In this paper we study the conditions under which the process of integration in the field of higher economic education can be effective, consider the forms, methods and conditions of integrationye

Kamyshanchenko, E. N.

Stepanenko, S. N.

DSpace at Belgorod State University

П Л Е Н А Р Н О Е  ЗА С ЕД А Н И ЕCONDITIONS OF THE EFFECTIVE INTEGRATION OF THE RUSSIAN H IGHER ECONOM IC EDUCATION IN THE GLOBALIZING M ARKET OF EDUCATIONAL SERVICESE. N. Kamyshanchenko, S. N. Stepanenko Belgorog, RussiaThe current stage o f  the world econom y developm ent is characterized by the intensification o f  the integration processes in the various fields. Today num erous integration associations are tack­ling sim ilar tasks and problem s related to the creation o f  a favorable foreign policy environment able to strengthen the incorporating parties mutual understanding; the optim ization o f  the trade pol­icy; the promotion o f  the economic restructuring; the support o f  the young industries development, etc. [1]. Under the influence o f  the labor m arket integration, the international community is imple­m enting serious m easures to boost integration in the sphere o f  education. The purpose o f  this paper is to investigate the conditions o f  the effective integration o f  the higher econom ic education o f  the Russian Federation in the globalizing educational market.The impulse to coordinate the diverse higher education systems w as given by the Declara­tion o f  the M inisters o f  Education from 34 European countries, adopted in 1999 in Bologna (Italy). Its ratification marked the beginning o f  the Bologna process. Russia jo ined the Bologna Declaration in 2003. The Bologna Process Integration m easures are aimed at prom otion o f  the regional econom ­ic education, enabling the particular groups o f  countries to create a m ore favorable environment for the educational services trade. In practice this requires, first o f  all, the universal transition to the two-step educational system, with the first stage o f  the higher (university) education lasting four years and the second stage o f  the higher education, the completion stage lasting two years. There­with, the system o f  «credit units», i.e. the standardized clusters, should be implemented. Their equal presence in the educational systems o f  different countries will allow speaking about the com parabil­ity o f  the curricula and the possibility o f  transition from one institution to another w ith a guarantee o f  the final result o f  education identity, regardless o f  the home base country.On the whole, the actual process o f  globalization and economic integration o f  higher eco­nomic education (and higher education in general) is a recent time phenomenon. The objective pro­cesses in the socio-economic development, form ing the basis o f  the global changes, underlie the educational institutions integration.Factors accelerating the integration o f  educational space include both, factors acting on a sufficiently long time interval, and those appeared in the recent years [2]. The factor o f  educational services export increase is the most important for the processes o f  integration and globalization in the sphere o f  higher education, including the econom ic one. It can be explained be the the fact that universities, previously limited in the educational services delivery within their countries, have started to actively export them to other countries [3].O ther factors accelerating the integration o f  educational space, include the strengthening o f  the interrelation and interdependence o f  national economies; the increase o f  the factors o f  produc­tion (labor, capital, information, technology) m obility; the amplification o f  the national economies openness degree, expressed in the liberalization o f  goods and services trade; the transition to de­mocracy and m arket economy as the m ain mechanisms o f  social development; the growth o f  human capital role in the conditions o f  transition to the innovative development [4]; the conversion o f  the higher education into the common advantage [5].Currently the integration process o f  higher economic education can be characterized by the active cooperation o f  the Russian higher education institutions with the foreign educational centers, which began after the liberalization o f  external relations and the adoption o f  the new  laws in the field o f  education. International strategic alliances (ISA) are recognized as the m ost effective forms o f  the «soft» transnational corporate integration on the international m arket o f higher educational9services. International