Global trends in higher education and thier impact on engineering training in Russia

Global trends in higher education and thier impact on engineering training in Russia Roman V. Kupriyanov Department of Social work, Education and Psychology Kazan National Research Technological University Kazan, Russia innamgor@mail.ru, faridash@bk.ru Abstract The study provides the opportunity to see the peculiarities and contradictions in the current state of the system of higher engineering education as a sub-system and integrative part of Russian and global system of higher professional education. It reveals and classifies the challenges that may be considered and hopefully solved on various levels: international, federal, institutional, and on the micro-level (specific discipline, educational technology or even a separate lesson). On the university level understanding of the mentioned trends will help administration and faculty in their search for the new innovative educational models and in solving their everyday problems. The goal of the research is to reveal specific characters of higher engineering education development in terms of global and domestic trends in the higher professional education. Keywords global trends in higher education, engineering education I. INTRODUCTION Engineering education in Russia has a 300-year rich history and traditions. It is considered to be founded by the outstanding Peter the Great, Russian monarch and the founder of the School of Mathematics and Navigation Sciences. Since then the great minds have succeeded in the development of aircraft engineering, exploration and development of mineral deposits and mineral resources, hydroelectric and atomic power engineering, space exploration and so on. Russian engineering education has great traditions to be proud of: integrated academics and research; profound practical education; strict requirements for students, faculty and educational programs; high-level training of students in fundamental disciplines; focus on innovation [25] Nowadays transition to post-industrial era and development of innovative society with high-production industry, knowledge-based economy, globalization, increasing informational flow have led to rapidly growing changes in social, cultural, political, economic and natural environment. Sustainable development of Russia is infeasible without engineering education. High rates of large-scale changes in technologies and mode of living reveal contradictions within the system of professional education. Nowadays the problem resides, among other things, in the fact that traditional higher education often Inna M. Gorodetskaya Department of Engineering Education and Psychology Kazan National Research Technological University Kazan, Russia kroman1@mail.ru goes behind new technologies, innovations and contemporary labor market requirements. Attempts to modernize and reform the system of professional training are made all over the world, however appropriate monitoring is not carried out systemically. The experience of Russian universities in engineering training shows that Russian engineering education has the potential to meet the grand challenges successfully [25], however there are some objective problems that require thorough consideration and comprehensive view. II. GOAL OF THE STUDY The goal of the research is to reveal specific characters of higher engineering education development in terms of global and domestic trends in the higher professional education (HPE). The tasks were to define, classify, analyze and consider the main trends in the higher engineering education. This will provide the opportunity to reveal the current problems, to foresee the further HPE development in the context of globalization and innovative progress and to elaborate recommendations to make HPE more adaptive and efficient in the drastically changing environment. Scientific literature review made it possible to point out the following trends in the HPE development: massification, educational paradigm shift, internationalization, commercialization, individualization, changes in educational technologies and new delivery modes, and orientation at the graduates employability. III. MASSIFICATION OF HPE The number of university graduates is steadily growing in the world in general and in Russia in particular. This fact appears surprising if we take demographic crisis into consideration. In Russia the number of students in 2013/14 academic year is more than twice as much as it was in 1990/1991 (6073,9 thousand people and 2824,5 thousand people correspondently) [8]. In other countries researchers also point out the increasing number of students and Universities [2], however in Russia there are some peculiarities.

