3 research outputs found
Academic Mobility Assessment: the Strengths and Limitations of Different Approaches
Π ΡΡΠ°ΡΡΠ΅ ΡΠ°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°ΡΡΡΡ ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄Ρ ΠΊ ΠΎΡΠ΅Π½ΠΊΠ΅ Π°ΠΊΠ°Π΄Π΅ΠΌΠΈΡΠ΅ΡΠΊΠΎΠΉ ΠΌΠΎΠ±ΠΈΠ»ΡΠ½ΠΎΡΡΠΈ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°ΡΠ΅Π»Π΅ΠΉ ΠΊΠ°ΠΊ ΠΊ ΡΠΌΠ΅Π½Π΅ ΠΈΠΌΠΈ ΡΠ°Π±ΠΎΡΠΎΠ΄Π°ΡΠ΅Π»Ρ Π² ΡΠ°ΠΌΠΊΠ°Ρ
Π°ΠΊΠ°Π΄Π΅ΠΌΠΈΡΠ΅ΡΠΊΠΎΠΉ ΡΡΠ΅Π΄Ρ. ΠΠΊΠ°Π΄Π΅ΠΌΠΈΡΠ΅ΡΠΊΠ°Ρ ΠΌΠΎΠ±ΠΈΠ»ΡΠ½ΠΎΡΡΡ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°ΡΠ΅Π»Π΅ΠΉ ΡΠ²Π»ΡΠ΅ΡΡΡ ΡΠ°ΠΊΡΠΎΡΠΎΠΌ Π½Π°ΡΡΠ½ΠΎΠΉ ΠΏΡΠΎΠ΄ΡΠΊΡΠΈΠ²Π½ΠΎΡΡΠΈ, ΠΎΠ±Π΅ΡΠΏΠ΅ΡΠΈΠ²Π°Π΅Ρ ΡΡΠ°Π½ΡΡΠ΅Ρ Π·Π½Π°Π½ΠΈΠΉ, ΠΎΠ±Π½ΠΎΠ²Π»Π΅Π½ΠΈΠ΅ Π½Π°ΡΡΠ½ΡΡ
ΠΈΠ΄Π΅ΠΉ, Π² ΡΠ΅Π»ΠΎΠΌ ΡΠΏΠΎΡΠΎΠ±ΡΡΠ²ΡΠ΅Ρ Π°ΠΊΡΠΈΠ²Π½ΠΎΠΌΡ ΡΠ°Π·Π²ΠΈΡΠΈΡ Π²ΡΡΡΠ΅Π³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ ΠΈ Π½Π°ΡΠΊΠΈ. ΠΠ΄Π½Π°ΠΊΠΎ Π² ΠΊΠΎΠ½ΡΠ΅ΠΊΡΡΠ΅ Π ΠΎΡΡΠΈΠΈ ΡΠ΅Π½ΠΎΠΌΠ΅Π½ Π°ΠΊΠ°Π΄Π΅ΠΌΠΈΡΠ΅ΡΠΊΠΎΠΉ ΠΌΠΎΠ±ΠΈΠ»ΡΠ½ΠΎΡΡΠΈ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°ΡΠ΅Π»Π΅ΠΉ ΠΈΠ·ΡΡΠ΅Π½ Π½Π΅Π΄ΠΎΡΡΠ°ΡΠΎΡΠ½ΠΎ ΠΈ ΡΡΠ΅Π±ΡΠ΅Ρ ΠΎΡΠ΅Π½ΠΊΠΈ ΠΊΠ°ΠΊ ΡΡΠΎΠ²Π½Ρ ΠΌΠΎΠ±ΠΈΠ»ΡΠ½ΠΎΡΡΠΈ Π² ΡΠ΅Π»ΠΎΠΌ, ΡΠ°ΠΊ ΠΈ Π΅Π΅ ΡΠ°ΠΊΡΠΎΡΠΎΠ² ΠΈ ΠΏΠΎΡΠ»Π΅Π΄ΡΡΠ²ΠΈΠΉ. ΠΡΡΠΎΡΠ½ΠΈΠΊΠΎΠ² Π΄Π°Π½Π½ΡΡ
ΠΎΠ± Π°ΠΊΠ°Π΄Π΅ΠΌΠΈΡΠ΅ΡΠΊΠΎΠΉ ΠΌΠΎΠ±ΠΈΠ»ΡΠ½ΠΎΡΡΠΈ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°ΡΠ΅Π»Π΅ΠΉ Π½Π΅ ΡΠ°ΠΊ ΠΌΠ½ΠΎΠ³ΠΎ, Π° ΠΈΠ·Π²Π»Π΅ΡΠ΅Π½ΠΈΠ΅ ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΈ ΠΈΠ· Π½ΠΈΡ
ΡΠ°ΡΡΠΎ ΠΏΡΠΎΠ±Π»Π΅ΠΌΠ°ΡΠΈΡΠ½ΠΎ, ΠΈ Π²ΡΠ΅ ΡΡΠΎ Π·Π°ΡΡΡΠ΄Π½ΡΠ΅Ρ ΡΠΌΠΏΠΈΡΠΈΡΠ΅ΡΠΊΡΡ ΠΎΡΠ΅Π½ΠΊΡ Π΄Π°Π½Π½ΠΎΠ³ΠΎ ΡΠ΅Π½ΠΎΠΌΠ΅Π½Π°. ΠΠ°ΡΡΠΎΡΡΠ°Ρ ΠΎΠ±Π·ΠΎΡΠ½Π°Ρ ΡΡΠ°ΡΡΡ ΡΠ²Π»ΡΠ΅ΡΡΡ ΠΏΠ΅ΡΠ²ΡΠΌ ΡΠ°Π³ΠΎΠΌ ΠΏΠΎ Π»ΠΈΠΊΠ²ΠΈΠ΄Π°ΡΠΈΠΈ ΠΏΡΠΎΠ±Π΅Π»Π° Π² ΡΠΌΠΏΠΈΡΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡΡ
Π°ΠΊΠ°Π΄Π΅ΠΌΠΈΡΠ΅ΡΠΊΠΎΠΉ ΠΌΠΎΠ±ΠΈΠ»ΡΠ½ΠΎΡΡΠΈ Π² Π ΠΎΡΡΠΈΠΈ: Π°Π²ΡΠΎΡΠΎΠΌ ΠΏΡΠ΅Π΄Π»Π°Π³Π°Π΅ΡΡΡ ΠΏΠΎΠ΄ΡΠΎΠ±Π½ΡΠΉ Π°Π½Π°Π»ΠΈΠ· ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΏΠΎΠ΄Ρ
