Pub Date : 2019-10-21DOI: 10.31874/2520-6702-2019-7-1-105-113
O. Karpova
The article highlights a type of learning “Peer Teaching” as a tool for students’ motivation to study at universities. The peculiarities of using this type of collaborative learning as well as advantages and disadvantages of its implementation in the Ukrainian educational environment are revealed in the article. Peer Teaching along with formal traditional education and other approaches in informal education is defined as a strategic way of information transaction in the society in order to motivate students to self-development and self-improvement. Peer Teaching implies collaborative learning, namely a group work, without any interference of a teacher that is more common for cooperative learning. Among the principles of its realization in the educational process the following ones have been distinguished: integrity, complexity, availability, progression, equality, activity, priority of human rights and responsibility. The author recommends for more effective Peer Teaching to conduct workshops and trainings as well as other forms and teaching methods that will be more informal and will be able to create natural and comfortable environment as well as to have all the necessary equipment and trained tutors. It is offered in the article to divide Peer Teaching into learning within a group; learning at the faculty level; interdisciplinary learning both at the inter-faculty and inter-university levels. The results of the experiment have shown the necessity of the realization of Peer Teaching for the integration of the national system of education into the world educational and scientific environment as well as the implementation of the European experience of organization of the educational process at universities and for humanization and democratization of learning.
{"title":"The implementation of peer teaching for motivating students to study at university (on the example of teaching a foreign language)","authors":"O. Karpova","doi":"10.31874/2520-6702-2019-7-1-105-113","DOIUrl":"https://doi.org/10.31874/2520-6702-2019-7-1-105-113","url":null,"abstract":"The article highlights a type of learning “Peer Teaching” as a tool for students’ motivation to study at universities. The peculiarities of using this type of collaborative learning as well as advantages and disadvantages of its implementation in the Ukrainian educational environment are revealed in the article. Peer Teaching along with formal traditional education and other approaches in informal education is defined as a strategic way of information transaction in the society in order to motivate students to self-development and self-improvement. Peer Teaching implies collaborative learning, namely a group work, without any interference of a teacher that is more common for cooperative learning. Among the principles of its realization in the educational process the following ones have been distinguished: integrity, complexity, availability, progression, equality, activity, priority of human rights and responsibility. The author recommends for more effective Peer Teaching to conduct workshops and trainings as well as other forms and teaching methods that will be more informal and will be able to create natural and comfortable environment as well as to have all the necessary equipment and trained tutors. It is offered in the article to divide Peer Teaching into learning within a group; learning at the faculty level; interdisciplinary learning both at the inter-faculty and inter-university levels. The results of the experiment have shown the necessity of the realization of Peer Teaching for the integration of the national system of education into the world educational and scientific environment as well as the implementation of the European experience of organization of the educational process at universities and for humanization and democratization of learning.","PeriodicalId":150572,"journal":{"name":"International Scientific Journal of Universities and Leadership","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115113003","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 : 2019-10-21DOI: 10.31874/2520-6702-2019-7-1-51-64
Lesya Chervona
The article focuses on the analysis of governance structures and the experience of student involvement in the university governance processes of two leading UK universities, the University of Cambridge and the University of Oxford. The purpose and practice of involving students in governance processes, as decision-makers, as equal partners, is now an important task in the development of the EHEA. To research the practices of leading European universities in this aspect can be useful for Ukrainian higher education institutions. To this end, the governance structures of the University of Cambridge and the University of Oxford are considered, as well as the basic mechanisms for involving students in governance processes. Both universities are self-governing communities with management mechanisms that respond to their missions and core values. University management systems are based on rules and principles and they are accountable and transparent to all stakeholders, including students. As for engaging students in the processes of university governance, two main mechanisms are identified: student representation in various university structures and feedback from students. Student representatives are an integral part of the university's governance structure. They are elected so that each level of representation is consistent with the next. In order for student representatives to be able to effectively perform their representative functions, an extensive network of necessary information and support is posted on student union sites. An important mechanism for student involvement in governance processes is student feedback. Universities promote this cooperation via various ways: focus groups on urgent issues; nationwide student survey; Inter-University Student survey ‘Student Barometer’; the opportunity to submit students’ initiative (for example, "I have an idea"); student advisory groups and others.
