Pub Date : 2020-12-20DOI: 10.31874/2520-6702-2020-10-2-87-97
D. Bybyk
The article defines the algorithm for building the educational environment of the «Social Leadership School – Student» as a factor in the formation of social leadership in the professional training of future social workers, which has a clear logic: presentation of the mission and visit, which provides for informing about the School, its activities, current information for students – future social workers; announcements of news and events, which include coverage of events regarding social leadership, characterization of directions and organizational forms of social leadership, a photo and audio report, an archive of events that took place at the School on these topics. Six consecutive stages of the algorithm for building the educational environment are defined in accordance with the tasks and characterized: the first stage is the definition of the goal of the activity of the Social Leadership School – Student in the context of strategic priorities for taking into account objective world trends in the development of education for social work; the second stage – highlighting the leading idea of the development of the school; the third stage – the definition of values, key directions and scientific approaches to the organization of the School's activities; The fourth stage is the development of directions for achieving the goal and strategic directions for the development of the School; The fifth step is to determine the scale of the transformation; the sixth stage – formation of readiness of all participants in the educational process of the School to form social leadership; the sixth stage – achievement and evaluation of the result – qualitative changes in the system of formation of social leadership of students in the educational process of the «School of Social Leadership – Student». The model of the educational environment of the School of Social Leadership – Student and the structure of its activities are determined in accordance with the normative support for the functioning of the School, which will allow planning the organization and conduct of training programs and activities of the School, in particular in the areas of formation of social leadership; activities on acquisition of leadership skills, development of partnerships. Through the development of the content of selective educational disciplines «Fundamentals of Leadership», «Social Leadership» in the process of training social workers, the formation of the readiness of future social workers for proactive functioning in the informal environment of the «School of Social Leadership – Student» is ensured.
{"title":"Educational environment of the «School of Social Leadership - Student» as a factor in the formation of social leadership in future social workers","authors":"D. Bybyk","doi":"10.31874/2520-6702-2020-10-2-87-97","DOIUrl":"https://doi.org/10.31874/2520-6702-2020-10-2-87-97","url":null,"abstract":"The article defines the algorithm for building the educational environment of the «Social Leadership School – Student» as a factor in the formation of social leadership in the professional training of future social workers, which has a clear logic: presentation of the mission and visit, which provides for informing about the School, its activities, current information for students – future social workers; announcements of news and events, which include coverage of events regarding social leadership, characterization of directions and organizational forms of social leadership, a photo and audio report, an archive of events that took place at the School on these topics. \u0000Six consecutive stages of the algorithm for building the educational environment are defined in accordance with the tasks and characterized: the first stage is the definition of the goal of the activity of the Social Leadership School – Student in the context of strategic priorities for taking into account objective world trends in the development of education for social work; the second stage – highlighting the leading idea of the development of the school; the third stage – the definition of values, key directions and scientific approaches to the organization of the School's activities; The fourth stage is the development of directions for achieving the goal and strategic directions for the development of the School; The fifth step is to determine the scale of the transformation; the sixth stage – formation of readiness of all participants in the educational process of the School to form social leadership; the sixth stage – achievement and evaluation of the result – qualitative changes in the system of formation of social leadership of students in the educational process of the «School of Social Leadership – Student». \u0000The model of the educational environment of the School of Social Leadership – Student and the structure of its activities are determined in accordance with the normative support for the functioning of the School, which will allow planning the organization and conduct of training programs and activities of the School, in particular in the areas of formation of social leadership; activities on acquisition of leadership skills, development of partnerships. Through the development of the content of selective educational disciplines «Fundamentals of Leadership», «Social Leadership» in the process of training social workers, the formation of the readiness of future social workers for proactive functioning in the informal environment of the «School of Social Leadership – Student» is ensured.","PeriodicalId":150572,"journal":{"name":"International Scientific Journal of Universities and Leadership","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129814084","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 : 2020-12-20DOI: 10.31874/2520-6702-2020-10-2-35-69
