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Файл:Теория и практика академического сотрудничества региональных вузов Вьетнама и России. Монография
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responsible for the regulation, promotion, management, and growth of
Academic
Program
The Baltic States
Eastern Europe and
Balkans
Northern Europe
Western Europe
Asia
Middle East and
North Africa
Africa (except for
North Africa)
Latin America
North America and
Oceania
Automation and
Control
3.7
1.0 0 1.1
58.7
11.8
16.3
7.5
0
Chemical
Engineering and
Bioengineering
1.1
3.1 0 0.6
53.2
16.8
21.9
2.9
0.3
Environmental
Engineering and
Protection
7.6
3.7
0.3
1.6
40.8
6.3
30.9
8.9
0
Information
Technologies
3.6
3.0
1.8
1.9
44.2
17.8
23.9
2.2
1.6
industry and trade. In this way, the engineering institutions are directly
connected with industry from both sides – in Russia and in Vietnam.
Moreover, Russian engineering programs are most popular among Asian
students, as demonstrated by the data in Table 9 [60]. Therefore, Vietnam
represents the one of the most promising directions for Russian education
services.
Table 9: Percentage of Foreign Students from Non-CIS Countries at
Russian Universities in Certain Programs within 2013/2014 Academic Year
Taking these considerations into account, it was reasonable to begin
industrial networking with developing interactions in academic sphere since
both Russian and Vietnamese universities were strongly linked with
industry in the respective country.
The first step on the way to enhancing international cooperation in
industry through academic networking was establishing a representative
office of the research university in Vietnam. The partner university in
Vietnam supported the idea and offered its facilities for the needs of the
office. It was a critical decision since now the international partners were
131
able to overcome communication and cultural barriers. The office balances
the cultural, linguistic, psychological, and administrative issues and
differences between European and Asian educational institutions. It employs
Vietnamese graduates of the Russian university and coordinates cooperation
between Russian and Vietnamese partners.
The representative office promotes engineering programs of the
Russian university and helps students from Vietnam apply for scholarship to
study in Russia. It selects, consults, and motivates candidates to improve
their proficiency in engineering. For instance, in 2014, 12 students from
Vietnam won the government scholarship and were enrolled to the research
university. At present, they do their PhD research in different areas of
engineering, including Chemical Engineering, Process System Engineering,
Mechanical Engineering, Engineering System Control, Information
Technologies, and others. After they defend their thesis, the PhD students
will be engaged at the partner university in Vietnam to train prospective
engineers for the Vietnamese industrial sector [144].
The next step was direct negotiations between industrial enterprises of
Russia and Vietnam. With this intention, the President of the Republic of
Tatarstan, the highest administrative official in the Republic, came to
Vietnam together with the leaders of industrial enterprises, businessmen,
and rectors. The parties concluded that the efficient implementation of joint
industrial projects required the targeted training of specialists, who had to be
competent in a certain professions and capable to work in a multicultural
environment, being aware and respectful towards the traditions, culture, and
customs of a partner country. As a result, the Russian-Vietnamese
Intergovernmental Commission declared to increase the Russian education
quota for Vietnamese students. By 2020, Russian government will support
1,000 students from Vietnam annually, compared to 550 and 800
scholarships granted in 2014/2015 and 2015/2016 academic year
respectively.
This will increase the share of students from Vietnam in Russian
engineering programs of the research university. The Russian Master’s
Degree programs in engineering, in turn, include short-term internships at
industrial companies. The research university distributes its students for
internship among the industrial companies which participate in the cluster.
Thus that would have a dual effect: a student from Vietnam is directed by
his or her home university for training in Russia, where he or she undergoes
an internship on a real industrial site and studies innovative technologies.
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After graduation, the student comes back to Vietnam and is ready to work
on joint Russian-Vietnamese projects.
The academic activity of the research university determines the
growing interest of Russian industrial companies towards Vietnam. The
participants of the innovative cluster intend to arrange a more detailed
business mission of Russian entrepreneurs and industrial leaders to Vietnam.
