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Título de Acceso Abierto

Cognitive Supervision for Robot-Assisted Minimally Invasive Laser Surgery

Parte de: Springer Theses

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No disponible.

Palabras clave – provistas por la editorial

Biomedical Engineering; Robotics and Automation; User Interfaces and Human Computer Interaction; Minimally Invasive Surgery

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Institución detectada Año de publicación Navegá Descargá Solicitá
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Tipo de recurso:

libros

ISBN impreso

978-3-319-52979-0

ISBN electrónico

978-3-319-52980-6

Editor responsable

Springer Nature

País de edición

Reino Unido

Fecha de publicación

Tabla de contenidos

Transformation of Higher Education Institutional Landscape in Post-Soviet Countries: From Soviet Model to Where?

Anna Smolentseva; Jeroen Huisman; Isak Froumin

This chapter introduces the project that aimed at mapping the institutional landscape changes in higher education in 15 post-Soviet countries. The project takes the Soviet legacy as a point of departure and describes and analyses the important developments that took place with the fall of the Soviet system and the impacts these developments had on the landscape. Key developments pertain to, for example, the change from a state-dominated ideology to a steering philosophy with many market elements, finding a new balance between supply and demand, international developments and demographic developments. The landscapes have changed significantly with the emergence of non-state providers, a reconfiguration of “traditional” institutions (universities, academies, institutes) and also a growth in the public sectors of higher education.

Pp. 1-43

Common Legacy: Evolution of the Institutional Landscape of Soviet Higher Education

Isak Froumin; Yaroslav Kouzminov

The chapter describes the peculiarities of higher education policy and higher education landscape in the USSR republics during last decades of Soviet era. The authors provide an overview on the rationale for Soviet educational policy concerning higher education. Then the chapter proceeds with a structural description of the Soviet higher education system and its institutional diversity. The authors present a sustained account of factors that played a crucial role in the formation of Soviet higher educational institutions and the higher education landscape. The authors finally attempt to present the variations of the institutional landscape across Soviet republics.

Pp. 45-72

Armenia: Transformational Peculiarities of the Soviet and Post-Soviet Higher Education System

Susanna Karakhanyan

The chapter explores the nature of higher education in post-Soviet Armenia given the factors prevailing in the system—historical, political, socio-economic and international. Of particular interest is the exploration of the higher education system structure reflected by social needs, economic demands and political goals. Supported by a holistic theoretical framework underpinning three angles of analysis—horizontal and vertical diversity, external diversity as well as the organisational interrelationships—the analysis endeavours to reveal the driving forces that shaped post-Soviet Armenian higher education, the inter-influence that occurred as a result of changes taking place at the macro and micro levels of the higher education system as well as the impact of those changes on the performance of the Armenian HE in general. The results of the analysis are two-fold. First, throughout the decades the Armenian higher education has made major strides and evolved from a uniform into a diverse system responding and accommodating the diverse needs of the society. Second, albeit the strong desire and much investment in the system through a diversity of channels to make the system internationally visible, still more investments are to be made to achieve the desirable goal of international visibility while facing the challenges related to the Soviet legacy, current policymaking and implementation methodology, in particular.

Pp. 73-96

Higher Education Transformation, Institutional Diversity and Typology of Higher Education Institutions in Azerbaijan

Hamlet Isakhanli; Aytaj Pashayeva

The development of higher education system of Azerbaijan reflects the country’s historical transformations. The system started developing with the foundation of the first higher education institution before the establishment of the Soviet Union, expanded during the Soviets and grew into current systems of 52 institutions since independence. Institutions changed in number and nature with the entrance of private universities into the higher education market and increase in number of state universities. Three-cycle higher education was introduced and institutions utilising Western university practices of management and teaching emerged. Despite the changes, the system still reflects much of the Soviet period. The typology of higher education institutions (HEIs) in Azerbaijan was built based on their educational, research, internationalisation activities and financial capacity. Institutions were classified as leading state and private higher education institutions, which excel in research and rank high in country ranking lists. The second group of institutions are known for good quality education but do not give a heavy weight on research. The last type of higher education institutions serve the purpose of preparing teachers and other public sector employees.