V. Lugovyi, O. Slyusarenko, Zhanneta Talanova
Domestic practice of University ranking in 2006-2020 and formula funding of higher education institutions in 2019-2020 was analysed in the article taking into account the objectivity, validity, reliability, accuracy, precision, transparency and clarity of the applied mechanisms. It was considered rankings: Compass , National system of ranking assessment of higher education institutions, Top-200 Ukraine, Scopus, External Evaluation Score for contract learning, External Evaluation Score for budget funding of learning, Consolidated ranking, and Ranking of national higher education institutions according to the Government’ criteria, as well as the formula mechanism for public funds distribution between institutions. Taking into account the world ranking experience and using a large array of factual data, it is proved that all past and current Ukrainian rankings, as well as the current funding formula, are affected by the excessive subjectivity, high discrimination of institutions and are not credible. Therefore, these mechanisms disorient stakeholders, citizens, employers, society as a whole regarding the actual state of higher education. The origins of the lack of objectivity, validity, reliability, transparency, clarity and other important characteristics of ranking and formula mechanisms have been identified. The main reason is the dominance of double subjectivism – the subjective selection of subjective criteria and indicators, which leads to manipulative results, inadequate perception and ultimately to distrust. Conceptual principles of overcoming the current crisis situation are proposed. It is argued that ranking and formula criteria and indicators according to their list and weight should primarily meet the best world practice / methodology of objective ranking and the key components of the three-part University mission – 1) education, 2) research, 3) innovation / creativity or service. At the same time, research serves to education modernizing, and innovation / creativity or service – according to its focus on ensuring long-term development or the current complicated functioning. In addition, ranking and formula developments should be tested by experimental exploitation, verified by testing on benchmarks of excellence, and appropriately adjusted to ensure an objective, valid, and reliable diagnosis of the essential characteristics of higher education, its institutions, and its network in Ukraine before their large-scale application. The article calls for attention and caution with the proposed rankings, in particular Ukrainian ones, and at the same time calls for the creation of an adequate national ranking of higher education institutions, which is important for the formation of an effective strategy for higher education development.
{"title":"Ranking distribution and formula funding of Ukrainian Universities: the problem of subjectivism and mistrust","authors":"V. Lugovyi, O. Slyusarenko, Zhanneta Talanova","doi":"10.31874/2520-6702-2020-10-2-35-69","DOIUrl":"https://doi.org/10.31874/2520-6702-2020-10-2-35-69","url":null,"abstract":"Domestic practice of University ranking in 2006-2020 and formula funding of higher education institutions in 2019-2020 was analysed in the article taking into account the objectivity, validity, reliability, accuracy, precision, transparency and clarity of the applied mechanisms. It was considered rankings: Compass , National system of ranking assessment of higher education institutions, Top-200 Ukraine, Scopus, External Evaluation Score for contract learning, External Evaluation Score for budget funding of learning, Consolidated ranking, and Ranking of national higher education institutions according to the Government’ criteria, as well as the formula mechanism for public funds distribution between institutions. Taking into account the world ranking experience and using a large array of factual data, it is proved that all past and current Ukrainian rankings, as well as the current funding formula, are affected by the excessive subjectivity, high discrimination of institutions and are not credible. Therefore, these mechanisms disorient stakeholders, citizens, employers, society as a whole regarding the actual state of higher education. The origins of the lack of objectivity, validity, reliability, transparency, clarity and other important characteristics of ranking and formula mechanisms have been identified. The main reason is the dominance of double subjectivism – the subjective selection