In the Soviet Union higher professional education was rather popular, and following this tradition nowadays the former Soviet republics strive to broaden the higher education sector. S.V.Kostukevich notes, that this became possible because universities want to earn money and people are ready to pay for their education, therefore higher education has become a good that people want to buy [18]. The report A Policy Analysis of the Status of Access and Equity in Russia that was presented to the 29th ANNUAL EAIR FORUM in 2007 in Austria, says that the number of students is increasing because they believe that higher education will allow them having a good job in the future. Besides many young men choose higher education as a way to avoid military service [13]. TABLE I. THE NUMBER OF HIGHER PROFESSIONAL EDUCATIONAL INSTITUTIONS IN RUSSIA Students (thousands of people) Higher educational institutions Qty of students per 10000 of population 1990/ 1991 1995/ 1996 2000/ 2001 2005/ 2006 2008/ 2009* 2010/ 2011 2013/ 2014 2824,5 2790.7 4741,4 7064,6 7513,1 7049,8 6073,9 514 762 965 1068 1134 1115 1046 190 188 324 493 526 493 n/a a. maximal quantity of Universities and students. The number of engineering students is also increasing. In 1990 there were 140 thousands of them, while in 2008 255,3 thousands of young people studied engineering in Russian universities [3]. Another peculiarity of engineering education in Russia is that there is an increasing number of female students. In 1990/91 academic year 37,5% of engineering students (production and transport sphere) were girls, and in 2004/05 the number increased to 45,5%. In agricultural engineering 50% of students are women [3]. However researchers also give notice of deterioration in the quality of higher (including engineering) education. In many papers massification and quality fall off are interconnected [16], [19], [1]. M.I.Abkarov even thinks that it is necessary to choose between the quality of education and its mass character because they present two mutually exclusive trends [1]. According to A.L.Arefiev and F.E.Sheregy massification of HPE in Russia has the following specific features: low level of per capita funding (more than twofold less per student than in the majority of Western and economically developed Asian countries) and fall in prestige due to comparatively low salaries of engineers [3]. b. IV. EDUCATIONAL PARADIGM SHIFT - TRANSITION TO A LEVEL-BASED EDUCATION SYSTEM Entrance into the Bologna process gave rise to transition to a new educational paradigm in all the countries that have signed the Declaration: student-oriented, multi-level training based on competences. This trend is observed globally, including the leading European economies [4]. The need for change in the professional educational paradigm is caused by globalization, rapid development of innovative technologies, broad social development, instability and variability of contemporary world. Nowadays knowledge and technologies are rapidly put off-market, therefore today we move from qualifications towards professional competences. Competences are more flexible instruments for solving the arising new problems and for responding the social and economical challenges in time. Among other changes it may be pointed out that the role of general scientific competence as a necessary basis for developing professional competences is increasing. New multidisciplinary professions came to life. Vocational differentiation and specific job preparation come amid teamwork skills and abilities to communicate in multidisciplinary teams, because one person cannot have all the necessary competences and skills to solve complicated new tasks [20]. Therefore significance of socio-psychological and communicative competences in engineering training is growing [10]; and in general is shown in humanitarization of higher (including engineering) education. Researchers state that in 1990-ies Russia began to orient at flexible professions [17]. The characteristic feature of such process was keen humanization and humanitarization of higher education, quick import of new professions, especially in the field of management and services, and increasing number of new professions that appeared at the intersection of old disciplines. The mentioned changes are relevant for the higher engineering education. Nowadays engineering Bachelors and Masters in Russia are study the curriculums made according to the 3+ generation of the State Educational Standard basing on the competence approach. V. HPE INTERNATIONALIZATION Development of poly-cultural environment is an attribute of world leading universities. In 2012, at least 4 million students went abroad to study, up from 2 million in 2000 [9]. In Russia the number of international students is also increasing year on year [3] (Table 2). Bologna Process supports academic mobility and leads to intensification of international cooperation and interaction. Globalization determines closer interrelations and communication between cultures. Consequently international experience becomes more and more valuable. However Russian universities encounter some difficulties in this area. E.g., in spite of overall growing inflow of foreign