The research university together with its representative office has developed
a program to fit the interests of the cluster. The strong point of the program
is meetings with those governmental authorities which are directly involved
into specific field of industry or in charge of promoting these industrial
branches.
Today, after two years have passed since the office was established,
everyone agrees that this idea was courageous and challenging. The
outcomes of the project are valuable and the future benefits are promising.
Conclusion
The governments created a great potential for the growth of industrial
cooperation between Russia and Vietnam. Several long-term and large-scale
Russian-Vietnamese projects have been launched. However, these projects
require the support of the developed peripheral infrastructure − project
design institutes, suppliers, service providers, partner organizations, and
others. These peripheral agents need to be linked together in order to ensure
efficient cooperation. Networking is the mechanism that provides for the
smooth aligning of all the participants of a project. International networking
in industry to a great extend depends on properly trained and qualified
personnel. Therefore, the academic institution as a part of innovative cluster
could become a center coordinating not only international collaboration in
engineering education, but industrial enterprises from different parts of the
world doing research for joint projects and training specialist for industrial
companies.
To the present, the university together with its representative office
has implemented many joint events and projects. Among them there are the
following: an agreement to engage Vietnamese graduates of the Russian
engineering programs for teaching at the partner university in Vietnam or in
Russian-Vietnamese projects; a scientific conference in Vietnam arranged
by the Russian university and the Vietnam Academy of Science and
Technology in which united scientists from different corners of the world
and could meet the researchers who work for the industrial companies in
Vietnam; a course of Russian language for future PhD students from
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Vietnam run by faculty of the research university, and others. The
sustainable academic cooperation enables the further development of
industrial cooperation.
This paper discussed the ways for internationalization of innovative
clusters using networking opportunities of engineering education and
universities. This approach will help industrial companies to step forward
into the international level provided by academic cooperation of their cluster
universities. Cooperation with outer partners, including the international
ones, could be beneficial for all the participants of the cluster. A RussianVietnam international cooperation was selected as the case study for this
paper due to the intensive academic and industrial linkages between these
countries.
Our experience demonstrates that the cluster model easily aligns with
academic networking, as the cluster itself could be represented as a complex
of networked elements – including industrial or business companies. In turn,
the academic network smoothly ‘absorbs’ a cluster and utilizes its resources
to reach mutually beneficial goals. At present, academic cooperation has
created a fertile ground in Vietnam for developing industrial networking
supported by close cooperation of educational institutions and joint research.
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BEST PRACTICE: STREAM LINING THE INTERNATIONAL
LEGAL PROCESS
Modern globalization processes lead to constant extension of
international contacts and engage all human activities and education.
Internationalization of an engineering university is a complex
multistep process facing certain challenges. One of such challenges is that
advanced internationalization initiatives require a specific environment to
be successful.
Over the last several years, internationalization management has been
changed on institutional level in many universities. In this regard, we can
observe the initiatives to reorganize the system of international activity
management at a university level [3, 21, 36, 54, 69].
One of challenges is the fact that internationalization management
needs stream lining the international legal process.
Education internationalization management assumes regular work in
planning, organization, supervision and control of international activities in
a university [102].
This paper is dedicated to the problem faced by certain Russian
engineering universities integrated into the international legal process. We
offer a case study of a new internationalization initiative implemented in a
Russian engineering university. It has not been done before at other Russian
universities, it is a completely new process that has not been followed
before.
A Russian Engineering University in International Legal Process
The International Legal Process (ILP) is the understanding how
international law works. It concentrates not only on the exposition of rules
and their content but also on how international legal rules are actually used
by foreign policy makers.
In the recent years, scientists reported about the deficit in the ILP
normative environment. New ILP approaches are developed with somewhat
new philosophic background [121]. Nevertheless, comprehensive
functioning of the norms of international law at a university level requires
them to be based not only on a well-organized system of norms and
regulations, but also on a sustainable institutional system of international
activity management. The fact is, a new limiting factor appears at a certain
level of a university’s international outreach: poor administrative and legal
background for internationalization create a ‘bottleneck’ effect, many
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projects with international partners become less efficient as they were
supposed to be because too many legal and administrative problems have to
be solved.
