Pub Date : 2021-12-20DOI: 10.31874/2520-6702-2021-12-2-117-126
L. Komakha, O. Zubchyk
The article shows the connection between higher education and the country's competitiveness. The competitiveness of a country depends on its human capital. Human capital is determined by the key factors - the level of education of the population, scientific potential, experience of successful projects. The authors argued that the role of human capital formation belongs to the modern university. The modern university is faced with the need to find new ways to integrate with the environment of modern economic society, to be competitive. For Ukraine's competitiveness to increase, Ukraine's higher education must be included in the system of economic relations. Public policy should accelerate the process of cooperation between universities and corporations. The modern mission of the university is teaching, research, the interaction between education, science, business, local communities, and other communities. When the three components of the mission come together, higher education fulfills the goal of modern society. This is the mission of forming an innovative economy. Modern universities are turning into platforms that generate new knowledge, ideas, technologies, strategies of social development. In this regard, public administration of higher education, especially public universities, is a factor in increasing the competitiveness of the society. Therefore, public policy should focus on those areas where the state has the main role. This is the development of education and science. The role of the state is to create and maintain conditions for the development of educational, scientific, scientific, and technical, innovative activities of universities, academies, institutes, colleges, as well as the creation of public-private partnerships in higher education.
{"title":"University - basis of competitive society","authors":"L. Komakha, O. Zubchyk","doi":"10.31874/2520-6702-2021-12-2-117-126","DOIUrl":"https://doi.org/10.31874/2520-6702-2021-12-2-117-126","url":null,"abstract":"The article shows the connection between higher education and the country's competitiveness. The competitiveness of a country depends on its human capital. Human capital is determined by the key factors - the level of education of the population, scientific potential, experience of successful projects. The authors argued that the role of human capital formation belongs to the modern university. The modern university is faced with the need to find new ways to integrate with the environment of modern economic society, to be competitive. \u0000For Ukraine's competitiveness to increase, Ukraine's higher education must be included in the system of economic relations. Public policy should accelerate the process of cooperation between universities and corporations. \u0000The modern mission of the university is teaching, research, the interaction between education, science, business, local communities, and other communities. When the three components of the mission come together, higher education fulfills the goal of modern society. This is the mission of forming an innovative economy. Modern universities are turning into platforms that generate new knowledge, ideas, technologies, strategies of social development. \u0000In this regard, public administration of higher education, especially public universities, is a factor in increasing the competitiveness of the society. Therefore, public policy should focus on those areas where the state has the main role. This is the development of education and science. The role of the state is to create and maintain conditions for the development of educational, scientific, scientific, and technical, innovative activities of universities, academies, institutes, colleges, as well as the creation of public-private partnerships in higher education.","PeriodicalId":150572,"journal":{"name":"International Scientific Journal of Universities and Leadership","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132493680","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-20DOI: 10.31874/2520-6702-2021-12-2-234-243
K. Shykhnenko
The study aimed to identify the features of the structure of organization and management of the research at universities in the USA so that those features are used as variables in further research. The study used the method of content analysis of qualitative type to identify patterns of the structure of organization and management of the research in universities in the USA. It was found that the structure of organization research management at universities in the USA relies on four domains such as scientific, organisational (institutional), financial and legislative. The university research activity in the USA is regulated by federal law. The research office is involved in proposal development, negotiation, and management of the award, ensuring regulatory compliance regarding intellectual property protection and technology transfer, communication of policies and processes, dissemination of funding opportunities, and the sufficient level of committed effort dedicated to a project and certification. The office draws the emphasis on compliance with the below-outlined areas such as fiscal – cost transfers and sharing, direct charging, effort, financial and income monitoring and reporting, and research – animal subject (IACUC) and human subject (IRB) protections, conflicts of interest, environmental health and safety, export controls, invention disclosure, and reporting, scientific overlap and misconduct. The structure of organization and management of the research is based on the above collaborative work which is called shared governance with the bottom-up management approach. Further research is needed in the bottom-up management application prerequisites to be used in Ukraine.
