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Работа на тему: Удержание знаний на коротких и семестровых курсах в рамках программы бизнес-бакалавриата Сколково и МФТИ
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Описание работы

МИНИСТЕРСТВО НАУКИ И ВЫСШЕГО ОБРАЗОВАНИЯ РОССИЙСКОЙ ФЕДЕРАЦИИ
Федеральное государственное автономное образовательное учреждение высшего образования
«ТЮМЕНСКИЙ ГОСУДАРСТВЕННЫЙ УНИВЕРСИТЕТ» ШКОЛА ПЕР.СПЕКТИВНЫХ ИССЛЕДОВАНИЙ (SAS)
РЕКОМЕНДОВАНО К ЗАЩИТЕ В ГЭК
.
ВЫПУСКНАЯ КВАЛИФИКАЦИОННАЯ РАБОТА
магистерская диссертация
KNOWLEDGE RETENTION 1N SHORT AND SEМESTER-LONG COURSES 1N SKOLKOVO BACНELOR OF BUSINESS ADMINISTRATION PROGRAМ / УДЕРЖАНИЕ ЗНАНИЙ НА КОРОТКИХ И СЕМЕСТРОВЫХ КУРСАХ В РАМКАХ ПРОГРАММЫ БИЗНЕС-БАКАЛАВРИАТА СКОЛКОВО И МФТИ

44.04.01 Педагогическое образование:
Магистерская программа «Экспериментальное высшее образование»

Тюмень 2023

TABLE OF CONTENTS INTRODUCTION 3
CHAPTER 1. THE CONCEPT OF KNOWLEDGE RETENTION AND APPROACHES FOR STUDYING IT 7
1.1. THE CONCEPT AND NOTION OF KNOWLEDGE RETENTION 7
1.2. CONNECTION OF KNOWLEDGE RETENTION TO FUNDAMENTAL THEORIES OF LEARNING AND MEMORY 8
1.4. TOOLS THAT ARE BEING USED TO STUDY KNOWLEDGE RETENTION OR FOSTER IT 15
CHAPTER 2. FRAMEWORK FOR STUDYING KNOWLEDGE RETENTION IN THE CONTEXT OF JOINT SKOLKOVO SCHOOL OF MANAGEMENT AND MOSCOW INSTITUTE OF PHYSICS AND TECHNOLOGY BACHELOR OF BUSINESS ADMINISTRATION PROGRAM 18
2.1. INSTITUTIONAL CONTEXT, THE DESCRIPTION OF JOINT SKOLKOVO SCHOOL OF MANAGEMENT AND MOSCOW INSTITUTE OF PHYSICS AND TECHNOLOGY BACHELOR OF BUSINESS ADMINISTRATION PROGRAM AND NEEDS FOR STUDYING KNOWLEDGE RETENTION 18
2.2. METHODOLOGICAL FRAMEWORK 23
2.2.1. THEORETICAL UNDERPINNINGS 24
2.2.2 RESEARCH DESIGN 26
2.2.3. STRUCTURE OF THE STUDY 32
2.2.4. RESULTS ANALYSIS 33
CONCLUSION 53
BIBLIOGRAPHY 56

