Higher Education: Critical Discourse Domestic Education as a System and an Object of Management Eugene N. Ivakhnenko


The Problem of Plagiarism in Scientific Publications and Graduation Research Papers



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The Problem of Plagiarism in Scientific Publications and Graduation Research Papers

Vyacheslav I. Pleshchenko – Cand. Sci. (Economics), Head of Department, e-mail: v_pl@mail.ru

Joint Stock Company "Goznak", Saint Petersburg, Russia



Address: 3 G, Peter and Paul Fortress, Saint Petersburg, 197046, Russian Federation

Abstract. The problem of mass plagiarism in scientific publications and qualification research papers is fairly acute in today's Russia. Incorrect borrowings and plagiarism have extended not only to scientific articles and dissertations, but also to students’ courseworks and graduation research papers and diploma thesis. The author has recently faced with a case of 100% plagiarism of his article published in the Russian journal and in this paper describes the possible practical steps to protect the author’s rights. In addition, the paper analyzes the problems of scientific and publication ethics in the conditions of rapid development of information and communication technologies, estimates factors of the paid publications market development in Russia. The author points to the information asymmetry leading to various forms of manipulation in academic sphere including relations between laypersons and professional plagiarists .

Keywords: scientific ethics, plagiarism, first-order plagiarist, second-order plagiarist, predatory journal, publication fee, retraction

Cite as: Pleshchenko, V.I. (2018). [The Problem of Plagiarism in Scientific Publications and Graduation Research Papers]. Vysshee obrazovanie v Rossii = Higher Education in Russia. Vol. 27. No. 8/9, pp. 62-70. (In Russ., abstract in Eng.)

References

  1. Balandina, E.G. (2015). [The Problem with the Ban on Repeat-plagiarism in Modern Science]. Sotsiologiya nauki i tekhnologii [Sociology of Science and Technology]. Vol. 6. No. 1, pp. 65-73. (In Russ., abstract in Eng.)

  2. Sevost’yanov, D.A. (2017). [Plagiarism in Modern Education: Trouble or a Symptom?]. Vysshee obrazovanie v Rossii = Higher Education in Russia. No. 3, pp. 17-25. (In Russ., abstract in Eng.)

  3. Kulikova, E.Yu. (2016). [Stolen Science: Why Plagiarism and Self-plagiarism are not Acceptable]. Vestnik RGMU = Bulletin of RSMU. No. 6, pp. 50-53. (In Russ., abstract in Eng.)

  4. Anisimov, A.P., Kozlova, M.Yu. (2013). [Plagiarism as a Phenomenon of Modern Reality]. Imuschestvennye otnosheniya v RF [Property Relations in the Russian Federation]. No. 9, pp. 6-13. (In Russ., abstract in Eng.)

  5. Tkhagapsoev, Kh.G., Sapunov, M.B. (2016). [Russian Educational Reality and Its Converted Forms]. Vysshee obrazovanie v Rossii = Higher Education in Russia. No. 6, pp. 87-97. (In Russ., abstract in Eng.)

  6. Trubnikova, E.I. (2018). [“Red Tapes” in the Sphere of Science and Education]. Vysshee obrazovanie v Rossii = Higher Education in Russia. No. 1, pp. 108-119. (In Russ., abstract in Eng.)

  7. Ostrovskaya, A.N. (2016). [Plagiarism in the Twenty-first Century: Who Needs It?]. Voprosy sovremennoi pediatrii [Questions of Modern Pediatrics]. Vol. 15. No. 2, pp. 148-153. (In Russ., abstract in Eng.)

  8. Kotlyarov, I.D. (2011). [Self-plagiarism in Scientific Publications]. Nauchnaya periodika: problemy i resheniya [Scientific Periodicals: Problems and Solutions]. No. 4, pp. 6-12. (In Russ., abstract in Eng.)

