Center for Institutional StudiesResearch in higher education

Maria Yudkevich

Workshop“Equity in Higher Education: International Context”,

Moscow, April 2012

•Higher School of Economics , Moscow, 2012

Center for Institutional Studies: history and structure

•photo

•photo

•photo

The Center for Institutional Studies (CInSt) was established in 2010 with the goal create a research center in the field of institutional economics as a part of an international cooperation network, and promoting international standards of research. We provide conditions and incentives for young and talented university graduates to participate in both research and teaching activities at the HSE.

CInSt: 4 laboratories and 1 departmentLaboratory for Analysis and Modeling of Institutional Dynamics (LAMID)Laboratory for Applied Analysis of Institutions and Social Capital (LAAISC)Laboratory for Institutional Analysis of Economic Reforms (LIA) (2005)Laboratory for Strategic Behaviour and Institutional design (LID)Department of Institutional Economics (2005)

•Higher School of Economics , Moscow, 2012

Main areas of interest

•photo

•photo

•photo

Our professional interests are focused on institutional analysis of different markets and sectors of the economy, including: Education Public procurement Banking Non-profit organizations.

•Higher School of Economics , Moscow, 2012

Institutional Cooperation

•photo

•photo

•photo

George Mason University (USA)

Center for International Higher Education (Boston college, USA)

•Higher School of Economics , Moscow, 2012

Research in Education: main projects

•photo

•photo

•photo

Institutional dynamics and individual strategies: the case of university admission process

Determinants of student achievements: economics meet sociology and psychology

Academic profession: faculty contracts and salaries (International Comparison of Academic Salaries in 28 Countries)

Monitoring of education markets and organizations

Social capital and education

•Higher School of Economics , Moscow, 2012

Institutional dynamics and individual strategies: the case of university admission process

•photo

•photo

•photo

Major institutional transformation in HE in Russia: from a university-specific system of exams towards an external and unified mechanism of evaluation of student abilities.

The Unified State Examination (the USE) and its consequences forstudents (households)universities.

Aims of the project: Analysis of college choicePre-entry training: structure and dynamicsstudying successful strategies of pre-entry training process appropriate for different types of universities,Equity under new system of admission.

•Higher School of Economics , Moscow, 2012

Factors of student achievement

•photo

•photo

•photo

Role of abilities, socio-economic status, psychological characteristics and social ties in student achievementBIG 5Social NetworksPeer effects

Administrative data on current achievement of HSE students

Extra-surveys

•Higher School of Economics , Moscow, 2012

Faculty contracts and academic salaries

•photo

•photo

•photo

•Network of experts in 28 countries•Comparative Study of Academic Salaries and contracts

•Joint project with CIHE (Boston college)

•Higher School of Economics , Moscow, 2012

Databases

•photo

•photo

•photo

Household survey (Spring and Fall, 2010) 1st year university students survey (Fall,

2010) Young people survey (Fall, 2011)

Russian-wide or Largest Russian cities 1500-400 households All fields/ engineering and humanities

Monitoring of education markets and organizations (MEMO)

•Higher School of Economics , Moscow, 2012

Inquiry of households: several waves

•photo

•photo

•photo

Socio-demographic characteristics of the respondents and their families (parental education, level of income, gender, number of kids)

School characteristics (type of school, specialization of class, achievement, USE results)

Strategies of pre-entry coaching (type of coaching, intensity, money expenditures)

Strategies of college choice (specialization of chosen university, field of study, tuition fees, expected returns from higher education, stages of college choice and timing of admission)

•Higher School of Economics , Moscow, 2012

Young people survey: topics

•photo

•photo

•photo

Education before universityUSE and 9th grade scores Pre-entry coaching (only for 1st year students)Admission efforts(Possible) timeout between secondary and higher educationChoice of universityFurther educational plansHealthSocio-demographic characteristics

•Higher School of Economics , Moscow, 2012

Monitoring of education markets and organizations (MEMO)

•photo

•photo

•photo

Initiated by the Ministry of Education and Science of the Russian Federation.

The purpose is to collect generalized information and micro data on recent trends in education in Russia: on choice of educational programs, funding of education, strategies of educational institutions, overall management, allocation of resources, hiring policies, etc.

Updated annually since 2002; comparability of the data.Data are representative for Russia as a whole taking into consideration the considerable difference between the subjects of the Russian Federation.

Source: http://memo.hse.ru/en/

•Higher School of Economics , Moscow, 2012

Monitoring of education markets and organizations (MEMO)

•photo

•photo

•photo

•Higher School of Economics , Moscow, 2012

Education and Social capital in Russia

•photo

•photo

•photo

What are the non-economic returns on education? • Trust• Social Norms• Organizational Participation

Data• GEORATING sociological survey• ROSSTAT regional database Results• exploiting exogenous variation in the number of universities

in each region, caused by distance from Moscow, we find that education is the strongest factor that affects trust level in regions across Russia.

• for individuals, education is the strongest predictor of trust and civic activities, such as work in a non-profit organization