Publications

Student academic dishonesty is a pervasive problem for universities all over the world. The development of innovative practices and interventions for decreasing dishonest behaviour requires understanding factors influencing academic dishonesty. Previous research showed that personal, environmental, and situational factors affect dishonest behaviour at a university. The set of factors and the strength of their influence can differ across countries. There is a lack of research on factors affecting student dishonesty in Russia. A sample of 15,159 undergraduate students from eight Russian highly selective universities was surveyed to understand what factors influence their decision to engage in dishonest behaviour. Ajzen’s Theory of Planned Behaviour (TPB) was employed to explain dishonest behaviour among students. The explained variance in the engagement in academic dishonesty equals 48% in the model for the full sample, and reaches 69% in the model for one of the considered institutions. The major findings of this study were: (1) subjective norms appeared to dominate as the strongest predictor of academic dishonesty across the Russian universities; (2) perceived behavioural control, appeared to be positively related to the dishonest behaviour. In the majority of universities, this factor was found to be insignificant. This finding indicates a specific feature of Russian students’ an ethical decision-making process discussed in the last part of the paper.

Organizational crisis communication: A multivocal approach by Finn Frandsen and Winni Johansen, renowned crisis communication researchers from Aarhus University, could potentially grow to be a milestone work in the field for two reasons. First, it contributes to the integration of crisis management and crisis communication into a single multidisciplinary and multidimensional research area. Second, the authors set forward the theory of rhetorical arena and the multivocal approach to crisis communication as a complex and dynamic interaction of many voices beyond the organization in crisis. In addition to the above, Frandsen and Johansen pay particular attention to cultural differences that should be taken into consideration in crisis communication research and practice. Significantly, the book introduces the reader to a variety of case studies and examples of organizational crises and crisis communication in Denmark. Students and crisis communication scholars will also benefit from the detailed outline of preexisting theories and methods, and from the focus on debated and under-researched aspects of the field. Practitioners in their turn may also find the book useful though it is not a how-to guide but rather an invitation to critically reflect on managing crises in today’s complex environment.

Doctoral education has experienced dramatic changes all over the world in the last three decades. Currently, Russia is at the beginning of a doctoral education transformation to structured programs according to needs of knowledge-based economies. This paper aims to identify national-level barriers to PhD completion in Russian doctoral education. The data from the empirical study in highly selective Russian universities that participate in a special government program were employed. About 40% of all doctoral students participated in the Russian Federation study at these universities. The following problems were revealed and discussed in the research: (1) problems of transition to a structured model of doctoral education, (2) diffusion of doctoral education’s goals, (3) unpreparedness of Russian universities for the massive expansion of PhD education, (4) ineffective mechanisms of doctoral student selection, (5) a lack of funding and a need for doctoral students to have paid work, (6) excessive dependence on supervisors and (7) insufficient study time and skills for meeting the requirement for publications before the date of defence. Some problems correlate with the global challenges, but some are unique to the Russian institutional context. The relevance of the Russian case to understanding the worldwide transformation of the doctorate is discussed.

The article provides a comparative analysis of reflection on the boundaries, functions and interactions of PR, marketing and integrated communications of Russian higher education teachers ((conventionally, theorists) and employees of PR agencies and PR departments of companies (conventionally practitioners). The problem of approaches to the definition of areas These disciplines are still relevant and have a certain impact on the Russian communicative practice.

This article presents the results of a cross-institutional survey on PhD students’ supervision at Russian universities. It is aimed at answering three questions concerning (1) styles of PhD supervision and their prevalence, (2) the relation between supervision style and PhD students’ satisfaction with their supervisor, and (3) the relation between supervision style and PhD students’ expected time-to-degree. We propose the empirically driven categorization of six supervision styles: superhero, hands-off supervisor, research practice mediator, dialogue partner, mentor, and research advisor. The most problematic category, characterized by providing no help for PhD students, was named “hands-off supervisors.” For this category PhD students reported the lowest level of satisfaction, and the highest expected time-to degree. Nonetheless, the large share of PhD students who are satisfied with hands-off supervisors may evidence a presence of a disengagement compact between PhD students and supervisors in Russian universities. Two categories of supervisors characterized by the highest level of PhD students’ satisfaction and shortest expected time-to-degree were named “superheroes” and “mentors.” These supervisors are reported to perform managerial and expert functions, which emphasizes the critical importance of these functions.

This paper aims to explore the response-order effects for rating questions presented in item-by-item and grid formats. It was hypothesized that the primacy effect occurs for both formats of questions, and that this effect is dependent on age, education, and type of device used for responding to questions. Two randomized experiments were conducted in 28 pre-course surveys of massive open online course students (N = 22,910). Our findings suggest that the order of response options affects respondents’ perception of the option lists and their responding patterns. The primacy effect is found for the item-by-item question, while there is no evidence for the presence of such an effect for the grid question format. Primacy effect for the item-by-item layout is lower for respondents with higher education degree while there are no interaction effects between ordering and age, gender, and type of device. For a grid question, mixed results were observed.

In modern society, tutors often interact with a multicultural student’s audience in the traditional or online format. The majority of tutors emphasize the problem of constructive knowledge transfer in a multicultural learning environment as the main problems in this context, in addition to cognitive, communication, and psycho-pedagogical specifics. The development of education that is receptive to cultures needs not only specialists in different subjects, but also teachers who have knowledge in the cross-cultural differences sphere. These days, training courses and programs including distance learning are monocultural, that is, do not fully meet the needs of students in information society. Thereby, the main question is how to build constructive education in the cross-cultural education context. We claim that nowadays, there is a necessity of training the specialists with a developed cultural intellect. In this paper, we develop some ways of optimizing the education process in a cross-cultural environment.

