Academic Momentum and Undergraduate Student Attrition: Comparative Analysis in US and Russian Universities

2017 ◽  
Vol 61 (3) ◽  
pp. 607-633 ◽  
Author(s):  
Olga Kondratjeva ◽  
Elena V. Gorbunova ◽  
Joshua D. Hawley
Keyword(s):  
Comparative Analysis ◽  
Undergraduate Student ◽  
Student Attrition ◽  
Academic Momentum ◽  
Russian Universities

МЕЖДИСЦИПЛИНАРНОСТЬ В ПОДГОТОВКЕ КОНФЛИКТОЛОГОВ: СОСТОЯНИЕ И ПЕРСПЕКТИВЫ

2020 ◽  
Vol 15 (1) ◽  
pp. 13
Author(s):  
А. И. Стребков ◽  
А. И. Мусаев
Keyword(s):  
Conflict Resolution ◽  
Comparative Analysis ◽  
Subject Matter ◽  
Academic Program ◽  
Academic Programs ◽  
Full Time ◽  
The Us ◽  
Promotional Materials ◽  
Russian Universities ◽  
Educational Methodology

The present article concerns with the modern state of things of the conflict resolution specialists’ training in the US universities. The analysis is based on the informational and promotional materials which were picked up from the 11 American universities’ websites. The aim of the analysis was the examination of the four sections, which are: the orientation of the academic program, the content of the program or the scope of the skills, the main methodology of the academic program and the educational technologies. Together with the analysis of the US universities’ academic programs the article provides the comparative analysis of these programs with the Russian academic programs. On the back of this comparative analysis the authors come to the comprehensive conclusion according to which the specialists’ training in the field of the conflict resolution and peacebuilding in the US does not have significant differences from Russian ones and is carried out within one international academic trend in regard to its main features which are: the orientation, content, educational methodology and technologies. The key distinction of the Russian training from the American one is that the Russian academic tradition does have the core subject matter around which the whole academic program is being developed and which is the conflict. This subject matter is being taken in its entirety and the conflict resolution is considered as the closing stage of the conflict studies specialists’ training whereas the academic programs of the US universities embrace the conflict resolution as the subject matter of the academic training and therefores leaves beyond the scope of the training both the theory of the conflict and the forms practice of its manifestation in a number of the programs. The letter is peculiar to both short-term academic programs and the full-time two-year academic programs as it is accepted in the educational space of the Russian Federation. Furthermore, the authors of the article make up the conclusion of the coinciding major educational methodology which guides the academic programs of the American and Russian universities and which is developed on the principles of the interdisciplinarity.

scholarly journals Integration Trend of Digitalization of Teachers' Labor in the Practice of Russian Universities

2021 ◽  
Vol 93 ◽  
pp. 01014
Author(s):  
Maria Zakharova ◽  
Maksim Voronin
Keyword(s):  
Comparative Analysis ◽  
Educational Experience ◽  
Educational Process ◽  
Quality Of Education ◽  
Open University ◽  
Digital Environment ◽  
Educational Content ◽  
Russian Universities

The article examines the features of the organization of the educational process in the context of digitalization, analyzes the integration tendency of teachers' work in the practice of Russian universities, provides a comparative analysis of the practice of the Open University. This paper analyzes the educational experience that has developed in the process of emergency delivery of educational content to students during a pandemic. The models of mixed, purely distance and duplicate education are analyzed. The article substantiates the idea that there is a need for the formation of criteria for the quality of education online, and, therefore, the criteria for the quality of the organization of the educational process, including the work of teachers, are changing. This paper outlines some steps that are being taken by Russian universities in the field of researching trends related to improving the digital environment as a whole, regardless of the pandemic and other factors.

International Competitiveness of Russian Master Programs in Public Finance

2017 ◽  
Vol 2017 (3) ◽  
pp. 132-149
Author(s):  
Sergey Anureev
Keyword(s):  
Public Finance ◽  
Comparative Analysis ◽  
International Students ◽  
Public Administration ◽  
Public Economics ◽  
University Rankings ◽  
Master's Programs ◽  
Foreign Universities ◽  
Public Politics ◽  
Russian Universities

The article presents a comparative analysis of Master’s programs of four leading Russian universities with those offered by top globally recognized universities (from QS, RePec, Best US News university rankings). Foreign universities’ programs show a significant domination of public administration, public politics or public economics to the detriment of financial component. Out of 130 universities the author identifies only about 10 relevant programs with valuable and substantial public finance components. Russian master’s programs are on a par with globally recognized programs, which provide a solid basis to easily adapt them for international students. The article contains references to top universities’ programs and courses, English variants of disciplines and their Russian analogs that make the article useful for upgrading the Russian programs.

