Search results

Explores the obstacles facing trans‐national corporations (TNC) considering FDI in Russia. Dunning (1994) suggests that countries’ abilities to attract and exploit the potential economic benefits of inbound FDI vary according to their national political, economic and legal cultures, traditions and infrastructures, together with the economic objectives and policies pursued by host governments. This paper seeks to make use of Dunning’s model, in exploring the obstacles to FDI in modern Russia, and their implications for TNCs. The papers’ findings suggest that Russia’s relative lack of success in attracting FDI and exploiting its potential benefits during the 1990s can be attributed to her national infrastructural factors and government policies, as Dunning’s model suggests. Russia’s ability to attract a larger share of FDI in future seems likely to be constrained by national ambivalence towards the benefits of FDI, together with the political and economic realities of her current situation.

The working hypothesis of the paper is that modern universities are peculiar for low sustainability to the changes of external environment due to low effectiveness of applied approaches to the diversification of their activities. The purpose of this paper is to verify the offered hypothesis by the example of modern Russia and develop an innovational approach to the diversification of modern university’s activities on the basis of remote education, which has to expand the possibilities of modern universities in the sphere of diversification of their activities.

This research is based on the hypothetical and deductive principles with application of the method of trend analysis, which allows studying dynamics of the number of universities in modern Russia; method of classification, which allows distinguishing the main approaches to the diversification of modern university’s activities; method of comparative analysis, which allows comparing these approaches and determining their advantages and drawbacks; method of statistical analysis, which allows evaluating the effectiveness of these approaches; method of analysis of causal connections, which allows determining the logic of this innovational approach to the diversification of modern university’s activities and determining its advantages as compared to existing approaches; method of modeling the state and development of socio-economic systems. The information and evidential basis of the research are statistical materials of the Federal State Statistics Service and the Ministry of Education of the Russian Federation. The research covers the time interval of 2005/2006–2016/2017.

It is substantiated that remote education opens additional possibilities in the sphere of diversification of modern university’s activities. The developed and presented innovational approach to the diversification of modern university’s activities on the basis of remote education is peculiar for higher effectiveness – as compared to the existing approaches – due to such advantages of remote education as minimum expenditures of labor and financial resources, potential large volume of market and obtaining advantages from “scale effect.”

The unique peculiarity and originality of the offered approach consist in the fact that remote education, which is a direction of diversification of university’s activities, is not an alternative but addition to the main educational services that are provided in the traditional form. Due to this, university enters a new market segment and strengthens its positions in the current market segment, which doubles its effect by increasing the sustainability of market positions of university.

This paper aims to address issues related to informal relationships in modern Russian organisations, namely, the extent of these relationships, the conditions of their existence and their connection with formal relations.

The paper contains a discussion of the relevant theoretical issues and a presentation of empirical research conducted by the authors through a survey of the staff of a number of businesses based in major cities of the Russian Federation. The study also includes an analysis of an expert survey of top managers and an assessment of the role of the informal component in the social and labour cooperation of workers and employers in modern Russian organisations.

It is concluded that with the further advancement of Russia towards establishing an effective market economy, there is a general trend towards a reduction in the role of personal relationships in social and labour relations, although a complete rejection of protectionism in this area is not possible because of certain peculiarities of the Russian mentality.

Knowledge and understanding of the Russian national identity and its influence on the informal component of workplace labour issues will enable managers to be more effective in building and developing modern international business relations.

The paper studies a unique set of empirical data obtained by using authoring tools carefully tailored to the specific conditions of Russia. The results of the study will enable more effective management of informal relations in modern organisations.

The purpose of this paper is to present the modeling of industrial–postindustrial transition in Russian society. The very special part of this process concerns the relations between lordship and bondage. The relations between Lordship and Bondage in a context of so-called Master–Slave dialectic can elucidate a way to the knowledge-based society as a kind of modern capitalistic society.

An author uses a complex of methods. He applies a phenomenological approach, mixed with the dialectics and analytical approach. Phenomenological approach presupposes the neediness of attention on a work of the conscious actions within formation of the social experiences. The modification of dialectics helps to make the comprehension of the history of social relations as a game of forces in self-consciousness, which nowadays bases on the attitudes between leaders and led people. A variant of analytic methodology helps to understand each problem as a puzzle.

