Transformative Role of Work-Integrated Learning in Industrial and Post-Industrial Society: The Russian Experience

Natalya Totskaya () and Natalia A. Bogdanova
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Natalya Totskaya: Laurentian University
Natalia A. Bogdanova: Siberian University of Consumer Cooperation

A chapter in Strategic Innovative Marketing and Tourism, 2020, pp 169-178 from Springer

Abstract: Abstract This paper takes a look at historical trends and patterns of work-integrated education in Russian Federation as it transitions from planned to market economy. Prior literature and historical data on using “factory-to-college” educational system in planned Soviet economy illustrate the unique approach to integrating experiential learning into higher education. The methods of experiential teaching and learning have played the pivotal role in setting the pace of Soviet industrial development in 1920–1970s. Yet the system of work-integrated education had to be changed during the post-Soviet economic deregulation. The transition into market model of socio-economic development, and Russia’s integration into global economy called for new methods of work-integrated education. Implications of this change included the growing number of service-oriented programs, the earlier introduction of experiential learning, and the broader set of knowledge and skills offered to students.

Keywords: Experiential learning; Project work; Socio-economic development; Industrialization; Integration (search for similar items in EconPapers)
Date: 2020
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Persistent link: https://EconPapers.repec.org/RePEc:spr:prbchp:978-3-030-36126-6_19

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DOI: 10.1007/978-3-030-36126-6_19

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