THE METODS OF TEACHING IN DESIGN. TOWARDS THE CHANGES

2015 ◽  
Vol 5 (2) ◽  
pp. 28-33
Author(s):  
Yulia Viktorovna KISLINSKAYA
Keyword(s):  
Comparative Analysis ◽  
Teaching Methods ◽  
Design Education ◽  
Traditional Education ◽  
Educational Process ◽  
General Description ◽  
Innovative Methods ◽  
Methodological Problems ◽  
The Common ◽  
Russian Universities

The article views the new (innovative) methods and the problems of teaching in design in the Russian educative system. The general description of teaching methods is given and the methodological problems in contemporary design-education are defined, conceptual and terminological meaning of innovation in educational process is specified. The comparative analysis of two methods developed and tested in some russian universities of architecture is done, their base principles and the common points are noted and the differences between them as well as their attitude towards traditional education system of design in Russia are viewed. The conclusions about the possibility of these methods application in practice are proposed.

scholarly journals Comparative analysis of international students' preferences in the use of modern information technologies in Russian and Chinese universities

2021 ◽  
Vol 49 (1) ◽  
pp. 276-288
Author(s):  
Ekaterina A. Romanova ◽  
◽  
Marina A. Volkova ◽  
Li Baohun ◽  
◽  
...  
Keyword(s):  
Comparative Analysis ◽  
International Students ◽  
Foreign Language ◽  
Foreign Students ◽  
Information Technologies ◽  
Chinese Students ◽  
Russian Language ◽  
Chinese Universities ◽  
Modern Information ◽  
Russian Universities

Introduction. The actual problem of organizing the process of foreign language teaching in modern conditions is the selection and application of appropriate information technologies to increase students' motivation, form an interest in learning a foreign language, implement pedagogical tasks, optimize the learning process and carry out regular interaction with students within the educational process. At the same time, it is important to take into account the preference of the students themselves to choose one or another technology, since a significant part of Chinese students who learn Russian in China then continue studying it in Russian universities. The purpose of this study was to conduct a comparative analysis between foreign students studying in Russian and Chinese universities on the preferences in the use of modern information technology, as well as the way of interaction with the teacher when studying Russian. Research methods. The study involved 417 foreign students from Russian and Chinese universities. The main methods of research: analysis of scientific and methodological literature, survey method, comparative analysis method. The φ-Fisher's test was used to establish statistically significant differences between the two groups. Results. International students from Russian universities use educational videos on the Russian language more often than students from Chinese universities (φemp = 3.591; p < 0.01). The educational platform Coursera is more often used by students studying at Chinese universities (φemp = 3.632; p < 0.01). Mobile applications were more frequently used by Chinese university students (φemp = 4.048; p < 0.01). There were no significant differences between the two groups in the frequency of use of voice assistants, online excursions and virtual travel services, educational environments, web quests, and educational podcasts during the study. The study of students' preferences in choosing a method of interaction with the teacher showed that 70% like to communicate with the teacher via messengers and 52% of respondents are ready to communicate with the teacher via videoconferencing. However, on average 85% responded that they prefer to study Russian in the classroom. Conclusion. The results of the study can be taken into account by teachers working with Chinese students when choosing modern information technologies, as well as ways of interaction with students in the framework of Russian language teaching.

scholarly journals Performance Examination of “Scopus” Publication Activity with Selected Webometrics Indicators for Leading Russian Universities

2019 ◽  
Vol 8 (6S2) ◽  
pp. 1091-1097
Keyword(s):  
Regression Analysis ◽  
Comparative Analysis ◽  
Open Access ◽  
Quality Characteristics ◽  
Publication Activity ◽  
Google Scholar ◽  
Entire Sample ◽  
Performance Examination ◽  
Russian Universities

The paper is based on a comparative analysis of a joint set of Russian federal, national research and global universities (43 universities) in terms of their “Scopus” publication activity along with the Webometrics Openness and Excellence indicators (January 2018). The authors proposed a rough 5-level classification of the quality characteristics of Google Scholar Citation and Scopus profiles, studied the consistency of these characteristics across the entire sample of the universities, and carried out a regression analysis between the “Sopus” publication activity and the Openness and Excellence indicator ranks for the universities under study. The study showed that comparing these indicator ranks with the “Scopus” publication activity of the universities made it possible to see the effect of their integration into the Open Access movement.

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