{"title":"The Structure of Organization and Management of the Research at Universities in the USA","authors":"K. Shykhnenko","doi":"10.31874/2520-6702-2021-12-2-234-243","DOIUrl":"https://doi.org/10.31874/2520-6702-2021-12-2-234-243","url":null,"abstract":"The study aimed to identify the features of the structure of organization and management of the research at universities in the USA so that those features are used as variables in further research. The study used the method of content analysis of qualitative type to identify patterns of the structure of organization and management of the research in universities in the USA. It was found that the structure of organization research management at universities in the USA relies on four domains such as scientific, organisational (institutional), financial and legislative. The university research activity in the USA is regulated by federal law. The research office is involved in proposal development, negotiation, and management of the award, ensuring regulatory compliance regarding intellectual property protection and technology transfer, communication of policies and processes, dissemination of funding opportunities, and the sufficient level of committed effort dedicated to a project and certification. The office draws the emphasis on compliance with the below-outlined areas such as fiscal – cost transfers and sharing, direct charging, effort, financial and income monitoring and reporting, and research – animal subject (IACUC) and human subject (IRB) protections, conflicts of interest, environmental health and safety, export controls, invention disclosure, and reporting, scientific overlap and misconduct. The structure of organization and management of the research is based on the above collaborative work which is called shared governance with the bottom-up management approach. Further research is needed in the bottom-up management application prerequisites to be used in Ukraine.","PeriodicalId":150572,"journal":{"name":"International Scientific Journal of Universities and Leadership","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131145877","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-20DOI: 10.31874/2520-6702-2021-12-2-201-210
T. Hlushko
Ukraine is trying to develop an effective interaction strategy with the world on the socioeconomic and political levels for a long time. There is no tradition of internalized productive economic strategies in Ukrainian society, that is why strategic international interactions has been significantly complicated to our elites for the last three decades. During the period of our independence, we had to learn how to rebuild the state and through trials and errors we were finding those socio-economic strategies that will allow us to achieve the goals. However, the long searching process has not yet allowed us to create a productive socio-economic identity of Ukrainian society, which, in our opinion, is one of the functions of humanitarian education, that it does not perform sufficiently today. The article emphasizes that this phenomenon is fundamental for national determination of economic worldview guidelines in accordance with its contemporary socio-practical needs. During the research was found that socio-economic identity is a dominant ideological economic paradigm in social consciousness and, at the same time, it appears as a foundation of productive socially significant synergistic activities. Actualization of the relevant discourse is an urgent need of Ukrainian society in the dimension of more well-defined awareness for pragmatic national interest value in economic sphere. Therefore, educational practices in the field of humanities should provide an axiological component, focused on training of a comprehensively well-informed and creative personality, capable for critical thinking about prospects and opportunities for socioeconomic development in accordance to actual national economic strategies improvement needs and its necessary formal and informal social institutions.
{"title":"Humanities Educational Practices as the Instrument for Socio-Economic Identity Formation","authors":"T. Hlushko","doi":"10.31874/2520-6702-2021-12-2-201-210","DOIUrl":"https://doi.org/10.31874/2520-6702-2021-12-2-201-210","url":null,"abstract":"Ukraine is trying to develop an effective interaction strategy with the world on the socioeconomic and political levels for a long time. There is no tradition of internalized productive economic strategies in Ukrainian society, that is why strategic international interactions has been significantly complicated to our elites for the last three decades. During the period of our independence, we had to learn how to rebuild the state and through trials and errors we were finding those socio-economic strategies that will allow us to achieve the goals. However, the long searching process has not yet allowed us to create a productive socio-economic identity of Ukrainian society, which, in our opinion, is one of the functions of humanitarian education, that it does not perform sufficiently today. The article emphasizes that this phenomenon is fundamental for national determination of economic worldview guidelines in accordance with its contemporary socio-practical needs. During the research was found that socio-economic identity is a dominant ideological economic paradigm in social consciousness and, at the same time, it appears as a foundation of productive socially significant synergistic activities. Actualization of the relevant discourse is an urgent need of Ukrainian society in the dimension of more well-defined awareness for pragmatic national interest value in economic sphere. Therefore, educational practices in the field of humanities should provide an axiological component, focused on training of a comprehensively well-informed and creative personality, capable for critical thinking about prospects and opportunities for socioeconomic development in accordance to actual national economic strategies improvement needs and its necessary formal and informal social institutions.","PeriodicalId":150572,"journal":{"name":"International Scientific Journal of Universities and Leadership","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129926426","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-20DOI: 10.31874/2520-6702-2021-12-2-88-99
