DOI: 
http://dx.doi.org/10.15293/1813-4718.2602.06
UDC: 
378.4+378.1
Abakumova Natalia N.
Кандидат педагогических наук, Assoc. Professor, Assist. Professor of the Psychology Faculty, National Research Tomsk State University, niv_tomsk@mail.ru, Tomsk
Chunpei Li
graduate student at the Faculty of Psychology, National Research Tomsk State University, 1391217906@qq.com, Tomsk
Tsiguleva Olesya Vladimirovna
Кандидат педагогических наук, Prof., Novosibirsk Military Institute of Interior Troops named after general of the Army I. K. Yakovleva of Ministry of Internal Affairs, Novosibirsk State Pedagogical University, oltsiguleva@yandex.ru, Novosibirsk

Academic Mobility Mechanisms of Scientific and Scientific-pedagogical Personnel within the Interstate Cooperation framework between Russia and China

Abstract: 
The problem of implementing various mechanisms of academic mobility within the Russian-Chinese framework cooperation has been updated. It is argued that transformational processes occurring in higher education and society contribute to the emergence of academic mobility`s new forms in universities, which require description and evaluation. The study`s aim is to analyze the academic mobility development of university students within the framework of interstate cooperation between Russia and China. Methodology and research methods: the concept of “brain drain” and “brain circulation”; the interpretation of universities’ experience in organizing academic mobility for students was conducted within the framework of a network approach. The research was conducted at the National Research Tomsk State University, Novosibirsk State Pedagogical University and Lanzhou University (Gansu Province, China). Research results. The influence of transformational processes in education and the international political situation on the study of the academic mobility phenomenon has been established. The experience analysis of organizing international academic mobility in universities in the following areas: exchange programs, joint use of university research bases, and “university-enterprise” cooperation models – allowed us to identify and describe the similarities and differences in approaches, forms, and mechanisms for organizing academic mobility of highly qualified personnel in Russian and Chinese universities. Conclusion. A set of requirements for organizing international academic mobility for graduate students has been established: 1) foreign language knowledge; 2) the return of the graduate student to their home country; 3) the professional competencies development, academic potential, and intellectual capital. Differences in academic mobility organized by Chinese universities in terms of content, forms, and mechanisms have been identified and described. The research results can be used to evaluate the effectiveness of international academic mobility, forecast the educational services export, and cooperate between Russia and China.
Keywords: 
academic mobility; universities; Russia; China; interstate cooperation; highly qualified personnel (graduate students)
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