students, Russian participation in the world market of educational services is decreasing. In 1990/1991 academic year Soviet universities had 89 thousand international students and ranked third after the USA and France, in 2010/2011 Russia with 118,7 thousand international students was the seventh after the USA, Great Britain, Australia, Germany, France and Canada [3]. TABLE II. NUMBER OF FULL-TIME INTERNATIONAL STUDENTS IN RUSSIAN UNIVERSITIES (THOUSANDS) 1990/ 1995/ 2000/ 2005/ 2008/ 2010/ 2011/ 1991 1996 2001 2006 2009* 2011 2012 89 52,6 53,9 86,9 108,9 118,7 125,5 c. maximal quantity of Universities and students. The quality of education is one of the key factors in this process. Only one Russian university (Lomonosov Moscow State University) is included into Top-100 world universities. Internationalization of HPE is also a global trend [2]. Globalization in engineering education is an up-to-date issue and is a topic of international discussions. US, European and Asian researches suggested many innovative ideas that allow for better international engineering interaction and students readiness for the open world [5], [7], [17], [23], [24]. The main obstacles for engineering academic mobility in Russia are overall low level of second language proficiency, absence of wide international cooperation habits, rigid traditional system of higher education, etc. [11]. However the leading engineering universities in Russia are actively engaged in the internationalzation process. For example the Kazan National Research Technological University aims at promoting global cooperation; being engaged in a number of joint projects, international programs, student and staff exchange programs. About 1700 international students from 56 countries study at the University. VI. HPE COMMERCIALIZATION Commercialization of HPE is a global trend. Philip G. Altbach, Liz Reisberg, Laura E. Rumbley note that «Traditionally, postsecondary education has been seen as a public good, contributing to society through educating citizens, improving human capital, encouraging civil involvement and boosting economic development. In the past several decades, higher education has increasingly been seen as a private good, largely benefiting individuals, with the implication that academic institutions, and their students, should pay a significant part of the cost of postsecondary education [2]. Commercialization Russia has peculiar traits as it coincided with transition to market economy in 1990ies. One the one hand this leads to closer cooperation between academia and industry, development of associations and clusters. On the other hand, the main problem in this concern is possible quality fall-off as the position of marketer is not the only one for higher educational institutions. Increasing HPE commercialization makes universities to compete for students. In Russia this trend is growing due to the demographic crisis, when the number of students is getting less. More than that, not only universities compete against each other, but also various institutes and departments within one university start competing for students. VII. HPE INDIVIDUALIZATION Rapid scientific and technological progress demands an engineer to be ready for life-long education [10]. Individualization is an important trend of contemporary professional education. Massification should be accompanied by individualization of higher education, providing the possibility to follow the technological progress and to adapt to the changing environment [6]. This is especially urgent for engineering because individual educational strategy is developing as long as professional life lasts. In Russia although individualization and studentorientation is declared, it is rather challenging to make individual educational trajectory for students as alterations are possible only on the macro-level of choosing the major and not on the level of specific courses as the curriculum is set by Federal Educational Standards and not really subject to changes. Unlike the Western educational system, in Russia students usually do not select particular courses within their major (Bachelor and Master). During the semester they study disciplines suggested to them by the educational standard. To some extent the problem of individualization may be solved by the system of additional certificates to higher professional education (equivalent of minor degree) where students may develop competences that will help his future marketability [11]. VIII. CHANGES IN EDUCATIONAL TECHNOLOGIES Educational paradigm shift resulted in changes in the educational methods and technologies [28]. There are a few factors that led to appearance of the new methods and approaches. Firstly, competency-based approach has obvious pragmatic orientation. Thus modern practice-oriented forms, methods and educational technologies replace the classical (lectureseminar-practicum) mode. The modern education is based on workshops, business and role-playing games, problemoriented methods, computer simulations, project approach, researches, context study, case study, etc. The main advantage of the new EdTechs is interactive nature, that allows stimulating better students engagement and their active participation in the training process. Thus practical skills are

acquired faster. The rate of learning is especially important nowadays because the period of studies has been reduced. Secondly, IT development also has a great influence on educational process and shifts it into interactivity and online nature. There is a wide range of information and communications educational technologies: online-seminars, Webinars, Web conferences, computer-aided engineering, etc. IT prompted the development of online education and therefore self-guided work of students considerably increased. As a consequence the requirements for university faculty staff changed. To improve the quality of engineering education various educational technologies have been efficiently applied. Modern educational technologies are designed to ensure students' involvement, team-working and independentworking skills, ability to achieve results, communication skills. Engineering education is enhanced by use of the following technologies and models [14], [25], [26]: Integrated educational systems. Collaboration between industry and universities is sometimes realized through higher educational bodies, where students combine part-time work position and functions with engineering program related to the job. A block-modular educational system is proposed by such establishments with variations of work/study periods, for instance, month-by-month system or two-week study period every 3 months. University departments at industrial enterprises. A wide range of technical universities in Russia allocate their departments on premises of corresponding industrial