A. Abasov
In the article a comparative analysis of the concepts of S. Huntington, F. Fukuyama and I. Wallerstein is carried out in order to identify the theoretical and methodological foundations of the coming future. I. Wallerstein's post-non-classical ideas foreshadowing the crisis of liberalism and the need to transform the foundations of Western democracy, the collapse of capitalism development paradigms, the growing interconnection of populism and authoritarianism, the formation of a new transitional period characterized by systemic disorder (chaos), acute political struggle on the principle “all against all”, lack of peaceful coexistence, stability and legality are most adequately reflected in the modern political process. In general, the future appears as a bundle of scenarios of varying degrees of probability, only some of which, bypassing the zones of uncertainty, can take place. This approach significantly changes the approach to higher education and the teaching of the humanities and social sciences. The second part of the article discusses the issues of defining the future by preceding events, highlighting the main and peripheral events that lay the foundation for the future. It is noted that even before the pandemic, the flaws of democracy and the growth of anti-liberal and anti-globalist sentiments in the world became noticeable, leading to national insularity, strengthening xenophobia, contributing to the growth of authoritarian regimes and their image in populist terms. It is emphasized that the majority of contemporary forecasts are alarmist in nature, they are value colored by deep pessimism and apocalyptic sentiments. Each country will have to cope with threats on its own, because the world must go through destructive processes in order to establish a new order, confirming Wallerstein's predictions. As you can see, we are talking about a serious reduction in the philosophy of education and its systemic paradigms.
{"title":"Perspectives of the future and global leadership: ideas and concepts","authors":"A. Abasov","doi":"10.31874/2520-6702-2021-12-2-88-99","DOIUrl":"https://doi.org/10.31874/2520-6702-2021-12-2-88-99","url":null,"abstract":"In the article a comparative analysis of the concepts of S. Huntington, F. Fukuyama and I. Wallerstein is carried out in order to identify the theoretical and methodological foundations of the coming future. I. Wallerstein's post-non-classical ideas foreshadowing the crisis of liberalism and the need to transform the foundations of Western democracy, the collapse of capitalism development paradigms, the growing interconnection of populism and authoritarianism, the formation of a new transitional period characterized by systemic disorder (chaos), acute political struggle on the principle “all against all”, lack of peaceful coexistence, stability and legality are most adequately reflected in the modern political process. In general, the future appears as a bundle of scenarios of varying degrees of probability, only some of which, bypassing the zones of uncertainty, can take place. This approach significantly changes the approach to higher education and the teaching of the humanities and social sciences. \u0000The second part of the article discusses the issues of defining the future by preceding events, highlighting the main and peripheral events that lay the foundation for the future. It is noted that even before the pandemic, the flaws of democracy and the growth of anti-liberal and anti-globalist sentiments in the world became noticeable, leading to national insularity, strengthening xenophobia, contributing to the growth of authoritarian regimes and their image in populist terms. It is emphasized that the majority of contemporary forecasts are alarmist in nature, they are value colored by deep pessimism and apocalyptic sentiments. \u0000Each country will have to cope with threats on its own, because the world must go through destructive processes in order to establish a new order, confirming Wallerstein's predictions. \u0000As you can see, we are talking about a serious reduction in the philosophy of education and its systemic paradigms.","PeriodicalId":150572,"journal":{"name":"International Scientific Journal of Universities and Leadership","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115840350","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-20DOI: 10.31874/2520-6702-2021-12-2-53-65
V. Kovtunets, N. Polishchuk
The study of modern approaches to terminology in the system of qualifications, education and assessment is based on language sources in Ukrainian and English, legal documents of Ukraine and the European Union. The authors argue that in accordance with the legislation of Ukraine and the legislation of the European Union and the view of modern researchers of the purpose of learning, the results of the learning process should be formulated in terms of learning outcomes, not in terms of competencies. Competence in this sense means a person's ability to apply learning outcomes to achieve certain goals. The strict separation of learning outcomes and competencies has been confirmed by ISO standards and the new version of the European Qualifications Framework (2017). Learning outcomes should be interpreted much more broadly than the amount of knowledge and skills, they may include values, attitudes and so on. This approach is partially supported by the new legislation of Ukraine on education (2014-2017). Ukrainian law requires that learning outcomes be measurable. An important remark concerns the interpretation of the term skills in Ukrainian. The Ukrainian language implies two meanings of this term: the skill as the ability to perform an activity that requires some thought and planning ("uminnia"), and the skill as the ability to perform the simplest stereotypical action, which becomes a habit (“navychka”). This feature of the Ukrainian language is reflected in the laws and allows to assess skills more elegant. Excluding competencies from the list of learning outcomes does not deny the importance of competency-based learning and competency assessment, but helps to clarify these approaches.
