Research & Expertise

Specialists at the HSE Institute of Education found that the willingness of children to work independently at home during distance learning depended not only on the availability of appropriate technical means in the family (its socio-economic profile), but also on the nature of their parents’ work (a socio-psychological factor).

How does academic dishonesty of students correlate with honesty in further work? A group of scientists, including Evgenia Shmeleva, Research Fellow at the HSE Institute of Education, conducted research answering this question. During an open online seminar of a research group dedicated to ‘Academic Ethics in the Educational Context,’ Evgenia Shmeleva presented ‘Does Academic Dishonesty Seep into the Workplace? Evidence from a Longitudinal Study,’ which was prepared jointly with Igor Chirikov (University of California at Berkeley-HSE University) and Prashant Loyalka (Stanford University-HSE University)

The latest issue of ‘Higher Education in Russia & Beyond,’ an international journal published quarterly by HSE and the Center for International Higher Education at Boston College (USA), IOE’s long-standing partner for a diverse research agenda, looks at how doctoral education has been evolving in different nations and over various timeframes. A brief by IOE experts Saule Bekova and Ivan Smirnov gives a glimpse of key factors that have been reshaping the sentiment towards doctoral studies in Russia. In his contribution, Evgeny Terentev of the IOE Center for Sociology of Higher Education discusses the main sources of academic support to PhD candidates at Russian universities.

A study by Ivan Smirnov of the IOE Educational Data Science Lab uses machine learning to analyze over 7 million social media posts

A cooperation agreement has recently been signed between the HSE Institute of Education and Lingnan University (Hong Kong). The parties have pledged to embark on a large-scope agenda in scholarship and networking, with a special focus on exploring cross-national perspectives in tertiary education and advancing academic exchange.

Last week’s session held as part of the World Bank–HSE University joint webinar series, ‘Education under COVID-19: Problems, Solutions, Perspectives, Research’ brought together international experts and participants from various corners of the globe to delve into students’ learning experiences amid challenges and limitations stemming from the COVID emergency.

Experts at the IOE Center for Vocational Education & Skills have joined forced with their colleagues at the HSE Laboratory for Labor Market Studies to demonstrate how the link between education and early work experiences of Russian students modifies their future careers and pay. The paper is featured in the latest issue of the ‘Education + Training’ academic journal by Emerald Publishing (UK).

On May 21, the joint webinar series, ‘Education under COVID-19: Problems, Solutions, Perspectives, Research’ began with a session about the effects of school closures under the pandemic. Harry Anthony Patrinos of the World Bank presented the results of a model that he and a team of researchers developed in order to predict the extent to which the closures may reduce learning and lead to future losses in labor productivity and earnings for today’s students. The webinar was moderated by Isak Froumin (Head of the HSE Institute of Education), while Professors Tommaso Agasisti (School of Management, Politecnico di Milano) and Sergey Kosaretsky (Director, HSE Centre of General and Extracurricular Education) served as discussants.

At a recent webinar held as part of IOE’s Year 2019/20 Series on Educational R&D, Ivan Smirnov, Head of the IOE Laboratory for Educational Data Science presented about how students’ ‘digital footprints’ can help leverage our understanding of mental well-being in adolescents and the way it is related to academic achievement.

Experts at the HSE Laboratory for Media Communications in Education have come up with findings from a large-scale survey they have conducted in association with the HSE Institute of Education, which aimed to gauge how well school teachers have been able to transition online amid Covid-19 directives that have temporarily shut down conventional learning. In all, 22,600 teachers from 73 Russian regions have been interviewed. The results propose that the overall assessment of how comfortable the Russian teacher corps have found themselves taking instruction to the digital dimension is more optimistic than what was first thought back to when schools had just set about moving online.