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CONDUCTING
empirical research in the field of Russian and foreign higher education
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RESEARCHING
the academic and extracurricular experience of undergraduate, graduate, and doctoral students
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EVALUATING
the effectiveness of educational practices, technologies, and learning formats
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CREATING
tools to measure academic experience and the behaviour of students and alumni
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DEVELOPING
an online-education research methodology
Thematic map of our research
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STUDENT EXPERIENCE
We assess factors which determine students' engagement in the educational process and extracurricular activities, analyse models of student behaviour and educational trajectories, explore factors which contribute to students' psychological well-being and gender stereotypes.
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TRANSFORMATION OF DOCTORAL EDUCATION AND DOCTORAL STUDENT EXPERIENCE
We identify factors of doctoral students’ success and the effectiveness of doctoral training, audit of measures and practices to improve the quality of doctoral education, and analyse reforms of the doctoral education system.
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UNIVERSITY CAMPUS
We explore how Russian universities transform their campuses to increase student engagement and foster student integration into the educational environment.
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THE QUALITY OF HIGHER EDUCATION
We examine the quality of higher education in Russian universities in the context of the COVID-19 pandemic, and assess the effectiveness of introducing new educational quality management tools.
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DEVELOPMENT OF ONLINE LEARNING
We assess the effectiveness of online and hybrid learning formats, take inventory of educational digital tools, and measure the level of students’ digital competencies.
Expertise and consulting in the field of education
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Education quality analysis
- Evaluating the effectiveness of online courses and educational programmes
- Assessing students’ needs and preferences
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Research of doctoral education
- Evaluating the effectiveness of doctoral programmes
- Analysing institutional measures of doctor training enhancement
- Studying the experience and success of doctoral students and early-career researchers
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Consulting for educational organisations
- Developing recommendations for doctoral programmes improvements
- Advising on the support systems for doctoral students and early-career researchers
- Providing recommendations for the development of student involvement in research and science
Our research projects
Models of students' behaviour in relation to success indicators
The research is aimed at studying the behaviour of students in Russian universities within the framework of the project of the National Research University Higher School of Economics ‘Human Success and Autonomy in a Changing World.’ It has been conducted for four years and aims to formulate informed decisions to improve students' academic performance. The research covers several universities, allowing comparison of results, and contributes to the scientific understanding of students' behaviour in Russian universities.
Contact person: Ksenia Vilkova
Mirror Laboratory ‘Psychological Well-Being of Students in Russian Universities’ with Tomsk State University
We research how studying at a university affects the psychological well-being of students. We analyse the links between students’ sense of psychological comfort, their academic performance, and participation in extracurricular activities. We examine how supportive programmes can help students feel better about themselves. The goal is to understand how to best improve students' psychological well-being during their studies.
Contact person: Elena Gorbunova
Master's programme research
We conduct a comprehensive analysis of master's programmes and compile a socio-demographic portrait of current master's students. We explore their motivation for enrolling in graduate programmes and determine the competencies required by graduates in today's labour market. We manage the product campaign ‘Development and testing of the intra-university model of master’s degree analysis’, with which we map out managerial decisions and available data. This allows us to make optimal choices and test them within the framework of a master's programme.
Contact person: Anna Korchak
The role of gender stereotypes in the career choice of females in engineering and technology programmes
We study the relationship between gender stereotypes and females' choice of engineering and technology courses. The results of the study can be used to develop policy measures and interventions needed in the field of sustainable social development policy. RSF Grant No. 22-28-00882.
Contact person: Natalia Maloshonok
Transformations of doctoral education and doctoral student experience
We explore the factors contributing to the success of doctoral students at multiple levels, including national, institutional, and individual. We analyse the quality of supervision, academic support practices, admission and selection procedures, and other aspects of doctoral training through surveys and interviews. Based on our findings, we develop recommendations for doctoral programmes and provide advice on supporting doctoral students and early-career scientists, as well as offer guidance on development of student involvement in research and science.
Contact person: Svetlana Zhuchkova
Applied projects
Team
Director
Deputy Director of the Centre, research fellow
Senior research fellow
Senior research fellow
Research fellow
Research fellow
Junior research fellow
Junior research fellow
Analyst
Junior research fellow
Scientific and Educational Projects Support Department: Head of Department
Research assistant
Research Assistant
Research Assistant
Research Assistant
Research assistant
Research assistant
Research assistant
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Research assistant
Research assistant
Research assistant
Publications
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Book
Gender Equity in STEM in Higher Education: International Perspectives on Policy, Institutional Culture, and Individual Choice
This timely volume brings together a range of international scholars to analyse cultural, political, and individual factors which contribute to the continued global issue of female underrepresentation in STEM study and careers.
