Researchers from the HSE Institute of Education conducted a sociological study at four small, non-selective universities and revealed, based on 135 interviews, the dual nature of student care at such institutions: a combination of genuine support with continuous supervision, reminiscent of parental care. This study offers the first in-depth look at how formal and informal student care practices are intertwined in the post-Soviet educational context. The study has been published in the British Journal of Sociology of Education.
In recent decades, universities have come to be viewed not only as places for learning and professional training, but also as environments that provide emotional support. In some countries, this shift is described as the therapeutic turn, as alongside academic objectives, universities begin to prioritise students' psychological well-being. However, in certain cases , supportive care is accompanied by excessive supervision and restrictions on students' autonomy.
Small non-selective universities in Russia, especially in the periphery, have received little attention in this context. Many of them evolved from former teacher training institutes and continue to play a key role in meeting the educational needs of entire regions. By non-selective universities, the researchers refer to institutions where the average Unified State Exam (USE) admission score is below 70. In the universities examined in this study, it ranges from 60.28 to 66.8. These institutions have lower USE entry requirements than major research universities and enrol many first-generation students. Despite the important social role of such universities, little is known about their internal culture and the daily lives of students. The authors of this study aimed to fill this gap by closely examining how students are cared for in these universities.
Conducted between 2022 and 2024, the research focused on four public universities located in the Altai Republic, Altai Krai, Kamchatka Krai, and Ivanovo Oblast. These institutions enrol between 799 and 2,334 full-time students, with a student–faculty ratio of 10:1 to 16:1, lower than that of major universities.
The researchers observed university life and conducted 135 semi-structured interviews with students, faculty, and administrators, including department heads, deans, and vice rectors. The interviews addressed a broad range of topics, from the educational process and participation in extracurricular activities to personal future plans. Questions about care and support were not asked directly; instead, these themes emerged as participants described the campus atmosphere and their everyday relationships. The researchers observed frequent use of expressions such as children, second family, and like at home, which helped identify the key characteristics of the university culture.
The results revealed a pervasive duality of student care practiced at the universities studied. On one hand, faculty members focus on creating a warm and friendly atmosphere: they know their students by name, take an interest in their lives, and are willing to assist with both academic and personal matters. On the other hand, in the absence of dedicated student support services, faculty members often take on mentoring roles: they explain institutional rules, help resolve conflicts, and support students in difficult situations.
