Starting positions of university applicants and features of their further education: A sociological analysis

IF 0.3 Q4 SOCIOLOGY
I. Aleshkovski, A. Gasparishvili, O. Krukhmaleva, N. Narbut, N. E. Savina
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引用次数: 1

Abstract

The article considers the features of students’ educational trajectories as depending on how they entered the university. A distinctive feature of the Russian system of higher education is various grounds for the educational transition “school-university”: the results of the Unified State Exam, school Academic Olympics in key subjects, employer-sponsored education, and quotas. These grounds seem to affect the further education of students and the quality of training and professional trajectories. At the same time, the resistance of the higher education system to external challenges, its sustainable competitiveness, modernization and the search for new forms and models of work with the talented youth are priority development tasks of the national higher education system. The article presents the results of the comparative analysis of the students’ motivation for learning, educational achievements, ideas about possible professional and educational trajectories. The analysis is based on the data of the Russian students survey conducted by the Center for Educational Development Strategy of the Lomonosov Moscow State University and RUDN University in November-December 2021 (N = 37457). The research findings show that at the stage of the transition from school to university, there is a very heterogeneous student inflow by quality and forms of training, individual abilities and inclinations, motivation and requests to the higher education. There is a special group - prize-winners of school Academic Olympics - of the most talented and promising applicants. The admission companies show that variable grounds for entering universities lead to certain conflicts and contradictions in the higher education system.
大学申请者的起始职位及其继续教育的特点:社会学分析
文章认为,学生的教育轨迹特征取决于他们进入大学的方式。俄罗斯高等教育体系的一个显著特点是“学校-大学”教育转型的各种理由:国家统一考试的成绩、关键科目的学校学术奥林匹克、雇主赞助的教育和配额。这些理由似乎影响了学生的继续教育、培训质量和职业轨迹。与此同时,高等教育系统对外部挑战的抵抗力、其可持续竞争力、现代化以及与天才青年一起寻找新的工作形式和模式是国家高等教育系统的优先发展任务。本文对学生的学习动机、教育成就、可能的职业和教育轨迹的想法进行了比较分析。该分析基于罗蒙诺索夫莫斯科国立大学和俄罗斯国立大学教育发展战略中心于2021年11月至12月进行的俄罗斯学生调查数据(N=37457)。研究结果表明,在从学校到大学的过渡阶段,从培养质量和形式、个人能力和倾向、动机和对高等教育的要求来看,学生流入是非常异质的。有一个特殊的群体——学校学术奥林匹克奖获得者——最有才华和最有前途的申请者。招生公司表明,进入大学的可变理由导致了高等教育系统中的某些冲突和矛盾。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
0.80
自引率
20.00%
发文量
53
审稿时长
12 weeks
期刊介绍: The mission of the Journal is a broad exchange of scientific information, and of the results of theoretical and empirical studies of the researchers from different fields of sociology: history of sociology, sociology of management, political sociology, economic sociology, sociology of culture, etc., philosophy, political science, demography – both in Russia and abroad. The articles of the Journal are grouped under ‘floating’ rubrics (chosen specially to structure the main themes of each issue), with the following rubrics as basic: Theory, Methodology and History of Sociological Research Contemporary Society: The Urgent Issues and Prospects for Development Surveys, Experiments, Case Studies Sociology of Organizations Sociology of Management Sociological Lectures. The titles of the rubrics are generally broadly formulated so that, despite the obvious theoretical focus of most articles (this is the principal distinguishing feature of the Series forming the image of the scientific journal), in each section we can publish articles differing substantially in their area of study and subject matter, conceptual focus, methodological tools of empirical research, the country of origin and disciplinary affiliation.
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