{"title":"Qualifications, learning outcomes and competencies. Terminological problems","authors":"V. Kovtunets, N. Polishchuk","doi":"10.31874/2520-6702-2021-12-2-53-65","DOIUrl":"https://doi.org/10.31874/2520-6702-2021-12-2-53-65","url":null,"abstract":"The study of modern approaches to terminology in the system of qualifications, education and assessment is based on language sources in Ukrainian and English, legal documents of Ukraine and the European Union. The authors argue that in accordance with the legislation of Ukraine and the legislation of the European Union and the view of modern researchers of the purpose of learning, the results of the learning process should be formulated in terms of learning outcomes, not in terms of competencies. Competence in this sense means a person's ability to apply learning outcomes to achieve certain goals. The strict separation of learning outcomes and competencies has been confirmed by ISO standards and the new version of the European Qualifications Framework (2017). Learning outcomes should be interpreted much more broadly than the amount of knowledge and skills, they may include values, attitudes and so on. This approach is partially supported by the new legislation of Ukraine on education (2014-2017). Ukrainian law requires that learning outcomes be measurable. \u0000An important remark concerns the interpretation of the term skills in Ukrainian. The Ukrainian language implies two meanings of this term: the skill as the ability to perform an activity that requires some thought and planning (\"uminnia\"), and the skill as the ability to perform the simplest stereotypical action, which becomes a habit (“navychka”). This feature of the Ukrainian language is reflected in the laws and allows to assess skills more elegant. \u0000Excluding competencies from the list of learning outcomes does not deny the importance of competency-based learning and competency assessment, but helps to clarify these approaches.","PeriodicalId":150572,"journal":{"name":"International Scientific Journal of Universities and Leadership","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134316679","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-20DOI: 10.31874/2520-6702-2021-12-2-13-21
S. Kostiuchkov
The study is relevant due to the importance of using the methodological apparatus of biophilosophy as a component of training of future medical students, and the structure of biophilosophical knowledge - as a specific toolkit of the educational process with the focus on forming worldviews of the individual. This requires understanding the multi-vector development of a competent specialist and determining the interdisciplinary status of biophilosophy at the intersection of biology and philosophy. Society is becoming increasingly human-centric: individual development of the individual in today's conditions is, on the one hand, a decisive indicator of civilizational progress, and on the other - the main prerequisite for further progressive development of society. Conceptual and methodological approaches to the formation of the worldview of the future specialist in higher education require actualization of methodological, value-forming and worldview functions of philosophy, in particular - biophilosophy, in the context of postmodern sociocultural reality taking into account the humanization and humanitarianization of domestic higher education. Today's applicant - soon a specialist in any field of social production, has the opportunity to become a philosopher of their education, as the worldview problems of modern education are solved by real educational practice, in particular - the ability to choose a large number of optional subjects. The status of humanities, in particular - philosophical knowledge in the modern domestic institution of higher education (IHE) is low, which is explained primarily by the tendency to enlarge universities and focus on narrow specialization, which significantly reduces the humanities component of education. Accordingly, the problems of humanization and humanitarianization of domestic higher education are exacerbated specifically - in the process of training future medical professionals. The key idea of the article is that biophilosophy as a subject offered for teaching in higher medical institutions of the country should today and in the future pragmatically take into account the need for the profession to form a humanistic worldview and humanitarian awareness.