of subjective criteria and indicators, which leads to manipulative results, inadequate perception and ultimately to distrust. Conceptual principles of overcoming the current crisis situation are proposed. It is argued that ranking and formula criteria and indicators according to their list and weight should primarily meet the best world practice / methodology of objective ranking and the key components of the three-part University mission – 1) education, 2) research, 3) innovation / creativity or service. At the same time, research serves to education modernizing, and innovation / creativity or service – according to its focus on ensuring long-term development or the current complicated functioning. In addition, ranking and formula developments should be tested by experimental exploitation, verified by testing on benchmarks of excellence, and appropriately adjusted to ensure an objective, valid, and reliable diagnosis of the essential characteristics of higher education, its institutions, and its network in Ukraine before their large-scale application. The article calls for attention and caution with the proposed rankings, in particular Ukrainian ones, and at the same time calls for the creation of an adequate national ranking of higher education institutions, which is important for the formation of an effective strategy for higher education development.","PeriodicalId":150572,"journal":{"name":"International Scientific Journal of Universities and Leadership","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133665539","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 : 2019-11-20DOI: 10.31874/2520-6702-2019-8-2-108-118
Yurii Skyba, Lebedynets Hanna
Considering the external and internal challenges, including accession of Ukraine to the European Higher Education Area and the European Research Area, the adoption of the Laws of Ukraine «On Education» (2017), «On Scientific and Technical Activities» (2016), «On Higher Education» (2014) the systematic reforming higher education began. One of the directions of reforming higher education is to increase the requirements for the professional level of scientific and pedagogical workers, since only a highly qualified specialist is able to provide a high level of training for the applicants for higher education and, accordingly, to prepare a competitive specialist. The article is aimed to identify the tools for students to evaluate the professional activities carried out by the scientific and pedagogical workers in foreign and domestic higher education institutions. To achieve the aim and solve the set tasks, we used a complex of methods of scientific research: theoretical analysis of academic literature - to clarify the achievements of the scientists on a particular topic of research; structural and system analysis - to identify the tools of evaluation used by the students to assess professional activity of scientific and pedagogical workers of foreign and domestic higher education institutions; comparative method - to carry out a comparative analysis of the content of domestic and foreign instruments for evaluating the professional activities carried out by scientific and pedagogical workers. Summarizing the results of the study indicates that there is a positive experience in the market economies, including the United Kingdom, Australia, and the United States of America (USA) regarding the involvement of students in evaluating the professional performance of teaching staff. The reasonability of engaging students in evaluating the professional work of students' teaching staff is primarily due to the fact that they most often contact with the teaching staff and they are the direct consumers of their services. Based on an analysis of the best university practices in the UK, Australia, and the United States for assessing students' professional work and their personal qualities, it has been established that the main tools are: an online assessment system; student ratings; feedback from students to improve teaching and learning, including student letters prepared from the whole group or course; feedback from alumni (including masters and PhD students, as well as graduate assistants) and more. The analysis of domestic practices showed that instruments such as anonymous questionnaires and student rankings are mostly used to evaluate the professional activities of academic staff of higher education institutions and their personal qualities. The introduction of foreign experience of the use of various tools for assessing the professional activities of the scientific and pedagogical workers in domestic higher education institutions will contribute to the self-
