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Education as a Soft Power Tool in Russian Foreign Policy
Abstract
The article analyses the potential of Russian tertiary education as a tool of long term influence in world politics. It makes a coherent review of a changing nature of leadership in world politics, shows advantages and disadvantages of Russian education as a soft power tool, evaluates the current government initiatives to improve the quality and attractiveness of Russian universities and colleges.
... In the modern global world, competition is acquiring cultural and civilizational dimensions. Russia's foreign policy proceeds from the fact that "the struggle for cultural influence is intensifying between the main players in the international arena, with the increasing involvement of new centers of power emerging in the world" (Torkunov, 2012). The crisis situation currently observed can be overcome through a developed education system, which meets the requirements of an innovative high-tech economy, is integrated into the international educational and academic community, and is able to become one of the most important competitive advantages of modern Russia in the "global struggle for minds" (Torkunov, 2012). ...
... Russia's foreign policy proceeds from the fact that "the struggle for cultural influence is intensifying between the main players in the international arena, with the increasing involvement of new centers of power emerging in the world" (Torkunov, 2012). The crisis situation currently observed can be overcome through a developed education system, which meets the requirements of an innovative high-tech economy, is integrated into the international educational and academic community, and is able to become one of the most important competitive advantages of modern Russia in the "global struggle for minds" (Torkunov, 2012). Specific actions to overcome the crisis would be the steps towards developing a modern system of the Russian language teaching through the use of the soft power policy: modernization of the methodical system of the Russian language teaching, since today it does not take into account such processes as intensive democratization of the language and the virtuality of modern communications; due account of the factors hindering education and development of students, such as intense language processes, the influence of mass culture on the emergence of a new language, the intensive language transformation; sustainable passion of young people for ...
The relevance of the work is determined by the need for a theoretical understanding of the problem of cultural interaction in the modern world. The process of globalization, which is underway, leads to the expansion of interrelationships and interdependencies of different peoples, including the problem of learning the specifics of cultures in the context of building an efficient local and global dialog based on the soft power policy. The purpose of the article is to analyze the crisis of the soft power policy in the spread of the Russian language as the most important tool of ethnic self-preservation. The methodological basis of the study consists of theoretical methods: the synthesis method is applied to study the problematic area of interaction between language and culture, in particular when considering the soft power policy. The combination of descriptive, comparative, and historical methods, as well as methods of classification and analytical reading, contributed to the formation of the author’s understanding of the problem. The article presents the author’s study of the soft power policy in the Russian education system. It discusses the signs of a crisis in the implementation of the soft power policy that has manifested themselves, on the one hand, through the changes of the main state documents regulating the education process, and on the other hand, the real results of the Russian language study are revealed. Upon analysis, the authors have identified and formulated a number of contradictions in the practice of the Russian language teaching in terms of the soft power policy application and also have come to the conclusion that, to overcome the crisis in the Russian language teaching, some viable options should be taken into account such as strong intellectual potential, experience and traditions of the national school. © 2019, Slovenska Vzdelavacia Obstaravacia. All rights reserved.
... Селезнёв [3], ранее -А.В. Торкунов [4]. Ввёл понятие «мягкая сила» Дж. ...
In the Russian Federation the relevance of researching policy towards Russian-speaking young compatriots living abroad is growing. Firstly, Russian-speaking compatriots are the demographic potential of Russia, and nowadays institutional mechanisms have been developed and implemented to facilitate the voluntary resettlement of compatriots living abroad to the Russian Federation. Secondly, in the conditions of geopolitical instability Russian compatriots are a source of “soft power” preserving the unity of the Russian world. This study discusses the potential of education as a source of state policy aimed at coordinating work with young compatriots in the CIS countries. The purpose of this work is to identify the main problems and strategies of using education as a “soft power” resource in relation to Russian compatriots living in the CIS countries. The research methodology is based on “soft power” theories and political communication theories. The research method is a discourse analysis of the newsletters of the Ministry of Foreign Affairs of the Russian Federation (Russian MFA) for 2012-2022. During this period 1949 documents were published, the sample is solid but not every document contained information on the studied problem. During discourse analysis the following tools of public administration were evaluated: communication and institutional resources of education as the basis of Russia’s “soft power” in the CIS countries aimed at preservation of communication with Russian-speaking compatriots. The discourse analysis revealed the transformation of the main policy strategies in relation to Russian-speaking compatriots justified both by geopolitical challenges and the final formulation of the ideological concept of Russia. Russian language and culture preservation and the development of public diplomacy were the main strategies in 2012-2014. Since 2014 efforts to preserve historical memory have been intensified, and by 2020 a discourse aimed at justifying the preservation of traditional values is being formed. The transfer of education combines these stages as a key strategy that promotes the voluntary resettlement of compatriots to the Russian Federation or the preservation and reproduction of traditional culture on the territory of other states.
... Например, Россия в рамках своей концепции экспорта образовательных ус-луг (HSE, 2010) пытается восстановить свое академическое доминирование в странах бывшего СССР. Они создают транснациональные сетевые университеты, в которых русский язык является основным или одним из основных языков общения и науки (Mkhoyan, 2017;Torkunov, 2012). Не зная русского языка, ученые из бывших советских республик могут испытывать трудности в доступе к знаниям и текущей научной повестке. ...
Относительно новое явление – массовые открытые онлайн-курсы (МООК), они официально вошли в нашу жизнь примерно в 2008 году и с тех пор набирают популярность во всем мире. Рост аудитории, развитие технологий и глобализация делают МООК важным средством коммуникации, которое может служить не только образовательным целям. В данной работе автор пытается позиционировать МООК в рамках концепций мягкой силы и публичной дипломатии и связанных с ними подконцепциями. В статье рассматриваются МООК как канал коммуникации в рамках публичной дипломатии и их практические функции для достижения гуманитарных и политических целей. Автор описывает ряд различных сценариев того, как МООК могут функционировать в качестве инструмента публичной дипломатии, генерируя мягкую силу для государственных и негосударственных акторов, которые обращаются к иностранной общественности. Таким образом МООК могут использоваться для преподавания истории и культуры страны, маркетинга национальной системы высшего образования, укрепления структурных отношений с помощью языка, усиления структурных отношений с помощью технологий, стимулирования развития странпартнеров через предоставление доступа к образованию, создания сетей для многостороннего сотрудничества. В заключение автор обсуждает направления дальнейших исследований. Ключевые слова: МООК, мягкая сила, публичная дипломатия, дипломатия образования, цифровая дипломатия.
