Publications

Purpose

The first year of college is a stressful life period connected with the experience of loneliness, isolation and depression since the majority of freshmen can no longer maintain an equally close relationship with school friends and family. Social networks have become a significant part of students' daily lives and might be an effective tool for maintaining relationship and reducing loneliness. There are contradictory results concerning the relationship between social networks sites (SNS) use and feelings of loneliness.

Design/methodology/approach

A four-week experiment was conducted to study the effect of SNS on feelings of social and emotional loneliness across freshmen. The treatment group (n = 40) took a break from SNS, while the control group (n = 37) used SNS as usual.

Findings

Comparison of the treatment and control groups showed that quitting SNS does not change either feeling of social/emotional loneliness. This paper also found that feelings of social and emotional loneliness did not depend on freshmen's positive/negative attitudes toward being alone.

Originality/value

This study is one of the few that uses experimental design to study the effects of using social networks on the psychological state of students in the context of higher education. The results showed that refusing SNS use can have a positive potential for psychological well-being of freshmen since solitude can be used by them as time for self-discovery and self-development. According to the results, social networks neither increase nor decrease the feeling of loneliness, and offline learning and communication environment plays a more significant role in the adaptation of freshmen. These results allow to take a new look at the studies related to the relationship between SNS use and loneliness and the role of social networks in the adaptation of freshmen.

The paper investigates the impact of an electoral support for president for short- and long-term transfers between national and provincial governments in tutelary regimes. The research uses the case of Iran; the database covers 330 observations for 30/31 provinces for 2005-2015. The results show that Iranian presidents target short-term transfers for disloyal provincial elites, while long-term transfers do not show political connection with voting patterns. The results also allow for assuming that the key factor for the logic of distribution is a political competition.

Trends and Issues in Doctoral Education: A Global Perspective serves two simple yet complex purposes—to understand the current realities in doctoral education in key countries and to examine current and proposed reforms. Fourteen country case studies and one regional case study present a range of global practices and focus on key issues facing doctoral education worldwide. Together with the literature review and the analysis of changes in doctoral education around the world over the past three decades by Maresi Nerad, the case studies provide the basis for this concluding discussion of the broader issues and themes suggested by the previous chapters.

The study focuses on the issue of gender discrimination in pay among university faculty in Russia, a country with an exceptionally high share of female faculty in higher education. Using a comprehensive and nationally representative survey of university faculty, we found that although women in academia earn considerably less than men, gender inequality among university faculty is lower than in the non‐academic sector. The study shows that gender differences in pay can be mainly explained by vertical gender segregation: women are less likely to achieve senior positions in the university hierarchy, which brings a high wage premium. Another explanation is horizontal segregation, when there is a prevalence of male faculty in Moscow‐based universities, which provide a considerable wage premium compared to regional ones. A decomposition of the gender wage gap shows that slightly more than half of it can be explained by observable factors, while the rest can be attributed to discrimination and unobservable characteristics. Within the unexplained part the major part can be attributed to favoritism towards men and the minor part to discrimination against women. We found some evidence that faculty in research universities, which actively implement performance‐related pay, experience less gender inequality.

Behavior diffusion through social networks is a key social process. It may be guided by various factors such as network topology, type of propagated behavior, and the strength of network connections. In this paper, we claim that the type of social interactions is also an important ingredient of behavioral diffusion. We examine the spread of academic achievements of first-year undergraduate students through friendship and study assistance networks, applying stochastic actor-oriented modeling. We show that informal social connections transmit performance while instrumental connections do not. The results highlight the importance of friendship in educational environments and contribute to debates on the behavior spread in social networks.

 

We empirically investigate incumbents’ and entrants’ bids on an original dataset of 192 scoring rule auctions for canteen services in Italy. Our findings show that winning rebates are lower (i.e., prices paid by the public buyer are higher) when the contract is awarded to the incumbent supplier. This result is not explained by the observable characteristics of the auction and the service awarded. We develop a simple theoretical model showing that the result is consistent with a setting in which the buyer exploits specific information on the incumbent supplier’s production cost.

 

How much did the telegraph improve market integration in imperial China? We exploit differences in the timing of telegraph construction in different prefectures in the late 19th to the early 20th centuries to show that telegraph presence in both prefectures decreased the monthly grain price difference by nearly 20%. Also, the telegraph boosted economic development and had a mitigating effect on rice prices when disasters occurred. The effect was also stronger for prefectures less accessible to waterways. Merchants’ trade levels, political connections, human capital, and social capital all played a role in the telegraph’s promotion of market integration.