{"title":"Students’ assessment tools of professional activities of scientific and pedagogical workers of higher education institutions: foreign and domestic experience","authors":"Yurii Skyba, Lebedynets Hanna","doi":"10.31874/2520-6702-2019-8-2-108-118","DOIUrl":"https://doi.org/10.31874/2520-6702-2019-8-2-108-118","url":null,"abstract":"Considering the external and internal challenges, including accession of Ukraine to the European Higher Education Area and the European Research Area, the adoption of the Laws of Ukraine «On Education» (2017), «On Scientific and Technical Activities» (2016), «On Higher Education» (2014) the systematic reforming higher education began. One of the directions of reforming higher education is to increase the requirements for the professional level of scientific and pedagogical workers, since only a highly qualified specialist is able to provide a high level of training for the applicants for higher education and, accordingly, to prepare a competitive specialist. \u0000The article is aimed to identify the tools for students to evaluate the professional activities carried out by the scientific and pedagogical workers in foreign and domestic higher education institutions. To achieve the aim and solve the set tasks, we used a complex of methods of scientific research: theoretical analysis of academic literature - to clarify the achievements of the scientists on a particular topic of research; structural and system analysis - to identify the tools of evaluation used by the students to assess professional activity of scientific and pedagogical workers of foreign and domestic higher education institutions; comparative method - to carry out a comparative analysis of the content of domestic and foreign instruments for evaluating the professional activities carried out by scientific and pedagogical workers. Summarizing the results of the study indicates that there is a positive experience in the market economies, including the United Kingdom, Australia, and the United States of America (USA) regarding the involvement of students in evaluating the professional performance of teaching staff. The reasonability of engaging students in evaluating the professional work of students' teaching staff is primarily due to the fact that they most often contact with the teaching staff and they are the direct consumers of their services. Based on an analysis of the best university practices in the UK, Australia, and the United States for assessing students' professional work and their personal qualities, it has been established that the main tools are: an online assessment system; student ratings; feedback from students to improve teaching and learning, including student letters prepared from the whole group or course; feedback from alumni (including masters and PhD students, as well as graduate assistants) and more. The analysis of domestic practices showed that instruments such as anonymous questionnaires and student rankings are mostly used to evaluate the professional activities of academic staff of higher education institutions and their personal qualities. The introduction of foreign experience of the use of various tools for assessing the professional activities of the scientific and pedagogical workers in domestic higher education institutions will contribute to the self-","PeriodicalId":150572,"journal":{"name":"International Scientific Journal of Universities and Leadership","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127291464","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 : 2019-11-20DOI: 10.31874/2520-6702-2019-8-2-3-13
Olena Orzhel
The purpose of article is to justify the rationale for applying the term «Bologna acquis» to nominate the corps of documents generated in the course of Bologna process that resulted in the formation of European Higher Education Area (EHEA) and community of higher education stakeholders who share and operate by Bologna values, principles, norms and guidelines. The author compares «Bologna acquis» with acquis communautaire, Council of Europe acquis, Schengen acquis, proves that all four have a lot of in common and draws a conclusion that the use of term «Bologna acquis» is acceptable and reasonable. The article demonstrates that Bologna acquis - similar to acquis communautaire and Council of Europe acquis - is divided into two large types: those that have a binding character and those of a non-binding nature. Nevertheless, non-binding Bologna acquis cannot be ignored by the community to whom it is addressed and is to be considered in the course of reforms and modernization of national systems of higher education and higher education institutions as its constituents. Comparison of Bologna acquis with acquis communautaire, Council of Europe acquis, Schengen acquis is the novelty of the article, as well as delineation of similar features between the four above mentioned acquis. The author mentions that the purpose of all four (among other things) is the formation of a community that voluntarily participates in the generation of acquis and agrees to live by its rules and norms. One of conclusions has practical significance: while formation of EHEA and its community simultaneously takes place at the supranational, national and institutional levels, the speed of integration of each separate higher education institution may differ; accordingly different scenarios could emerge: a certain higher education institution may integrate with EHEA faster than the national system of higher education in general, and vice versa: while the national systems of higher education has advanced in integration with EHEA, some higher education institutions will be lagging behind reforms at the national level.
