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Социально-экономические факторы, оказывающие влияние на мотивацию обучения в России иностранных студентов на примере РАНХИГС

Аннотация

The author devoted this article to universal tendencies and problems of process of internationalization of the higher education. For the last decades the European scientific and educational scholarship programs which implementation became possible thanks to social and economic globalization and strengthening of a role of knowledge in society were one of the main development mechanisms of internationalization. In current social and economic trends of the country, traditionally attractive to foreign students, lose their positions and new regions enter the market interesting to students whose development strategies provide significant increase in inflow of foreign students. At the same time not all countries have identical potential and appeal to students. The author suggested to investigate motivation of students, based on their classification by the level of financial and academic preparation. These factors can become growth points for the Russian higher education institutions interested in development of internationalization of the higher education. The author also gave her research of motivation of foreign students of RANEPA which showed difference in the relation to education in Russia of the European students and representatives of the CIS countries and the Asian region. Students from the EU arrived to Russia for acquaintance to the country, its inhabitants, studying of Russian and culture, search of new friends, and only after this education. Nearly a half of students of the CIS countries and Asia note that they would like to continue the education in Russia before to go to work, and do not only specified a magistracy, but also a postgraduate study as the purpose of the training. For expansion of international backgrounds and involvement of foreign students higher education institutions need to strengthen influence of positive factors and to minimize negative, it is necessary to focus on development of cooperation with the countries of Asia. Results of a research can be useful to improvement of mechanisms of involvement of students, their psychological adaptation and improvement of quality of educational process.

Ключевые слова

Интернационализация образования, высшее образование, мобильность, региональная мобильность, глокальный, глобальный, институциональное присутствие, социально-экономические факторы, мотивация

Полный текст статьи

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DOI

10.20310/1819-8813-2018-13-2-58-63

УДК

316.4

Страницы

58-63

Список литературы

1. Globalization of Internationalization: Thematic and Regional Reflections on a Traditional Concept. AUDEM: The International Journal of Higher Education and Democracy. Vol. 3. 2012. P. 35-54. 2. Knight J. Internationalisation Remodelled-Definition, approaches and rationales / L. Knight // Journal of Studies in Interntaional Education. 2004. Vol. 8. № 1. 3. «Международное высшее образование» – русскоязычная версия информационного бюллетеня International Higher Education (Бостонский колледж, США). № 83. 2016. 4. Радаев В. В. Пять принципов построения нового университета // Pro et Contra. Реформа образования: проекты и перспективы. М., 2011. 5. Российское и общеевропейское образовательное пространство: организационно-экономические проблемы интеграции // Университетское управление: практика и анализ. 2004. № 5-6(33). С. 12-52. 6. Salomone R. Italian court pushes back on the race towards English. // University World News, 2018. № 491. URL: http://www.universityworldnews.com/article.php?-story=2018020304275 939 7. Not All International Students Are the Same: Understanding Segments, Mapping Behavior. URL: https://wenr.wes.org/2012/08/wenr-feature-2012-not-all-international-students-are-the-same

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Социально-экономическое мировоззрение

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