  9. Abramova, N.Yu. (2011). [The Problem of Plagiarism in Scientific Papers]. Nauchnaya periodika: problemy i resheniya [Scientific Periodicals: Problems and Solutions]. No. 2, pp. 25-28. (In Russ., abstract in Eng.)

  10. Dolgin, A.B. (2006). Ekonomika simvolicheskogo obmena [Economics of Symbolic Exchange]. Moscow: Infra-M Publ., 632 p. (In Russ.)

  11. Martishina, N.I. (2018). [Place of System "Antiplagiat" in Self-regulation of Scientific Activities]. Vysshee obrazovanie v Rossii = Higher Education in Russia. No. 6, pp. 50-57. (In Russ., abstract in Eng.)

  12. Luk’yanenko, V. (2017). [Sedition and Heresy about "Antiplagiat"]. Uchitel’skaya gazeta [Teacher Newspaper]. No. 48. Nov. 28, p. 6. (In Russ.)

  13. Sapunov, M.B., Tkhagapsoev, Kh.G. (2018). [Culture of Critical Discourse on Higher Education and Science]. Vysshee obrazovanie v Rossii = Higher Education in Russia. No. 7, pp. 20-27. (In Russ., abstract in Eng.)

  14. Levin, V.I. (2018). [Plagiarism, its Essence and Measures to Prevent and Handle It]. Vysshee obrazovanie v Rossii = Higher Education in Russia. No. 1, pp. 143-150. (In Russ., abstract in Eng.)

  15. Dolgin, A.B. (2013). Kak nam stat’ dogovoroprigodnymi, ili prakticheskoe rukovodstvo po kollektivnym deistviyam [How Do We Become Agreement-Suitable, or a Practical Guide to Collective Action]. Moscow: OGI Publ., 192 p. (In Russ.)


The paper was submitted 04.07.18

Accepted for publication 14.07.18

Higher School Pedagogy
Application of Interactive Training in Studying Economic Disciplines

Svetlana O. Musienko – Assistant Prof., e-mail: SOMusienko@fa.ru

Financial University under the Government of the Russian Federation, Moscow, Russia



Address: 49, Leningradskiy prosp., Moscow, 125993, Russian Federation

Abstract. The need for applying interactive teaching methods is dictated by the current legislation of the Russian Federation. It is widely known in the academic world that active and interactive teaching methods are more effective. They increase students’ motivation to study, as well as the learning efficiency and quality. The article describes the characteristics of interactive learning, as well as the possibility of its application to the study of economic disciplines. The emphasis is placed on the methodology for implementing interactive forms of learning relating to theoretical questions, which, unlike the consideration of practical aspects, remains insufficiently covered. An example of conducting classes in an interactive form is presented. The presented form of interactive training allows studying of the majority of economic phenomena, concepts, categories.

Keywords: interactive training, economic disciplines, business and role games, group discussion, debate

City as: Musienko, S.O. (2018) [Application of Interactive Training in Studying Economic Disciplines]. Vysshee obrazovanie v Rossii = Higher Education in Russia. Vol. 27. No. 8/9, pp. 73-79. (In Russ., abstract in Eng.)

References

  1. Plotnikova, E.N. (2017). [Using Interactive Methods in Teaching Economics]. Aktualnye voprosy obrazovaniya = Topical Issues of Education. No.1-1, pp. 141-144. (In Russ., abstract in Eng.)

  2. Tikhonov, Yu.A. (2017) [Active and Interactive Methods and Technologies of Vocational Training in Higher School]. Alleya nauki [Alley of Science]. Vol. 1. No. 14, pp. 698-703. (In Russ., abstract in Eng.)

  3. Bulueva, Sh.I. (2017). [Interactive Methods of Teaching as a Means of Competence Approach Implementation]. Izvestiya Chechenskogo gosudarstvennogo universiteta [News of the Chechen State University]. No. 4 (8), pp.115-119. (In Russ., abstract in Eng.)