The experience of a Russian engineering university allowed
achieving good results in this respect and demonstrated overcoming this
‘bottleneck’ effect in some activities. In a Russian engineering university,
the Office of Legal Support has been created within university’s
international department in additional to a general Legal Office. This office
is quite unique for universities as legal issues of international activities are
usually considered by university’s general legal advisors who have neither
enough time to focus on internationalization needs nor adequate expertise
in international law.
The most important responsibilities of this Office are:
Development, approval and implementation of efficient technologies,
forms and methods for university’s internationalization management;
1. Development of procedural and institutional aspects of this
management and its regulatory support;
2. Analysis of legal aspects of networking involving
international partners and implementation of various types of academic
mobility;
3. Development of a legal basis for dual degree programs.
The Office of Legal Support became an administrative ice-breaker
for the following long-lasting legal problems: prevention of international
law infringements; development of legal mechanisms for academic
mobility; monitoring of university internationalization.
New Legal Practices in Internationalization
The administrative solutions prepared the environment for new legal
practices in internationalization. The successful projects are described
below.
1. New regulatory documents have been developed for
internationalization, especially for academic mobility.
A relevant local legal basis was developed as an essential component
of the university system of international activity legal regulation. This
system provides a regulatory basis for international activities.
University mission, concept, program, strategy, and
internationalization plan form the top level of this system. Quality and
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strategic dimension of these components provide management efficiency.
As a consequence it leads to the development of instruments and tools to
intensify the professional training process [122]. University’s
internationalization concept and program include a strategic model of
university internationalization and a mini-model of higher education
internationalization that occur on global and national levels.
After the strategic internationalization model was developed, we
concentrated on regulatory documents comprising the tactics of
internationalization management, considering the state of corresponding
current legislation, and accomplishing an organizing function in a
university’s international activity. In the academic year 2014-2015, we
developed the following regulatory documents:
Provisions on International Affairs;
Provisions on the Office of Legal Support of International
Affairs (the Office of Legal Support was established on October 1,
2014);
Provisions on the Academic Mobility Office of
International Affairs;
Provisions on the Protocol Office of International Affairs;
Provisions on the Academic Mobility of Education Process
Subjects;
Provisions on Joint International Academic Programs;
Provisions on Visiting Foreign Residents and Delegations;
Provisions on Employment of Foreign Residents.
Provisions on Networking Forms in University are being developed
now.
In addition to these documents, a set of job descriptions for the staff
of International Affairs was developed and approved.
These documents make it possible to provide the following solutions:
a) the structured and logical system of local regulations and
norms for university international activities;
b) basic concepts describing the processes of university
internationalization such as individual academic mobility, cooperation
in education and research, external academic mobility, internal
academic mobility, incoming academic mobility, outgoing academic
mobility, individual educational path, academic exchange, joint
academic programs;
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c) important mechanisms were described and implemented for
academic mobility of students and faculty. For example, mobility as a
part of joint international academic programs was assisted by the
development of an algorithm for participants of mobility programs
with all the required steps such as providing information to potential
applicants, hints to leaving abroad, documents including standard
learning agreement and transcript record; the protocol procedure for
international delegations was formalized; the legal procedure was
offered for attraction and employments of foreign citizens providing
additional opportunities for cooperation with the US and European
universities;
d) academic mobility rights of the participants of academic
relations (dual degree diploma, guarantees for mobility participants,
and etc.);
e) a clear subdivision of responsibilities was accomplished for
various university offices involved in internationalization.
Generally, these documents allow modeling and launching a
mechanism of engineering university internationalization management.
Thus, the development of local regulations can be considered as a
major social and pedagogical condition for the efficient management of
international education.
2. The new Office concentrated not only on signing collaboration
agreements with new partners but also on updating existing agreements to
make them more specific, practice-focused and considering ongoing
cooperation projects with these partners.
For example, in 2015, Office of Legal Support took direct part in the
organization of cooperation with one of the prestigious world-class Dutch
companies in chemical technology. In August 2015, a Memorandum of
Intent was signed and in November parties signed a contract on performing
research.