{"title":"In search of a Ukrainian term for Bologna process acquis","authors":"Olena Orzhel","doi":"10.31874/2520-6702-2019-8-2-3-13","DOIUrl":"https://doi.org/10.31874/2520-6702-2019-8-2-3-13","url":null,"abstract":"The purpose of article is to justify the rationale for applying the term «Bologna acquis» to nominate the corps of documents generated in the course of Bologna process that resulted in the formation of European Higher Education Area (EHEA) and community of higher education stakeholders who share and operate by Bologna values, principles, norms and guidelines. \u0000The author compares «Bologna acquis» with acquis communautaire, Council of Europe acquis, Schengen acquis, proves that all four have a lot of in common and draws a conclusion that the use of term «Bologna acquis» is acceptable and reasonable. \u0000The article demonstrates that Bologna acquis - similar to acquis communautaire and Council of Europe acquis - is divided into two large types: those that have a binding character and those of a non-binding nature. Nevertheless, non-binding Bologna acquis cannot be ignored by the community to whom it is addressed and is to be considered in the course of reforms and modernization of national systems of higher education and higher education institutions as its constituents. \u0000Comparison of Bologna acquis with acquis communautaire, Council of Europe acquis, Schengen acquis is the novelty of the article, as well as delineation of similar features between the four above mentioned acquis. The author mentions that the purpose of all four (among other things) is the formation of a community that voluntarily participates in the generation of acquis and agrees to live by its rules and norms. \u0000One of conclusions has practical significance: while formation of EHEA and its community simultaneously takes place at the supranational, national and institutional levels, the speed of integration of each separate higher education institution may differ; accordingly different scenarios could emerge: a certain higher education institution may integrate with EHEA faster than the national system of higher education in general, and vice versa: while the national systems of higher education has advanced in integration with EHEA, some higher education institutions will be lagging behind reforms at the national level.","PeriodicalId":150572,"journal":{"name":"International Scientific Journal of Universities and Leadership","volume":"113 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124486370","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 : 2019-11-20DOI: 10.31874/2520-6702-2019-8-2-32-48
N. Ushakova, S. Domnich, I. Kushnir, O. Trostynska, Iaroslava Chyrva
The problems of developing a model of training of foreign higher education applicants at the VN Kharkiv National University. Karazin. Coordination of educational, scientific, methodological and educational work in order to ensure a high level of training of foreigners is carried out by the Educational and Scientific Institute of International Education. The scientific novelty of the research is that according to the tasks of teaching foreigners receiving higher education in Ukrainian HEIs, the scientific and methodological and cultural bases of designing the intercultural academic educational system have been determined, the process of modeling of educational and vocational training of educational migrants has been systematized, and characteristically characterized. , axiological, socio-cultural, adaptation), which form the basis of professional training of specialists of higher qualification, educational process, academic hell tion of the terms of study at a foreign university, cultural literacy. The stages of realization of tasks of vocational training of educational migrants (preparatory, university), levels of university model corresponding to modern educational levels (bachelor's, master's, training of doctors of philosophy) are determined. The functions of the educational language, which plays the role of educational discipline, the basis of professional, cultural personal development and continuous education of future specialists throughout life, are defined, the process of formation of communicative competence of different categories of educational migrants according to standardized requirements to the level of Ukrainian language by the Ukrainian language is described. The educational process at the university is characterized as an important factor in the adaptation of foreigners to the conditions of non-native educational and socio-cultural environment, describes the main forms and means of non-auditory cultural and educational work.
{"title":"The model of training foreign higher education students at V.N. Karazin Kharkiv National University","authors":"N. Ushakova, S. Domnich, I. Kushnir, O. Trostynska, Iaroslava Chyrva","doi":"10.31874/2520-6702-2019-8-2-32-48","DOIUrl":"https://doi.org/10.31874/2520-6702-2019-8-2-32-48","url":null,"abstract":"The problems of developing a model of training of foreign higher education applicants at the VN Kharkiv National University. Karazin. Coordination of educational, scientific, methodological and educational work in order to ensure a high level of training of foreigners is carried out by the Educational and Scientific Institute of International Education. The scientific novelty of the research is that according to the tasks of teaching foreigners receiving higher education in Ukrainian HEIs, the scientific and methodological and cultural bases of designing the intercultural academic educational system have been determined, the process of modeling of educational and vocational training of educational migrants has been systematized, and characteristically characterized. , axiological, socio-cultural, adaptation), which form the basis of professional training of specialists of higher qualification, educational process, academic hell tion of the terms of study at a foreign university, cultural literacy. The stages of realization of tasks of vocational training of educational migrants (preparatory, university), levels of university model corresponding to