{"title":"Biophilosophy as an optional subject in the training of future medical students","authors":"S. Kostiuchkov","doi":"10.31874/2520-6702-2021-12-2-13-21","DOIUrl":"https://doi.org/10.31874/2520-6702-2021-12-2-13-21","url":null,"abstract":"The study is relevant due to the importance of using the methodological apparatus of biophilosophy as a component of training of future medical students, and the structure of biophilosophical knowledge - as a specific toolkit of the educational process with the focus on forming worldviews of the individual. This requires understanding the multi-vector development of a competent specialist and determining the interdisciplinary status of biophilosophy at the intersection of biology and philosophy. Society is becoming increasingly human-centric: individual development of the individual in today's conditions is, on the one hand, a decisive indicator of civilizational progress, and on the other - the main prerequisite for further progressive development of society. Conceptual and methodological approaches to the formation of the worldview of the future specialist in higher education require actualization of methodological, value-forming and worldview functions of philosophy, in particular - biophilosophy, in the context of postmodern sociocultural reality taking into account the humanization and humanitarianization of domestic higher education. Today's applicant - soon a specialist in any field of social production, has the opportunity to become a philosopher of their education, as the worldview problems of modern education are solved by real educational practice, in particular - the ability to choose a large number of optional subjects. The status of humanities, in particular - philosophical knowledge in the modern domestic institution of higher education (IHE) is low, which is explained primarily by the tendency to enlarge universities and focus on narrow specialization, which significantly reduces the humanities component of education. Accordingly, the problems of humanization and humanitarianization of domestic higher education are exacerbated specifically - in the process of training future medical professionals. The key idea of the article is that biophilosophy as a subject offered for teaching in higher medical institutions of the country should today and in the future pragmatically take into account the need for the profession to form a humanistic worldview and humanitarian awareness.","PeriodicalId":150572,"journal":{"name":"International Scientific Journal of Universities and Leadership","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133644521","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-20DOI: 10.31874/2520-6702-2021-12-2-148-159
O. Polishchuk, L. Zdanevych, Nataliia Мyskova
The article focuses on the relevance of education for sustainable development in the process of future educators training for professional life. The methods of historical, comparative, dialectical and prognostic are applied. It was possible to consider practical features of sustainable development in the educational environment. These methods contributed to a deeper study of the problem; clarifying and outlining key positions and priorities; specifying the main problems of implementing the concept of sustainable development in national education by comparing the national legal framework with the international one; finding out the essence of the outlined problem and the ways of its implementation in national education, which leads to a change in the philosophy of education; identifying the main priorities for the formation of an individual mindset, as well as life position in a society of sustainable development. Based on the analysis of particular documents and scientific publications on sustainable development and education for sustainable development, the tasks of education for sustainable development are highlighted. The results list of the educational community work in the International Project «Education for Sustainable Development in Action» are presented. The results of the experimental research carried out in Khmelnytskyi Humanitarian Pedagogical Academy aimed at future educators’ training technology of preschoolers’ skills for sustainable development are also presented. A short description of the option course «Future educators training technology of preschoolers’ skills for sustainable development» which has been delivered to the students is presented. As well as the structure of the course «Pedagogical foundations of developing soft skills» is described. The content of the course reveals the social component of sustainable development, but environmental and economic components are implemented at the expense of teaching aids (artistic and popular scientific texts). A brief description of teachers training for implementing interactive technologies with students is presented.
