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Summary: This ethnographic story explores fiction‐making in the context of audit cultures and accountability regimes. Based on a critical multi‐sited ethnography conducted between 2011 and 2015 in the Russian Federation, this composite narrative draws on eighty interviews, casual conversations, and observations at several universities. It documents how educators at higher education institutions responded to audit reviews by constructing paper façades of reports and curriculum documents that obscured what they were doing or how their departments were run. When an inspection took place, the reviewers focused on paperwork to infer the quality of educational services. The fictions and paper façades created to convince the state that institutions were functioning well also sheltered the illicit practices and corruption that operated at various levels of the institutional hierarchy. In this audit theater, faculty participated in producing fakery, dupery, and swagger that protected them from immediate punishment, but they ended up feeling cheated by their own production. As educators navigated new reporting requirements, they also made sense of the state's own fakery, hypocrisy, and duplicity. New relationships among educators, institutions, and the state created by accountability regimes produced a politics of disposability to sustain state fictions of success. [ABSTRACT FROM AUTHOR]

Is the ideal of a one‐size‐fits‐all university model—where universities are capable of successfully performing all competencies simultaneously—ever achievable? Has the balance between teaching and research activities grown even more fragile or is such a balance unfeasible? In this paper, we review studies of institutional diversity in higher education and bibliometric analyses. We prose a two‐dimensional typology based on diversity in teaching and research by scientific fields. We investigate the diversity in teaching and research, respectively, at the disciplinary level and address whether these primary activities mirror each other. As a measure of mismatch between the two activities, we assess the distribution of students and publications by scientific fields through a clustering analysis. Our study of higher education institutions (HEIs) in Russia reveals that private universities are less diverse both in research and teaching and have high teaching intensity compared to state universities. Expectedly, universities in the rankings have more diverse profiles and they have a higher research intensity. [ABSTRACT FROM AUTHOR]

This paper examines the characteristics of students admitted to Russian universities with different levels of selectivity. First, we argue that students differ not only by the results of the Unified State Exam (USE), the university entrance exam, but by family and school characteristics, and by educational strategies. Next, it is shown that the probability of being admitted to the most selective HEIs is determined not only by the USE scores, but by characteristics that are not directly related to the applicants' abilities, such as class specialisation in secondary schools, and high school location. Moreover, we have found that income has an indirect impact on the admission results: a higher level of income increases the probability of being admitted to highly selective universities through the level of investment in pre-entry coaching and the regional differences in wages. On the other hand, regional differences in costs of living decrease the opportunities of studying in selective universities. Hence, schooling and financial barriers without alternative student support can limit the participation of less affluent students in selective universities. [ABSTRACT FROM AUTHOR]

This article considers the current changes in Russian universities, especially moves towards a more outward-looking, international approach, driven in particular by the Bologna Process. It is noted that the speed of change has been uneven, with many institutions slow to embrace reform. The situation at the National University of Science and Technology, Moscow (MISiS) is taken as an example of an institution where reform is moving ahead rapidly. The role of English teaching is examined as a driver of change. Research that informs the reforms is reported and the wider impact of English language teaching on academic quality and institutional culture is described and evaluated. [ABSTRACT FROM AUTHOR]

This article draws on the discourses of educational policy in Europe to focus on the implications of the Bologna Process for higher education in Russia. The Bologna Process, as a multi-dimensional discourse involving a variety of social actors, reflects some of the complexities and contradictions of globalisation, in many local cases evoking responses and leading to outcomes which were neither planned nor predicted by the official educational policy planners. The role of international organisations in the reform of Russian higher education is considered and the barriers, limitations and possible consequences of Bologna for the Russian situation are explored. [ABSTRACT FROM AUTHOR]