Articles in Media by Svetlana Shenderova
Rethinking internationalisation post pandemic and war, Apr 9, 2022
The COVID-19 pandemic and Russia-Ukraine war have changed the landscape of the internationalisati... more The COVID-19 pandemic and Russia-Ukraine war have changed the landscape of the internationalisation of higher education (IoHE) and challenged existing conceptualisations and frameworks for understanding IoHE. This has led to debates on what IoHE is and what IoHE is for.
The changing dynamics in political and economic drivers for international cooperation and their influences on IoHE can be observed in Brazil, China and Russia’s cooperation with the European Union in light of the pandemic and Russia-Ukraine war.
EDUneighbours Blog, 2021
More double degree programmes in 2020 than 2017, but not all the old ones survived. However, the ... more More double degree programmes in 2020 than 2017, but not all the old ones survived. However, the Covid-19 pandemic has not terminated double degree cooperation.
In: EAIR Blog 2020, Jan 29, 2020
Dr. Svetlana Shenderova, researcher of EDUneighbours project, Tampere University, Finland, discus... more Dr. Svetlana Shenderova, researcher of EDUneighbours project, Tampere University, Finland, discussed at EAIR 2019 Open Space who and how partner universities are responsible for a double degree programme.
Books/Chapters by Svetlana Shenderova
Series: Global Perspectives on Higher Education, Dec 15, 2020
International cooperation in higher education is not new, but gained new urgency in recent years ... more International cooperation in higher education is not new, but gained new urgency in recent years with the expansion of the knowledge economy, the easy flow of communications and the emulation created by international rankings. In the European Union’s countries, international competition and the process of political and economic unification required national higher education institutions to give priority to international cooperation, while large countries such as Russia, China, Brazil and South Africa intensified their effort to modernise their institutions and link them to the international flow of science, technology and talent, leading similar trends in other countries in their regions. These global trends are shaped by the national culture and institutions of each country, and the existing national and international cooperation policies and instruments on all sides. In Building Higher Education Cooperation with the EU: Challenges and Opportunities from Four Continents, the authors look at how these interactions occur from the perspectives of the European Union and the countries involved and make recommendations on policies that could make international cooperation more fluid and beneficial to all parties involved.
Readership: All concerned with the internationalisation of higher education implemented in cooperation: students and their parents; policy-makers, civil servants, university leaders, administrators, academics, engaged in international cooperation and internationalisation activities.
In: Balbashevsky, E., Cai, Yu., Eggins, H. & Shenderova, S. (Eds.) Building Higher Education Cooperation with the EU: Challenges and Opportunities from Four Continents. Leiden, The Netherlands: Brill. , Dec 15, 2020
Russia, due to its unique location simultaneously in Europe and Asia, has more than three centuri... more Russia, due to its unique location simultaneously in Europe and Asia, has more than three centuries of higher education cooperation with the European states. The role of higher education cooperation has been defined by the changes in general political context, international relations. Approaches to interaction have varied from attempts to transplant European academic culture into national culture to the severe limitations of any contacts with Western higher education institutions.
The chapter explores the rationale and evolution of the role of higher education cooperation between Russia and Europe under the pressure of foreign policy and its changing priorities. In particular, the author considers Russia-EU internationalisation as part of the common trend of rising competition between different countries and regions of the European Higher Education Area (EHEA).
To understand the challenges for Russia-EU higher education cooperation in terms of the common framework provided by EHEA, the author studies different institutional environments where the universities of Russia and the EU member states implement internationalisation activities. The chapter overviews the policy tools to support the internationalisation of higher education in Russia, highlights the opportunities for Russia-EU cooperation and investigates the challenges produced by national traditions, EHEA and national law enforcement, and university governance practices, which have constrained Russia-EU higher education cooperation.
In: Building Higher Education Cooperation with the EU: Challenges and Opportunities from Four Continents, Dec 15, 2020
In this concluding chapter, we draw lessons from the higher education cooperation between the EU ... more In this concluding chapter, we draw lessons from the higher education cooperation between the EU and the four countries of Brazil, China, Russia and South Africa. Each of the previous chapters in this book provided a variety of good practices, challenges and suggestions. We aim to bring together these insights and reflect on these experiences through building a new typology for the internationalisation of higher education from the perspective of policy logics. The typology helps in understanding the dynamics and tensions between the global, national and institutional levels of higher education cooperation between the EU and the third countries.
In: Building Higher Education Cooperation with the EU: Challenges and Opportunities from Four Continents. Leiden, The Netherlands: Brill | Sense., Dec 15, 2020
This chapter presents the main issues addressed by this book when analysing the experiences of co... more This chapter presents the main issues addressed by this book when analysing the experiences of cooperation between European Union and Brazil, China, Russia and South Africa. These four countries represent four continents, respectively South America, Asia, Europe and Africa. We chose them as important players in political and economic aspects in the EU’s international relations. These countries are also a major student source for the European higher education market; in recent years all of them have become keen to welcome students from the EU member states and to enhance their internationalisation activities in partnership with European higher education institutions.