As a result, author finds a spirit of the processes within development of knowledge-based society and innovative economy depends on so-called Master–Slave dialectic. In Europe, Master–Slave dialectic caused the leading role of scientists. In Russia, scientists depended on the Government and played secondary role in economy.

Research is the philosophical treatise, which demonstrates the speculative evaluation of industrial–postindustrial transition in Russian society.

Practical implications is the constructing the prognosis of the development of the Russian society.

Research can help to improve the understanding of the mechanisms of leadership in society.

Originality of the paper is the reconstruction of social forms, which caused the social progress in Russia.

Before the appearance of our next issue, the Annual Meeting of the Library Association will have taken place. In many ways, as indicated last month, it will be an interesting meeting, largely because it is in the nature of an experiment. International conditions, the state of national and municipal finance, the absence of library workers with the colours, and the omission of social events, all tend to influence its character. It is possible, however, that these very circumstances may increase the interest in the actual conference business, especially as the programme bears largely upon the War. The programme itself is formidable, and it will be interesting to see how the section on the literature of the war, for example, will be treated. Probably the Publications' Committee have in mind the book symposia which are a feature of the meetings of various library associations in the United States. These consist of a few minutes' characterisation, by an opener, of a certain book or type of literature, and a discussion after it. The experiment was attempted in London last year at one of the monthly meetings, but owing to a misapprehension the speaker gave an excellent lecture on Francis Thompson of more than an hour's duration, when he had been expected to give a brief description of Francis Meynell's biography of that poet. If any gatherings for a similar purpose are arranged, we hope the speakers will be primed sufficiently to avoid that error. As for social events, their omission is less likely to be felt in London than anywhere else in the Kingdom. London is a perennial source of social amusement in itself, and the evenings can readily be filled there—“chacun à son goût”—really better than by attending pre‐arranged gatherings.

It is commonly held that Adam Smith is a prophet of capitalism. There is a good deal of evidence pointing towards his optimism about commercial society. This article claims to show the pessimistic side of Smith’s view of commercialism. While some of Smith’s pessimism is obvious, some emerges only after considering his six ends of human nature. We show that according to Smith’s own criteria, commercial society is not good. We also show that Smith considers commercial society to be neither inevitable nor permanent. In other words, Smith says that commercial society fails on three counts. Rather than a prophet of capitalism as the end of history, Smith emerges from this analysis as a major critic.

The purpose of this paper is to study the influence of remote education on the consumer value of university education by the example of modern Russia.

The authors determine the consumer value of university education in modern Russia in the conditions of the availability of predominantly traditional education; determine socio-economic problems that are caused by the low consumer value of university education in modern Russia; determine the potential of remote education in the increase of the consumer value of university education; and develop recommendations for the increase of the consumer value of university education in modern Russia through the development of remote education.

It is concluded that traditional university education is dominating in Russia. It is standardized and does not allow for the full consideration of individual capabilities and needs of each separate student, which causes the low consumer value of university education. The limitation of traditional and remote education, caused by the fact that educational services in each form are provided by completely different universities, hinders the development of the potential of remote education in stimulating the increase of the consumer value of university education.

In order to solve this problem, it is recommended to unify traditional and remote education within the diversification of the forms of the provision of educational services by modern Russian universities. For that, a conceptual model for increasing the consumer value of university education in modern Russia through the development of remote education is presented. This model focuses on applicant and students with their individual capabilities and needs and universities with their material and technical, intellectual, marketing and other resources. At that, the educational form goes to the background, being not a self-goal but a method of its achievement – the provision of the high consumer value of university education.

The purpose of this paper is to substantiate the perspectives and to develop recommendations for managing digital modernization of regional markets of educational services in the conditions of formation of Industry 4.0 by the example of modern Russia.

