Regulation of the Educational Space of a Provincial University as Interpreted by Its Main Actors

Abstract

Regulating the higher education space has become a crucial element of education system reform in Russia. The problems and solutions arising in this process have been well-researched in the academic literature. However, to date, virtually no studies have examined the specifics of the regulation process at provincial universities located in regions remote from the federal center. These educational institutions are characterized by a shortage of resources, high staff dependence on administration, and a particular emphasis on corporate values. The novelty of this study lies in its use of empirical data to identify the dispositions of key communities at a provincial university with regard to the process of regulating the educational space of higher education institutions. As a result, commonalities and contradictions in the interpretation of procedures for developing and implementing regulations are identified. The main contradiction is that administrative and managerial personnel view regulations primarily as a tool for control and formalizing internal university processes, while academic and teaching staff view regulations as a tool for addressing socially significant issues in science and education. The lack of a constructive resolution to this contradiction creates the conditions for latent conflict, which reduces the effectiveness of universities, encourages the spread of imitation practices, and devalues education. The article links the prevention of these essentially destructive consequences to a transition to a participatory governance model and the genuine inclusion of the academic community in the development of regulatory documents.