modern educational levels (bachelor's, master's, training of doctors of philosophy) are determined. The functions of the educational language, which plays the role of educational discipline, the basis of professional, cultural personal development and continuous education of future specialists throughout life, are defined, the process of formation of communicative competence of different categories of educational migrants according to standardized requirements to the level of Ukrainian language by the Ukrainian language is described. The educational process at the university is characterized as an important factor in the adaptation of foreigners to the conditions of non-native educational and socio-cultural environment, describes the main forms and means of non-auditory cultural and educational work.","PeriodicalId":150572,"journal":{"name":"International Scientific Journal of Universities and Leadership","volume":"105 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133221192","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 : 2019-11-20DOI: 10.31874/2520-6702-2019-8-2-133-143
S. Kalashnikova, Olena Orzhel
The article is a follow-up analysis of Ukraine Higher Education Leadership Development Programme that ran in Ukraine 2016 – 2019 and was a joint initiative of the British Council in Ukraine, United Kingdom Leadership Foundation for Higher Education, Institute of Higher Education of the National Academy of Educational Sciences of Ukraine and Ministry of Education and Science of Ukraine. The article is rooted in insights, observations and reflections of Programme implementers and participants, as well as incorporates conclusions of the impact report put forward by an external evaluator of the Programme. The authors of the article conclude that university leadership is important for precipitating change at an individual, institutional and sectoral levels in Ukraine’s higher education sector and that currently available resources and existing capacity in university leadership development within the sector are sufficient to sustain and advance university leadership development. The authors argue that shared leadership approach has proved its effectiveness during the Programme; they propose to further apply shared leadership as a means of responding to numerous challenges faced today by Ukraine’s higher education sector. In addition to review of lessons learnt from three phases of Programme implementation, the authors generate recommendations for advancement of university leadership at institutional and sectoral levels within Ukraine’s higher education, like: unfolding discourse on university leadership at institutional and sub-institutional, sectoral and national levels; mainstreaming university leadership into all HEI activities, including teaching and learning, research, governance and management, student self-government, international cooperation etc.; facilitating inter-university cooperation, knowledge exchange and sharing; involving students into university leadership discourse and practice; launching a campaign to promote establishment of a privately funded foundation or endowment on university leadership development.
{"title":"University leadership development: lessons from Ukraine","authors":"S. Kalashnikova, Olena Orzhel","doi":"10.31874/2520-6702-2019-8-2-133-143","DOIUrl":"https://doi.org/10.31874/2520-6702-2019-8-2-133-143","url":null,"abstract":"The article is a follow-up analysis of Ukraine Higher Education Leadership Development Programme that ran in Ukraine 2016 – 2019 and was a joint initiative of the British Council in Ukraine, United Kingdom Leadership Foundation for Higher Education, Institute of Higher Education of the National Academy of Educational Sciences of Ukraine and Ministry of Education and Science of Ukraine. The article is rooted in insights, observations and reflections of Programme implementers and participants, as well as incorporates conclusions of the impact report put forward by an external evaluator of the Programme. The authors of the article conclude that university leadership is important for precipitating change at an individual, institutional and sectoral levels in Ukraine’s higher education sector and that currently available resources and existing capacity in university leadership development within the sector are sufficient to sustain and advance university leadership development. The authors argue that shared leadership approach has proved its effectiveness during the Programme; they propose to further apply shared leadership as a means of responding to numerous challenges faced today by Ukraine’s higher education sector. \u0000In addition to review of lessons learnt from three phases of Programme implementation, the authors generate recommendations for advancement of university leadership at institutional and sectoral levels within Ukraine’s higher education, like: unfolding discourse on university leadership at institutional and sub-institutional, sectoral and national levels; mainstreaming university leadership into all HEI activities, including teaching and learning, research, governance and management, student self-government, international cooperation etc.; facilitating inter-university cooperation, knowledge exchange and sharing; involving students into university leadership discourse and practice; launching a campaign to promote establishment of a privately funded foundation or endowment on university leadership development. ","PeriodicalId":150572,"journal":{"name":"International Scientific Journal of Universities and Leadership","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123528542","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 : 2019-11-20DOI: 10.31874/2520-6702-2019-8-2-78-92
S. Zymina