ΠΎΠ΄ΠΎΠ² ΠΊ Π΅Π΅ ΠΎΡΠ΅Π½ΠΊΠ΅ (ΠΎΠΏΡΠΎΡΡ, ΡΠ΅Π·ΡΠΌΠ΅, Π±ΠΈΠ±Π»ΠΈΠΎΠΌΠ΅ΡΡΠΈΡΠ΅ΡΠΊΠΈΠΉ ΠΈ ΠΊΠΎΠΌΠ±ΠΈΠ½ΠΈΡΠΎΠ²Π°Π½Π½ΡΠΉ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄Ρ). Π ΡΡΠ°ΡΡΠ΅ ΠΎΠ±ΠΎΠ±ΡΠ°Π΅ΡΡΡ ΠΎΠΏΡΡ ΠΏΡΠ°ΠΊΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΏΡΠΈΠΌΠ΅Π½Π΅Π½ΠΈΡ Π΄Π°Π½Π½ΡΡ
ΠΏΠΎΠ΄Ρ
ΠΎΠ΄ΠΎΠ², Π²ΡΡΠ²Π»ΡΡΡΡΡ ΠΏΡΠ΅ΠΈΠΌΡΡΠ΅ΡΡΠ²Π° ΠΈ Π½Π΅Π΄ΠΎΡΡΠ°ΡΠΊΠΈ ΠΊΠ°ΠΆΠ΄ΠΎΠ³ΠΎ ΠΈΠ· Π½ΠΈΡ
, Π° ΡΠ°ΠΊΠΆΠ΅ ΠΏΡΠΎΠ²ΠΎΠ΄ΠΈΡΡΡ ΠΈΡ
ΡΡΠ°Π²Π½ΠΈΡΠ΅Π»ΡΠ½ΡΠΉ Π°Π½Π°Π»ΠΈΠ·. Π‘ΠΎΠ³Π»Π°ΡΠ½ΠΎ ΠΏΠΎΠ»ΡΡΠ΅Π½Π½ΡΠΌ ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΠ°ΠΌ Π°Π²ΡΠΎΡΠΎΠΌ ΡΠ΄Π΅Π»Π°Π½Ρ Π²ΡΠ²ΠΎΠ΄Ρ ΠΎ ΡΠΎΠΌ, ΡΡΠΎ ΡΠ½ΠΈΠ²Π΅ΡΡΠ°Π»ΡΠ½ΡΠΉ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄ ΠΊ ΠΎΡΠ΅Π½ΠΊΠ΅ Π°ΠΊΠ°Π΄Π΅ΠΌΠΈΡΠ΅ΡΠΊΠΎΠΉ ΠΌΠΎΠ±ΠΈΠ»ΡΠ½ΠΎΡΡΠΈ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°ΡΠ΅Π»Π΅ΠΉ ΠΎΡΡΡΡΡΡΠ²ΡΠ΅Ρ, Π° ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΡΠΌ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄Π°ΠΌ Π² ΡΡΠΎΠΉ ΡΡΠ΅ΡΠ΅, Π½Π°ΡΠ΅Π»Π΅Π½Π½ΡΠΌ Π½Π° ΠΈΠ·ΡΡΠ΅Π½ΠΈΠ΅ ΠΏΡΠΈΡΠΈΠ½Π½ΠΎ-ΡΠ»Π΅Π΄ΡΡΠ²Π΅Π½Π½ΡΡ
ΡΠ²ΡΠ·Π΅ΠΉ, Π² Π½Π°ΠΈΠ±ΠΎΠ»ΡΡΠ΅ΠΉ ΡΡΠ΅ΠΏΠ΅Π½ΠΈ ΡΠ΄ΠΎΠ²Π»Π΅ΡΠ²ΠΎΡΡΠ΅Ρ Π±ΠΈΠ±Π»ΠΈΠΎΠΌΠ΅ΡΡΠΈΡΠ΅ΡΠΊΠΈΠΉ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄, ΠΎΠ±Π΅ΡΠΏΠ΅ΡΠΈΠ²Π°ΡΡΠΈΠΉ Π±ΠΎΠ»ΡΡΠΎΠΉ ΠΎΠ±ΡΠ΅ΠΌ ΠΈ ΡΠ΅ΠΏΡΠ΅Π·Π΅Π½ΡΠ°ΡΠΈΠ²Π½ΠΎΡΡΡ Π²ΡΠ±ΠΎΡΠΊΠΈ, Π²ΠΎΡΠΏΡΠΎΠΈΠ·Π²ΠΎΠ΄ΠΈΠΌΠΎΡΡΡ ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΠΎΠ² ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ ΠΈ Π΄ΠΎΡΡΡΠΏ ΠΊ ΠΎΡΠ΅Π½ΠΊΠ΅ ΡΠ°ΠΊΡΠΎΡΠΎΠ² ΠΌΠΎΠ±ΠΈΠ»ΡΠ½ΠΎΡΡΠΈ. ΠΠ°Π½Π½Π°Ρ ΡΠ°Π±ΠΎΡΠ° ΠΏΠΎΠΌΠΎΠΆΠ΅Ρ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°ΡΠ΅Π»ΡΠΌ Π½Π°ΡΠΊΠΈ ΠΈ Π²ΡΡΡΠ΅Π³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ Π²ΡΠ±ΡΠ°ΡΡ Π½Π°ΠΈΠ±ΠΎΠ»Π΅Π΅ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄ΡΡΠΈΠΉ Π΄Π»Ρ ΠΈΡ