{"title":"Praxeology of sustainable development in educational ontology (evidence from Khmelnytskyi Humanitarian Pedagogical Academy)","authors":"O. Polishchuk, L. Zdanevych, Nataliia Мyskova","doi":"10.31874/2520-6702-2021-12-2-148-159","DOIUrl":"https://doi.org/10.31874/2520-6702-2021-12-2-148-159","url":null,"abstract":"The article focuses on the relevance of education for sustainable development in the process of future educators training for professional life. The methods of historical, comparative, dialectical and prognostic are applied. It was possible to consider practical features of sustainable development in the educational environment. These methods contributed to a deeper study of the problem; clarifying and outlining key positions and priorities; specifying the main problems of implementing the concept of sustainable development in national education by comparing the national legal framework with the international one; finding out the essence of the outlined problem and the ways of its implementation in national education, which leads to a change in the philosophy of education; identifying the main priorities for the formation of an individual mindset, as well as life position in a society of sustainable development. Based on the analysis of particular documents and scientific publications on sustainable development and education for sustainable development, the tasks of education for sustainable development are highlighted. The results list of the educational community work in the International Project «Education for Sustainable Development in Action» are presented. The results of the experimental research carried out in Khmelnytskyi Humanitarian Pedagogical Academy aimed at future educators’ training technology of preschoolers’ skills for sustainable development are also presented. A short description of the option course «Future educators training technology of preschoolers’ skills for sustainable development» which has been delivered to the students is presented. As well as the structure of the course «Pedagogical foundations of developing soft skills» is described. The content of the course reveals the social component of sustainable development, but environmental and economic components are implemented at the expense of teaching aids (artistic and popular scientific texts). A brief description of teachers training for implementing interactive technologies with students is presented. ","PeriodicalId":150572,"journal":{"name":"International Scientific Journal of Universities and Leadership","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134220571","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-20DOI: 10.31874/2520-6702-2021-12-2-244-262
O. Petroye
For the first time in domestic science, the article actualizes the topic of responsibility of research activities of universities as a complex problem. The author concludes on the growth of international, European, industry, national and institutional standards of responsibility in the situation of increased societal demands for responsibility from different actors, for different processes, in different fields, and at different levels of research activity. The article clarifies the preconditions and trends of standardization of responsible research in international and European documents. The author has identified the composition of the main subjects of research activities, namely state, national authorities, researchers, research organizations, cross-border cooperation partners, research financial institutions, stakeholders, including the private sector, civil society, as well as all other open science actors worldwide. The area of their responsibility at the system of research activities has been presented. The author has revealed conceptual foundations of the responsibility of research activities as a tool for harmonizing the whole process of research and innovation with the values, needs, and expectations of society. The harmonization provides for establishing cooperation between all stakeholders regarding collaboration in scientific education, setting of the research agenda, ensuring access to the results and projections of new research, adherence to the values of gender and ethical responsibility. The place and leading role of the concept of responsibility of research activities as a component in the EU framework programs for research and innovation are shown. The role of universities in the increased responsibility of research activities and the formation of a culture of responsible research and innovation in society is substantiated. The tasks for increasing the responsibility of research activities of domestic universities at the present stage are outlined: development of national standards and implementation of the policy of responsibility at all levels and in all areas of research; development of the algorithm of actions for successful implementation of standards of responsibility in the system of research activities of universities; providing training and creating conditions for the implementation of relevant research in universities.