INTRODUCTION
Universities, as educational institutions, create a specific learning environment that emerged in ancient times and had its own form of evolution. Therefore, the educational environment of universities relies strongly on academic traditions and is quite resistant to rapid changes. However, these changes are unavoidable processes of today’s world. Not only does the demand of the industry become higher, but students’ demand for high-quality education also rises. According to the World Bank, “globally, in 2021, roughly 220 million students were enrolled in formal post-secondary education, more than doubling the enrollment figure from 2000. It is estimated that there will be 380 million higher education students by 2030” [Murthi M., Bassett M. R., 20221]. Considering the students’ demand and understanding what they value in higher education is crucial for higher education institutions around the world. According to global surveys, students not only value skills that lead to meaningful work, but also those that lead to a meaningful life. They prioritize connections and opportunities that provide security and purpose in their lives [Murthi M., Bassett M. R., 20221]. In order to prepare students for the fast-changing realities of today’s labor market, universities should adapt their educational models and learning process in a way that ensures real knowledge acquisition and retention. Knowledge retention is a multidimensional process that different factors can influence. Therefore, universities should consider different approaches to organization of the learning process, starting from increasing students’ engagement and ending with specific course formats and organization, to provide students with the most effective learning experience and knowledge acquisition. Suppose a university has a well-developed tool for studying knowledge retention. In that case, it will have data to introduce evidence-based changes to the educational process that will raise its efficiency. Therefore, the relevance of this work is predetermined by the need for universities to enhance the learning process and create an educational environment that will ensure knowledge acquisition, its further retention and usage in specific working or live situations.
Higher education institutions are already introducing new technologies (virtual reality, augmented reality, simulations, etc.), as well as new approaches for organization of the educational process (problem-based learning, action learning, gamification, etc.) that might potentially increase knowledge retention. In the framework of this study, the case course organization in Bachelor of Business Administration, a joint program of SKOLKOVO School of Management and Moscow Institute of Physics and Technology (SKOLKOVO-MIPT BBA program), will be analyzed. Therefore, the object of this research is a joint program of SKOLKOVO School of Management and Moscow Institute of Physics and Technology Bachelor of Business Administration, the subject of the research is knowledge retention in short and semester-long courses.
The study's main goal will be to study knowledge retention in short and semester- long courses of the program. In order to fulfill this goal, this research has the following objectives:
1. To analyze the concept and the notion of knowledge retention.
2. To connect knowledge retention to fundamental theories of learning and memory.
3. To describe tools that are being used to study knowledge retention or foster it.
4. To describe the institutional context of SKOLKOVO School of Management and Moscow Institute of Physics and Technology, give a description of the Bachelor of Business Administration Program.
5. To describe a research design and methodological framework of the thesis study.
6. To interpret the result of the research and outline the field of further discussion In order to fulfill these objectives, a literature review was conducted. This research
is based on several types of sources:
? Fundamental theories of learning and memory, e.g., Anderson & Krathwohl (2001), Ebbinghaus (2013), Letrud (2012), Turesky & Wood (2010).
? Practical implications of knowledge retention studies, e.g., Beers & Bowden (2005), Chittaro & Buttussi (2015), Cloke (2021), Frankart, Patterson, Crawford, Donohoe, Gatewood & Goode (2022), Ibrahim Al-Shara (2007), Levin-Banchik
(2018), Lindsey, Shroyer, Pashler & Mozer (2014), Seamon (2004), Tennyson & Beck, (2018).
? Internal and organizational documents of SKOLKOVO-MIPT Bachelor of Business Administration program.
The main research question of this thesis is how course organization in the SKOLKOVO-MIPT BBA program influences knowledge retention. In order to answer this question, knowledge tests were used. The research also included a qualitative part that consists of short structured interviews with each student. The interview included questions related to the motivation of students to learn, their engagement in classes, educational expectations and challenges. Students received individual knowledge tests, which will include disciplines from SKOLKOVO and MIPT modules that they have finished in the previous semester. Students will solve these tests; the answers will be analyzed with the help of descriptive statistics, and compared with the results from the previous semester. On the one hand, the findings of the research will contribute to the global discussion of knowledge retention studies in academic context. On the other hand, it will provide data on the current efficiency of the educational process and recommendations for the possible adjustments to enhance the learning experience of students.
In the first chapter of the thesis, a literature review is presented. The literature review is divided in three parts:
? fundamental theories of learning and memory, which play a significant role in knowledge retention and the derived dimensions of knowledge retention;
? a review of the relevant studies of knowledge retention: their foci, goals, and connection to the dimensions of knowledge retention,
? a review of the existing tools to study knowledge retention in academic and non- academic contexts.
The second chapter of the thesis provides a description of the study and methodological framework. In this chapter, an institutional context of the program is given. Research design with theoretical underpinnings, as well as the description of the
choice of material and the structure of the study, is given. The description of the specific analysis aspects, as well as the results’ interpretation, is conducted.
In conclusion, the direction for further discussion is outlined.

BIBLIOGRAPHY
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О программе – Бизнес-бакалавриат СКОЛКОВО и МФТИ: [website]. Moscow.