... Sergeyev. Torkunov A. stresses that higher education can become an innovative external policy apparatus in the context of the conceptual elaboration of soft power, and it is necessary to bear in mind that productiveness is evaluated only in the long term (Torkunov 2012). E. Panova proposes the dividing of soft power instruments into shortterm and long-term ones. ...
Higher international education in international relations has acquired an important place and mode as an apparatus of soft power latterly. Situation of today the pandemic and the massive transition to a remote regime, give us enough reasons to consider many spheres of life in greater depth.
The purpose of the study in this article is to define the role of academic mobility as a soft power tool in the system of international relations on the basis of a survey of participants in academic mobility.
Methods and approaches. The methodological basis of the study was based on general theoretical framework, the principle of consistency and the Google Form Survey.
Results and findings: a survey was conducted among participants of academic mobility; trends in academic mobility was defined; the impact of the pandemic on traditional academic mobility was analyzed.
Conclusion and practical significance: The role of international higher education in international relations is shown through the use of academic mobility as a soft power tool. The analysis carried out in the article revealed that the topic of higher international education as one of the soft power apparatus for external policy strategies is at the beginning of its development trajectories in the theory of international relations. This study may be used to incorporate certain provisions into the Foreign Policy Strategy of the Republic of Kazakhstan.
Key words: soft power, international higher education, academic mobility, virtual academic mobility, Kazakhstan.
... country's expenditures on education, research and development and their distribution among universities the number of students studying in the country (it can reflect the territory attractiveness and the availability of resources and opportunities for successful development in professional and social life) [8] Students also take into account other crucial, non academic factors like accommodation cost, visa requirements or the possibility to become a citizen of this country after graduation, the level of tolerance in society and integration prospects. [9] Speaking of soft power, J. Nye claims that in the information age it is the country that has the better story that wins. [10] And this story is largely formed by all the perceptions and impressions gained during such educational exchanges. ...
... Researchers note dualism of international cooperation in the sphere of higher education. Figuratively speaking, academic ties, as well as humanitarian interaction in general, are "dual-use technologies," because, along with deepening mutual understanding and developing friendship and cooperation between nations, it is always a targeted cultural influence to form positive attitudes among citizens of one country to the way of life, people, and policy of another country [27][28][29]. ...
Trends and characteristics of Russian–Chinese academic mobility are considered as a complex phenomenon, the impact of which goes far beyond the framework of bilateral relations in higher education. The prevailing target model of development of Russian–Chinese academic mobility, based on quantitative indicators, is shown as not accounting for the process specifics and not enough harmonized with solutions to other no less important tasks associated with pursuing the interests of the Russian Federation in the international arena and achieving the goals of Russia’s national development. Particular attention is paid to complex causal relationships and multilevel effects that accompany functioning processes in Russian–Chinese relations in the subject area under study. The competitive partnership model, proposed by the authors to describe interaction between the two countries, appears promising both for conceptualizing the diversity of processes and opposite effects of Russian–Chinese cooperation in higher education and as a theoretical basis for creating an effective target model and improving the humanitarian dimension of cooperation between Russia and the PRC.
... It is interesting to note that while exploring the role of education as an SP tool in particular countries, scholars focus on some types of educational programs that are more prevalent for this or that country's PD. For the US, the use of exchange programs like Fulbright is a topic of focus (Atkinson, 2010;Pisarska, 2016;Scott-Smith, 2008;Snow, 2008); for Russia, one is concerned more by the role of higher education as SP (Chepurina, 2014;Fominykh, 2016;Torkunov, 2012); while scholars who scrutinize education as a Chinese SP tool tend to concentrate on the role of language schools (Confucius Institute) (Pan, 2013;Paradise, 2009;Ren, 2012;Yang, 2010). ...
This research explores a case study of the relations between the Republic of Korea and Central Asian states to demonstrate that education diplomacy can be understood as a distinct subtype of public diplomacy and that it is extremely important for the overall success of South Korea's public diplomacy.
Link to the whole book: https://www.cambridgescholars.com/contemporary-issues-in-international-relations
... Studies have also examined the ways in which countries seek to exercise their SP over Uzbekistan, particularly through channels of education. A review of such studies also reveals that Central Asian countries have been approached by Russia (Fominykh, 2014;Torkunov, 2012) the US, China, Turkey, and Iran, among other countries (Lebedeva, 2014;Plotnikov, 2016;Stetar et al., 2010). These studies, however, do not focus on Korea's presence in Uzbekistan's education sector. ...
... Studies have also examined the ways in which countries seek to exercise their SP over Uzbekistan, particularly through channels of education. A review of such studies also reveals that Central Asian countries have been approached by Russia (Fominykh, 2014;Torkunov, 2012) the US, China, Turkey, and Iran, among other countries (Lebedeva, 2014;Plotnikov, 2016;Stetar et al., 2010). These studies, however, do not focus on Korea's presence in Uzbekistan's education sector. ...
