title: Teachers’ assessments of the changes in higher education in Russia: Transformation or stagnation?
metadata.name: dc.contributor.author
metadata.value: Garmonova, Anna V.
metadata.lang: -
metadata.name: dc.contributor.author
metadata.value: Shcheglova, Daria V.
metadata.lang: -
metadata.name: dc.date.accessioned
metadata.value: 2021-01-21T11:44:35Z
metadata.lang: -
metadata.name: dc.date.available
metadata.value: 2021-01-21T11:44:35Z
metadata.lang: -
metadata.name: dc.date.issued
metadata.value: 2020-12
metadata.lang: -
metadata.name: dc.identifier.citation
metadata.value: Garmonova A. V., Shcheglova D. V. Teachers’ assessments of the changes in higher education in Russia: Transformation or stagnation? Vestnik of Saint Petersburg University. Sociology, 2020, vol. 13, issue 4, pp. 476–494.
metadata.lang: en_GB
metadata.name: dc.identifier.other
metadata.value: https://doi.org/10.21638/spbu12.2020.408
metadata.lang: -
metadata.name: dc.identifier.uri
metadata.value: http://hdl.handle.net/11701/22626
metadata.lang: -
metadata.name: dc.description.abstract
metadata.value: The article presents the assessments by Russian university teachers of the changes that have
  resulted from the reform of higher education. The assessment of the result of higher education
  reform was built through the optics of the micro-level studying and the bottom-top strategy
  for summarizing the results. The authors used a list of questions about teachers’ assessment of
  the conditions for academic mobility, the success of the transition to a two-level system, the
  perception of competition in the academic market, the possibility of scientific work and academic
  mobility, and also the degree and type of participation in the development of master’s
  degree programs. The results were based on data obtained in the framework of the project
  “The Russian Masters’ early growth”, a recipient of the Vladimir Potanin Foundation scholarship
  program. The study showed that university teachers perceived the reform of higher education
  rather negatively, they noted an increase in useless paperwork, a low level of academic
  mobility, lack of academic freedom, and difficulty in conducting scientific research. Competition
  between teachers was assessed as low, and respondents also marked that the academic
  labor market in Russia is not well-established. The authors concluded that the tasks of higher
  education reform have not been solved, and on the part of teachers there is an institutional
  distrust of the ongoing reforms.
metadata.lang: en_GB
metadata.name: dc.description.sponsorship
metadata.value: The article uses data obtained in the framework of the project “The birth of the Russian magistracy”,
  the winner of the scholarship program “Scholarship program of Vladimir Potanin” of the Vladimir Potanin
  Foundation.
metadata.lang: en_GB
metadata.name: dc.language.iso
metadata.value: ru
metadata.lang: en_GB
metadata.name: dc.publisher
metadata.value: St Petersburg State University
metadata.lang: en_GB
metadata.name: dc.relation.ispartofseries
metadata.value: Vestnik of St Petersburg University. Sociology;Volume 13; Issue 4
metadata.lang: -
metadata.name: dc.subject
metadata.value: higher education reform in Russia
metadata.lang: en_GB
metadata.name: dc.subject
metadata.value: teachers
metadata.lang: en_GB
metadata.name: dc.subject
metadata.value: Bologna process
metadata.lang: en_GB
metadata.name: dc.subject
metadata.value: institutional distrust
metadata.lang: en_GB
metadata.name: dc.title
metadata.value: Teachers’ assessments of the changes in higher education in Russia: Transformation or stagnation?
metadata.lang: en_GB
metadata.name: dc.type
metadata.value: Article
metadata.lang: en_GB
resources.filename: 476-494.pdf
resources.url: https://dspace.spbu.ru/bitstream/11701/22626/1/476-494.pdf
resources.format: Adobe PDF
resources.size: 1,14 MB