vovrВысшее образование в России (Vysshee obrazovanie v Rossii = Higher Education in Russia)Vysshee Obrazovanie v Rossii = Higher Education in Russia0869-36172072-0459Moscow Polytechnic University10.31992/0869-3617-2023-32-12-48-64vovr-4709Research ArticleСтатьиДействительно ли «ведущие» вузы лучшие во всём? Как статус и размер российских вузов взаимосвязан со студенческой вовлечённостьюDo “Top” Universities the Best in Everything? How the Status and the Size of Russian Universities Correlate to Student Engagementhttps://orcid.org/0000-0003-4523-7477МалошонокН. Г.MaloshonokN. G.

Малошонок Наталья Геннадьевна  – канд. социол. наук, ст. науч. сотрудник Центра социологии  высшего образования  Института  образования

Researcher ID: K-2877-2015

101000,   г. Москва, Потаповский пер., 16, стр. 10

Natalia G. Maloshonok  – Cand. Sci. (Sociology), Senior Research Fellow, Centre for Sociology of Higher Education, Institute of Education

Researcher ID: K-2877-2015

16, bldg. 10, Potapovsky lane, Moscow, 101000

nmaloshonok@hse.ruНациональный исследовательский университет «Высшая школа экономики»РоссияHSE UniversityRussian Federation20232812202332124864Copyright © Малошонок Н.Г., 20232023Малошонок Н.Г.Maloshonok N.G.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/4709

Характеристики вуза, выдавшего диплом о высшем образовании,  – важный сигнал для работодателя, свидетельствующий о качестве подготовки выпускника. Однако остаётся  неизвестным,  насколько  действительно  ведущие  российские  вузы  отличаются по качеству образовательного процесса от остальных университетов, а не просто пользуются своей возможностью отбора наиболее талантливых и мотивированных абитуриентов. В данной работе предпринимается попытка ответить на этот вопрос при использовании показателей студенческой вовлечённости, которые во всём мире рассматриваются в качестве работающего инструмента оценки качества высшего образования. Была поставлена цель  – изучить взаимосвязь между студенческой вовлечённостью и двумя институциональными характеристиками вузов (наличие специального статуса и размер вуза), которая достигается  с  помощью  анализа  опросных  данных  16  143  студентов,  обучающихся  в  401 российском вузе. Результаты анализа показывают, что учащиеся, обучающиеся в федеральных,  национальных  исследовательских  и  опорных  университетах,  имеют  сравнительно более низкую вовлечённость в работу в классе и социальную вовлечённость по сравнению с учащимися из вузов, не имеющих специальных статусов. Кроме того, наиболее вовлечёнными в работу в классе и одновременно невовлечёнными оказались студенты в вузах с размером от 1000 до 3500 студентов, а размер вуза менее 1000 человек имел отрицательную взаимосвязь с невовлечённостью. Полученные результаты, с одной стороны требуют дальнейших исследований  взаимосвязи  институциональных  характеристик  и  студенческой  вовлечённости.  С  другой  стороны,  они  свидетельствуют  о  необходимости  увеличения  веса  показателей качества образовательного процесса в вузах в государственных конкурсах, направленных  на  идентификацию  ведущих  университетов  и  поддержку  их,  а  также  о  важности разработки  валидных  показателей  качества  образовательного  процесса,  которые  могут быть использованы в рамках таких конкурсов.

The characteristics of the university that issued the higher education diploma are an important signal for the employer, indicating the quality of the graduate’s training. However, it remains unknown to what extent top Russian universities really differ in the quality of the educational process from other universities, and do not simply use their ability to admit the most talented and motivated students. This paper attempts to answer this question using student engagement indicators, which are considered worldwide as a valid tool for assessing the quality of higher education. The article aims to examine the relationship between student engagement and two institutional characteristics of universities (a special status and the size of the university) by employing survey data on 16,143 students studying at 401 Russian universities. The results demonstrate that students studying at federal, national research and flagship universities have comparatively lower class engagement and social engagement compared to students from universities without special status. In addition, students at institutions with a size between 1,000 and 3,500 students were the most engaged in class activities and, at the same time, disengaged, while a size of less than 1,000 students  was  negatively  associated  with  disengagement.  The  results  obtained,  on  the  one  hand, require  further  research  into  the  relationship  between  institutional  characteristics  and  student engagement. On the other hand, they indicate the need to increase the weight of indicators of the quality  of  the  educational  process  in  universities  in  government  excellence  initiatives  aimed  at identifying leading universities and supporting them, as well as the importance of developing valid indicators of the quality of the educational process that can be used as a criterion in such government competitions.

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