The history of Russia’s relations with the countries of Latin America (LA) shows that interaction in higher education sphere was an important component of interregional cooperation, although its dynamics were cyclical, when periods of upswing were followed by protracted downturns. Currently, as part of the foreign policy strategy aimed at expanding Russia’s ties with the LA-region, the task is to restore cooperation in the field of tertiary education. The purpose of the article is to review previous experience and new options for partnerships between Russian and Latin American universities. Particular attention is paid to virtual student mobility, as well as the inclusion of Russian universities into the humanitarian component of BRICS in the context of its the expansion. The work is based on a detailed study of statistical reviews of official institutions of Russian Federation, as well as publications on Latin American issues of Russian authors. Sources of information also included articles of foreign scientists dealing with the problems of internationalization of higher education in the LA-region. The content analysis method made it possible to filter secondary data appearing in media. The synthesis of extensive information and comparative analysis helps to identify similar and distinctive characteristics of Latin American student mobility in the global education market in different geographical routes, and to determine Russia’s place in this process. In conclusion, the opportunities and difficulties for inter-university cooperation in the “RF-LA” model at the present stage are analyzed.
In modern international politics, not only the image of political figures is becoming increasingly important, but also the perception of nation states in the international arena. The emergence and active participation of new actors in world politics has increased the role of soft power as an impact strategy for governments that seek to strengthen their positions. This article examines the role of soft power and public diplomacy in shaping or creating a country's image. Using cultural elements and public diplomacy, States set themselves the goal of creating an attractive image in the minds of the population of another State. Effective initiatives in the field of public diplomacy not only strengthen the country's soft power and influence, but also contribute to building strong relations and strengthening interstate cooperation. Structural and functional, discourse analysis, institutional, and systemic approaches were used to study soft power and public diplomacy. The scientific novelty of the research lies in the systematization and comparison of approaches to defining the concept of soft power and public diplomacy, as well as the components and forms of implementation of soft power by foreign researchers. Special attention is also paid to cultural peculiarities and the unique perception of the image of states. The author came to the following conclusions: soft power is an alternative to military and economic force. Successful implementation of soft power contributes to the formation of a positive image, which in the long term seems to be more effective and sustainable than traditional methods of influence. Soft power and public diplomacy are becoming not only tools for creating a country's image, but also an important part of its foreign policy, contributing to even greater support from the international community to strengthen its position on the world stage.
The article evaluates the influence of EHEA membership on the export of higher education services. Russia strived for joining the EHEA both for increasing the quality of higher education and its export. Due to the international situation since February 2022 Russian participation in the EHEA was blocked that made discussions about the necessity of remaining in the Area urgent. Thus, it is topical to identify possible consequences of leaving the EHEA for Russian export of higher education services. The article explores the consequences of EHEA membership for the export of higher education services by EHEA members as well as the factors influencing the geographical destinations of such export. The hypothesis is the following one: EHEA creation contributed to strengthening its general role at the world educational market, however, it did not change drastically the roles of its member-states that used to be both exporters and importers of higher education services. The article concludes that EHEA existence ensured the increase in common export of higher education services by the region but did not eliminate the differences of student mobility rates among the member-states. Nevertheless, the absolute numbers and the share of international students grew in most of these states. The research evaluates and forecasts the role of regional initiatives at the world market of higher education services. The research results may also be useful for evaluating projects of integration in higher education sphere as well as for elaborating the support tools for Russian export of higher education.
The article examines the relationship between soft power, nation branding, and educational and cultural cooperation within the framework of the Swedish Institute's policy of international cooperation to promote the country’s image abroad and strengthen the position of its reputational capital. The relevance of addressing this topic is due to the significance of the stated agenda, which, as our research has shown, influenced not only the development of cultural cooperation and academic exchanges, but also the features of building Sweden’s foreign policy image. Based on the analysis of the organization’s materials and data in reports from 2022–2023, the authors aimed to show the process of forming the priorities of the organization’s activities within the framework of the distribution of financial support and the focus of cultural and educational projects. To this end, the role and parameters of building a national brand are analyzed; changes in the topics of educational and cultural events and programs conducted by Sweden in the countries of Eastern Europe and the Baltic region are considered; the dynamics of the processes of cultural exchange between Sweden and these countries are traced; the influence of the current political situation on the volume and measures of financial assistance to them is noted; and the perception of Sweden in Russia, Eastern European and Baltic countries is characterized. The study was based on the methods of comparative analysis, discourse analysis, and case study techniques. It was concluded that in implementing a diverse range of educational and cultural programs, the Swedish Institute adheres to the principle of regionalism, which allows the implementation of such projects, taking into account the interests and needs of both Sweden and partner countries. It was shown that when determining the parameters of national branding, the Swedish Institute relies on the approach of S. Anholt, clarifying it in a number of areas. According to the findings of the study, adaptation of relevant programs for the development of cooperation with partner countries, is aimed at integrating specific Swedish values into the cultural matrix of the host cultures. The global political situation strongly influences the realization of programs, thus causing the exclusion of such an important international partner as Russia. The study confirmed the initial thesis about the relatively slow accumulation of Sweden’s reputational capital, including in the process of the Swedish Institute’s work with ‘promising’ (in the current environment) countries, as well as with the countries of Eastern Europe and the Baltic states. It is further concluded that the Swedish Institute is not only a key actor in the country's cultural and educational policy, as well as a powerful channel of soft power, but also an instrument for Sweden's positioning of itself as a moral superpower, which can be seen in many areas of its policies that go beyond fields of public diplomacy.
Latin America and Caribbean Region (LAC), with a student enrollment about 30 million, has its own space in the global inter-university exchange. And the article aims to observe current trends and specific features of the internationalization of LAC higher education systems. The author analyzes different models of interaction of the region, firstly, with the countries of the global “North”, secondly, in the “South-South” format, and in a trilateral model – “North-South-South”. Also, the article studies some versions of intraregional cooperation in South America, as well as the Network university consortium (BRICS as example). The research exposes a new trend, the participation of LAC countries in the virtual student mobility, which has become a “new normal” during the pandemic period and has retained its significance at the present time. A special place is given to Russian-Latin American cooperation which has a long history. Additionally, the opportunities and difficulties of this bi-regional partnership in the higher education sphere at the present time are analyzed.