Pp. 97-121

Belarus: Higher Education Dynamics and Institutional Landscape

Olga Gille-Belova; Larissa Titarenko

The higher education (HE) system in Belarus has undergone important changes since the beginning of the 1990s under the pressure of the different internal and external factors (demographic, political, socio-economic changes, international cooperation, etc.). The horizontal system differentiation increased with the creation of the new private and public higher education institutions (HEIs) and changes in the functioning of the former Soviet HEIs. Belarusian HE experienced an important and fast massification and many of HEIs used it as opportunity to step out from the narrow specialisation imposed during the Soviet period. Nevertheless, HEIs diversified their curricula principally in response to social demand that was not closely connected to existing transforming economy’s needs. The vertical system differentiation inherited from the Soviet period was slightly changed and strengthened especially at the beginning of 2010 as a result of government policies and of the introduction of national, regional and international rankings. As a result, the leading state HEIs at the beginning of 1990 reinforced their position and the new private or recently created public HEIs play a marginal role in the national HE system. The organisational interrelationship between HEIs has also changed from the logic of complementarity under the Soviet period to the logic of the competition for the students and for the resources. As the Belarusian HE system has attended the limits of its expansion at the end of 2000, in the nearest future the tendency of its reduction will reinforce and the decreasing number of national students will inevitably impact the number of the HEIs and increase the competition between remaining HEIs. This chapter analyses the system of HE inherited from the Soviet period and explores the main factors influencing the transformations in the Belarusian HE landscape during more than 20 years. It also presents the typology of existing Belarusian HEIs and draws some prospects for further evolution of the national higher education system.

Pp. 123-147

Inverted U-shape of Estonian Higher Education: Post-Socialist Liberalism and Postpostsocialist Consolidation

Ellu Saar; Triin Roosalu

This chapter provides a description of the basic features of the higher education system in Estonia in the historical perspective, paying special attention to the period during the Soviet time right before the USSR collapse and exploring the developments during the following period up to 2015. It is understood that both the social and political system during the period of socialism, as well as changes in the society during the postsocialist period right after the country became independent, have an impact on the current period. On the other hand, changes in the Estonian higher education system are greatly impacted by external factors, especially processes of Europeanisation and internationalisation of higher education. Tendencies towards standardisation of higher education provision, on the one hand, as well as maintaining differentiation between higher education institutions will be highlighted.

The analysis distinguishes four periods of the postsocialist higher education system in Estonia, characterised by different traits. 1988–1992 can be considered a period of chaotic, individually and institutionally driven changes; 1993–1998 saw the major expansion of the higher education system in combination with the development of legal frameworks and quality assurance mechanisms; 1999–2005 indicated the wave of reforms, including following the principles of the Bologna process; from 2006 onwards, new measures are put in place to strengthen the (international) competitiveness and sustainability of the shrinking higher education sector. The main strand of differentiation between the higher education institutions largely follows their formal statuses that stem from the soviet period: the applied higher education institutions on the one hand and the academic universities providing bachelor, master’s and doctoral level education on the other. The further differentiation can be made based on the research intensity of the universities as well as based on their legal status, with some being declared national universities by their dedicated laws.

Pp. 149-174

Georgia: Higher Education System Dynamics and Institutional Diversity

Lela Chakhaia; Tamar Bregvadze

The evolution of Georgian higher education system in recent decades almost perfectly mirrors the political and socio-economic developments in the country. Having emerged from the uniform Soviet system, it has been undergoing radical changes and has transformed into a diverse institutional setup, which, for all its similarities with various higher education systems existing in other countries, cannot be categorised as a typical representative of one.

At the risk of oversimplification, we can divide the process of transformation of Georgian higher education in post-soviet period into three stages corresponding to the phases of political and socioeconomic transformations of the country. Immediately after gaining independence, when country sunk into the chaos of civil war, ethnic conflicts and economic crisis, higher education changed largely by inertia and chaotically, without much direction or a uniform vision. Swift transition to market economy was reflected through massive privatisation of costs in higher education and consequent diversification of the form of institutional ownership into public and private. In the following period after 1994, was settling down after the earlier turmoil. The higher education system continued to develop slowly and largely independently from the central governmental guidance. As higher education detached itself from the alliance with the Soviet economy and accordingly with various line ministries, many institutions changed their narrow profiles and started offering a wider range of specialisations thus responding to the demands of the market economy.