The internationalisation of higher education receives support from different sides of society. Depending on the perspectives of participants or stakeholders, internationalisation of higher education may mean different things. In fact, one can argue that a successful initiative for university internationalisation answers the expectations of both the university’s internal and external stakeholders. However, it is not unusual that efforts to build a successful international partnership go into disarray. One of the challenges to effective internationalisation is the lack of real understanding of the partners’ perspective. Awareness of the differences in the rules shaping higher education around the world and of the diversity of goals and expectations each partner brings to the cooperation are the central issues that must be considered when building successful cooperation in higher education. Partners should be aware that higher education is a key factor, historically linked with the state building process and thus an integral part of any country’s identity. The complexity of the higher education system in any country should not be underestimated. By systematically studying the policies for the internationalisation of higher education in both the EU and some of its major partners in other continents and reviewing some concrete experiences, this book will further the understanding of the many challenges that stand in the way of building successful international cooperation in the higher education field.
In: Broucker, B., Borden, V., Kallenberg, T. & Milsom, C. (2020) Responsibility of Higher Education Systems: What? Why? How? Leiden, The Netherlands: Brill | Sense. , Jun 29, 2020
Finnish and Russian universities have developed internationalisation activities including double ... more Finnish and Russian universities have developed internationalisation activities including double degree programmes (double degrees), taking advantage of such benefits as their common border, membership of the Bologna Process and support from the governments of both countries. This chapter discusses how the division of responsibilities influences the implementation of master’s double degrees in Finnish-Russian partnerships. The research concentrates on cases of the internal allocation of responsibilities in double degrees within each partner university, including the role of central/faculty and administrative/academic departments. In addition, it investigates how Finnish and Russian universities allocate responsibilities for double degrees between one another. In conclusion, the chapter demonstrates the role of transaction costs challenging double degree implementation and university internationalisation.
Book Chapter, 2018
2. Internationalisation of Higher Education in Russia: National Policy and Results at Institution... more 2. Internationalisation of Higher Education in Russia: National Policy and Results at Institutional Level
Svetlana Shenderova, University of Tampere
Internationalisation of higher education is a part of the Russian educational policy focused on competitiveness enhancement at the global stage. Both restructuring of higher education sector and special Governmental funding have provided conditions for development and support of internationalisation in the leading universities. Despite Russia joining the Bologna Process, there are barriers in three-cycle degree system implementation. Vague legislation and statistics hinder the understanding and development of internationalisation. Regulatory approach to internationalisation of higher education in Russia is characterised by unclear responsibility both at national policy and institutional implementation level. It results in irrelevant basic indicators of internationalisation in different world university rankings. The main part of external institutional environment is revealed from Russian legislation and the Bologna Process documents. With the information available on websites of Russian universities, world ranking agencies, Russian authorities and bodies my chapter first investigates the results of internationalisation in Russia at the level of national policy and university.
Book chapter, 2007
The chapter shed light on the opportunities to implement EHEA Qualification Framework taking into... more The chapter shed light on the opportunities to implement EHEA Qualification Framework taking into account the specific realities of Russian higher education system and its traditions. // В главе раскрываются возможности внедрения Европейской рамки квалификаций высшего образования в России с учетом традиций и специфики национальной образовательной системы
Published Reports by Svetlana Shenderova
EU Mission Report: Catalogue
This catalogue is the result of an 18-month study carried out between January 2013 and July 2014 ... more This catalogue is the result of an 18-month study carried out between January 2013 and July 2014 for the EU Delegation to Russia. The study, devel- oped within the project “Completing the analysis and developing a catalogue of joint education pro- grammes between Higher Education Institutions of the European Union and the Russian Federation,” investigated Joint Programmes between Russian and European universities.
This report is the outcome of a study carried out for the European Delega- tion to Russia on EU-R... more This report is the outcome of a study carried out for the European Delega- tion to Russia on EU-Russia Joint Programmes. The assignment began in January 2013 and will be completed in October 2014, with a conference in Moscow to discuss the study’s findings with Russian and European uni- versities, as well as senior experts on Joint Programmes.
The overall objective of the study was to contribute to the development of the European Higher Education Area (EHEA) and to the implementation of the Bologna Process within the framework of the EU/Russia’s Common Space on Science and Education.
The specific objectives were to complete the study carried out in 2010 by updating the information gathered and producing a catalogue on as many existing EU-Russian Joint Programmes as possible confirmed by both EU and Russian Institutions. The study was meant to examine the extent to which Joint Programmes feature in the internationalisation strategies of Russian universities and look at the degree of institutional support avail- able for their development. Benefits and challenges should be identified.