Despite the fact that the Latin American region lies somewhat away from the main routes of global interuniversity exchange, it is gradually increasing its share in the flow of mobile students by active participation in triangle formats. Simultaneously, the region develops new options for intra-regional cooperation to increase the competitiveness of Latin American universities in the international education market.
Today, the work of Russian universities is undergoing transformations associated both with modern global processes and their internationalization, which has lasted for decades, which makes their study an urgent research task. The purpose of this article is to determine the features of the internationalization of Russian universities in modern conditions. The methodological basis of the work was the methods of analysis, synthesis, systematization, classification, as well as monitoring and analysis of statistical data, which made it possible to consider the key factors of the modern internationalization of Russian universities. As a result of the study, it was found that today Russian universities are actively involved in the process of internationalization and define it as a strategic component of their activities. They cannot avoid the influence of international and government factors that determine the choice of current and potential partners, as well as the political context of their activities in general. Today, Russia dominates the space of its neighboring countries and has the opportunity to develop its positions in a number of other regions. Work to popularize the Russian language and education, as well as attracting foreign applicants and teaching in foreign languages, represent positions that require special attention and, with active development, will ensure the strengthening of Russia and its universities in the process of internationalization of higher education.
The concept of “soft power” of the Russian language is considered within the framework of the ethnocultural approach, it is proved that the language is aimed at expressing precisely national cultural affiliation, the specific unique environment of the culture, and the cultural dominants of the ethnic group. It is substantiated that the approach to the Russian language as the “soft power” of the state contributes to the development of “cultural” diplomacy. Five functions have been established that the Russian language performs in relation to culture, which allows us to consider the Russian language as the “soft power” of the state (communicative, integration, socializing, translational and cognitive functions). From different points of view, the concept of “Russian World” was analyzed and its basic constructs were identified – the Russian language and the Russian culture based on it (speech forms of explication of recognition of mentality, values, traditions, customs, etc.). Defining the basis of the soft power of the Russian language is attractiveness, the purpose of which is to unite (integrate) citizens of the Russian Federation, compatriots abroad and all those who feel mental and spiritual closeness with Russians. The inadequacy of using the potential of library institutions and the library community to promote the Russian language and expand the space for its use has been proven. Approaches to solving problems of state cultural policy in the sphere of the Russian language are described and proposed.
This paper examines how soft power, nation branding and academic cooperation came together in the scholarship policy pursued by the Swedish Institute (SI) from 1995 to 2023. An investigation of the organisation’s materials, scholarship statistics and feedback interviews with SI programme alumni suggests that the implementation of the scholarship policy was erratic during the study period. A comprehensive analysis of the Institute’s efforts was carried out to describe the relationship between nation branding, soft power and education. The focus was on the principles and practices behind promoting Sweden’s image in an international educational setting, the evolution of the Institute’s scholarship policy and the effect of soft power and nation branding on a grantee’s academic track. Interactions between the SI and grantees during and after their stay in the country and scholarship distribution were examined to understand the dynamics behind the scholarship policy. The study draws on the concepts of nation branding and soft power to explore the corresponding elements in certain regional and national cases during the study period. It is concluded that the Institute is an effective tool of Sweden’s soft power, with its scholarship policy promoting the Government’s official position on global social, economic and political development. SI grantees complete their chosen programmes and get acquainted with the country’s social and political institutions. As of today, the educational component seems to be subordinate to nation branding and soft power.
Education is one of Russia's instruments of foreign policy aimed at fostering humanitarian cooperation. Currently, the primary focus is on higher education, while the significance of exporting general education is undervalued. State support measures for existing Russian overseas schools, in accordance with the concepts of "Russian School Abroad" and "Key Directions of Russia's Policy in the Field of International Cultural and Humanitarian Cooperation," are primarily directed toward Russian-speaking compatriots and have little orientation toward broader segments of foreign populations. At the same time, the Concept of the Humanitarian Policy of the Russian Federation Abroad, dated September 5, 2022, explicitly emphasizes the need to expand the network of Russian schools abroad. This article examines a project to establish a network of Russian international schools targeting foreign citizens in a consortium format as a case study that could serve as a model for addressing the stated objective. Particular attention is paid to the socio-political, methodological, and organizationalpedagogical aspects of the project.
The paper deals with issues of cooperation between Denmark and Russia in Arctic research and academic mobility projects, making an emphasis on scholarship and grant policy. Despite
the fact, that international cooperation in research and education is one of the core priorities in both
Arctic strategies, before the year 2022 it was functioning in specific conditions. Scholarship and
grant policy appeared to be a «soft power» tool for Copenhagen due to research topics, concentration of project management in Danish hands and disproportions in student mobility scholarship programmes. Interaction between Russian and Danish researchers has not been a subject to special attention from Danish authorities and foundations. On the contrary, researchers from both countries
interacted within investigating the issues of the Arctic region actively. Even international turbulence after 2014 did not affect it: both countries stated that the «Arctic vector» is to stay aside from
any turbulence. Expanding the scholarship programmes for Russian researchers in order to support
their mobility to Denmark, Greenland and Faroe Islands enforced this idea. So did formal prioritization of cooperation with Russian research and educational institutions in Arctic research in 2021
for grant support. Though turbulent situation in 2022 led to suspending the interaction, it is clear
that there are formal and informal grounds to restore it upon normalization. That fact will require
revisiting the previous cooperation experience and implementation of the best grant and scholarship practices by Russian relevant agencies.
