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University spatial networking in world educational models

Bolgova E.V. Samara State University of Economics (SSEU), Samara, Russian Federation ( elena_bolgova@rambler.ru )

Bolgov S.A. Samara State Transport University (SSTU), Samara, Russian Federation ( bolgov@vostok-invest.ru )

Kurnikova M.V. Samara State University of Economics (SSEU), Samara, Russian Federation ( mvkurnikova@gmail.com )

Journal: Regional Economics: Theory and Practice, #8, 2019

Subject This article discusses the impact of the spatial organization of the university network on the convergence of world educational models.
Objectives The article aims to test the hypothesis that the geography of universities in countries with the Anglo-Saxon and continental higher education patterns is the source of convergence of these models.
Methods For the study, we used the methods of comprehensive analysis and characterization.
Conclusions The spatial organization of the university network is rated as the driving force of the growing trend of convergence of the world's higher education models. The uniformity of the territorial distribution of high-rated master's programs demonstrates the rational placement of the university network as a resource of socio-economic development of regions in Great Britain and the USA (Anglo-Saxon model), and France and Germany (continental model). The spatial organization of the university network is a factor of the convergence of the Anglo-Saxon and continental models. However, this feature is not reflected in the spatial organization of the university network of Russia.


Education system in the economical area of the region

Bolgova Y.V. PhD in Economics, associate professor of department «transport economics and logistics», Samara State University of Railway Transport ( bolgov@vostok-invest.ru )

Journal: Regional Economics: Theory and Practice, #45, 2011

The problem of education system’s influence on the areal progress is regarded. Necessity of «structural» mechanism of high professional education’s system’s functioning of the region is justified on the statistically demonstrated disproportion between university’s productivity and its implementation in innovational tendencies.


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