strategic educational alliances are considered as sites o f  the global education­al space. They are designed to provide professional consulting and methodological support as well as practical support o f  the human capital innovation [6].By this tim e there are two m odels o f  international strategic alliances in Russia: the «valida­tion» and «contract» [7].Under the «validation» model the Russian university (with the participation o f  the foreign partner) develops an educational program and w ith the consent o f  the latter acquires a right to issue its diplomas. This form o f  cooperation involves the establishment o f  long-term and fairly close partnership contacts. Its efficiency is stipulated by the students’ expenses on the foreign university diploma savings, the quality o f  the educational process improvement, related to the export o f  m an­agement o f  the partner university.The «contract» model o f  international cooperation is based on the m aking o f  the special agreem ent between the universities o f  different countries, according to which the Russian university offers its students an educational program o f  the western partner. In recent years, due to the adapta­tion o f  these program s to the Russian realities, this model is increasingly being transform ed into a model o f  «joint programs». Depending on the geographical location o f  the educational services re­ceipt, it uses tw o variants o f  educational services providing: in Russia and abroad.Russian specificity o f  the jo in t educational projects formation and functioning is connected with the fact that they, in contrast to the west-european ones, are usually limited by two partici­pants. The negative impact o f  the project participants’ lim itation factor is particularly strong at the initial stage o f  the transnational integration, when the choice o f  the western partner is largely o f  a random character.The successful entry o f  the Russian universities in the unified educational space can be achieved in case the structural changes in the national education system are carried out. One o f  the issues o f  the higher education reform in Russia is to create new structural formations -  federal and national research universities. N ew  schools o f  higher learning, that have to become the leaders not only in Russia but also in the international education market, are usually formed by means o f  com ­bining o f  several universities [8]. A s a result o f  this process it is supposed to create a common edu­cational and scientific research area in the region and (or) industry, which will increase the educa­tion and scientific research quality, strengthen the integration processes in the sphere o f  production, education and science, help to successfully solve the problems o f  socio-economic development.However, the increase o f  the educational institutions effectiveness by m eans o f  their associa­tions at federal and regional level can be achieved under certain conditions. First o f  all, it should be noted that the effectiveness o f  the universities association depends on the economy o f  scale size in the sphere o f  educational services production. Since the economy o f  scale in the im plementing o f  various educational program s is different, it is necessary to consider the structure o f  educational services in each o f  the m erging universities.A s it is known, the economy o f  scale, expressed in the expenditure savings resulting from the increase o f  the quantity o f  the production, depends primarily on the technology used. Therefore, its value in different branches is different. Even if  we assume the existence o f  a significant economy o f  scale in the education industry, it is necessary to carry out a special study o f  the effectiveness o f  the universities association, since with the different volum es o f  the produced output it is different. The econom y o f  scale can occur, firstly, due to the integration o f  the educational process factors in the common to the universities’ curricula, and, secondly, due to the assosiation o f  the teaching staff o f  the universitywide departaments. A s different training program s have different returns from the scale, it is necessary to do the specific research o f  every program ’s wins and losses, w hich algebraic sum will show the overall effect o f  association [2].A n absolute advantage to be expected from the ongoing upsizing o f  the universities is also connected with the gains resulting from the integration o f  the universities’ scientific-research activi­ties. A large university, as a rule, gets additional opportunities