vovrВысшее образование в России (Vysshee obrazovanie v Rossii = Higher Education in Russia)Vysshee Obrazovanie v Rossii = Higher Education in Russia0869-36172072-0459Moscow Polytechnic University10.31992/0869-3617-2022-31-1-120-140vovr-3280Research ArticleОБРАЗОВАТЕЛЬНЫЕ ИССЛЕДОВАНИЯ В МГИМОКонверсионная модель мягкой силы российского высшего образования“That’ll Teach Them”: Investigating the Soft Power Conversion Model through the Case of Russian Higher Educationhttps://orcid.org/0000-0001-7466-2451Кроули-ВиньоА.Crowley-VigneauA.

Кроули-Виньо Анн – PhD

76, Prospect Vernadskogo, 119454, Moscow

Anne Crowley-Vigneau – PhD in International Relations and Management, Cand. Sci. (Political), Assoc. Prof. 

76, Prospect Vernadskogo, 119454, Moscow

acrowleyvigneau@yahoo.frhttps://orcid.org/0000-0003-0432-4603БайковА. А.BaykovA. A.

Байков Андрей Анатольевич – канд. полит. наук, доцент, проректор по научной работе

76, Prospect Vernadskogo, 119454, Moscow

Andrey A. Baykov – Cand. Sci. (Political), Assoc. Prof.

76, Prospect Vernadskogo, 119454, Moscow

a.baykov@inno.mgimo.ruhttps://orcid.org/0000-0002-5781-8837КалюжноваЕ.KalyuzhnovaE.

Калюжнова Елена

Reading, RG6 6UD

E. Kalyuzhnova – PhD, Prof.

Reading, RG6 6UD

y.kalyuzhnova@henley.ac.ukMGIMO UniversityРоссияMGIMO UniversityRussian FederationHenley Business SchoolВеликобританияHenley Business SchoolUnited Kingdom202207022022311120140Copyright © Кроули-Виньо А., Байков А.А., Калюжнова Е., 20222022Кроули-Виньо А., Байков А.А., Калюжнова Е.Crowley-Vigneau A., Baykov A.A., Kalyuzhnova E.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://vovr.elpub.ru/jour/article/view/3280

В научной литературе мирополитического профиля сохраняется устойчивый интерес к мягким, несиловым инструментам проецирования внешнего влияния, несмотря на то, что международная обстановка всё более отчётливо характеризуется усилением тенденций к комплексной междержавной конкуренции. В этом контексте высшее образование всё чаще рассматривается в качестве инструмента достижения целей внешней политики. Так, многие государства усвоили международную норму об университетах мирового класса и стали внедрять её, стремясь повысить свою глобальную конкурентоспособность и улучшить свой имидж за рубежом. В данной статье рассматривается конверсионная модель «мягкой силы» высшего образования и предпринимается попытка оценить её эффективность. Опрос иностранных студентов из трёх ведущих российских университетов, только приступающих к учёбе в России, и тех, кто уже завершает свою подготовку, показывает, что получение высшего образования в России может способствовать «выравниванию» позиций студентов с официальной российской точкой зрения на ключевые международные проблемы. Данный вывод был дополнительно подтверждён опросом контрольной группы российских студентов. Эти предварительные заключения свидетельствуют о том, что преимущества интернационализации национальных систем высшего образования не только «зарезервированы» для инициаторов соответствующей нормы (США, Великобритания), но и вполне применимы к тем государствам, которые выступают её реципиентами (Россия, Китай).

While the international environment remains characterized by the desire of states to strengthen their position, the literature has revealed a growing preference for soft power instruments over military intervention. Higher education has been repurposed as a tool to achieve foreign policy goals, with many states embracing the international norm on world-class universities in an attempt to improve their international competitiveness and their image abroad. This paper considers the soft power conversion model of higher education and attempts to determine its effectiveness through a case study devoted to Russian Higher Education. A survey of foreign students starting their studies and of another finishing their studies in three leading Russian universities reveals that receiving a higher education in Russia may contribute to aligning students’ positions with the Russian perspective on international issues diffused in these universities as was confirmed by surveying a control group of Russian students. These preliminary findings suggest that the benefits of internationalizing national higher education systems are not just reserved to the norm initiators (US, UK) but extend to second wave norm adopters (Russia, China).

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The authors declare that there are no conflicts of interest present.