  4. Titova, S.V., Talmo, T. (2015). [Mobile Voting Tools for Creating a New Design of Interactive Lecture]. Vysshee obrazovanie v Rossii = Higher Education in Russia. No. 2, pp. 126-135. (In Russ., abstract in Eng.)

  5. Volkova, Yu. S., Morozova, I.M. (2017). [The Use of Business Games in the Vocational Secondary Education Class as a Condition of Raising the Level of Practice-Oriented Learning Process]. Uspekhi sovremennoj nauki [Successes of Modern Sciences]. Vol. 1. No.4, pp. 228-232. (In Russ., abstract in Eng.)

  6. Chekaldin, A.M. (2017). [Business Game as an Active Training Method in the University]. Uspekhi sovremennoi nauki [Successes of Modern Sciences]. Vol. 7. No. 4, pp. 98-100. (In Russ., abstract in Eng.)

  7. Rud’, S.A. (2017). [The Impact of New Interactive Teaching Methods on the Formation of Professional Competence of University Students]. Mir obrazovaniya – obrazovanie v mire [The World of Education – Education in the World]. No. 2 (66), pp. 256-260. (In Russ., abstract in Eng.)

  8. Kaspina, R., Plotnikova, L. (2014). Interactive Forms of Training Bachelors: Case Study and Challenges. Procedia – Social and Behavioral Sciences. No. 152, pp. 278-283.

  9. Fedorinova, Z., Vorobeva, V., Malyanova, M. (2015). Educational Potential of Case-Study Technology. Procedia – Social and Behavioral Sciences. No. 206, pp. 247-253.

  10. Beyderman, S.B., Dorofeev, A.V. (2017). [Business Game in Professional Education of Student of Higher Education]. Mezhdunarodnyj studencheskii nauchnyi vestnik [International Student Scientific Bulletin]. No. 5, p. 77. (In Russ., abstract in Eng.)

  11. Avdeeva, E.A., Drozdova, I.A. (2016). [Pedagogical Technologies in Educational Process of Higher School]. Vysshee obrazovanie v Rossii = Higher Education in Russia. No.1 (197), pp. 155-157. (In Russ., abstract in Eng.)

  12. Reprintseva, E.V. (2017). [Business Game «Market Capacity» as a Method of Interactive Studying of the Discipline «Marketing»]. Karel'skii nauchnyi zhurnal [Karelian Scientific Journal]. Vol. 6. No. 3 (20), pp.61-64. (In Russ., abstract in Eng.)


The paper was submitted 07.05.18

Accepted for publication 20.06.18

Principles of Organizing Self-directed Learning of First-year Students

within the Flipped Classroom Technology
Tatyana A. Borzova – Cand. Sci. (Culturology), Assoc. Prof., the Russian language department, e-mail: borzovavladik@mail.ru

Vladivostok State University Economics and Service, Vladivostok, Russia



Address: 41, Gogol’ str., Vladivostok, Primorskiy kray, 690014, Russian Federation
Abstract. The quality of professional education depends on the effectiveness of educational technologies. The Flipped Classroom technology is being successfully tested at the Russian Language Department of Vladivostok State University of Economics and Service within the “Russian Language and Culture of Speech” course. The article analyzes the experience of teaching with the use of the Flipped Classroom technology; it discusses the special features of teaching first-year students, and the principles for organization of self-directed learning process.

In flipped learning, self-directed learning is the dominating type of educational activity. Teachers must prepare their students for self-directed learning in the Moodle electronic educational environment, they must motivate them to independently master the theoretical material and to do the practical and controlling assignments and tests.

In mixed education, self-directed learning helps to intensify the educational process; forms first-year students’ self-education skills; develops such important personal qualities as independence, activity, consciousness and responsibility. When organizing self-directed learning of students, special attention should be given to the development of practical assignments for testing and control. In teaching the “Russian Language and Culture of Speech” course, the following interactive and electronic tasks are used to form skills and abilities in a reproductive, reconstructive, and creative performance: essays, glossary, mutual reviews, business games, projects, etc. Active methods of control and an electronic survey at the end of the course facilitate the optimization of the self-directed learning process.