Starting in 2004, following the Rose Revolution, the changes were more centralised, planned and fitted with the greater vision of economic liberalism of the government team. Joining the Bologna process and applying the principles of market economy to the governance of higher education happened simultaneously. The result was integration of research at universities and a seemingly ‘meritocratic’ way of admitting students and provision of funds, which ultimately define the prestige of universities.

Pp. 175-197

Looking at Kazakhstan’s Higher Education Landscape: From Transition to Transformation Between 1920 and 2015

Elise S. Ahn; John Dixon; Larissa Chekmareva

Since independence in 1991, the Kazakhstani government has been aggressively pursuing higher education reform. This has led to the passing of a number of education-related laws and the adaptation of different policies and practices in order to facilitate the government’s initial priority of transitioning to a market economy and more recently, to achieve its goal of becoming one of the world’s top 30 economies by the year 2050. This chapter provides an overview of Kazakhstan’s Soviet higher education legacy and the subsequent changes that the higher education sector has both undergone and continues to undergo after joining the EU’s Bologna Process in 2010. In addition to providing a historical perspective of higher education reform in the Kazakhstani context, several typologies have been provided in order to visualise the way the regulatory reforms have resulted in some institutional diversity. The chapter concludes with the challenges that the higher education sector at different levels (e.g., the national (Kazakhstani Ministry of Education and Sciences) and regional and local/institutional levels) continues to face.

Pp. 199-227

Institutional Strategies of Higher Education Reform in Post-Soviet Kyrgyzstan: Differentiating to Survive Between State and Market

Jarkyn Shadymanova; Sarah Amsler

Between 1991 and today, the Soviet system of state-funded and Communist Party controlled higher education institutions (HEIs) in Kyrgyzstan has been transformed into an expansive, diverse, unequal, semiprivatized and marketized higher education landscape. Drawing on national and international indicators of higher education in Kyrgyzstan and data about the history and substance of these changes in policy and legislation, this chapter examines key factors which have shaped patterns of institutional differentiation and diversification during this period. These include the historical legacies of Soviet educational infrastructures, new legal and political frameworks for HE governance and finance, changes to regulations for the licensing of institutions and academic credentials, the introduction of multinational policy agendas for higher education in the Central Asian region, changes in the relationship between higher education and labor, the introduction of a national university admissions examination, and the adoption of certain principles of the European Bologna Process. The picture of HE reform that emerges from this analysis is one in which concurrent processes of diversification and homogenization are not driven wholly by either state regulation or forces of market competition, but mediated by universities’ strategic negotiations of these forces in the context of historical institutional formations in Kyrgyzstan.

Pp. 229-257

Latvia: A Historical Analysis of Transformation and Diversification of the Higher Education System

Ali Ait Si Mhamed; Zane Vārpiņa; Indra Dedze; Rita Kaša

This chapter analyses the trend of transformation and diversification of higher education in Latvia due to political, economic and social changes in the country. Higher education institutions (HEIs) were established prior to Soviet legacy and during the first independence of Latvia in early twentieth century. During the Soviet rule in Latvia, HE was under full state control, organised to serve the needs of the centrally planned economy and the official Marxist-Leninist ideology. When Latvia proclaimed its independence from the USSR in 1990, its higher education system consisted of ten state HEIs; five of which were placed under the Ministry of Education and others were operating under the auspices of the ministries of healthcare, culture and agriculture. Multiple changes have taken place in the sector of higher education since then. The most important accomplishments of the HE reform during the transition period from the centrally controlled Soviet system to a democratically governed system of independent Latvia as reported in literature were autonomy of HEIs, the expansion of the HE sector in terms of the number of institutions and students, the creation of private HEIs, the introduction of HE quality assessment, the development of new study programmes, the modernisation of existing study programmes and the intensification of international cooperation between HEIs in Latvia and abroad. Hence, ensuring transformations of the HE sector involved continuing the diversification of the institutional landscape. Factors leading to this diversification include increased demand for higher education in social sciences, government’s initiated restructuring of higher education, regulation of the use of languages in higher education, secondary education reforms in early 1990s and shifts in demographic composition of higher education students.

Pp. 259-283