for the integration o f  educational and scientific-research activities. This, in its turn, contributes to the integration o f  the com m on scientific and educational space o f  the university with real production.10It should be remembered that the state policy aimed at prom oting the multilateral interna­tional strategic alliances, can accelerate the integration processes, both at the national and interna­tional levels, only on the condition that a formal association o f  universities will be the result o f  the already existing real relations and not its base. Otherwise there will be an inevitable long lag be­tween the time o f  the m erger and the tim e o f  benefits gain.The study o f  the conditions under w hich the process o f  integration in the field o f  higher eco­nomic education can be effective, has shown that the forms, methods and conditions o f integration largely depend on national policy o f  the country. In this regard, when form ulating the national poli­cy, it is necessary to analyze the possible benefits and threats associated w ith the integration and globalization o f  the educational process. First o f  all, the states should understand that the conse­quences o f  integration will be different for the participants o f  different segm ents o f  the m arket o f  educational services. The winning party will be the «strong» universities w ith a brand, i.e those able to survive in a competitive environment [3]. Besides, the opening o f  the education m arket will lead to a stratification o f  the universitz teaching staff: the welfare o f  the qualified staff and empoloyees will increase due to the increased opportunities to choose a place o f  jo b  and rem uneration, while wages and living standards o f  the less successful workers, at best, will remain unaltered [2]. The students, as the direct consumers o f  the educational services, will gain an absolute win, associated with the savings on transaction expenditures o f  transfer from one university to another, expanding employment opportunities, obtaining the education o f  a higher quality.To mitigate the contradictions, em erging in the integration process, a special program o f  the state regulation is required. The concept o f  preserving and strengthening the system o f  basic nation­al values in the fields o f  education, science, cultural and historical traditions should constitute the core o f  this program. Concurrently, the specific mechanism o f  this program realization in the condi­tions o f  the increasing international integration should be worked out. Furtherm ore, the effective­ness o f  the state’s educational policy o f  the integration processes regulation depends on the degree o f  its orientation to promote the already existing forms o f  cooperation o f  the Russian higher educa­tion establishments with the universities in other countries.In addition, the government should encourage the establishment o f  the m ultilateral educa­tional alliances. It will allow using both direct and indirect forms o f  econom ic support o f  the inte­gration process.The direct support is connected with the allocation o f  budgetary resources in the form o f subventions, subsidies, grants, loans, centralized program funding.The indirect support involves the use o f  such tools as tax incentives, alleviation o f  the bank loans receiving and repayment terms, priority distribution o f  the state orders for the training o f  the specialists and conducting scientific researches [9].The undertaken study has shown that the national education system o f  higher education re­quires a num ber o f  structural changes which should contribute to the successful entry o f  the Russian Federation’s universities in the unified educational space. The unified educational space formation can significantly change the situation on the education m arket o f  higher learning. The unification o f  the educational process, based on the com m on requirem ents and the unity o f  the educational pro­grams, as well as the increase o f  competition will force the universities not to work for the system o f abstract figures, but for the particular student. Besides, the educational process unification will increase the student mobility and change the educational product structure. The consum ers will get the opportunity to acquire not the entire package o f  services in one higher school, but to form the optimal structure o f  the service portfolio offered by different universities. The changing o f  the situa­tion in the field o f  the higher education will help to reduce the asym metry in the distribution o f  in­formation in the