Abstract:

The paper presents the results of research into the international activities of the academic staff and PhD students working as university instructors. The aim of the research was to study the international activities of the academic staff and to examine their influence on the research and educational development of a university. Professors of Russian universities do not have enough experience in international activities, as they were not one of the key requirements until the beginning of the 21st century. That is why it is still topical to examine the advantages and disadvantages of international activities for a university and to accelerate the development of staff competence in this sphere.

The study was conducted at a University which trains about 40 000 students (South Ural State University (National Research University) (SUSU (NRU))). Between 2013 and 2016 PhD students’ and academic staff’s experience in international activities, their motivation and skills as well as their opinions about the importance of international activities were investigated.

The international activities of the academic staff in the university were identified. The proportion of university instructors with experience in different types of international activities was determined. Well-developed and undeveloped competenciesof the academic staff were revealed. Almost three-quarters of respondents consider international activity to be a positive tendency, noting at the same time its diversity and ambiguous value for the development of national science and education. Potential international activities’effects (positive and negative) were studied and ranked.

To assess the impact of international activities on university science and education development, its types were correlated with the criteria included within the QS university rankings. The table of correlation between them shows the impact of international activities on the quality of university science and education.

The study revealed the importance of activating the international activities of PhD students and academic staff. This proved the necessity of social and educational measures to be taken to enhance international activity. In short, international activities are included in the SUSU (NRU) development program. Moreover, we designed the basic and additional educational programs that include modules aimed at developing PhD students’ and academic staff’s international activities.

The paper compares experimental data illustrating the international activities of instructors who did or did not complete the additional educational programs. The results show that there is a close correlation between the study of educational modules and the pursuit of international activities by the academic staff. At the same time, we assume that the data is insufficient to draw a conclusion about the impact of training on the intensification of the international activities. It is possible that an interest in international activities encourages instructors to take the relevant modules of the program. At the same time, it is clearly shown, that completing the modules increases the ability to pursue international activities. Social and educational measures strengthen the motivation and enhance the skills of the academic staff, which can improve the quality of university education and science and have a positive impact on university rankings.

Keywords:

International activities, university education and science, quality criteria, PhD students, academic staff, training.