دانلود کتاب ایجاد ظرفیت های پژوهشی در دانشگاه ها

This volume was prepared as a collective contribution to the current debates on developing university research capacity. The chapters in this volume offer empirical case studies from the former Soviet countries which share a common history, common policies and practices of higher education. These commonalities make the regional focus meaningful and analytically valid. Empirically grounded case studies on developing research capacity at universities in the former Soviet countries offer important insights into mechanisms of institutional and policy change in higher education more generally.
Global society has seen a proliferation of university-based research. Higher education institutions are engaged in improving our understand¬ing of life, offering research-informed teaching, and supporting sustain-able development (Chankseliani & McCowan, 2021). Generation of new knowledge has been recognised as a fundamental mission of univer¬sities. Yet, in many countries, including Germany which is the birthplace of the research university, the large public research sector remains institu¬tionally separate from higher education (Dusdal et al., 2020). The popu¬larity of research universities stems from the successful experience of American universities; in the United States, a research university remains an exception rather than the norm with only about 200 out of 3500 uni¬versities and colleges being considered as knowledge producers (Castells, 2017). Building research capacity within the university sector has become a national priority in many countries. Recent studies show that even sig¬nificant resources and aggressive construction of new research universities do not always lead to a fast growth in research capacity and research pro¬ductivity (Altbach et al., 2018).
The Soviet Union represented an extreme case of the organisational separation of higher education and research. The bulk of research was carried out by the institutes of the USSR Academy of Sciences and the republican academies, as well as, on the applied side, by the industry research institutes. There used to exist a number of research-intensive higher education institutions which were seen as exceptions, and many individual researchers from the Academy of Sciences routinely held part-time jobs as university professors. Yet, universities played a minor role in the development of the Soviet science, as higher education institutions were mostly thought of as teaching establishments. This volume opens with a chapter that offers a critical overview of the separation between higher education and research in the Soviet Union and serves as a com¬mon point of departure for individual country case studies.