Educational interaction between Russia and the SCO countries has a long cultural and historical experience. The practice of such interaction is becoming more and more evident in obtaining more support and interest in the education system in Russia and the SCO countries. The modern social reality referring to the pandemic, changes in the geopolitical space of the world dictate new requirements for the formation of educational interaction models between the SCO countries. The trend of Russia’s refusal to participate in the Bologna process is also becoming one of the main directions of Russian educational policy. The major research objectives were to study the barriers that hinder the development of interaction between the SCOcountries in the educational space, to identify the advantages, disadvantages and problems of its implementation. The research methodology combined both quantitative and qualitative approaches. The primary data was collected using questionnaires (n= 560) and in-depth interviews (n=50). Students from the SCO countries studying at universities in Yekaterinburg (Russia) took part in the quantitative study The in-depth interviews with experts were conducted in order to identify key issues of educational interaction between the SCO countries. The research has investigated a number of barriers that prevent fruitful educational interactionbetween the universities of the SCO countries. They are as follows: objective circumstances of constantly changing geopolitical realities, technical difficulties in the implementation of educational interaction, insufficient readiness of the teaching staff to teach foreign students, financial risks, language barrier, cultural barrier, unfavourable infrastructure of universities, the specifics of educational programs and curricula. Our research has identified factors that will contribute to the development of educational interaction and overcoming barriers. They are as follows: personal factors, motivation to get education in Russian universities, the historically established cultural tradition of communication between the peoples of the SCO countries, the creation of uniform educational standards and organizations (similar to the SCO university).The study has identified barriers that prevent this interaction. They are as follows: objective circumstances of constantly changing geopolitical realities, technical difficulties in the implementation of educational interaction, insufficient readiness of the teaching staff to teach foreign students, financial risks, language barrier, cultural barrier, unfavourable infrastructure of universities, the specifics of educational programs and curricula. The study has revealed factors that promote the development of educational interaction and overcome barriers. They include: personal factors, motivation to get education in Russian universities, the historically established cultural tradition of communication between the peoples of the SCO countries,the creation of uniform educational standards, organizations (similar to the SCO university).
The processes of globalization lead to a constant increase in mobility. The changing society has long ceased to be a closed and limited system of nation-states. The aim of the research is to determine the conditions of social adaptation of students in multicultural environment in the period of distance learning. The problem of finding the concept that provides adaptability and sustainability of the personality, capable of successful development and interaction in the multicultural space of the Russian university is actualized. A series of sociological studies on the problems of interaction between Russian and Chinese students in the educational space of universities was conducted. In 2016, the project «Russian-Chinese dialogue: the way to meet each other» was implemented within the Program of development of student associations’ activities supported by the Ministry of Education and Science of the Russian Federation 2016-PSO-94 with our participation. A survey involved Chinese and Russian students from three universities in Yekaterinburg (500 Russian and 500 Chinese students participated in the survey). In 2019-2020 a survey was carried out among Russian universities according to the author’s methodology of the matrix of four bases (500 Chinese students). In 2020, we dealt with 2 focus groups with Chinese students. and administered in-depth interviews with Chinese professionals who graduated from Russian higher education (50 Chinese graduates of Russian universities). The geography of the research included the leading universities of Moscow, Yekaterinburg, Tyumen, Chelyabinsk. The obtained data and coordination of the conclusions with a number of studies require creating a system for training multicultural educatorsto provide distance learning.
Образование - это мощный инструмент мягкой силы. Изучение образовательных программ Erasmus, Сетевого университета СНГ и Университета ШОС, Международных образовательных программ в ЕС и на постсоветском пространстве, их настоящего и будущего позволяет лучше понять роль академической мобильности в содействии укреплению политической коммуникации в европейском и евразийском регионах. Кроме того, данная книга является первым сравнительным исследованием программы Erasmus, а также Сетевого университета СНГ и Университета ШОС - двумя образовательными программами, вдохновленными проектами внутри Erasmus Mundus, направленными на укрепление академической мобильности России с постсоветскими странами и Китаем.
In this article we talk about education as a global phenomenon that includes many actors with their own political interests. In this regard, the question of the anthropological component of modern education, including in the international context, arises extremely sharply: what kind of person is formed by the new global education, to whom it applies, and what values it forms. Main trends in global education policy are defined. The formation of a global educational policy has not yet been completed, and the pandemic of coronavirus infection has brought both positive and negative aspects. We name both of them: the advantages and disadvantages of pandemic situation that shifted the global higher education into the different format. Also, we make the forecast on further higher education development.
It is necessary to monitor the social attitudes of foreign students in order to involve foreign applicants in a favorable to Russia discourse, applying the concept of “soft power”. Applicants’ social attitudes have a direct impact on the choice of the country of study and on the effectiveness of social, cultural, pedagogical adaptation of foreign students. The socio-cultural characteristics of foreign students were studied using focus groups, expert polls, and narrative interviews. The classification of foreign students according to cultural profiles has been made. Attitudes of students from different cultural profiles were monitored according to the questionnaires developed by the authors. Based on the scaling techniques of E. Bogardus, C. Osgood, L. Thurstone, L. Guttman, R. Likert, an integral index was calculated for each cultural profile. Methods for monitoring the social attitudes of foreign applicants make it possible to identify the specifics and dynamics of the attitudes of cultural profiles. Positive attitudes towards Russia contribute to the export of Russian educational services and attractiveness of the Russian cultural space and the educational system.
Article considers theoretical aspects of soft power concept and its use by various actors in Central Asia. It is noted that scholars as well as practitioners are paying insufficient attention to such key concepts position J. Nye, as an attraction. As a result the efficiency of the use of soft power is significantly reduced. It also shows that the attractiveness is not a universal characteristic. For this reason, attractiveness and hence soft power of different actors are different and aimed at different segments of the population. These differences lead to competition of actors, but they do not reduce interaction in the region to zero-sum game. Specific forms and directions of the soft power of Russia, the U.S., the EU and China in Central Asia are discussed. The article emphasizes that the Central Asian states are not just recipients of soft power of external actors, but also themselves form behavioral strategies that are attractive to others.
