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The article proposes a conceptual framework for exploring processes of expert knowledge creation in policy fields using recent advances in the sociological field theory. It rests on an observation that policy fields are no longer autonomous, but increasingly embedded in public life, and include actors from other fields who create knowledge for policy-making. While existing research clarifies many aspects of the relationship between expertise and policy-making, little is known about how multiple interrelated actors create expert knowledge and how this knowledge is institutionalized in policy fields. Addressing this gap, the article outlines mechanisms of expert knowledge creation in policy fields. It argues that actors mediating between different field domains succeed in creating influential expert knowledge, as they combine knowledge from disconnected areas and influence the operation of field-level mechanisms. Drawing on examples from the literature, the authors demonstrate the application of the theoretical framework to examine difficult-to-observe knowledge creation mechanisms operating in policy fields. [ABSTRACT FROM AUTHOR]

Purpose: The goal of this article is to conduct macro-level analysis of human capital (HC) development strategies, pursued by four countries commonly referred to as BRICs (Brazil, Russia, India, and China). Design/methodology/approach: This analysis is based on comparisons of macro indices of human capital and innovativeness of the economy and a review of related academic literature and government publications. Findings: The study results suggest that in terms of present human capital capacity Russia and Brazil are ahead of China and India. However, during the last decade the governments of the latter two countries have initiated impressive national programs of HC development, which include significant investment and targeted government regulation in such areas as primary and secondary education, vocational education and training, and higher education, especially in science and technology fields. Russia and Brazil have targeted programs in some of the above areas, but lack comprehensive long-term strategies, covering all the above areas and coordinating effort of various agencies and constituencies. Research limitations/implications: It is recommended to expand the scope of analysis to include other fast growing developing economies (e.g. Mexico, Indonesia, and Turkey). Originality/value: The article provides, for the first time, a comparison of human capital development indices and strategies of the four largest developing economies. The original feature of the article is a combination of the analysis of macro-level indices with an in-depth analysis of policy documents and academic literature. (Contains 6 tables.)

Changes in Russian education are described: one-third of children are being educated at home; state universities face dwindling financial support; private institutions are being established; freedom of curriculum design has replaced uniform pedagogical processes; and new forms of higher education are emerging. (SK)

Purpose – The purpose of this paper is to discuss educational technologies that meet modern requirements for training and retraining managers. The authors demonstrate the potential of interactive learning technologies in the development of independent thinking of graduates as an example of implementation of Graduate School of Management (GSOM), St Petersburg University, educational programs. Design/methodology/approach – The data in this paper are drawn from a survey by the authors in 2010 of students attending the programs for executives in GSOM (n=49). Findings – The survey reported that intellectual competitions contribute to achieving independence of participants thinking. The most popular intellectual competitions methods are panel discussion (first place); simulation games with varying roles (team-consultant and team-client) and case studies (second place), and modeling professional situations with limited information in writing and calculations (third place). Research limitations and implications – It would be valuable to explore similar questions with a larger sample of program participants as well, as it would be valuable to gather longitudinal data to explore how students' preferences regarding intellectual competitions methods change, and why. Originality/value – The authors prove the feasibility of intellectual competition as the technology of training, oriented to the development of independent thinking and creativity of executives and describe the experience of using this technology in business education. [ABSTRACT FROM AUTHOR]