Considering the special features of mixed education of first-year students, the author defines the main principles for organizing self-directed learning. They are continuity and systematicity; regularity and rhythm; intensity and optimality of workload; interactivity, individualization, feedback and control; effectiveness of activity; development of self-educational skills and such personal qualities as independence, activity, consciousness and responsibility.



Keywords: Flipped Classroom, Flipped Classroom technology, mixed education, self-directed learning, principles of organizing self-directed learning, self-education, development of student’s personality

Cite as: Borzova, T.A. (2018). [Principles of Organizing Self-Directed Learning of First-year Students within the Flipped Classroom Technology]. Vysshee obrazovanie v Rossii = Higher Education in Russia. Vol. 27. No. 8/9, pp. 80-88. (In Russ., abstract in Eng.)
References

  1. Kondakova, M.L., Latypova, E.V. (2013). [Blended Learning: The Leading Educational Technologies of Our Time]. Vestnik obrazovaniya = Education Bulletin. No. 9, pp. 54-64. (In Russ., abstract in Eng.)

  2. Bergmann, J., Sams, A. (2012) Flip Your Classroom: Reach Every Student in Every Class Every Day. ISTE: International Society for Technology in Education. 122 p.

  3. Bergmann, J., Sams, A. (2014). Flipped Learning: Gateway to Student Engagement. Moorabbin: Victoria Hawker Brownlow. 182 p.

  4. Marshal, H. (2013) Three Reasons to Flip Your Classroom. Bilingual Basics: The Newsletter of the Bilingual-Multilingual Education Interest Section. August. Available at: http://newsmanager.commpartners.com/tesolbeis/issues/2013-08-28/6.html

  5. Wrona, A. Flipped Classrooms: Why and How to Flip Education? Available at: http://elearningindustry.com /18/03/2018

  6. Guzanov, B.N., Morozova, N.V. (2014). Organizatsiya samostoyatel'noi raboty studentov vuza v usloviyakh mnogourovnevoi modeli obucheniya [The Organization of Self-directed learning for University Students within the Multilevel Educational Model]. Ekaterinburg, 158 p. (In Russ.)

  7. Vulfovich, E.V. (2017). [«Flipped Classroom» for Organization of EFL Students’ Independent Work]. Vysshee obrazovanie v Rossii = Higher Education in Russia. No. 4, pp. 88-95. (In Russ., abstract in Eng.)

  8. Kalachinskaya, E.V. (2017). [Educational Technology “Flipped Classroom” in Teaching the Discipline “The Russian Language and the Culture of Speech”]. Vysshee obrazovanie v Rossii = Higher Education in Russia. No. 12 (218), pp. 78-84. (In Russ., abstract in Eng.)

  9. Borzova, T.A. (2018). [Teacher as a Principle Element of the “Flipped Classroom” Technology]. Vysshee obrazovanie v Rossii = Higher Education in Russia. Vol. 27. No. 5, pp. 42-49. (In Russ., abstract in Eng.)

  10. Veledinskaya, S.B., Dorofeeva, M.Yu. (2014). [Blended Learning: Secrets of Efficiency]. Vysshee obrazovanie segodnya [Higher Education Today]. No. 8, pp. 8-13. (In Russ., abstract in Eng.)

  11. Noskova, T.N., Pavlova, T.B., Yakovleva, O.V. (2017). [Pedagogical Activity Tools in the Electronic Environment]. Vysshee obrazovanie v Rossii = Higher Education in Russia. No. 8/9 (215), pp. 121-130. (In Russ., abstract in Eng.)

  12. Syedina, N.V. (2013). Aktualizatsiya gotovnosti studentov k samokontrolyu v vospitatel'no-obrazovatel'nom protsesse. Kand. Diss. [Actualization of Self-Directed Learning Readiness of Students: Cand. Sci. Thesis]. Kemerovo, 188 p. (In Russ.)