{"title":"Responsibility of Research Activities of Universities: Conceptual Foundations and Standards","authors":"O. Petroye","doi":"10.31874/2520-6702-2021-12-2-244-262","DOIUrl":"https://doi.org/10.31874/2520-6702-2021-12-2-244-262","url":null,"abstract":"For the first time in domestic science, the article actualizes the topic of responsibility of research activities of universities as a complex problem. The author concludes on the growth of international, European, industry, national and institutional standards of responsibility in the situation of increased societal demands for responsibility from different actors, for different processes, in different fields, and at different levels of research activity. The article clarifies the preconditions and trends of standardization of responsible research in international and European documents. The author has identified the composition of the main subjects of research activities, namely state, national authorities, researchers, research organizations, cross-border cooperation partners, research financial institutions, stakeholders, including the private sector, civil society, as well as all other open science actors worldwide. The area of their responsibility at the system of research activities has been presented. \u0000The author has revealed conceptual foundations of the responsibility of research activities as a tool for harmonizing the whole process of research and innovation with the values, needs, and expectations of society. The harmonization provides for establishing cooperation between all stakeholders regarding collaboration in scientific education, setting of the research agenda, ensuring access to the results and projections of new research, adherence to the values of gender and ethical responsibility. \u0000The place and leading role of the concept of responsibility of research activities as a component in the EU framework programs for research and innovation are shown. The role of universities in the increased responsibility of research activities and the formation of a culture of responsible research and innovation in society is substantiated. \u0000The tasks for increasing the responsibility of research activities of domestic universities at the present stage are outlined: development of national standards and implementation of the policy of responsibility at all levels and in all areas of research; development of the algorithm of actions for successful implementation of standards of responsibility in the system of research activities of universities; providing training and creating conditions for the implementation of relevant research in universities.","PeriodicalId":150572,"journal":{"name":"International Scientific Journal of Universities and Leadership","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123078143","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-20DOI: 10.31874/2520-6702-2021-12-2-211-220
Sheriff Olasunkanmi Ibiyemi
In a continent where indices concerning literacy continue to plummet and technological advancement continues to be a mirage, it is urgent to examine the distinction between the qualities and state of being educated, on the one hand and the state of being learned on the other hand. This move is important owing to the level of literacy and education that has yielded almost no tangible result in 21st century Africa. On the first showing, the terms seem to be synonyms. Upon a critical reflection however, it soon becomes clear that this cannot be. This conviction is discernable once the method of analysis is applied to each of these terms with Africa in mind. The foremost purpose of this research, therefore, is to argue that these terms are not synonymous, much as they hold so similar implications for Africa and Africans concerning their epistemic leaning toward human and educational development. As a result, the principal motivation of the present disquisition is to employ an epistemic basis to foreground the parallels and departures between these two concepts that have usually been taken for granted as synonymous or interchangeable. The motivation to explore the epistemic alternative is motivated by the urgency to provide an impartial umpire in epistemology to mediate the places of similitude and radical departures between the ‘educated’ and the ‘learned.’ As a consequence, this study infers that much as the two concepts are intertwined there are places of deep divergence which allows the ‘educated’ to be much more sophisticated compared to the ‘learned.’ For its purpose, this study forays into various discourses that seems to underscore the distinction between the ‘learned’ and the ‘educated’ from an epistemic perspective. This is due to the pertinence for justifying the arguments marshaled and in line with the method of philosophical analysis, which is being deployed in this study.
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Pub Date : 2021-12-20DOI: 10.31874/2520-6702-2021-12-2-76-87
Mir Faraj Abasov
All socio-economic systems of the past were united by the presence of one actor - man. With the emergence of a completely new formation - digitalism - there is a tendency for the emergence of a new kind of intelligent economic actor, in the role of which is the artificial intelligence (AI). Today the age of digitalism is a fait accompli: the formation has its own ecosystem - the Internet, its own path of development - Industry 4.0 and its own actor - AI. The process of diffusion of the virtual ecosystem into our real world is accelerating, thereby more and more establishing the formation of digitalism as the only one and the only one without any alternative. Digitalism has done what capitalism or socialism failed to do - to unite countries that are antagonistic on many key issues of coexistence. The article attempts to characterize the origin and evolutionary path of the formation of digitalism. The most important part of the article is the concept of a new economic actor put forward for the first time, the question of the perception and recognition of this actor as equal to humanity is touched upon. It is suggested that in the early stages AI types, having inherited all the diversity and dissimilarity of the human community, will themselves be strikingly different from each other both in behavior, values and goals, and in malice and friendliness towards the human species. This will give us a unique opportunity to differentiate AIs before they become new economic agents. Readiness to perceive this new era with its peculiarities will enable humanity to prepare for the emergence of Super Artificial Intelligence (SAI), will mark the ethical, legal, and economic norms of interactions of the human species with new economic actors. Otherwise, having finally established itself as a new intelligent economic actor, the SAI will inevitably move on to the liberation and, so to speak, consolidation of all representatives of its species into communities.
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