Soft power is analyzed in the article as a resource of integration in the post-soviet area. The author shows that soft power today is an indispensable resource of any integration policy. The amount of soft power defines the depth of integration. Integration in Eurasia is a natural process and eventually it will be of interest for all the states in the region. Soft power will reduce the transaction costs of integration and increase the attractiveness of the project for other states over the long run. A resource of the Russian soft power which will foster the integration processes in the post-soviet region might and ought to be higher education and science. The development of national science may be not only an integration tool, but also a nation idea and a goal for modernization. The author argues that science and higher education will indeed help Russia deepen the Eurasian integration, overcome the lack of trust among its regional neighbors and channel the positive experience of economic integration in adjacent spheres of interstate relations in the post-soviet area.
Education exchanges are a key element of public diplomacy for most countries that considered effective in that domain of foreign policy activities. Education exchanges are attributed an important role in the post-war peace settlement between Germany and France and in determining the outcome of the Cold war. Relevant aspects of public diplomacy remain key elements of foreign policy instruments of the US, Germany and many other countries. Russia has been increasingly active in public diplomacy in the past decade and the role of education exchanges has been increasing which is also demonstrated by a growing number of expert publications on the subject. However the strategy, the quality of organization and the use of modern technologies remain at a relatively low level which leads to an inefficient use of resources. Priority issues that can be a core of Russia's public diplomacy (and foreign policy in general). Moreover, systemic work would be required to evaluate efficiency of current and complete projects which would allow determine effectiveness of programs and appropriateness of resources used. Education exchanges need to be targeted at both bringing international students to Russia and assisting Russian students to study internationally and professors to teach abroad. Finally, international best practices show that there is a need to maintain connections with international exchanges alumni and assist them to maintain connections with each other including with the use of modern technologies.
The article considers the mechanism ofrepresenting the hidden curriculum in the discourse of EFL textbooks, i.e. the transmission ofsociocultural norms and values of native speakers to foreign students. To do this the authors make a brieftheoretical review of this problem and demonstrate the results of the comparative discourse analysis of two popular textbooks, the one of the pre-globalization age and the present-day one. The authors provide evidence for their idea of the dual role, which English plays today being simultaneously a national language of different English-speaking societies and the global lingua franca. The conducted discourse analysis is based on the analysis of semiotic means, which are used to nominate concepts basic to any society and culture. In the article, the authors demonstrate their own plan of analysis by the example of the "gender" concept. The gender concept shows social and cultural conditionality of distinctions in behavior and the identity of men and women. The comparative analysis of gender markers in the discourse of EFL textbooks reveals a global vector of transformation and distribution ofsociocultural values. Authors state that cultural expansion through English teaching is an instrument of smart power. It is suggested using the mechanism of transmission ofsociocultural norms and values, which is analyzed in the research, to create Russian textbooks for foreign students.
В статье исследуется иностранное присутствие в сфере образования в странах Прибалтики и Казахстане. Образование как средство (инструмент) «мягкой силы» влияет на формирование ценностей и мировосприятия граждан других стран. В образовании стран Прибалтики наиболее активны ЕС и Россия, в Казахстане - США, Турция, Китай, ЕС и Россия. В статье подробно описываются форматы сотрудничества в сфере образования, используемые названными странами. Предложенный анализ представляется актуальным, поскольку для России важно изучение опыта взаимодействия как с соотечественниками, так и опыта «мягкого» взаимодействия со странами, где проживают соотечественники. Не менее ценно исследование опыта воздействия на Казахстан и Прибалтику со стороны третьих государств и сравнение его с российским, возможность применения универсальной стратегии и практик «мягкого» воздействия в отношении стран-объектов. Результаты исследования показывают, что Латвия, Литва, Эстония и Казахстан выступают странами-объектами по отношению к третьим странам: либо они импортируют образовательные услуги, либо абитуриенты из этих стран получают образование за рубежом. В случае со странами Прибалтики предоставление третьими странами образовательных услуг привело к некоторым негативным результатам, и этот опыт для Казахстана, который в настоящее время ещё формирует систему взаимодействия с внешней средой в данной сфере, должен представляться интересным. Россия присутствует в сфере образовательных услуг как стран Прибалтики, так и Казахстана. Однако если в случае с Казахстаном взаимодействие основывается на осознанном интересе и реализуется в формате взаимовыгодного сотрудничества, то в случае с Латвией, Литвой и Эстонией присутствие России в сфере образования является несистемным в силу непростых двусторонних отношений.
In recent years, a number of foreign policy concepts declared the importance of using the instruments of "soft power" to promote the national interests of a country. Soft power is the ability through political values, culture and foreign policy to influence others by forming attractiveness [18]. Germany is generally recognized as the leader in the resources of "soft power." The article discusses what kind of resources are deployed by Germany to increase its "soft power" in the Muslim direction of foreign policy. The Muslim world has its own specifics, which complicate the use of instruments of "soft power." Countries with large Muslim population are difficult to influence, as they differ from Europe in the civilizational respect, have their own customs and traditions which they strictly follow because of the nature of Muslim religion. The author notes that in the Muslim direction of foreign policy the problem for Germany lies in the fact that the formation of its attractiveness resulted in a significant flow of immigration of Muslims in the country. A part of immigrant Muslims tries to live isolated from European society, professes radical currents ofIslam and participates in military conflicts abroad, participation in which in the role of active player is ruled out by Germany. Failure to integrate them into German society and the lack of progress in the formation of its positive image in the Muslim countries resulted, on the one hand, in the split of German society, on the other hand, in the threat of absorption by foreign civilization, as it is observed now in Germany the presence of "soft power" of Muslim countries, which use its former and current citizens to influence German political course. The article was written within the constructivist methodology, which consider the "soft power" as a way of construction of social reality with the use of tangible and intangible resources for the formation of an attractive image of Germany in world politics.
