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Philip G. Altbach Monan Professor of Higher Education Lynch School of Education, Boston College STUDIES IN HIGHER EDUCATION Edited by Philip G. Altbach Monan Professor of Higher Education Lynch School of Education, Boston College A ROUTLEDGE SERIES STUDIES IN HIGHER EDUCATION PHILIP G. ALTBACH, General Editor UNIVERSITY AUTONOMY IN TI IE RUSSIAN TEACHING AND LEARNING IN DIVERSE FEDERATION SINCE PERESTROIKA CLASSROOMS Olga B. Bain Faculty Reflections on Their Experiences and Pedagogical Practices of Teaching THE CAI.I. FOR DIVERSITY Diverse Populations Pressure, Expectation, and Organiza­ Carmelita Rosie Castaneda tional Response in the Postsecondary Setting THE TRANSFORMATION OF THE STUDENT David J. Siegel CAREER University Study in Germany, the SCIENTIFIC COMMUNICATION IN AFRICAN Netherlands, and Sweden UNIVFRSITIES Michael A. Nugent External Assistance and National Needs TEACHER EDUCATION FOR CRITICAL. Damtew Tcferra CONSUMPTION OF MASS MEDIA AND POPULAR CULTURE PHII.ANTHROl'ISTS IN HIGI IER EDUCATION Stephanie A. Flores-Koulish Institutional, Biographical, and Religious Motivations for Giving WIIEN FOR-PROFIT MEETS N0NPR0FIT Gregory L. Cascione Educating Through the Market Jared L. Bleak THE RISE AND FALL OF Fu REN UNIVERSITY, BEIJING DEMOCRATIZING H!GIIER EDUCATION Catholic Hi?,her Education in China POLICY John Shujie Chen Constraints of Reform in Post-Apartheid South Africa UNIVERSITY-INDUSTRY PARTNERSIIIPS IN Molatlhegi Trevor Chika Sehoole MIT, CAMBRIDGE, AND TOKYO Storytelling across Boundaries COMING OF AGE Sachi Hatakenaka Women's Colleges in the l'hilif,pines during the Post-Marcos Era TIIE WOMEN'S MOVEMENT AND THE Francesca B. Purcell Pou-ncs 01' Cl [ANGE AT A WOMEN'S CoLl.EGE DOES QUALITY PAY? Jill Ker Conway at Smith, 197S-198S Benefits of Attending a High-Cost, David A. Greene Prestigious College Liang Zhang ACTING 'OTI IERWISE' The Institutionalization of ADAPTATION OF WESTERN ECONOMICS BY Women's/Gender Studies in Taiwan's RUSSIAN UNIVERSITIES Universities lntercultural Travel of an Academic Field Peiying Chen Tatiana Suspitsyna ADAPTATION OF WESTERN ECONOMICS BY RUSSIAN UNIVERSITIES lNTERCULTURAL TRAVEL OF AN ACADEMIC FIELD Tatiana Suspitsyna fl Routledge 0 ! ~ Taylor & Francis Group LONDON AND NEW YORK First published 2005 by Routledge Published 20 I 7 by Routledge 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN 711 Third Avenue, New York, NY 10017, USA Routledge is an imprint of the Taylor & Francis Group, an informa business Copyright © 2005 Taylor & Francis The Open Access version of this book, available at www.tandfebooks.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license. ISBN: 978-0-415-97509-4 (hbk) Library of Congress Card Number: 2005012434 Library of Congress Cataloging-In-Publication Data Suspitsyna, Tatiana. Adaptation of Western economics by Russian universities: intercultural travel of an academic field/ Tatiana Suspitsyna.-- 1st ed. p. cm. -- (Studies in higher education) Includes bibliographical references and index. ISBN: 978-0-415-97509-4 1. Economics--Study and teaching--Russia (Federation) 2. Cross-cultural orientation--Russia (Federation) I. Title. II. Series. HB74.9.R8S87 2005 330'.07l '147--dc22 2005012434 For my parents Contents List of Figures IX List of Tables Xl List of Appendices Xlll Acknowledgments xv Chapter One 1 Introduction Chapter Two 9 Conceptualizing Travel of Academic Fields: A Theoretical Framework Chapter Three 21 Research Design and Method Chapter Four 33 The Higher School of Economics: A Western University Model in Russia Chapter Five 63 Moscow State University: Tradition in Service of Excellence Chapter Six 83 Ural State University: A Regional Center of Economic Education viii Contents Chapter Seven 101 Integrative Analysis and Discussion of Intercultural Travels of Academic Fields Chapter Eight 125 Conclusion Appendices 133 Notes 153 Bibliography 155 Index 167 List of Figures Figure 2.1 Networks of Economics as an Academic Field 14 Figure 3.1 The Use of Case and Narrative Analyses in 24 the Study Figure 7.1 Semiotic Chain Analysis of Examination Methods 123 in HSE, MSU, & USU Stories ix List of Tables Table 3.1 Main Characteristics of the Selected 26 Research Sites Table 3.2 Results of the Rhetorical Analysis 30 Table 4.1 HSE Economic Faculty Departments and 46 Corresponding Economic Fields Table 5.1 MSU EF Units and Corresponding 69 Economic Fields Table 6.1 USU EF Departments and Corresponding 89 Economic Fields xi List of Appendices Appendix A Interview Protocol 133 Appendix B Documents Employed in the Construction 135 of Cases Appendix C Stories From the Interviews Conducted at the 143 Higher School of Economics (HSE), Moscow State University (MSU), and Ural State University (USU) Appendix D Coding Results for Reconstructed Enthymeme 147 Premises and