The article emphasizes that in the context of accelerated democratization and European integration, the use of a value model of the management in higher education, based on the university autonomy and their public («third») mission, is urgent for the HEIs of Ukraine. Creating innovations is its integral part. Sweden experience, as a country with a high innovation index, regarding the development of innovation in higher education institutions is analyzed. The country's policy on the organization of research at universities, aimed at strengthening the «strategic» research areas, such as interdisciplinary industrial and social research, is considered. The main initiatives of the country's government, which have helped to strengthen the strategic fields of research activity and stimulate the emergence of new values in the higher education sector, such as entrepreneurship and competitiveness, are given. In the case study a successful example of Uppsala University infrastructure was studied using the HEInnovate method and the following key criteria - governance, potential of HEI/ financing/personnel/initiatives, entrepreneurial education, innovation support, knowledge sharing and collaboration, Internationalization, digital transformation. The main values and cultural guidelines of the institution, its governance at different levels and communication between different stakeholders and university are characterized. The main productive initiatives of the university, aimed at developing the skills and competencies of researchers and students, necessary for the successful implementation of projects, commercialization, and start-ups are considered. A number of factors that have had a positive impact on the innovation potential of Swedish universities as well as on the country's position in global innovation rankings have been identified. It is suggested to use the experience in dealing with innovators and external stakeholders of Uppsala University by Ukrainian research universities for upgrading their infrastructure.
{"title":"Development of innovations in Sweden HEIs: a case study of Uppsala University","authors":"S. Zymina","doi":"10.31874/2520-6702-2019-8-2-78-92","DOIUrl":"https://doi.org/10.31874/2520-6702-2019-8-2-78-92","url":null,"abstract":"The article emphasizes that in the context of accelerated democratization and European integration, the use of a value model of the management in higher education, based on the university autonomy and their public («third») mission, is urgent for the HEIs of Ukraine. Creating innovations is its integral part. \u0000Sweden experience, as a country with a high innovation index, regarding the development of innovation in higher education institutions is analyzed. The country's policy on the organization of research at universities, aimed at strengthening the «strategic» research areas, such as interdisciplinary industrial and social research, is considered. The main initiatives of the country's government, which have helped to strengthen the strategic fields of research activity and stimulate the emergence of new values in the higher education sector, such as entrepreneurship and competitiveness, are given. In the case study a successful example of Uppsala University infrastructure was studied using the HEInnovate method and the following key criteria - governance, potential of HEI/ financing/personnel/initiatives, entrepreneurial education, innovation support, knowledge sharing and collaboration, Internationalization, digital transformation. The main values and cultural guidelines of the institution, its governance at different levels and communication between different stakeholders and university are characterized. The main productive initiatives of the university, aimed at developing the skills and competencies of researchers and students, necessary for the successful implementation of projects, commercialization, and start-ups are considered. A number of factors that have had a positive impact on the innovation potential of Swedish universities as well as on the country's position in global innovation rankings have been identified. It is suggested to use the experience in dealing with innovators and external stakeholders of Uppsala University by Ukrainian research universities for upgrading their infrastructure.","PeriodicalId":150572,"journal":{"name":"International Scientific Journal of Universities and Leadership","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127297115","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 : 2019-11-20DOI: 10.31874/2520-6702-2019-8-2-49-62
O. Palamarchuk
The article deals with the participation of scientific and pedagogical workers in the management of Ukrainian universities. The statutes, regulations, codes of the five leading universities of Ukraine are analyzed. It is revealed that higher education management in Ukraine is carried out by the Academic Council of higher education institutions and self-government bodies. It is noted that in accordance with the statute of the universities, the direct management of the activities of the university is carried out by the rector. Scientific and pedagogical workers take part in university management and rector's elections. It is established that in the universities of Ukraine there are constantly functioning commissions (organizational, attestation, budget, commissions on ethics, education, science), which include scientific and pedagogical workers, and who deal there with questions in accordance to their expert issues. The codes of values of the universities of Ukraine that are consistent with the moral principles and norms of ethical behavior in the system of governance of the universities of Great Britain are analyzed. It is established that the main functions of scientific and pedagogical workers are participation in financial, administrative decisions, approval of educational programs and curricula, decision making on the organization of educational process, in determining the terms of training at the appropriate levels, adopting the main directions of conducting research and innovation activities, participate in the assessment of the scientific and pedagogical activities of structural units, consider many other issues related to the activities of a higher institution of higher education the bottom of his statute. The main functions of the Election Commission and the Organizing Committee are the organization, preparation, conduct of the voting, and the establishment of the voting results of the rector of the University.
