Improving the Quality of Social, Cultural and Humanitarian Education in Modern Universities: A Discourse

A teacher plays a vital role in improving the quality of social, cultural and humanitarian (SCH) education. He/she channels and corrects students when they take steps towards a specific goal, delivers knowledge, manages the learning process, and shapes behavioural patterns. This research aims to contribute to the improvement of SCH education quality in modern universities. The study was carried out with the participation of 790 students from 7 universities: Moscow Institute of Physics and Technology, the Moscow Engineering Physics Institute, the Russian Presidential Academy of National Economy and Public Administration (Moscow), the Moscow State Institute of Steel and Alloys, the Moscow Power Engineering Institute, the Voronezh State University, and the North-Eastern Federal University (Yakutsk). The survey reveals uncongenial findings: 30% of the respondents are satisfied with the quality of SCH education in their university, 67% are unsatisfied, and 3% are not sure. The findings allow teachers of humanities and social studies to apply the mechanism described in this study in educational contexts. This research tackles the Elabuga model of education quality improvement in the context of various universities and institutes. The research shows that the Elabuga teaching model has improved the quality of students majoring in humanities and social studies and led to a qualitative and frequent use of innovative methods. Thus, from the US and Russian experience in socio-cultural and humanitarian education, it is evident that Humanities and Social Studies will be more in line with Science and Engineering in years to come

Sociocultural Aspects of Leadership: A Look at Gender Roles

The research aims to examine specifically the gendered aspects of professional and management leadership and evaluate the prospects for overcoming gender inequality in the social sphere. The study involved 350 students comprising of 45% men and 55% women from three different universities of Kazan (Russia): Kazan Federal University, Kazan Federal Agricultural University, and Kazan State Medical University. To accomplish the research objectives, empirical data were gathered using the Bem Sex-Role Inventory and a Sex Typing on Leadership Survey composed by Cann and Siegfried (1990). The findings reveal that only 12% of students were raised in traditional patriarchal families, while the rest was raised in a multicultural environment. The gender-neutral type of leadership is dominant in student groups. This observation suggests a definite trend towards gender equality in management