An important activity area of the Office of Legal Support is
international cooperation of the university with the Socialist Republic of
Vietnam and the People's Republic of China. These countries are of a great
interest for Russian universities. The university where Office of Legal
Support is located opened a Representative Office in Vietnam in 2014 and
various legal aspects of its activity require constant attention [142]. The
Office provides legal assistance for the applications for PhD scholarships of
President’s Fellowship Program, Chinese Academy of Sciences. In 2015,
the draft agreement was developed for the applicants, as well as the draft
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Letter of Guarantee ensuring the employment of university’s alumni after
completing PhD degree in China.
New opportunities for international faculty employment have been
found, resulted in sustainable increase in the number of international
faculty. In November 2015, the university signed a General Agreement on
Cooperation with one of Chinese associations. The Agency Agreement is
coming for signing. This document will be dedicated to the recruitment of
prospective students for the university.
Besides that, the Office of Legal Support provides expert evaluation
for international agreement drafts including their legal evaluation with
respect to compliance with the requirements of the international and
Russian legislation as well as elimination and minimization of potential
legal risks.
3. A distance contract system has been developed to hire top world
scientists as university professors. These professors are performing now as
the lobbyists of the University’s international projects in Europe and Asia.
Conclusion
It can be concluded, therefore, that a new approach of establishing a
legal office within university international affairs proved to be successful.
The new focus on the legal aspects of academic mobility resulted in certain
intensification of internationalization in a Russian engineering university
by finding new opportunities from legal expertise. There are success stories
which can be used by other Russian and foreign universities.
The future prospect for the work of this office is a fresh look it can
provide for other problems of engineering education internationalization
requiring complex approach and involvement of other administrative units
of a university. For Russian universities, for example, there is a need to
increase the number of international faculty. This problem requires close
cooperation with the local migration cervices responsible for visa support
and other aspects of international faculty visiting. Such state bodies are
constantly offering new projects and regulations for international visitors
and adaptation to these new legal initiatives is a challenge. Another
challenge is the funding for internationalization projects which is a very
complex process in any large legal entity especially with state funding (such
as a big engineering university in Russia, where both raising and spending
of internationalization funds require close and complex attention). These
problems are the expected areas of future activities of this Legal Support
Office.
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ЗАКЛЮЧЕНИЕ
Современное общество характеризуется ростом международных
контактов, где крупные интернациональные компании реализуют свои
проекты на территориях разных стран, при этом локомотивом
мирового роста являются компании Азиатского региона.
Одним из направлений развития Азиатского региона является
взаимодействие стран Юго-Восточной Азии и Российской Федерации,
в частности сотрудничество России и Вьетнама. Приоритетами
являются взаимодействие двух стран в нефтегазовой области и
модернизация нефтеперерабатывающих производств, что реализуется
в региональном сотрудничестве Республики Татарстан и Северного
Вьетнама. Оба региона испытывают высокую потребность в
квалифицированных инженерных кадрах как необходимом ресурсе
экономического развития.
Подготовка таких специалистов возможна только в
университетах, развивающих международное сотрудничество,
имеющих сети партнеров в разных странах, включая университеты,
административные органы и промышленные предприятия. Это
определяет актуальность проектирования и реализации модели
сетевого взаимодействия региональных вузов Вьетнама и России для
интернационализации инженерного образования.
При этом в исследовании использовались следующие
методологические принципы:
- принцип рассмотрения сетевого взаимодействия как системы,
основным свойством которой является структурность – наличие
горизонтальных и вертикальных транснациональных связей между
всеми компонентами (компонентами, объектами, субъектами,
элементами) на национальном и региональном уровнях;
- принцип рассмотрения интернационализации как
саморазвивающегося процесса, обусловленного присущими ему
внутренними противоречиями, выступающими как движущая сила и
источник развития;
- принцип опоры на передовой мировой опыт
интернационализации, критериями которого являются новизна,
высокая результативность, стабильность, воспроизводимость;
- принцип единого ресурсного пространства в сетевом
взаимодействии: информационно-коммуникационного, научноисследовательского, методического, психолого-педагогического,
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