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Pub Date : 2019-11-20DOI: 10.31874/2520-6702-2019-8-2-63-77
I. Reheilo
The problem of value priorities in the US universities is actualized in the paper; they traditionally show high ranking positions and make the majority among the best higher education institutions in the international education and research areas. The fundamental institutional values of the Massachusetts Institute of Technology, Stanford University, California Institute of Technology, Harvard University and University of Wisconsin-Whitewater are revealed aimed at implementing the best American universities experience for the development of higher education system and its quality in Ukraine. It is proven that American universities function on the basis of their own academic values and have their own culture and philosophy in addition to the established institutional values, such as institutional autonomy, academic freedom and shared governance. Consolidating the mission, vision and priorities of higher education institution development the institutional values reflect the peculiarities of the university’s activities and project the moral ideal of behavior of academic staff, students and graduates, who confirm to stakeholders their competitiveness at the labor market. It is revealed that a key and integral part of professional values in the US universities is academic freedom though which historically and traditionally the defense of democratic values is considered. It is grounded that academic freedom in the American university society is a prerequisite for developing knowledge, conducting research and publishing their results, it also causes the social and institutional responsibility, in particular for compliance with ethical standards of conduct and principles of integrity. It is reveled that the practical realization of the American professor’s right for academic freedom is the right for tenured appointment, which makes it possible to work without the administrative pressure and the risk to be fired because of his unpopular views and statements. It is established that the American Association of University Professors is the founder of the American understanding of academic freedom and the advocate of the universities’ academic staff rights, including their tenure.
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Pub Date : 2019-11-20DOI: 10.31874/2520-6702-2019-8-2-119-132
Lesya Chervona
The article analyses the management structures and studying the experience of involving students into governance in Ukraine's universities. The processes of democratization in higher education have led to an increased student voice in university governance. Therefore, student participation is considered as an important and necessary condition (as stated in the official documents of the Bologna Process) of effective governance in higher education. This article considers student participation in university governance in the context of higher education development in Ukraine, namely as one of the mechanisms for improving university governance. In the public consciousness there is a gradual change in the understanding of the role of students in the educational process. The «subject-object» paradigm in the relationship between student and university, in which students are assigned the role of passive «object», is transferring to «subject-subject» relations where students are considered as a full partner in the educational field. The article conceptually clarifies the key concepts used by European researchers when studying the topic of student participation. First of all, these are such terms as: «student engagement» and «voise student». The official documents posted on the official sites of Ukrainian universities such as: University Development Strategies, Charters, Regulations, Teaching and Teaching Strategies, Student Self-Government Pages, etc., i.e. all those documents that can specify the idea of partnering with students within the university environment and whether student partnership is formulated in the university-level policies. To construct the scheme of the analysed materials on the websites of the universities, we have distinguished directions of student involvement: partnership with students in the university environment and involvement of students in the processes of governance; mechanisms for responding to student voice; the decision-making process at the university (transparency, accessibility, openness); mechanisms and tools aimed at intensifying student participation (information work, education, etc.).
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