University faculty are frequently tasked with promoting academic honesty among students. However, there is little reliable evidence about whether faculty actions can prevent academic dishonesty. The purpose of this study is to examine whether more severe punishments from faculty can reduce academic dishonesty among students. We analyze nationally representative, longitudinal and matched data on engineering undergraduates and faculty from 33 universities in Russia, and document extremely high and increasing rates of dishonest academic attitudes among students, especially among the higher achieving students. In the first two years of study the proportion of students tolerant to academic dishonesty increases by 5 percentage points. We then show that despite the tide of increasing academic dishonesty among students, more severe punishments from faculty significantly and substantially improve student attitudes towards academic dishonesty. Taken together, the findings emphasize the importance of strengthening the role of faculty in promoting academic honesty among students.

Based on the survey and data of semi-structured interviews with faculty in one of the leading research universities in Russia the article reveals key sources of work related stress for academics in Russia. Increasing requirements for academic performance, a large amount of administrative burden and disruption of work-life balance are among them. We argue that stress in Academia is determined by global trends caused by neo-managerial reforms of science and higher education, as well as by participation of universities in the race of international rankings. We also show that continuous character of academic work is associated with fuzzy boundaries between work and leisure, which make academic profession relatively stressful by itself. According to the study, the risk groups in terms of stress are young employees, and those who engage largely in administrative work. At the end of the article, we discuss the concept of stress in the field of academic work and raise the question about the ratio between the positive effects of stress and the risks of the negative impact it may have on the Academia.

The study is devoted to the hermeneutics of the series, as the most important component of modern cultural industries and media production in the framework of their philosophical, sociological and cultural-political analysis and interpretation. The research material was more than 60 series and more than 80 thematically related films. Series are considered as analytical models of various conditions: power, society, future, everyday life, apocalypse, metaphysics, politics, war, sex, madness, etc. The book will be interesting to everyone who deals with the phenomenon of mass culture and mass consciousness in the 21st century.

within the framework of cultural discourse, the concepts of "brand" and "branding" are considered

Year-by-year more and more educational institutions offer various massive open online courses (MOOC). Simultaneously, the interest of online users in the offer keeps rising. To orient the users in the variety of courses ratings of MOOCs are developed based on participant satisfaction levels. However, the satisfaction level is not only influenced by the course content but also by the participants’ individual characteristics. As the courses are assessed by different groups of participants, the question arises as to how these ratings should be used to compare the courses. The problem is especially true for the MOOCs where participants represent a heterogeneous group. To study the relationship between the participants’ characteristics and their satisfaction with the courses the authors use the data of the surveys involving participants who took part in 13 MOOCs proposed by the National Research University Higher School of Economics on the National Open Education Platform. The surveys were conducted before and after the courses. Using the regression analysis the authors show that a number of individual characteristics are strongly linked to the level of satisfaction with the course content if its options are controlled. Important predictors are extrinsic motivation to take a certain course to get acquainted with its format and the level of knowledge before and after the course. Those participants who have higher initial level of knowledge are more likely to give poor assessments for the course compared to those participants who are less familiar with the topic. Thus, using the ratings to compare the MOOCs with each other would be wrong as the courses are assessed by different groups of participants. It is more advisable to draw up separate ratings which would reflect the assessments given by “advanced trainees” and “freshmen”.

This textbook is intended for in-depth study of the history of marketing communications by students enrolled in the educational direction "Advertising and Public Relations". It may also be of interest to university students studying the History of Communication, Communicology, Marketing History in other educational areas. The authors tried to present the history of advertising both as the history of a significant social institution, and as the history of a particular area of ​​professional activity. The textbook highlighted the main and additional texts, given the methodological apparatus for each topic. The textbook contains many illustrations.

Slowdown of the globalization especially in the aligning of the social standards creates conditions for bringing civilizational conflicts to the surface. It is premature to speak about formation of the full-scale civilizational fractures, though the borderlines are being outlines now. The civil war in Syria noticeably fastened the formation of such fractures and showed the mechanisms for their development. That makes considerable impact upon the New Eurasia. The structure and mechanisms of development of these proto-factures differ substantially from those analyzed and formulated before in fundamental studies. They include substantial factors that are results of developments in modern global political and economic system. The major factor in development of civilizational proto-factures though is evolution of the nature of social institutions and social links. That aspect is extremely important for the interests of Russia as well as for the socio-political developments in Eurasia

The emerging global economic crisis forms the conditionsfor drastic transformations of the very architecture of the world economy. That creates both opportunities and challenges for Russia.

The culture of hospitality is seen as a cultural phenomenon. Relevant practices are analyzed.

The phenomenon of business culture is analyzed. The history of the study of this phenomenon in the framework of cultural studies

Global transformations put to the agenda the necessity for the change in the economic geographical architecture of Russia in order to secure its access to the perspective centers of the global development. Th regions of the Big Volga and Caspian sea are now a priority. The sity of Saratov become  he potntially dominating and consolidating regional center/ 

The tragic death of John F.Kennedy was a major turningpint of the XX century that reflected the global military-political contradictions as well as domestic crisis of American politics

The genesis of culture is considered as the process of the emergence and development of gaming practices. The system of views on the game in cultural science is analyzed.