Transcript Slide 1
The relevance of Finnish second and third cycle degrees for academic careers in Russian Universities Timo Aarrevaara – Yulia Shumilova University of Tampere, HEG 30th ANNUAL EAIR FORUM Copenhagen, Denmark Russian students in Finland • 14% of foreign students in Finland are Russian • Factors promoting enrollments in higher education from Russia to Finland: – geographical proximity – availability of financial suport – recognised quality of HE • What are their career prospects upon graduation? Focus: master’s and PhD program graduates & academic career in Russia Research questions for this presentation • What role does Finnish graduate and postgraduate education play in preparing for an academic career in Russia? – What expectations do Russian students have of the outcomes of their studies in Finland? – What are the perceived strengths and weakness of Finnish Master’s and PhD degrees in terms of an academic career in Russia? Evidence • Acid test: degree recognition as a thereshold to academic profession • evidence by statistics, legislative decrees and subjective experience by intervieews • An interview framework included questions on the motivation for studying in Finland, financing the studies, the content of the degrees, the benefits from the degree when returning to Russia and the opportunities for an academic career opened up by the degree • analysing responses of eight interviews and by reviewing recognition procedures in Russia and Finland System of academic degrees in Russia (after 1993) Duration of studies in years Degrees 2 and up 1 Doctor of Science 3 2 Candidate of Science 1 6 Master’s degree 5 4 3 2 1 Specialist’s degree Bachelor’s degree Academic career in Russia: some features • • • • Two-tier structure of doctoral studies Ageing of doctoral degree holders 53 - 61 Inefficiency of doctoral studies 30% 16 y. Declining prestige of academic career 1.8% 16 % Expectations of Russian students • Studies abroad as an opportunity to emigrate • Hope to improve one’s English • Get acquainted with the European system of HE, and • Improve career prospects in general Strengths and weaknesses of Finnish degrees Strengths: Russian students appreciated a broader lernfreiheit in Finnish HEIs with: – more time allocated for self study – the use of interactive teaching and better learning facilities – flexibility in passing exams and choosing study courses Weaknesses: Differences in degree structures and complicated recognition procedures. Students have to obtain an academic degree from a Russian HE institution in parallel with or after their studies in Finland Recognition of foreign academic degrees in Russia and Finland • In the framework of European Higher Education Area: degree systems into the three cycles advocated (1s, 2nd and 3rd cycles) • Finnish system is primarily for recognition, acceptance and comparability – all credits in first and second cycle fully compatible with ECTS • Russian system is rather looking for equivalence Recognition of foreign degrees in Russia • Facilitated recognition of short study abroad periods through ECTS, yet only 60% of HEIs have recognition procedures in place • Decentralization of (1st and 2nd cycle) degree studies recognition: 1 ministerial unit 10 expert centers in regions • 3rd cycle degree recognition still complicated and centralized Conclusions 1 • Major challenge: master’s degrees obtained and even separate academic credits were reported not to be recognised in home institutions • interviewees had to repeat courses and extend their period of studies in Russian HEIs • a complicated bureaucratic procedure for 3rd cycle degrees • Russia’s policy of keeping tight national rules around the academic degree recognition might prove to be shortsighted especially in the situation where the academic profession is ageing rapidly, and new recruits are needed at all levels Conclusions 2 • in the context of increased academic mobility universities are no longer recognised only as national icons – Universities learned to operate in the international mode – academic labor markets can not remain highly regulated • problems of recognition of degrees cannot be dealt with only as a governance issue, the content and focus of degrees also matters • Russian students in Finnish universities expect the recognition process to be equivalent in Finland and Russia, including flexibility at the departmental level to improve mobility in academic careers