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Project: The Landscape for Master's-Level Education


Master's studies social effects and sustainable development  in Russia


List of sub-themes:

  1.  Transition to a two-stage model in comparison with the European members of Bologna process
  2. Bologna process implementation in Russian higher education
  3. Normative analysis of the Russian higher education transformation
  4. Typical and unique Masters programs cases in the Russian regions
  5. Statistics: analysis of quantitative indicators
  6. Timeline of the Russian Masters' education transformations (teaching and learning, design)
  7. Two-stage higher education and labor market
  8. Master's education and regional labor markets (employees demand, stakeholders’ strategies)
  9. Educational policy effects
  10. Recommendations for the education policy-makers


Research questions
  • What real model of Masters education was implemented in Russia?
  • What are the social and economic effects of the Masters' education in Russia ?
  • Does Russian students and teachers have values for the further modernization?
  • What are the barriers to a postgraduate education development and the ways to overcome them?
  • Does the master's programs create an environment for the skills development?
  • What are the most effective strategy of Masters' Programms development  for the stakeholders (students, universities, business, employees, state)?




  1. learning motivation,
  2. features of self-determination (reference groups, value guidelines, etc.);
  3. trajectory of admission to the educational program;
  4. educational migration;
  5. educational and career strategies;
  6. expectations from the program;
  7. satisfaction with education;
  8. socio-demographic characteristics (age, income, parental education, etc.).

The teaching staff:

  1. key characteristics of the programs in which respondents are involved;
  2.  involvement in program development;
  3.  approaches used by teaching staff in the educational process;
  4. subjective assessment of the success of transformational processes in higher education;
  5. socio-demographic and professional characteristics (age, income, length of service, etc.).




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