Abstract:

It is no secret to anyone that the Russian higher education (HE) has faced a crisis in recent years. The situation caused, on the one hand, by the deep economic and social crisis of Russian society, on the other – by the internal processes in the HE and the dominance of linear model. It is subject to changes implemented by authoritarian power «from above» without taking into account the needs of professors, students and the population as a whole. Sociological studies show a negative attitude to the reforms of HE from a significant part of respondents. Most affected by the reform of HE in the regions, especially where there is a marked decrease in budget financing, are liquidated (or merged) universities and branches of universities. In many universities the number of professors is reduced. This reality has a negative impact on the situation of many Russian regions and cities. There is a mass departure of young people to Russian megalopolises or abroad.

According to our hypothesis Russian linear model of HE does not only fail to correspond to international and European developments in this field, but also does not satisfy the basic social needs and expectations of a significant part of the scientific and education community, students and the population of the country as a whole and especially in its regions. This implies the need to move to a qualitatively different, non-linear model of HE, which would be able to solve its major problems, at the regional level as well.

Is it possible to make such a change? This is the main question that requires an answer. The purpose of the article is to identify the possibilities of a non-linear model of HE in the country, especially in the Russian region as a factor in its development and defining the conditions for achieving the task.

Keywords:

Linear and non-linear models of Russian higher education.