UDC

378(045)

Authors

Emelyanova Anastasiya Sergeevna
Postgraduate Student, Institute of Social, Humanitarian and Political Sciences,
Northern (Arctic) Federal University named after M.V. Lomonosov (Arkhangelsk, Russia);
Centre for Arctic Medicine, Thule Institute, University of Oulu (Oulu, Finland)
адрес: PO Box 7300, FI-90014, University of Oulu, Oulu, Finland;
e-mail: anastasia346@yandex.ru, anastasia.emelyanova@oulu.fi
Sokolova Flera Kharisovna
Institute of Social, Humanitarian and Political Sciences, Northern (Arctic) Federal University named after M.V. Lomonosov (Arkhangelsk, Russia)
e-mail: flera@atnet.ru, f.sokolova@narfu.ru

Abstract

At the end of the 20th century, the Russian Federation faced dramatically changed functioning conditions. The country’s role and place in key areas of international cooperation, including the world market of education, became an object to rethink. Since its entry into the “club” of democratic states, Russia has experienced an exponential increase in its rates of international cooperation within higher education. This article presents the results of a historiographic review of the Russian academic literature devoted to the issues of globalization and integration and their effects on Russian education after the collapse of the Soviet Union. The chronological frameworks include two nominal periods: from 1990 to 2000 and from 2001 to 2014, assuming the conditional division of theoretical and theme-related research. The authors analyze the establishment of the thematic field, systemize and critically assess earlier developed concepts. Particular attention has been paid to the disciplinary field within which the main discussion was formulated in each period. Specifically, there was a clear shift from purely economic approach to the multidisciplinary visioning of the subject. The discussion on consequences and effects of globalization and integration for the Russian higher education is marked with severe polarization. Scientists elaborate both moderately optimistic (liberal) and apparently negative (realistic) scenarios. In addition, insufficiently studied aspects of the theme as well as prospective research themes have been identified. In particular, there is an acute shortage of complex investigations on the arguments for and against the emerging alterations in the Russian education and no agreement on the key terminology.

Keywords

higher education, Russian historiography, globalization of education, integration in education, internationalization, international cooperation

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