Conclusions, HSE Appendix E Coding Results for Reconstructed Enthymeme 149 Premises and Conclusions, MSU Appendix F Coding Results for Reconstructed Enthymeme 151 Premises and Conclusions, USU xm Acknowledgments This book is based on my dissertation. The travel for data collection was funded by the Spencer Foundation and the University of Michigan Interna­ tional Institute. The data analysis and writing were supported by the Horace H. Rackham Pre-Doctoral Fellowship at the University of Michigan. I am profoundly grateful to the five members of my dissertation com­ mittee who contributed to my personal and professional growth and this study in various ways. Janet Lawrence has been my mentor in many intel­ lectual and intercultural travels. Her personal and professional encourage­ ment helped me feel at home in Ann Arbor in loco patriae. An intellectual of great academic and personal integrity, Jana Nidiffer guided me through the first years of my studies. Marvin Peterson introduced me to the organi­ zational analysis and cultivated my interest in the political aspects of organ­ izations. Martha Feldman opened to me the irresistible intricacies of social constructivism that I have been tirelessly exploring since. She has chal­ lenged and inspired me to learn the organization theory. Vladimir Magun has been an important link to my native academic community and I am indebted to him for his hospitality and invaluable insights about Russian academia. I would also like to thank Tatiana Klyachko and Daria Nesterova who generously granted me their time whenever I needed help, and my col­ leagues at the Higher School of Economics, Moscow State University, and Ural State University for their assistance with the research. This project would have been very difficult without Jane Hassinger, who kindly offered me her office during a critical stage of my work, and Paul Lawrence, who provided me with much appreciated advice on the health aspects of disser­ tation writing. I also wish to acknowledge my family, Galina Telitsyna, Anatoliy Telitsyn, and Dmitry Suspitsin, for their continuous support, and my friends Rutvica Andrijasevic, William Desmond, Irina Grafova, Patricia xv XVt Acknowledgments Mink, Patrick O'Keeffe, Vladimir Pavlovic, Joana Szeman, and Alexandra Vrebalov for their encouragement and friendship during the years of this study. Finally, I would like to thank Fazal Rizvi and Philip Altbach without whom this study would not have turned into a book. Chapter One Introduction Long before academics began to describe the world in terms of global flows of information, expertise, capital, and technology (Appadurai, 2000; Castell, 1999, 2000), social and educational institutions of many countries benefited from the movement of ideas and practices across national bound­ aries. In the 19th century, Japan adapted the British model of postal service, the French model of police, and the American system of banking and art education (Westney, 1987). In the same century China introduced modern European science (Nakayama, 1984). In the post-World War II France, Renault imitated American mass production assembly techniques to become a leading automobile manufacturer in the country (Clark & Stauntan, 1990). In a self-imposed isolation, the Soviet Union and the countries of the Soviet bloc restricted the travel of information across their national bound­ aries. The collapse of the Berlin Wall in 1989 and the disintegration of the Soviet Union in 1991 lifted the barriers and the flow of ideas, practices, and capital became virtually uninhibited. The newly opened Eastern and Cen­ tral European nations and the former Soviet republics became eager recipi­ ents of Western investments and expertise, particularly with regard to political reforms and transition to a market economy. This book is about the international travel of an academic field that occurred at that eventful and turbulent time. 1 Shortly after the fall of the Berlin Wall, Russian universities now open to the world began to introduce Western-style programs in economics. The country's transition to a market economy required experts in that type of economy. Trained in the Marxist­ Leninist ideology that professed the imminent demise of capitalism, Soviet economists were ill equipped to produce and advance knowledge on capi­ talist markets-the knowledge that they had denounced as a false bour­ geois science throughout their entire careers. Naturally, before the October 1 2 Adaptation of Western Economics by Russian Universities Revolution of 1917 Russian university curricula included disciplines on capitalist economy, which at the time was the only type of economy in exis­ tence in Europe. The Revolution changed the structure and content of higher education, demanding that academics produce practical knowledge
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