Offering a comparative approach to examining gender equity in STEM fields across countries including the UK, Germany, the United States, Hong Kong, Taiwan, South Africa, and China, the volume provides a thematic breakdown of institutional trends and national policies that have successfully improved gender equity in STEM at institutions of higher education. Offering case studies that demonstrate how policies interact with changing social and cultural norms, and impact women’s choices and experiences in relation to the uptake and continuation of STEM study at the undergraduate level, the volume highlights new directions for research and policy to promote gender equity in STEM at school, university, and career levels.
Contributing to the United Nations’ (UN) 2030 Agenda for Sustainable Development, this text will benefit researchers, academics, and educators with an interest in science education, higher education, and gender equity in STEM fields. The text will also support further discussion and reflection around multicultural education, educational policy and politics, and the sociology of education more broadly.
NY: Routledge, 2022.
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Article
Same programme, different experience: Does the perception of departmental climate in doctoral programmes vary among different students?
Doctoral programmes worldwide are facing numerous challenges. Among these challenges is the diversification of the student body in aspects such as age, socioeconomic background, motivation, and career aspirations. However, these programmes often struggle to respond adequately and promptly to these changes. In this article, we employ the concept of a ‘departmental climate’ to investigate how doctoral students at Russian universities perceive their envir-onment. The data collected at nine Russian universities (n = 1097) were utilised. Our findings reveal that students whose job is related to doctoral study and those whose job is driven by academic career goals generally perceive the departmental climate more positively. We assume that Russian doctoral programmes are more oriented towards these students and provide them with more support than other students. Our results underscore the need for doctoral pro-grammes to evolve to accommodate a diverse range of student needs, ultimately enhancing the effectiveness and inclusivity of doctoral education.
Innovations in Education and Teaching International. 2025. Vol. 62. No. 1. P. 317-327.
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Book chapter
The quality of admissions to Russian doctoral programmes during the COVID-19 pandemic
Previous studies have shown that the COVID-19 pandemic had a negative impact on higher education systems and student learning globally. However, despite this, many countries experienced an increase in doctoral enrolment in 2020, which has raised concerns about the quality of admission and the motivation of doctoral candidates during the pandemic. This article aims to explore this context by delving into statistics about Russian doctoral programmes, which saw a decline in enrolment from 2010 to 2019. We use data from a web survey of 1,895 students enrolled in doctoral programmes at Russian universities in 2020. The results suggest that the increase in enrolment came in tandem with a decrease in the quality of doctoral admission. More students with non-academic motivation and a lack of academic skills and attainment were admitted. This situation is likely to prompt completion rates to lower over the course of the next three to five years.
In bk.: Global Perspectives on Graduate and Doctoral Education: International Case Studies. L.: Routledge, 2025. P. 103-112.
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Working paper
Factors Influencing Adolescent Alcohol Consumption: Parents And Depression
Alcohol use is a common form of risky consumption among adolescents. Little research has been carried out on the influence of such factors as parental control, relationships with parents, and teenage feelings of depression on the frequency of alcohol consumption among adolescents in Russia. In this paper, structural models were developed to describe the influence of these factors on adolescent alcohol consumption and the relationship between the factors. Alcohol consumption in adolescents is represented in the work in two ways: casual alcohol use and binge drinking (the consumption of four or more servings of alcohol at a time). The respondents were students at vocational schools who participated in a longitudinal project to study the risky behavior of adolescents in St. Petersburg. Four waves of the survey were used: 1, 5, 6 & 7. According to the results, the strongest direct negative effect on alcohol consumption is caused by parental monitoring. However, the direct influence of monitoring on adolescent alcohol consumption was significant in Wave 1. But in Wave 6, this influence was insignificant, which can partially be explained by the age of the respondents, most of whom were already adults at the moment of completing the questionnaire in Wave 6. Regarding the relationship with parents, no direct influence on alcohol consumption was detected—only an indirect effect mediated by parental monitoring. The positive correlation between the relationship with parents and the level of monitoring was significant in Waves 1 and 7. The level of depression in adolescents was a significant predictor of drinking behavior only in the model describing alcohol consumption as the frequency of casual drinking. In the models describing binge drinking, this relationship was insignificant. In all models, there was a stable negative relationship between the relationship with parents and depression in adolescents.Sociology. SOC. Высшая школа экономики, 2023. No. 101.