The methodological basis of the research consists of the hypothetical and deductive method. The offered hypothesis of the necessity for decentralization of managing digital modernization of regional markets of educational services in the conditions of formation of Industry 4.0 is verified with the help of a complex of methods of economic statistics (econometrics), namely, the method of regression analysis and analysis of variation. The research objects are regions of modern Russia that are peculiar for the highest level of scientific and technological development (top 15 of 83 regions at the beginning of 2019), which shows their largest progress in formation of Industry 4.0. The information and empirical basis of the research consists of the materials of the report on human development in the Russian Federation “Human and Innovations”, prepared by the Analytical Center for the Government of the Russian Federation (values of the education index are taken from it), and analytical materials of the rating “Level of Development of Science and Technologies in Regions of Russia” as a result of 2018, prepared by Ria rating (values of the index of scientific and technological development are taken from it).

It is determined that regional specifics are not sufficiently considered during management of modernization of regional markets of educational services in the conditions of formation of Industry 4.0 in modern Russia. This reduces efficiency of managing digital modernization of regional markets of educational services and leads to the fact that these markets do not perform their function of infrastructural provision of Industry 4.0, slowing down the process of its formation.

The necessity for managing modernization of the markets of educational services in the conditions of formation of Industry 4.0 at the regional level, in view of specifics of the regional economy, is substantiated. For this, a conceptual model and recommendations for its practical application in modern Russia are offered.

The purpose of this paper is to develop new state standards of higher education for training digital personnel in the conditions of Industry 4.0 by the example of modern Russia.

An overview and a critical analysis of the expert and analytical report of the research institute “Higher School of Economics” on the results of digital modernization of the modern Russian economy entitled “Indicators of the digital economy” in the part “Human resources of the digital economy” is performed.

It is proved that formation of the personnel infrastructure for digital modernization of economy requires standardization of the process of training of digital personnel. The new state standards of higher education for training digital personnel in the conditions of Industry 4.0 by the example of modern Russia are created on the basis of the existing directions of the master’s program.

An authors’ classification of digital personnel according to the criterion of performed functions for application of digital technologies is offered, and two categories of them are distinguished: technical specialists and narrow sectorial specialists – which allowed specifying the scientific and methodological provision of the process of training and statistical accounting of digital personnel in Russia. The authors determine the perspective directions of training of digital personnel within the directions of the master’s program, which are implemented in modern Russia, and the corresponding categories of digital personnel. The authors also offer additional requirements to the results of mastering of the main educational programs of the master’s program, the structure of the main educational programs of the master’s program and the conditions of implementation of the main educational programs of training of masters within training of digital personnel. The authors’ conclusions and recommendations ensure the information support for training of digital personnel of modern Russian universities, as well as monitoring and control of this process of state regulators.

The purpose of this paper is to analyze the current problems and the main perspectives of the development of state regulation of the Russian system of higher education in the context of the provision of Russia’s national security.

The research of formation of the system of national security in Russia and the problems of the development of education is based on the methods of Russian and foreign Institutionalists (D. North, S.G. Kirdina, R.M. Nureev, Y.V. Latov, etc.). The research is also based on the theory of inequality in the system of education (D.L. Konstantinovsky), the idea of cultural aspects of social inequality (Pierre Bourdieu) and the theory that connects the problem of the development of the educational system with the system of national security and social inequalities (A.V. Vereshchagina, S.I. Samygina, etc.).

The modern state and perspectives of state regulation of higher education in the modern Russian conditions are analyzed in this paper. A complex analysis of risks of the modern state of Russia’s educational system is performed, and educational inequality as a risk to national security is studied in this paper. Perspectives of state regulation of higher education in view of the national model of socio-economic activities and principles of national security are viewed in this paper. The main directions of improving the educational system in the context of the provision of national security of the state are given in this paper.

The results of the research could be used for correcting the main directions of Russia’s socio-economic policy in the long term. The central trend of this policy is the reformation of the development of the sphere of education as a factor of the formation of the system of Russia’s national security.

The results of the research could be used for correcting the main directions of Russia’s socio-economic policy in the long term. The central trend of this policy is the reformation of the development of the sphere of education as a factor of formation of the system of Russia’s national security.

The ideas of the research could stimulate the reconsideration and harmonization of perspectives of the development of social policy of the state, which includes the interaction of the development of higher education and system of national security.

Originality of this paper consists in setting the problem of the implementation of social senses of the development of state policy in the sphere of higher education into the discourse of theoretical and practical consideration of the problems of national security.