to institute necessary economic efficiencies in HEI staffing (Beliakov et al 1998), because power flowed to the top, based on budgets and personnel ranks. Efforts were made to make the positions of deans and rectors elected, or at least more responsive to academic researchers and instructional staff, as well as to empower university academic councils (the Uchenyi sovet).…”

Russian Higher Education Reforms: Shifting Policy Perspectives

“…The government, pushed by the international financial institutions (e.g., the International Monetary Fund and the World Bank), has decreased its support for higher education despite the country's constitutional commitment to free public higher education. At the same time, universities are obliged to transform instantaneously from fully funded budgetary state organizations into entrepreneurial-type educational institutions (Beliakov, Lugachov, and Markov 1998), often without any appropriate infrastructure and experience.…”