Institutional Adaptation in Russian Higher Education

The transition period of the last decade of the 20th
century after the disintegration of the Soviet Union,
when Russia experienced a radical reorganization of
its entire economic, political, and social systems,
significantly affected higher education in the
country, which had to adapt quickly to the changing
environment. The literature suggests that most
institutional adaptation in the Russian context
occurred due to individual institutional efforts
rather than any systematically organized governmental
assistance; therefore, the book focuses on individual
case studies of three public universities and
investigates their adaptation strategies using
resource dependency and institutional
entrepreneurialism as the guiding theoretical and
conceptual frameworks. In addition, it provides a
detailed description of the Samara region in which
the universities are located and explores the
possible regional influence on institutional
adaptation. The contents of the book may be appealing
not only to scholars interested in Russian higher
education but also to everybody studying
institutional adaptation and strategies in
transitional countries.

Autorentext

Nadezda V. Kulikova received a PhD degree in EducationalLeadership and Policy from the University of Utah (USA).Currently she does research work for the Office of InternationalCooperation at Samara State University of Architecture and CivilEngineering (Russia) and teaches online for National University(USA).

Klappentext

The transition period of the last decade of the 20thcentury after the disintegration of the Soviet Union,when Russia experienced a radical reorganization ofits entire economic, political, and social systems,significantly affected higher education in thecountry, which had to adapt quickly to the changingenvironment. The literature suggests that mostinstitutional adaptation in the Russian contextoccurred due to individual institutional effortsrather than any systematically organized governmentalassistance; therefore, the book focuses on individualcase studies of three public universities andinvestigates their adaptation strategies usingresource dependency and institutionalentrepreneurialism as the guiding theoretical andconceptual frameworks. In addition, it provides adetailed description of the Samara region in whichthe universities are located and explores thepossible regional influence on institutionaladaptation. The contents of the book may be appealingnot only to scholars interested in Russian highereducation but also to everybody studyinginstitutional adaptation and strategies intransitional countries.