enterprises or factories, acquiring key strategic resources for training of competent and ready-to-work engineers laboratories and up-to-date equipment, professional experts and tutors from the field, places for internships, and, most of all, vital present-day industrial problems and challenges for problem-oriented learning. In such case head of department is usually the head of production or industrial division. Research and development laboratories in higher education institutions. Starting from small research labs to large partly independent Scientific Research Institutes, engineering schools in Russia create different types of R&D centers to support the development of fundamental and applied technical science as well as technological innovation. R&D centers and incubators attract world-known scientists creating new knowledge and giving students an opportunity to be at the cutting edge of modern science. 15 leading Russian universities have transformed Scientific Research Institutes to the next level of integration creating Scientific Educational Institutes and allowing deeper collaboration of researchers, faculty and students. Practice-oriented and interactive training technologies. Implementation of practice-oriented educational technologies: master classes, brainstorming sessions, round tables and expert seminars, discussion forums, case studies, team work, decision-making and problem-solving business games, contextual learning and learning from the experience, all allow universities to train students focusing on obtaining core competencies, developing the ability not only to acquire academic knowledge, but also to put it in use as professional engineers. Undergraduates, postgraduates and doctoral studentsare interactively involved in engineering design, research anddevelopment activity with the use of technological incubatorsof universities and strategic partners' potential. Problem and project based approaches. Core idea of these approaches is to integrate knowledge assumption with students involvement in real-life professional projects allowing them to practice their engineering skills and abilities, work as a team member and team leader, build up communication system, identify technical problems, i.e. get an idea of future work environment. Execution of real individual and collective projects is based on involvement in the training process of experts from leading national research institutions,business and industrial companies. Problem-oriented approach assures formation of future specialists skills to determine complex engineering problems and challenges, and to select proper means for their solving. Special training programs for engineering faculty. Each university proposes a set of actions for continuous professional development of engineering faculty that corresponds to the national requirements on the matter. Training programs take place at least once every 5 years at different establishments, from alma mater to other universities in Russia and abroad to industrial partners. Staff development programs include skill improvement in terms of educational technologies and communication with students, foreign language learning, research conduction technics, and practical trainings (acquiring and

development of practical competences by means of short-term industrial internships). Engineering education is one of the most innovational sectors of higher professional education. To be relevant to the contemporary economy and to meet the demands of the global engineering labor market technological universities need to implement the innovational technologies and new teaching methods. The rate of industrial development demands closer connections between industry and academia. As an example of such integration we may mention innovational associations (called clusters ) that include industry, science, education and public administration. Kazan National Research Technological University is a part of the Kama innovational territorial-production cluster (KITPC). KITPC is situated in the Republic of Tatarstan (in the center of European part of Russia). The cluster is an example of integrated development of territory, based on mutually profitable interaction between the Cluster members (industrial enterprises) and Universities. This provides an opportunity to develop long-term persistent demand for innovations and to broaden considerably the domestic and international high-technology products market presence. IX. ORIENTATION AT THE EMPLOYABILITY OF GRADUATES Rapid technological changes push the problem of the university graduates employment in the forefront. Therefore contemporary educational programs are market-oriented. This trend determines potential employers and possible consumers participation in the development of educational standards. Quality assurance in higher professional education requires social engagement in quality monitoring and development of standards according to competences. Students career opportunities are becoming the issues of primary importance. Some researchers consider that accent on the graduates further employment may cause changes in the universities structure. There exist various opinions: Ph.G. Altbach, L. Reisberg, L.E. Rumbley think that the universities will be differentiated [2], and S. Reichert and Ch. Tauch in Trends IV, on the contrary, say that focus on employability may eliminate distinctions between traditional and new profession-oriented universities [27]. Concerning Russian engineering education researchers point out the contradiction between the quality of education and the employers' requirements. Employers are interested in such specialists characteristics as: ability to think systematically and autonomously and solve the production problems using the competencies developed in university; ability for team work; business processes and business environment comprehension; ability to generate and adopt innovative ideas; ability to prove one s ideas; second language fluency, etc. Although the assessment