  13. Lipatova, L.N. (2015). [Self-directed Learning of Students: Goal, Objectives, Principles, and Forms]. Mir nauki i obrazovaniya = World of Science and Education. No. 2. Available at: https://cyberleninka.ru/article/n/samostoyatelnaya-rabota-studentov-tsel-zadachi-printsipy-i-formy (In Russ., abstract in Eng.)

  14. Mihai, L. Flipped Classroom Benefits for Students and Teachers. Available at: http://elearningindustry.com /13/10/2016

  15. Smirnova, I.N. (2016). [Organization of Students’ Projective Activity within the New Educational Standard]. Izvestiya VGPU = Ivzestia of the Volgograd State Pedagogical University. No. 4 (273), pp. 44-47. (In Russ., abstract in Eng.)


The paper was submitted 11.05.18

Accepted for publication 10.07.18

Key Competences Formation by Means of Learning Foreign Languages

Maria A. Shemanaeva – Cand. Sci. (Education), Senior Lecturer, the English Language Department, e-mail: indy2002@mail.ru

Petrozavodsk State University, Petrozavodsk, Russia

Address: 33, Lenin prosp., Petrozavodsk, 185910, Republic of Karelia, Russian Federation
Abstract. The shift of higher education system to the new federal state standards for education (FGOS3++) is connected with the changes in the curriculum and terminological shift from so called general cultural competences to key competences. Key competences are the basis for professional competences and lay the foundation for further personal and professional development of a specialist. Recent research in teaching foreign languages in higher education institutions have been aimed at the development of professional competences. However the empirical data show that first-year students of non-linguistic departments do not have school level command of the foreign language. The article considers the potential of the foreign language to form not only communicative competence in the foreign language but to form key competences, mentioned in the new federal standard, regardless of the initial level of language competence.

Keywords: key competences, professional competences, communicative competence, foreign language, language competence, general competences

Cite as: Shemanaeva, M.A. (2018). [Key Competences Formation by Means of Learning Foreign Languages]. Vysshee obrazovanie v Rossii = Higher Education in Russia. Vol. 27. No.8/9, pp. 89-95. (In Russ., abstract in Eng.)
References

  1. Leont'ev, A.N. (1975). Deyatel'nost'. Soznanie. Lichnost' [Activity. Consciousness. Personality.] Moscow: Politizdat Publ., 304 p. (In Russ.)

  2. Serikov, V.V. (1994). Lichnostnyi podkhod v obrazovanii: kontseptsiya i tekhnologii [Student-Centered Approach in Education: Concept and Technologies]. Volgograd State Pedagogical Univ. Volgograd: Peremena Publ., 150 p. (In Russ.)

  3. Stepanov, E.N. (2008). Pedagogu o sovremennykh podkhodakh i kontseptsiyakh vospitaniya [Modern Approaches and Concepts in Education to the Teacher]. Moscow: Sfera Publ. 220 p. (In Russ.)

  4. Akopova, M.A. (2003). Lichnostno-orientirovannyi podkhod v usloviyakh vybora obrazovatel'nykh programm [Student-Centered Approach in the Context of Academic Programme Selection]. St.-Petersburg: Nauka Publ. 180 p. (In Russ.)

  5. Abul'khanova-Slavskaya, K.A. (1991). Strategiya zhizni [Life Strategy]. Moscow: Mysl' Publ. 299 p. (In Russ.)

  6. Anan'ev, B.G. (2000). Chelovek kak predmet poznaniya [Human as an Object of Cognition]. Moscow: Nauka Publ. 350 p. (In Russ.)

  7. Volkova, E.N. (1992). Sub"ektnost' kak integrativnoe svoistvo lichnosti pedagoga: Diss. ... kand. psikhol. nauk [Subjectness as an Integral Characteristic of a Teacher: PhD Thesis]. Moscow: Institute of Psychology of the Russian Academy of Education. 171 p. (In Russ.)

