Competitiveness as Dominant Discourse in Russian Higher Education

Abstract. Problem. This article investigates the problem of competitiveness in Russian higher education. The study presents a piece of qualitative research, in which competitiveness is understood as a socially constructed reality which refers to the practice of innovative optimization of institutions and the increase in their productivity aimed to provide competitive advantage locally and globally. Aim. The main aim of the study is to look at how competitiveness manifests itself as a dominant discourse and political practice in Russian higher education. The underpinning assumption behind the study is that competitiveness is used as an outcome and a governing tool of globalisation and part of the global neoliberal project. Methods. The main method of data collection employed in the study is documents. This made it possible to look at how competitiveness is manifested in legislation at the national level. The main method of data analysis is critical discourse analysis (CDA), which enabled to study the discourse of competitiveness as both a linguistic phenomenon and social reality. Results. The research findings showed that competitiveness has been well integrated into Russian higher education in the past three decades. Linguistically, the analysis showed a variety of representations of competitiveness, organised as dichotomies, such as explicit / implicit competitiveness, national / international competitiveness, etc. Diachronic analysis of education policy texts pointed out a few tendencies such as the reorientation of competitiveness from an individual towards an institutional level, and others. Conclusions. As a socially constructed reality, competitiveness is realised through three interconnected forms: social structures, social events, and social practices. The outcomes of competitiveness as dominant discourse relate to commercialisation, regulation, performativity and selectivity.