In this paper, we investigate the hypothesis that the economic divergence across Flemish localities between 1830 and 1910 is explained by the theory of Hernando de Soto. We hypothesize that the uniform land rights installed after the French revolution provided borrowers with an attractive form of collateral. Conditional on the presence of local financial development provided by a new government-owned bank this eased access to external finance and fostered industrial and commercial economic activity. Using primary historical data of about 1179 localities in Flanders, we find that the variation in the local value of land (collateral) and the variation in local financial development jointly explain a substantial amount of the variation in non-agricultural employment accumulated between 1830 and 1910. By 1910, industrial and commercial economic activity was more developed in localities where both early (1846) rural land prices were high and early (1880) local financial development was more pronounced, which is in line with the ‘de Soto’ hypothesis.

We use the nearest neighbour propensity score matching to link dwellings holding Energy Performance Certificates (EPCs) in the Italian province of Treviso with information on the socio-economic characteristics of households most likely to inhabit them. We construct a database of 17,405 dwellings for which information on standardized energy needs is matched to data on (potential) inhabitants and their imputed income, based respectively on census records and survey data. Our analysis shows that EPC registers can be exploited to investigate how income and housing conditions affect fuel poverty and to identify municipal areas with higher fuel poverty risk. Our findings highlight that when designing interventions to reduce fuel poverty, policymakers should target households based not only on their income but also on type of heating fuel, and on efficiency and the size of their accommodation.

It is assumed that a perfect balance between student academic achievement and university quality is beneficial both for students and higher education institutions (HEIs). Matching theory predicts the existence of perfect matching between the two groups in the absence of transaction costs associated with university enrollment. However, in this study we show cases of mismatch situations in Russia under the Unified State Exam (USE) – the standardized student admission mechanism. This research studies the reasons for this phenomenon for minimal transaction costs and the emergence of unequal access to HEIs. Based on data on Moscow high school graduates who entered university, the determinants of the mismatch between the quality of universities and applicant abilities are assessed. It is shown that although in most cases favorable matching results are established, the individual student achievement results themselves are subject to the influence of school and family characteristics. Thus, inequality of access can be formed at stages preceding HEI enrollment.

We discuss results of experiments made in the 2000s with two different models of acoustic (sonic) black holes. Both structures provide linear decrease of sound velocity. The first one is a series of rigid discs fixed on a rod and placed inside the tube, diameters of discs gradually increase according to a parabolic law. The second one is a tube where effective density of the medium increases due to mass layers placed inside, the concentration of these layers grows toward the end of the tube. If these structures were “perfect”, the sound velocity would decrease so that the wave would never reach the end of the tube. For imperfect (real) models, small addition of absorbers makes absorption very efficient. What is essential, both structures have exact analytical solutions for the wave propagation equation. We study these theoretical results and juxtapose them with the experiments.

Games involving virtual worlds are popular in several segments of the population and societies. The online environment facilitates that players from different countries interact in a common virtual world. Virtual worlds involving social and economic interactions are particularly useful to test social and economic theories. Using data from EVE Online, a massive online multi-player game simulating a fantasy galaxy, we analyse the relation between the real-world context in which players live and their in-game behaviour at the country level. We find that in-game aggressiveness to non-player characters is positively related to real-world levels of aggressiveness as measured by the Global Peace Index and the Global Terrorist Index at the country level. The opposite is true for in-game aggressiveness towards other players, which seems to work as a safety valve for real-world player aggressiveness. The ability to make in-game friends is also positively related to real-world levels of aggressiveness in much the same way. In-game trading behaviour is dependent on the macro-economic environment where players live. The unemployment rate and exchange rate make players trade more efficiently and cautiously in-game. Overall, we find evidence that the real-world environment affects in-game behaviour, suggesting that virtual worlds can be used to experiment and test social and economic theories, and to infer real-world behaviour at the country level.

This paper studies the influence of parental involvement in the educational process on the educational achievements of Russian students and their educational strategies, such as studying in high school and successful admission to university. We argue that the patterns of parental involvement represent a link between the formal (school) and informal (family) educational institutions and can have a beneficial effect on academic performance and contribute to the choice of the educational pathway to higher education. Based on data from the longitudinal study ‘Trajectories in Education and Careers’, it was shown that the results of school state examinations are positively associated with the active participation of parents in school meetings, the employment of tutors (except for the Unified State Exam score in mathematics), and the provision of additional literature for the child. A negative relationship was found between homework control and student success. In general, the factor of ‘rational’ (not excessive) involvement is positively associated with educational achievement and educational choice, which may indicate the non-linear nature of the relationship. Parental involvement itself depends on the family characteristics, such as mother’s education, family income and the number of books at home. In addition, family has a positive impact on educational success and educational strategies, and high school characteristics are especially important for the results of the Unified State Exam and the university choice.