This report is our account of the study’s findings, best practices and les- sons learnt on Joint Programmes between higher education institutions in Russia and in the EU. It is complemented by a catalogue on examples of EU-Russia Joint Programmes.
We would like to thank the EU Delegation to Russia, the Ministry of Education and Science in Russia, the National TEMPUS office in Russia (currently National Erasmus+ Office), and representatives from EU Mem- bers States in Russia for their support in answering our questions. Above all, we would like to thank all university representatives in Russia, the EU and beyond for their time in completing our questionnaire and respond- ing to all our queries.
Papers by Svetlana Shenderova
Вестник УГНТУ. Наука, образование, экономика. Серия: Экономика, 2012
Креативная экономика, Jan 20, 2011
Вестник УГНТУ. Наука, образование, экономика. Серия: Экономика, 2012
Университетское управление: практика и анализ, 2016
The implementation of ECTS in most Russian HEIs is a technical conversion of the curriculum hours... more The implementation of ECTS in most Russian HEIs is a technical conversion of the curriculum hours into ECTS 38 according to a Ministerial letter in 2003. 39 The Diploma Supplement can often be issued for a fee.
Экономическая наука современной России, 2011
Университетское управление, 2011
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Articles in Media by Svetlana Shenderova
The changing dynamics in political and economic drivers for international cooperation and their influences on IoHE can be observed in Brazil, China and Russia’s cooperation with the European Union in light of the pandemic and Russia-Ukraine war.
Books/Chapters by Svetlana Shenderova
Readership: All concerned with the internationalisation of higher education implemented in cooperation: students and their parents; policy-makers, civil servants, university leaders, administrators, academics, engaged in international cooperation and internationalisation activities.
The chapter explores the rationale and evolution of the role of higher education cooperation between Russia and Europe under the pressure of foreign policy and its changing priorities. In particular, the author considers Russia-EU internationalisation as part of the common trend of rising competition between different countries and regions of the European Higher Education Area (EHEA).
To understand the challenges for Russia-EU higher education cooperation in terms of the common framework provided by EHEA, the author studies different institutional environments where the universities of Russia and the EU member states implement internationalisation activities. The chapter overviews the policy tools to support the internationalisation of higher education in Russia, highlights the opportunities for Russia-EU cooperation and investigates the challenges produced by national traditions, EHEA and national law enforcement, and university governance practices, which have constrained Russia-EU higher education cooperation.
The internationalisation of higher education receives support from different sides of society. Depending on the perspectives of participants or stakeholders, internationalisation of higher education may mean different things. In fact, one can argue that a successful initiative for university internationalisation answers the expectations of both the university’s internal and external stakeholders. However, it is not unusual that efforts to build a successful international partnership go into disarray. One of the challenges to effective internationalisation is the lack of real understanding of the partners’ perspective. Awareness of the differences in the rules shaping higher education around the world and of the diversity of goals and expectations each partner brings to the cooperation are the central issues that must be considered when building successful cooperation in higher education. Partners should be aware that higher education is a key factor, historically linked with the state building process and thus an integral part of any country’s identity. The complexity of the higher education system in any country should not be underestimated. By systematically studying the policies for the internationalisation of higher education in both the EU and some of its major partners in other continents and reviewing some concrete experiences, this book will further the understanding of the many challenges that stand in the way of building successful international cooperation in the higher education field.
Svetlana Shenderova, University of Tampere
Internationalisation of higher education is a part of the Russian educational policy focused on competitiveness enhancement at the global stage. Both restructuring of higher education sector and special Governmental funding have provided conditions for development and support of internationalisation in the leading universities. Despite Russia joining the Bologna Process, there are barriers in three-cycle degree system implementation. Vague legislation and statistics hinder the understanding and development of internationalisation. Regulatory approach to internationalisation of higher education in Russia is characterised by unclear responsibility both at national policy and institutional implementation level. It results in irrelevant basic indicators of internationalisation in different world university rankings. The main part of external institutional environment is revealed from Russian legislation and the Bologna Process documents. With the information available on websites of Russian universities, world ranking agencies, Russian authorities and bodies my chapter first investigates the results of internationalisation in Russia at the level of national policy and university.
Published Reports by Svetlana Shenderova
The overall objective of the study was to contribute to the development of the European Higher Education Area (EHEA) and to the implementation of the Bologna Process within the framework of the EU/Russia’s Common Space on Science and Education.
The specific objectives were to complete the study carried out in 2010 by updating the information gathered and producing a catalogue on as many existing EU-Russian Joint Programmes as possible confirmed by both EU and Russian Institutions. The study was meant to examine the extent to which Joint Programmes feature in the internationalisation strategies of Russian universities and look at the degree of institutional support avail- able for their development. Benefits and challenges should be identified.
