Магистерская диссертация на тему "ТЮМГУ | Трансформация общеобразовательного ядра в российских университетах: кейс БФУ им Канта"

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МИНИСТЕРСТВО НАУКИ И ВЫСШЕГО ОБРАЗОВАНИЯ РОССИЙСКОЙ ФЕДЕРАЦИИ
Федеральное государственное автономное образовательное учреждение высшего образования
«ТЮМЕНСКИЙ ГОСУДАРСТВЕННЫЙ УНИВЕРСИТЕТ» ШКОЛА ПЕРСПЕКТИВНЫХ ИССЛЕДОВАНИЙ (SAS)

РЕКОМЕНДОВАНО К ЗАЩИТЕ В ГЭК

ВЫПУСКНАЯ КВАЛИФИКАЦИОННАЯ РАБОТА
магистерская диссертация
TRANSFORMATION OF THE CORE CURRICULUM AT RUSSIAN UNIVERSITIES: IKBFU CASE / ТРАНСФОРМАЦИЯ ОБЩЕОБРАЗОВАТЕЛЬНОГО ЯДРА В РОССИЙСКИХ УНИВЕРСИТЕТАХ: КЕЙС БФУ ИМ. КАНТА

44.04.01 Педагогическое образование:
Магистерская программа «Экспериментальное высшее образование»

Тюмень 2023

MINISTRY OF SCIENCE AND HIGHER EDUCATION OF RUSSIAN FEDERATION
Federal Autonomous Educational Institution of Higher Professional Education
«UNIVERSITY OF TYUMEN» SCHOOL OF ADVANCED STUDIES
RECOMMENDED FOR A DEFENCE IN SEC
SAS Director (Ph.D., Candidate of Philological Sciences)

GRADUATE THESIS
TRANSFORMATION OF THE CORE CURRICULUM AT RUSSIAN UNIVERSITIES: IKBFU CASE / ТРАНСФОРМАЦИЯ ОБЩЕОБРАЗОВАТЕЛЬНОГО ЯДРА В РОССИЙСКИХ УНИВЕРСИТЕТАХ: КЕЙС БФУ ИМ. КАНТА

44.04.01 Pedagogical Education
Master’s degree program «Experimental Higher Education»

Tyumen 2023

TABLE OF CONTENTS
LIST OF ABBREVIATIONS AND NOTATIONAL CONVENTIONS…… 3
INTRODUCTION 4
CHAPTER 1. THE SYSTEM OF HIGHER EDUCATION IN RUSSIA……. 6
1.1. THE STRUCTURE OF HIGHER EDUCATION INSTITUTIONS IN RUSSIA 6
1.2. A NEW ROLE OF HIGHER EDUCATION INSTITUTIONS IN RUSSIA AND THE TRENDS OF THEIR DEVELOPMENT 9
1.3. ACADEMIC EXCELLENCE INITIATIVES IN RUSSIA 13
1.4. SUMMARY OF THE FIRST CHAPTER 16
CHAPTER 2. TRANSFORMATION OF GENERAL EDUCATION AND CORE CURRICULUM IN THE ACADEMIC WORLD 17
2.1. BRIEF HISTORY OF GENERAL EDUCATION AND CORE CURRICULUM 18
2.2. GENERAL EDUCATION APPROACHES AND CORE CURRICULUM MODELS 25
2.3. WHAT IS TRANSFORMATION OF HIGHER EDUCATION: THE MODEL OF THE “GENERATIONS OF UNIVERSITIES” 30
2.4. CORE CURRICULUM AS A TOOL FOR UNIVERSITY REINVENTION . 36
CHAPTER 3. ETHNOGRAPHIC STUDY OF THE CORE CURRICULUM IMPLEMENTATION IN IMMANUEL KANT BALTIC FEDERAL UNIVERSITY
39
3.1. THEORETICAL FRAMEWORK 39
3.2. IMMANUEL KANT BALTIC FEDERAL UNIVERSITY CONTEXT 42
3.3. CORE CURRICULUM DESIGN AND THE STEPS OF IMPLEMENTATION 45
3.4. RESEARCH METHODOLOGY 54
3.5. RESULTS AND DISCUSSION 55
RECOMMENDATIONS 70
CONCLUSION 74
LIST OF REFERENCES 76

LIST OF ABBREVIATIONS AND NOTATIONAL CONVENTIONS
3GU – Third Generation University APE – Additional professional education
CLER – Customised life and educational route HEI – Higher Education Institution
HSE – Higher School of Economics
IKBFU – Immanuel Kant Baltic Federal University
ITMO – Information Technologies, Mechanics and Optics University LMS – Learning Management System
NPM – New Public Management NRU – National Research University
OECD – Organisation for Economic Co-operation and Development R&D – Research and Development
SAS – School of Advanced Studies of UTMN
SLU2000 – Saint Louis University core curriculum program TSU – Tomsk State University
UNL – University of Nebraska–Lincoln USSR – Union of Soviet Socialist Republics UTMN – University of Tyumen

INTRODUCTION
Some Russian universities have recently implemented a new curriculum core program. This is a relatively new practice for the universities in comparison to the Western ones. At the moment there is no sufficient data about the outcomes of this shift but more and more universities are going in this direction which makes it an interesting area of research. Thus, the relevance of this thesis is based on the lack of similar studies in Russia. The purpose of the thesis is to identify the key changes that were facilitated by the implementation of the core program on the example of the Immanuel Kant Baltic Federal University. The thesis aims to assess the importance of the core program in modern universities during their transformation.
An insider ethnographic method was used in order to obtain the most insightful data. The main assumption of the thesis lies in the theory of organisational change and core curriculum design. It is formulated as follows. The transformation of the core curriculum inevitably drives structural and organisational changes and provides opportunities for institutional alignment. In order to examine this statement, a series of in-depth semi-structured interviews with the key stakeholders was conducted and revealed that it has had a significant effect on the university. However, some initially stated goals were not achieved at this point which is also discussed. The results showed that the implementation of the core led to structural and organizational changes and presented opportunities for institutional coordination. The paper also describes the main functions performed by the core curriculum at the university.
The thesis is structured as follows. In chapter 1 the thesis discusses the landscape of Russian universities, the main trends in this field as well as the reforms and academic excellence initiatives introduced by the government to enhance the universities capacity. The chapter 2 presents the history of general education and core curriculum in the USA and Russia. It also describes the models of general education and its main characteristics as well as the theory of university generations that allows to explain
changes that occur at the universities globally. Chapter 2 also provides examples of universities in which core curriculum transformation has had a significant impact on the university image and its internal practices. Chapter 3 describes the process of core curriculum implementation in detail and provides information about the research procedure, participants of the study, obtained results and discussion. The conclusion summarises key findings and recommendations for the further research.

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