1. HIGHER ENGINEERING EDUCATION IN RUSSIA: Incentives for Real Change Maria Dobryakova, Martin Carnoy, Isak Froumin University – Higher School of Economics (Moscow), Stanford University School of Education September 28-30, 2009

2. Why should engineering universities change? Examples from other countries US: moving from a country to a global level, while redefining their engineering competencies; set up standards EU: preserve individual countries’ identities, while harmonizing their (engineering) education systems [Based on: Lucena J. et al. Competencies beyond countries: The re-organization of engineering education in the United States, Europe, and Latin America, Journal of Engineering Education, 2008]

3. Recent context for Russian engineering universities Related to changes in the economy and labor market decline of the parent/customer industries emerging needs of high-tech universities greater labor mobility Related to financing of education systemic underfinancing of higher education and research in universities deterioration of technical facilities since about 2006, the government has started to award grants to the best universities on a competitive basis (uni development programs) Regulatory and institutional changes introduction of / transition to 4+2 national unified examination more flexible regulation of curriculum policies Societal transformation of socio-economic structure demographic decrease of prospective students

4. Geography, methods, data 4 cities: Moscow (8 universities), St. Petersburg (3), Tomsk (4), Kazan (4) Research methods and data (obtained so far): semi-structured interviews with university administration (75 interviews) student surveys (1400 respondents) graduate surveys (511 respondents) semi-structured interviews with employers (32 interviews)

5. Universities’ reaction to challenges: a typology Beyond the trend Wannаbes Defense industry TraditionInnovation Their strong points as seen by the interviewees stabilization + standardization + institutionalization the strongest, most influential in terms of pattern-building; attentive to formalization of practices ? most sensitive to the state’s signals (formal) most flexible, self-sufficient, ? ahead of the state’s signals stick to the past, proud of their roots, watch and wait; choose changes when have to Planned economy Perfectly normal Institutional development

6. Demands that shape university stakeholders UNIVERSITY The State: demand for compliance with regulations (including accreditation); demand for professionals Business, industry: demand for manpower; demand for knowledge and innovations Prospective and current students, families: demand for fashionable specializations; demand for a degree (diploma)

7. Types of universities by their attitude and reaction to the recent challenges WannabesPerfectly normalBeyond the trend 4+2Formal, slowFormal / partially, Advance the standards Do not care much; introduced it long ago Nat. Unif. Exam + poorer quality of prospective students lamentIntroduce adaptive coursesCombine with other mechanisms of searching the talented Decline of the “parent/customer” industry lamentForm partnerships with stable enterprises, focus on practical skills Form partnerships with strong enterprises, focus on innovations underfinancingOpen popular fee-paying specializations and branches, go to VocEd Open popular fee-paying specializations related to their main profile Rely on / recombine internal resources in an entrepreneurial way State competitionspassiveActive, winners, Advance the formal standards Active, winners International contextDo not care, feel superior (traditions) & deprived (facilities) Care for the standardsCare for research almost no interest in the change of teaching methods! Deterioration of technical facilities lamentBuy through winning competitions Buy through winning competitions, use partner enterprises’ facilities

8. Voices and attitudes: a cross-examination UNIVERSITY ADMINISTRATION : convinced they are doing what they can ENGINEERING EDUCATION PROFESSIONAL COMMUNITY: passive, disintegrated; imitation of activity

9. Voices and attitudes: a cross-examination STUDENTS: ~30% doubt that they are well educated, would have chosen the same major, or can be globally mobile. But! 35-55% are disinterested in additional learning opportunities provided by their university

10. Voices and attitudes: a cross-examination GRADUATES: most are satisfied (up to 90%); lack practical skills and a foreign language proficiency; find jobs easily Did you find a job right after you graduated? - YES 90% Is your job related to your education? - NO 30% Is there a demand for your profession in the region? - NO 16,5% Are you satisfied with your education? Yes, absolutely45,0% Yes, mostly45,2% Mostly not5,7% Absolutely not2,5%

11. Voices and attitudes: a cross-examination EMPLOYERS: no particular enthusiasm, no particular complaints; against BA the STATE: no clear signals to engineering education? Except for slogans

12. Types of universities: shares Beyond the trend Wannabes TraditionInnovation stabilization + standardization + institutionalization Perfectly normal Institutional development

13. 13 Итого Thank you!