educational m arket o f  higher learning and will make its product m ore transparent and m ore specified for the educational services consumers.References1. Galuta, O.P. Economicheskoe obrazovanie Rossii v protsessah transnatsionalozatsii / Galuta,O.P., Galuta, D.V // [Electronic resource] -  Access mode: http://conf.vgi.volsu.ru/?p=195.2. Zak, T.V. Integratsionnie protsessi v sfere visshego obrazovania i ih regulirovanie gosudarstvom / Zak, T.V. // [Electronic resource] -  Access mode: www.aspu.ru/images/file/ilil/integr.doc113. Maiburov, I. Globalizatsiya sferi visshego obrazovaniya [text] /. Maiburov, I. // Mirovaya ekonomika i mezhdunarodnie otnosheniya. -  2005. -№ 3 . -  S. 10-17.4. Ekonomika znaniyi: kollektivnaya monografiya [text] / otv. red. dr. ekon. nauk, prof. V.P. Kole­sov. -  М.: Infra-M, 2008. -  432 s.5. Zhelezov, B.V. Osmislenie opita reform visshego obrazovaniya v ES [text] / Zhelezov, B.V. // Vestnik mezhdunarodnih organizatsiyi. -  2008. -№ 2(17). -  S. 27-35.6. Lashko, S. I. Integratsia sistemi ekononicheskogo i biznes-obrazovaniya v mirovoi rinok obra- zovatelnih uslug: teoria, modeli, praktika: A vtoref... dok. ekon. nauk: 08.00.14; 08.00.05 / Lashko Sergei Ivanovich; Rostov-na-Donu, 2008.7. Karpuhina, E. К analizu stanovleniya mezhdunarodnih strategicheskih aliansov v Rossiiskom visshem obrazovanii [text] /  Karpuhina, E. // Rossiiskiyi ekonomicheskiyi zhumal. -  2006. -  № 2. -  S. 70-81.8. Isaeev, D.V. Monitoring razvitiya seti federalnih universitetov: metodika i tehnologiya / Isaeev, D.V. // [Electronic resource] -  Access mode:http://univer.academy.ru/Documents/%D0%9C%D0%BE%D0%BD%D0%B8%D1%82%D0%BE%D1%80 %DO%B8%DO%BD%DO%B3%20%D1%80%DO%BO%DO%B7%DO%B2%DO%B8%D1%82%DO%B8% D1%8F%20%D1%81%DO%B5%D1%82%DO%B8%20%DO%A4%DO%A3%20%28%DO%98%D1%81% D0%B0%D0%B5%D0%B2%20%D0%94.%D0%92.%29.pdf.9. Vinslav, U. Professionalnoe obrazovanie i ekonomika: о neobhodimosti i zadachah gosudar- stvennogo stimulirovaniya integratsionnih protsessov [text] / Vinslav, U. // Rossiiskiyi ekonomicheskiyi zhumal. -  2005. -  № 5/6. -  C.41-57.УГРОЗЫ  ЭКОНОМ ИЧЕСКОЙ БЕЗОПАСНОСТИ РОССИИ: ВОПРОСЫ ТЕОРИИЕ.В. Миро шпиков г. Белгород, РоссияВ современных условиях все еще ощущаются последствия экономического кризиса, нестабильная политическая обстановка и угрозы применения к России экономических санк­ций со стороны западных государств создают опасность ухудшения экономической обста­новки в Российской Федерации. В связи с этим проблема обеспечения экономической без­опасности нашей страны в настоящее время является особенно актуальной и требует, в том числе, научного осмысления и обоснования основных терминов и понятий, используемых в данной сфере.В настоящ ей работе будут рассмотрены теоретические аспекты угроз экономической безопасности Российской Ф едерации, уточнены основные термины и понятия, рассмотрены существующие классификации угроз и опасностей.В законодательстве и литературе не сложилось единого подхода к пониманию терми­нов «опасность» и «угроза». Отметим, что действующ ий Федеральный закон от 28 декабря 2010 г. № 390-Ф 3 «О безопасности» [2] не раскрывает содержания терминов «опасность» и «угроза» в отличие ранее действовавшего Закона Российской Ф едерации от 5 марта 1992 г. №2446-1 «О безопасности», ст. 3 которого определяла угрозу безопасности как совокупность условий и факторов, создающих опасность жизненно важным интересам личности, общества и государства [1]. Таким образом, имела место попытка определить понятие «угроза», через термин «опасность», не раскрывая содержание последнего. Легальная трактовка термина «угроза национальной безопасности» содержится в Указе Президента РФ от 12 мая 2009 г. № 537 «О Стратегии национальной безопасности Российской Федерации до 2020 года». В со­ответствии с абз. 4 п. 6 разд. I «Стратегии национальной безопасности Российской Ф едера­ции» угроза национальной безопасности -  это прямая или косвенная возможность нанесения ущерба конституционным правам, свободам, достойному качеству и уровню жизни граждан, суверенитету и территориальной целостности, устойчивому развитию Российской Ф едера­ции, обороне и безопасности государства [3].Ряд авторов употребляет рассматриваемые термины как синонимы. Так, Т.В. Саму- шенок, не разграничивая значение данных понятий, дает следующее определение угрозы12

Conditions of the effektive integration of the russian higher economic education in the globalizing market of educational services

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Conditions of the effektive integration of the russian higher economic education in the globalizing market of educational services

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