State-owned banks tend to increase lending before elections for the purpose of boosting the reelection odds of incumbent politicians. We employ monthly data on individual banks to study whether Russian banks increased their lending before presidential elections during 2004–2019, a period covering four presidential elections. In contrast to the literature, we find that both state-owned and private banks increased their lending before presidential elections. This result stands for all loans, as well as separately for firm and household loans. The pre-election lending surge is followed by a deterioration of loan quality the following year, indicating the lending increase was not driven by higher growth prospects or some positive economic shock. The effect is substantially greater for large banks and banks more involved in lending activities. Our main finding that all types of banks in Russia increase their lending before presidential elections supports the view that the authorities in an electoral autocracy like Russia can influence lending of both private and state-owned banks for political reasons.

Despite the unified system of admission to universities in Russia, applicants can still face unequal access to higher education. This can lead to an inefficient choice of the educational strategy and result in the increased inequality. This paper analyzes the barriers which restrict the interregional accessibility of higher education in the context of the Unified State Exam (USE). We propose an analytical model, reflecting the influence of channels such as family, school characteristics, and place of birth, on the educational strategies of youth. We assume that these factors affect the likelihood of being enrolled at university both directly and indirectly through USE scores. Given the unequal regional economic development and the differences in educational opportunities, we argue that university choice can be limited for certain cohorts of applicants, depending on their place of origin, because of differences in the magnitude of the barriers. An empirical examination of the model, based on data from the longitudinal study ‘Trajectories in education and careers’, shows that students from Moscow or Moscow Region are most likely to enroll at university, since they face the lowest barriers. The problem of the accessibility of higher education is more acute for residents of large cities or regional capitals: their likelihood of matriculating is limited by a large number of factors (cognitive abilities, SES, school characteristics). Residents of other settlements (small towns or villages), are least likely to be admitted to university, facing the highest barriers and gender inequality.

Changes in patterns of collaboration between Russian universities after the commencement of the Russian university excellence initiative (Project 5-100) are studied in this paper. While this project aimed to make leading Russian universities more globally competitive and improve their research productivity, it also happened to increase their cooperation. An analysis of affiliations and the co-authorship networks was conducted to explore scientific collaborations between and within the participating universities. Such analysis facilitates the investigation of the number of collaborations with other organizations, both domestic and international cooperation, and disciplinary differences. By analyzing the co-authorship networks, the position of universities in the academic network and the structure of collaborations among the participants were examined. A sample of 30 Russian universities, including participants in Project 5-100 and a control group of institutions with similar characteristics, was used. After joining the project, the participating universities increased both their cooperation with each other as well as with foreign universities and research institutions of the Russian Academy of Sciences, especially in the high-quality segment. At the same time, the collaboration patterns of non-participating universities did not change significantly. The centrality of Project 5-100 universities in the global academic network has increased, along with their visibility and coupling in the national network. The historical division between university and academic sectors has diminished, while the participating universities have started to play a more important role in knowledge production within the country.

This paper evaluates the determinants of the value of investment in higher education (absolute expected returns from higher education) among students of Russian universities, accounting for variations in the socio‐economic development of different Russian regions. Based on the longitudinal study, ‘Trajectories in Education and Careers’, it shows that the average salary in a region is positively related to the individual estimates of expected salaries after graduation. In general, the results correspond to human capital theory, and confirm the rationality of students’ salary expectations. The expected salary shortly after graduation from university is positively related to the academic achievement demonstrated in the university entrance exam (the Unified State Exam, or USE), full‐time study and prior work experience. Male students expect to receive higher salaries compared to female students. Students who study for free expect lower salaries compared to those students who cover their tuition costs. Indirect influence (through USE results) of the characteristics of students’ schools and of their parents’ education on expected salary was found. In addition, we discovered a direct and indirect relationship between family income and expected salaries after university graduation.

Ran Abramitzky's book, The Mystery of the Kibbutz: Egalitarian Principles in a Capitalist World, tries to answer the questions of why the communal kibbutz worked so well in Israel's formative years and what limits its current success in modern Israel. Initial ideological commitment and the special circumstances of Israel's founding led to unusual success when combined with well-thought-out rules on behavior and entry. Over time, the commitment to socialistic income sharing has not worked so well, given modern technology and global commerce. The author links up these ideas to the broader issue of organizational structure but misses out on some opportunities to test the ideas further.

We studied the population of articles on higher education published in academic journals by researchers from post-Soviet countries in the last three decades. We found that post-Soviet countries contribute differently to the overall publication output, with only Russia, Lithuania, and Estonia having more than 100 articles in journals indexed in Scopus. Countries also have different publication profiles in terms of articles’ language, topics, methodology, and the balance between articles in local and international journals. In comparison with a sample of international articles, post-Soviet authors publish a substantially smaller share of research articles, and articles about teaching and learning issues, student experience and outcomes, and academic work, but a larger share of policy-related articles and articles about system policy and history. Researchers from one post-Soviet country collaborate much less within their country compared with authors from the international sample, where people collaborate more actively between institutions within a country. At the same time, scholars from different post-Soviet countries do not collaborate with each other. Our analysis demonstrates the disunity of the community of post-Soviet scholars disconnected by national borders.