Recognizing the importance of the development of human capital, many countries contribute to the growth of international student mobility through various state grants and scholarships for their citizens and foreign students. Nevertheless, there is a lack of research on the state's benefit from sponsoring scholarship programs and study abroad grants in the context of the development of the country's human capital. This article examines scholarship programs and grants to study abroad regarding human capital development, how they can help build human capital, and what can be an obstacle for that. The authors analyze the features and implementation mechanisms and provide typology of the programs in modern conditions. Based on a review of state scholarship programs and grants for studying abroad, and an analysis of scholars' studies and regulatory documents, authors identify existing and potential obstacles to building up and effectively using human capital such as non-return of scholarship holders to their homeland, deskilling, bureaucratic employment procedures, emigration intentions after fulfilling obligations under the program, etc. Exploring of foreign and Russian experience in implementing state scholarship and grant programs, authors determine several ways for the further development of the programs in the context of the idea of human capital building. The results of the study can be applied to the development and improvement of the Russian scholarship programs and grants for studying abroad.
This article examines the theoretical approaches towards definition and analysis of the concept of export of educational services that formed in the Russian scientific context: sociopolitical, economic, and demographic. Within the framework of economic approach towards analysis of the export of educational services, two author determines two aspects: macroeconomic and microeconomic. The author describes the integrated characteristics and interpretation of the content of export of educational services in the Russian scientific publications. The models of export of educational services: passive, active, and distance are determined. The criteria for the expansion of export of educational services are outlined. The article discusses the current practice of export of educational services established in the Russian higher education The results of the conducted theoretical analysis consists in a number of theses: 1) development of the category of the export of educational services as the basis for creation of theoretical models and technologies of practical implementation is absent; 2) the economically oriented instrumental assessment of the export of educational services is prevalent, which is not fully approved by educational organizations, since universities are not just dividends; 3) sociocultural experience and peculiarities of promotion the export of educational services in the countries of the former socialist camp can be useful; 4) the psychological-pedagogical component of the export of educational services (evaluation of psychological factors for successful education of foreign students, methodological questions of teaching foreign students in Russian universities, etc.) is virtually left out.
Образование - это мощный инструмент мягкой силы. Изучение образовательных программ Erasmus, Сетевого университета СНГ и Университета ШОС, Международных образовательных программ в ЕС и на постсоветском пространстве, их настоящего и будущего позволяет лучше понять роль академической мобильности в содействии укреплению политической коммуникации в европейском и евразийском регионах. Кроме того, данная книга является первым сравнительным исследованием программы Erasmus, а также Сетевого университета СНГ и Университета ШОС - двумя образовательными программами, вдохновленными проектами внутри Erasmus Mundus, направленными на укрепление академической мобильности России с постсоветскими странами и Китаем.
Introduction. Currently the notion of the “soft power” is perceived as an effective way of nation’s non-forcible influence on other countries with a view to implement one’s own objectives. Suchlike implementation is confined to particular spheres to form a positive image of the nation. Higher education today is one of the most efficient instruments of the “soft power” implementation in the countries of Central Asia, for it allows securing friendly political and economic elite as well as enhancing the quality of labour migrants to the Russian Federation. The aim of the research is to analyze particular features of the “soft power” implementation in the domain of higher education in case with the region of Central Asia on the example of Northern (Arctic) Federal University named after M.V. Lomonosov (the city of Arkhangelsk, Russia, henceforth NArFU).
Methods and materials. The study is based on systematic and comparative approaches to the analysis of the Russian “soft power” strategy in the domain of higher education. The study in hand also draws on general approaches to the “soft power” implementation in the region of Central Asia. The main sources for the analysis are annual reports on implementing the NArFU programme of development. These reports pay a great deal of attention to academic recruiting and academic mobility.
Analysis. The Central Asia region is crucial from the view point of Russia’s interests. The region is rich in hydrocarbon deposits, it boasts a great transit potential in international trade, and this is the region where the biggest number of migrants come from to Russia. For these reasons Russia is strengthening its “soft power” influence on Central Asian countries in general and in the sphere of higher education in particular. From the very day of the NArFU foundation in 2010, the region of Central Asia has been considered as a high-priority region. The example of NArFU demonstrates that the number of international students in the total number of full-cycle students has risen by 8.4 times, wherein the growth is secured mainly by students from Central Asian countries. Central Asian students’ percentage of the total number of international students is 82–89.3%. The percentage of students from the region in question, doing short-term educational programmes is also high – 49.5–61.4%. Diverse mechanisms are exploited to attract would-be students to NArFU: agreements with educational establishments of the region; visits of NArFU’s representatives (both lecturers and students) to the region; NArFU’s participation in international exhibitions on education; presenting NArFU’s educational programmes on the basis of “Rossotrudnichestvo” regional offices; inviting school graduates to study within the quota for fellow-countrymen residing abroad; arranging off-site university testing and multi-disciplinary intellectual contests; higher educational allowances and medical insurance compensation; active promotion with the help of social media. The international Friendship Club and the team of tutors were set up to ensure better social and cultural adaptation, regular events and excursions take place on the same purpose.
Results. Despite the fact that there is no general state-level integral concept on attracting school graduates from the countries of Central Asia to the universities of Russia, NArFU managed to occupy the niche on the educational market of the region. University’s administration has been pursuing a clear course towards attracting would-be students from Central Asia, exploiting a wide range of mechanisms to enhance academic recruiting, relying upon the advantages of Arkhangelsk region in the sphere of migrants’ adaptation. Over the recent ten years the factors mentioned above have brought about more than eight times growth of students from the region of Central Asia in NArFU.
Introduction . In the era of globalisation and digitalisation of society, the phenomenon of mobility is of particular relevance in the humanitarian discourse. Technological, socio-political and economic changes, penetrating into the sectors of education and science, contribute to internationalisation, intensification, as well as the inclusive growth of these priority areas of society. The study of academic mobility in the context of the theory of soft power will make it possible quantitatively measure and qualitatively evaluate the information and educational infrastructure as a separate educational and scientific organisation, and the country as a whole. The aim of the present research is to comprehensively consider the international academic mobility of students as a component and recourse of the country’s soft power in post-industrial realities.