This report is our account of the study’s findings, best practices and les- sons learnt on Joint Programmes between higher education institutions in Russia and in the EU. It is complemented by a catalogue on examples of EU-Russia Joint Programmes.
We would like to thank the EU Delegation to Russia, the Ministry of Education and Science in Russia, the National TEMPUS office in Russia (currently National Erasmus+ Office), and representatives from EU Mem- bers States in Russia for their support in answering our questions. Above all, we would like to thank all university representatives in Russia, the EU and beyond for their time in completing our questionnaire and respond- ing to all our queries.
Papers by Svetlana Shenderova
The changing dynamics in political and economic drivers for international cooperation and their influences on IoHE can be observed in Brazil, China and Russia’s cooperation with the European Union in light of the pandemic and Russia-Ukraine war.
Readership: All concerned with the internationalisation of higher education implemented in cooperation: students and their parents; policy-makers, civil servants, university leaders, administrators, academics, engaged in international cooperation and internationalisation activities.
The chapter explores the rationale and evolution of the role of higher education cooperation between Russia and Europe under the pressure of foreign policy and its changing priorities. In particular, the author considers Russia-EU internationalisation as part of the common trend of rising competition between different countries and regions of the European Higher Education Area (EHEA).
To understand the challenges for Russia-EU higher education cooperation in terms of the common framework provided by EHEA, the author studies different institutional environments where the universities of Russia and the EU member states implement internationalisation activities. The chapter overviews the policy tools to support the internationalisation of higher education in Russia, highlights the opportunities for Russia-EU cooperation and investigates the challenges produced by national traditions, EHEA and national law enforcement, and university governance practices, which have constrained Russia-EU higher education cooperation.
The internationalisation of higher education receives support from different sides of society. Depending on the perspectives of participants or stakeholders, internationalisation of higher education may mean different things. In fact, one can argue that a successful initiative for university internationalisation answers the expectations of both the university’s internal and external stakeholders. However, it is not unusual that efforts to build a successful international partnership go into disarray. One of the challenges to effective internationalisation is the lack of real understanding of the partners’ perspective. Awareness of the differences in the rules shaping higher education around the world and of the diversity of goals and expectations each partner brings to the cooperation are the central issues that must be considered when building successful cooperation in higher education. Partners should be aware that higher education is a key factor, historically linked with the state building process and thus an integral part of any country’s identity. The complexity of the higher education system in any country should not be underestimated. By systematically studying the policies for the internationalisation of higher education in both the EU and some of its major partners in other continents and reviewing some concrete experiences, this book will further the understanding of the many challenges that stand in the way of building successful international cooperation in the higher education field.
Svetlana Shenderova, University of Tampere
Internationalisation of higher education is a part of the Russian educational policy focused on competitiveness enhancement at the global stage. Both restructuring of higher education sector and special Governmental funding have provided conditions for development and support of internationalisation in the leading universities. Despite Russia joining the Bologna Process, there are barriers in three-cycle degree system implementation. Vague legislation and statistics hinder the understanding and development of internationalisation. Regulatory approach to internationalisation of higher education in Russia is characterised by unclear responsibility both at national policy and institutional implementation level. It results in irrelevant basic indicators of internationalisation in different world university rankings. The main part of external institutional environment is revealed from Russian legislation and the Bologna Process documents. With the information available on websites of Russian universities, world ranking agencies, Russian authorities and bodies my chapter first investigates the results of internationalisation in Russia at the level of national policy and university.
The overall objective of the study was to contribute to the development of the European Higher Education Area (EHEA) and to the implementation of the Bologna Process within the framework of the EU/Russia’s Common Space on Science and Education.
The specific objectives were to complete the study carried out in 2010 by updating the information gathered and producing a catalogue on as many existing EU-Russian Joint Programmes as possible confirmed by both EU and Russian Institutions. The study was meant to examine the extent to which Joint Programmes feature in the internationalisation strategies of Russian universities and look at the degree of institutional support avail- able for their development. Benefits and challenges should be identified.
This report is our account of the study’s findings, best practices and les- sons learnt on Joint Programmes between higher education institutions in Russia and in the EU. It is complemented by a catalogue on examples of EU-Russia Joint Programmes.
We would like to thank the EU Delegation to Russia, the Ministry of Education and Science in Russia, the National TEMPUS office in Russia (currently National Erasmus+ Office), and representatives from EU Mem- bers States in Russia for their support in answering our questions. Above all, we would like to thank all university representatives in Russia, the EU and beyond for their time in completing our questionnaire and respond- ing to all our queries.
The author reveals the main legislation/administrative barriers (Inconsistency and non-compatibility of the RF degree system with QF EHEA; Limited recognition of the EU universities degrees
Study period rigid recognition) and suggests the ways how to overcome them in Joint Programs design.