  8. Gorshkova, V.V. (1991). Problema sub’ekta v pedagogike [The Issue of the Subject in Psychology: Textbook]. Herzen State Pedagogical Univ. of Russia. Leningrad: RGPU Publ. 77 p. (In Russ.)

  9. Rubinstein, S.L. (1999). Osnovy obshchei psikhologii [Basics of General Psychology]. St.-Petersburg: Piter Publ. 705 p. (In Russ.)

  10. Stakhneva, L.A. (2010). [Understanding the Subject and Subjectness in Modern Psychology]. Uchenye zapiski OGU = Scientific Notes of Orel State University. No. 1. Available at http://cyberleninka.ru/article/n/ponimanie-subekta-i-subektnosti-v-sovremennoy-psihologii (In Russ., abstract in Eng.)

  11. Zimnyaya, I.A. (2005). Pedagogicheskaya psikhologiya [Pedagogical Psychology: Students’ Textbook]. Moscow: Logos Publ. 382 p. (In Russ.)

  12. Dareeva, O.A. (2009). [Sociocultural Competence as a Component of Communicative Competence] Vestnik BGU = Bulletin of the Buryat State Univ. No. 15, pp. 154-159. (In Russ., abstract in Eng.)

  13. Kolkova, M.K. (2003). Modernizatsiya protsessa obucheniya inostrannym yazykam v ramkakh strategii modernizatsii obrazovatel'nogo protsessa v nachal'noi, osnovnoi i starshei shkole [School Language Education Modernization in the Context of Primary and Secondary School Modernization]. St.-Petersburg: KARO Publ. Pp. 57-67. (In Russ.)

  14. Kolkova, M.K. (Ed). (2007) Traditsii i innovatsii v metodike obucheniya inostrannym yazykam [Traditions and Innovations in Teaching Foreign Languages]. St.-Petersburg: KARO Publ. 286 p. (In Russ.)

  15. Lebedev, O.E. (2004). [Competence Approach in Education]. Shkol'nye tekhnologii [School Technologies]. No. 5, pp. 3-12. (In Russ., abstract in Eng.)


The paper was submitted 03.05. 18

Received after reworking 20.06.18

Accepted for publication 12.07.18

Jubilee

Approaching the Century Jubilee
Dmitry A. Endovitsky – Dr. Sci. (Economics), Prof., Rector, Vice-President of the Russian Union of Rectors
Voronezh State University, Voronezh, Russia

Address: 1, Universitetskaya pl., Voronezh, 394018, Russian Federation

Abstract. In his interview, the Rector of Voronezh State University highlights the milestones of VSU’s history and its achievements during the centennial working experience. The history of Voronezh State University goes back to 1918, when the staff and students of Yuriev (former Derpt) University moved to Voronezh owing to the German occupation of Estonia. Today Voronezh State University is one of most renowned universities in Russia, the largest research university in the Central Black Earth Region. Its world competitiveness can be demonstrated by the fact that VSU is listed among the top universities in international and national rankings such as Quacquarelli Symonds (QS) World University Ranking, Times Higher Education (THE) World University Ranking, Interfax, Rating of Russian universities. The advanced forms of interaction between University and business partners and enterprises were described, such as centers of corporate training (VSU has more than 10) and corporate postgraduate courses (cooperation with PriceWaterhouseCoopers, Bionorica SE and others). The University is piloting the convergent educational programs, e.g. “Medical cybernetics”, mathematical modeling in pharmaceutical studies, experimental technical school for gifted children.

Keywords: Voronezh State University, Yuriev (Derpt) University, centennial history, jubilee, world competitiveness, university rankings, corporate training, corporate postgraduate courses, convergent educational programs

Cite as: Approaching the Century Jubilee (Interview with the Rector D.A. Endovitsky). Vysshee obrazovanie v Rossii = Higher Education in Russia. Vol. 27. No. 8/9, pp. 96-102. (In Russ., abstract in Eng.)
The paper was submitted 20.06.18.

Accepted for publication 20.07.18

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