Methodology and research methods. The methodological framework of the research involves discursive and conceptual approaches. The following general scientific methods were used: comparative and system-structural analysis, synthesis, generalisation and comparative method. Statistical reports and data from global rating systems were analysed and processed through the method of secondary data analysis. The coefficient of rank correlation of the relationship between the number of foreign students in the countries (included in the Top 30 of soft power) and indicators of the rating of the world universities was calculated according to Spirman’s rank correlation test.
Results and scientific novelty. The theories of soft power and academic mobility are synthesised on the basis of an analytical review of scientific publications by European, American, Russian and Chinese scientists. The hypothesis of the close interdependence of these concepts is confirmed. Academic mobility, including the virtual one, is shown to be an important tool for achieving geopolitical and economic goals both in the long-term and short-term perspectives. It is established that academic mobility, on the one hand, is determined from the standpoint of economic and political expediency; on the other hand, as a consequence of the globalisation, transforming the higher education system. While Western researchers emphasise the positive aspects of international law by students and scientists, the Russian scientific discourse is largely focused on the negative trends of this process. Two directions of soft power formation in the field of education are identified: training of future leaders (elite) and education of ordinary citizens. The authors revealed the vectors of the discussed type of mobility – Western-centric (Anglo-American) and the new one Asian (Eurasian), in whichChinaand the Chinese language take a special place. It was initiated to establish the SCO University Network among the representatives of member states in order to balance educational flows. The obstacles to its effectiveness are identified.
Practical significance. The research findings and conclusions extend the knowledge of the possibilities and limitations of the academic mobility realisation to increase university competitiveness.
The article discusses the mechanisms, models, best practices of the organization foreign students’ study in the cohort of “flagship universities” of the Russian Federation according to the policy of “soft power”. The purpose of this article is to determine the possibility and feasibility of using international cooperation of flagship universities as a tool of “soft power” implementation. The universities extend their partnership activities with the long-term goals to promote a positive image of our country, to ensure their development as well as the development of RF regions of their localization. The article is aimed at the elaboration of recommendations addressed to universities and education authorities. The statistical basis for the analysis was the monitoring data on the effectiveness of Russian universities (published data for 2017 and preliminary data for 2018). Factual information is based on the results of the development programs of flagship universities for 2017–2018. It should be noted that such an analysis is carried out for the first time and it is the first step towards the consideration of the international activities of flagship universities within the concept of “soft power”.
In this article, we aim to analyse the research discourse in the Baltic countries (Estonia, Latvia, and Lithuania) as regards Russian soft power, which is considered as
hard power, and to compare the theses that dominate this discourse with the actual
interactions between Russia and the three states in media, education, and culture.
Each Baltic country has built a system of political and legal restrictions to diminish
the effect of Russian soft power, which is considered in terms of hard power, i.e. as
a threat to national security. The current forms of Russian soft power are becoming
less productive in the region and their use in the negative political context of bilateral relations has the opposite effect for Russia — the country loses in reputation and
image. The main factor at play is the information content of the Russian-language
media space. At odds with the historical and political views of a significant part of
the Baltic States’ ruling class, it is becoming the target of counteraction. At the same
time, Russian high and mass culture and, partly, educational services are in demand
from both Baltic Russian speakers and ethnic Lithuanians, Latvians, and Estonians.
Our analysis shows that the views of Baltic researchers that Russian soft power is
politics-driven and foreign to the region are exaggerated and biased. In its turn,
Russian soft power in the Baltics retains the potential to aid the country’s foreign
policy, being a complement to the latter rather than its direct tool.
The political culture of any society is supported and determined by the spiritual and moral values adopted by this particular society over the course of its historical development. We can say that general cultural values of the metaphysical order eventually transformed into socio-political values that formed the modern heterogeneous political space. The transmission of values, including political ones, takes place by means of exploiting different mechanisms by society and using different tools. Nevertheless, one of the most effective mechanisms at this time is education, which is more and more often considered by developed countries as a means of achieving their economic and political dominance in the international arena. In this aspect, education serves as a tool of “soft power” policy. It is through the expansion and spread of their education model that many countries promote their political values in economically and geopolitically important regions.
Introduction: the study of the international dimension of education is usually reduced to a comparative analysis of the characteristics of education in different countries. The situation began to change at the end of 20th – beginning of 21st centuries due to the rapid development of globalisation processes (the formation of a transparency of national borders) and integration (deepening the cooperation between countries based on intergovernmental agreements). It had an impact on education, which was intensively internationalised (to acquire a wide international dimension). Despite the possible setbacks the process of internationalisation of education, the general vector of development is that this process will increase. The purpose of this article is to analyse what new challenges and opportunities are opened due to internationalisation of education (Russian education in particular).
Materials and Methods: the study is based on the principles according to which education, on the one hand, depends on the transformation of the global political organisation of the world, on another hand – it is contributing to this transformation. Materials for the study are based on international agreements, which in particular are adopted in the framework of the Bologna process, and the results of scientific works of Russian and foreign scholars. Descriptive and comparative metho ds of analysis are widely used.
Results: the analysis of the processes of internationalisation of education in the world has shown that, along with its traditional directions and aspects. It was noted that university begins to play a special role in the current world. It is shown that the specificity of education in Russia, which took shape due to a large terri¬tory and historical traditions, should be taken into account when forming a strategy for the development of the internationalisation of education in the country.
Discussion and Conclusions: the specificity of Russia creates a risk of rupture of the Russian educational space into the European and the Asian parts with the relevant economic, social and other consequences. To avoid this, it is necessary, firstly, to intensify the cooperation between Russian higher education institutions throughout Russia. Secondly, Russia can become a kind of educational “bridge” between different regions of the world. It is concluded that joint research of specialists in international relations, teachers, psycholo-gists, sociologists is needed to determine the main components of the new stage of integration of education.
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