ΡΠ΅Π»Π΅ΠΉ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄ ΠΊ ΠΎΡΠ΅Π½ΠΊΠ΅ Π°ΠΊΠ°Π΄Π΅ΠΌΠΈΡΠ΅ΡΠΊΠΎΠΉ ΠΌΠΎΠ±ΠΈΠ»ΡΠ½ΠΎΡΡΠΈ ΠΈ ΡΡΠ΅ΡΡΡ ΠΌΠ½ΠΎΠΆΠ΅ΡΡΠ²ΠΎ Π½ΡΠ°Π½ΡΠΎΠ² ΠΏΡΠ°ΠΊΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΏΡΠΈΠΌΠ΅Π½Π΅Π½ΠΈΡ ΠΊΠ°ΠΆΠ΄ΠΎΠ³ΠΎ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄Π° Π² ΠΏΡΠΎΡΠ΅ΡΡΠ΅ ΠΏΠ»Π°Π½ΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ.The article discusses methodological approaches to measuring academic mobility when a researcher changes his place of work within the academic environment. Researchersβ academic mobility is a factor of their productivity, it provides knowledge transfer, renews scientific ideas, and in general contributes to the active development of higher education and science. However, in Russia the phenomenon of academic mobility is not studied sufficiently and demands an estimation of both mobility as a whole, and its factors, and its consequences. There are not many data sources on mobility, and getting corresponding information is often problematic β these factors make it difficult to empirically measure researchersβ academic mobility. This review might be the first step towards filling the gap in empirical research on academic mobility in Russia. The author suggests a detailed analysis of academic mobility assessment methodologies, including surveys, CVs, bibliometric and combined approaches. The article summarizes the experience of practical approaches application, identifies advantages and disadvantages of each of them, and provides their comparative analysis. The author comes to the conclusion that in the absence of a unique approach to measuring the academic mobility, the bibliometric approach, which provides large representative samplings, research results reproducibility, and greater possibilities of mobility factors assessment, best meets the goals of modern research on causality of academic mobility. This paper should help those who study science and higher education in selecting the most suitable approach to academic mobility measurement and in considering a number of nuances of each approach as practically applied in the research planning process.The article was prepared within the framework of the Basic Research Program at HSE University