criteria of future engineers training in universities are adjusted to include practice-oriented assessment, they still are shifted towards the assessment of knowledge with a greater extent than needed. In all fairness, it has to be told that in recent years the so-called competence approach including development of future specialists necessary competencies is being used when developing the curricula. However, when the competencies are interpreted as a readiness to demonstrate ability in solving these or that production problems, but not a real ability to solve them in real production conditions, employers expectations are not met. Besides, nowadays bureaucratization of training processes has increased sufficiently when implementing this approach; thus resulting in an essential increase in volume of teachers low-efficient paperwork [25], [26]. There is another trend closely connected with employability. Technological development and increasing value of innovations, economical crises and dramatic changes on the labor market demand life-long education [10]. Some researchers consider continuous education as one of the main resources that would allow Russia to overcome the qualification delay. X. RECOMMENDATIONS FOR THE FURTHER DEVELOPMENT AND IMPROVEMENT A number of conferences and expert seminars on current problems of engineering education that brought together university rectors and vice-rectors, directors of institutes, deans, professors, industrial and governing bodies representatives, students. As a result a range of advisory means to improve Russian system of engineering education has been proposed. The recommendations were report presented by Yu.Pokholkov, V.Ivanov, V.Prokhodko and I.Gorodetskaya at the plenary of the ASEE International Forum in June 24 2015 in Seattle [25]: Develop an up-to-date engineering education strategy. Several development strategies on engineering education have been proposed. However there still is no official unified state strategy on the matter. Advance engineering educational programs and educational technologies by applying competence approach and ideas of CDIO (Conceive Design Implement Operate) Initiative [25]. As of February 2015, there are 13 Russian leading and innovative universities that have joined the CDIO Initiative implementing and disseminating CDIO ideas, standards and syllabus not only at home university, but throughout the country. Competency approach has been widely spread in Russia and served as a base for Federal State Educational Standards. However the majority of midlevel technical universities face significant complications in the fullscale implementation of these concepts. Promote international recognition of national system for public-professional accreditation of engineering

educational programs. There are several organizations involved in these activities in Russia, in particular National Accreditation Agency and Agency for Quality Assurance in Higher Education and Career Development. The most long-running non-governmental accreditation organization in Russiais the Association for Engineering Education of Russia. Improve professional and federal educational standards for engineering universities. Federal State Educational Standards have been developed by the Ministry of Education and Science and, unfortunately, lack the view from professional and educational society. This causes difficulties in standards compliance. The professional opinion should be taken into account when revising the Standards. Advance the forms and methods of cooperation between higher education institutions and employers, develop mechanisms for public-private partnership. The cooperation model shall result in foundation of all engineering education programs on basis of project-based learning and widespread use of multidisciplinary communications and projects. Develop foreign language teaching systems at engineering universities. A profound system of foreign language teaching should put emphasis on professional language skills and overcoming language barriers. International communication should be a part of engineering education process, not a separated linguistic training [21], [22]. Enhance training and certification of the faculty for engineering universities. As an example of such certification the «International Engineering Educator ING.PAED.IGI» status may be given. IGIP principles are distributed through 14 accredited centers for engineering pedagogy in Russia and several annual conferences and symposiums on the matter (Annual International IGIP Conference on Engineering Pedagogy in Moscow, Annual International IGIP workshop in Kazan, etc.). Yet the percent of educators with «ING.PAED.IGI» status in Russia is not sufficient; and further development of pedagogical skills together with practical abilities of faculty is needed. XI. CONCLUSIONS Among the problems of great concern in the higher engineering education in Russia the following issues may be mentioned (some of them are specific for the county, others are common): massification of higher professional (including engineering) education accompanied to the insufficient quality of education, the frequently noticed gap between the quality of engineering education and the rates of economic growth; insufficient academic mobility of engineering students; insufficient participation at the international educational market; challenging level of social and communicative competences, low teamwork skills; difficulties related to Bologna process changes adjustment challenges; decrease of worldview value of education, devaluation of higher education; low per capita funding of higher (including engineering) education; difficulties with building up individual educational trajectories for students, rigid system of course selection, impossibility to choose particular disciplines for semester, etc. Outstanding history and high potential of engineering education in Russia gives hope for its further development and improvement. 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