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NEW ECONOMIC SCHOOLA 20-Year Experience of EMI:

Meeting International Standards and Russian Challenges

NES is a private graduate school of economics

Mission: The school’s mission is to benefit Russia's private and public sectors through excellence in economics education and research.

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NES Programs

Founded in 1992 The MAE program is NES’s first

and foremost program that was aimed at meeting international standards from its foundation in 1992.

Currently NES offers three academic degree programs: A two-year Master of Arts in Economics program, a one-year Master of Arts in Finance program, and a four-year Bachelor of Arts in Economics (BAE) program (Joint with HSE).

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Meeting International Challenges

According to RePEc (Research Papers in Economics), - NES is the leading economics institution of all former

communist countries SSRN (Social Science Research Network) lists NES - among the top 30 economics departments in the world RePEc also ranks NES’s economics think tank, CEFIR

(Centre for Economic and Financial Research)- among the top 25 in the world

NES is an internationally recognized research centre

More than 25% NES graduates are enrolled in degree programs in the world leading universities and business schools: Harvard, Princeton, Yale, MIT, LBS, LSE, Wisconsin, Columbia, and many others.

NES diploma meets high international standards

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Graduates’ Career Paths

NES Graduates’ Career Paths: 1994–2014

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PhD PhD студенты MA/MS MBA MBA студенты

191

7157

43

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Series1

- 189

- 80

- 6

- 44

- 45

117Работают в академии

30 % of the graduates entered best educational institutions

Schools that NES Graduates Entered: 1994–2014

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Stanford University 34 Yale University 9

Pennsylvania State University 28 INSEAD 9

Harvard University 23 Tilburg University 8

London Business School 18 University of Toulouse 7

Northwestern University 17 University of Wisconsin 7

Massachusetts Institute of Technology 15 New York University 7

University of Chicago 15 Australian National University 6

Duke University 14 Boston University 6

London School of Economics 12 Cornell University 6

Columbia University 11 University of Rochester 5

University of California 10 Stockholm School of Economics 5

University of Pennsylvania 10 and many other universities

NES Graduates are Employed by:

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NES Professors NES hires professors at an international job market

Recently hired professors:

Михаил Другов, PhD in economics, University of Toulouse

Douglas Campbell, PhD, University of California, Davis

Анна Обижаева, PhD, Massachusetts Institute of Technology

Андрей Савочкин, PhD in Economics, New York University, Stern School of Business РЭШ 2008

Martha Troya Martinez , Ph.D., University of Oxford

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Student Body - 2013Upper bar — applicants, lower bar — students

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NES Academic Programs

Academic ProgramsThe MAE academic program two intensive years of study roughly similar in content to a complete masters’ program and the first two years of a

PhD program in the best American and European economics departments aims to instill its students with a deep understanding of modern economics through

foundational courses such as microeconomics, macroeconomics, and econometrics.

The MiF program a professional development program in economics and finance geared to early- and

mid-career corporate managers and executives As students are required to possess a sufficient level of English proficiency upon

program entry, there is no need for English classes at MiF.

BAE program financed by the federal government, receive two diplomas, one from NES and the

other from HSE offers courses in a wide range of disciplines such as social, natural, and physical

sciences, humanities, and mathematics half of all courses in the program are electives, enabling students to tailor the

program according to their needs.

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EMI at NES

Professors deliver lectures in two languages

Course materials in English

Assignments in English

English is in English

Research seminars in two languages

Scientific supervisors speak one language

Cafeteria, elevators, leisure, etc.

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Networking во время баскетбола

Барри Икес, a member of the NES Board of Directors

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ESP/EAP/EMI Curricular Design Implications

• Make the curriculum customized to your school’s needs• Elaborate relevant teaching philosophy and methods of

teaching• Hire teachers to teach within their field of expertise and

offer intensive teacher training courses • Strive to develop similar assessment and placement

requirements to ensure the students’ advancement across designated levels

• Collaborate closely with subject colleagues• Set up support services (Writing and Communication

Center)

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BAE + MAE + WCC Curricular Aims

<…teaching the students written and oral performance skills (rhetorical competences) through developing writing competence and critical thinking to

• raise Russian learners’ sociocultural awareness• enhance their international pragmatic competence• adapt Russian academic cultural ethics to international

standards• boost learners’ self-confidence• encourage their continuous development

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Teaching and Learning Methodology

• Communicative• Learner-centered• Interactive and collaborative techniques• Socratic discussion: teacher acts as a facilitator

imitating an academic talk• Discussion topics are examined in cross-cultural

and global contexts• Authentic materials are challenging and thought-

provoking

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English Curricular Constraints and Benefits

- Mixed student population (A2/B1-C1)

- Tough time budget, particularly for MAE

- Previously taught English courses were primarily aimed at teaching receptive skills

+Students are inquisitive minds

+Students know how to study independently

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2013 – 2014 Curricular Challenges

• What prerequisites can be introduced to make sure that the discrepancy between the students’ proficiency levels is minimized?

• Do the students need more/fewer grammar/speaking classes?

• What seminars should be left as core seminars of the curriculum and which of them could vary from year to year?

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Minimizing Discrepancy Between The Students’ Proficiency Levels:

1) Designated the learners’ outcomes for the 3 levels of NES students’ proficiency drawn upon the CEFR proficiency descriptors as a baseline to facilitate the students’ linguistic progress across bands.

2) The outcomes for each level were broken down into expected linguistic knowledge, cultural knowledge, and critical thinking skills:

Speaking Writing Listening Reading

Grammar Pragmatics/Cultural Knowledge

Critical Thinking Skills

3) Clarified the Course Catalogue to meet the demands of each proficiency level and the overall learning objectives: core courses, module courses, remedial courses.

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Assessment• MAE and BAE programs use a cumulative grading system:  

Class attendance and participation 20%

Homework (written and oral) 40%

Intermediate quizzes 15%

Midterm tests 25%

• Instructors enter all current and final grades into the “my.nes” learning management system so that students can follow their progress. Through the intranet site “my.nes”, students are also informed about home assignments and their deadlines.

• Instructors use rubrics for the majority of activities (presentation skills, in-class discussion, posters, writing across genres, etc.)

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NES EMI: a 20-Year-Old Experience

• Make the curriculum customized to your school’s needs

• Elaborate and customize teaching philosophy and methods of teaching

• Build on the students’ and professors’ intellectual capacity

• Consider global communication pragmatics among first priority learning and teaching goals

• Think local but act global

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Сообщество выпускников

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