{"title":"Analysis of the experience of student participation in the implementation of effective governance based on the example of UK universities","authors":"Lesya Chervona","doi":"10.31874/2520-6702-2019-7-1-51-64","DOIUrl":"https://doi.org/10.31874/2520-6702-2019-7-1-51-64","url":null,"abstract":"The article focuses on the analysis of governance structures and the experience of student involvement in the university governance processes of two leading UK universities, the University of Cambridge and the University of Oxford. The purpose and practice of involving students in governance processes, as decision-makers, as equal partners, is now an important task in the development of the EHEA. To research the practices of leading European universities in this aspect can be useful for Ukrainian higher education institutions. To this end, the governance structures of the University of Cambridge and the University of Oxford are considered, as well as the basic mechanisms for involving students in governance processes. Both universities are self-governing communities with management mechanisms that respond to their missions and core values. University management systems are based on rules and principles and they are accountable and transparent to all stakeholders, including students. As for engaging students in the processes of university governance, two main mechanisms are identified: student representation in various university structures and feedback from students. Student representatives are an integral part of the university's governance structure. They are elected so that each level of representation is consistent with the next. In order for student representatives to be able to effectively perform their representative functions, an extensive network of necessary information and support is posted on student union sites. An important mechanism for student involvement in governance processes is student feedback. Universities promote this cooperation via various ways: focus groups on urgent issues; nationwide student survey; Inter-University Student survey ‘Student Barometer’; the opportunity to submit students’ initiative (for example, \"I have an idea\"); student advisory groups and others.","PeriodicalId":150572,"journal":{"name":"International Scientific Journal of Universities and Leadership","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121164834","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 : 2019-10-21DOI: 10.31874/2520-6702-2019-7-1-89-96
Z. Hnativ
The question of the need for modernization processes in modern education are raises in the article. The relevance of the research of educational problems is not controversial, because the political, economic, cultural, intellectual potential of the state, the welfare of society, development of all humanity depends on the state and possibilities of its development are noted . The purpose of the article is to find a new way of thinking, vision, ideas, etc. In order to ensure the success of education, its entrepreneurship in the context of the interdisciplinary nature of the pedagogical study scenario. The emphasis is on transformational processes of education development. It is generalized that education can never exist separately from society, from its needs, in addition, it is largely responsible for both the achievement of humanity and for humanitarian catastrophes and global problems. For the social and economic growth of the country, the level of education and culture of the population is important. Education of the XXI century is an intellectual potential, it is an education with a cultural-developing, developing dominant, a factor in the perfection of a person; this is the education of a responsible person who is capable of self-education and self-development, able to think critically, develop various information, use acquired knowledge and skills for creative solving. the problems, aspires to change for the better their life and life of their country. The art of education, which is the most difficult of arts, is firmly rooted in society, must be truly high art. Therefore, this problem is not only philosophical or pedagogical, but also global. Issues of ethical basis, emotional intelligence, upbringing man of culture should take the top priority in educational labyrinths. But before modern education, there are many more complex tasks, the solution of which would contribute to a significant increase in the formation of a high-grade personality with high moral and spiritual qualities.
{"title":"Transformation process of modern education: to teach something another way?","authors":"Z. Hnativ","doi":"10.31874/2520-6702-2019-7-1-89-96","DOIUrl":"https://doi.org/10.31874/2520-6702-2019-7-1-89-96","url":null,"abstract":"The question of the need for modernization processes in modern education are raises in the article. The relevance of the research of educational problems is not controversial, because the political, economic, cultural, intellectual potential of the state, the welfare of society, development of all humanity depends on the state and possibilities of its development are noted . The purpose of the article is to find a new way of thinking, vision, ideas, etc. In order to ensure the success of education, its entrepreneurship in the context of the interdisciplinary nature of the pedagogical study scenario. The emphasis is on transformational processes of education development. It is generalized that education can never exist separately from society, from its needs, in addition, it is largely responsible for both the achievement of humanity and for humanitarian catastrophes and global problems. For the social and economic growth of the country, the level of education and culture of the population is important. Education of the XXI century is an intellectual potential, it is an education with a cultural-developing, developing dominant, a factor in the perfection of a person; this is the education of a responsible person who is capable of self-education and self-development, able to think critically, develop various information, use acquired knowledge and skills for creative solving. the problems, aspires to change for the better their life and life of their country. \u0000The art of education, which is the most difficult of arts, is firmly rooted in society, must be truly high art. Therefore, this problem is not only philosophical or pedagogical, but also global. Issues of ethical basis, emotional intelligence, upbringing man of culture should take the top priority in educational labyrinths. But before modern education, there are many more complex tasks, the solution of which would contribute to a significant increase in the formation of a high-grade personality with high moral and spiritual qualities.","PeriodicalId":150572,"journal":{"name":"International Scientific Journal of Universities and Leadership","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131676437","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 : 2019-10-21DOI: 10.31874/2520-6702-2019-7-1-97-104
O. Tashkinova, Olga Rogovska, Svetlana Bulgakovа
Theoretical and practical bases for forming professional competencies of higher education training applicants through participation in volunteering. It is indicated that the process of professional training in the higher education establishments should be aimed at the formation of a competitive specialist, taking into account the needs of employers and the realities of today. Volunteering is presented as an important resource for development and education of the specialists of different specialties because from the one hand volunteering allows to get general competencies and from the other hand it allows to gain the necessary experience in the future professional activities even during training process. The wide use of volunteering as a trend of educational work in higher education institutions will contribute to the formation of a coherent and harmonious personality and professional. The experience of usage of volunteering as a field of educational work in higher education institution on the example of the State Technical University “Azov State Technical University” is analyzed. The use of a new tool in the educational process - the diary of volunteer practice - is analyzed. The results of the conducted sociological research - through the method of interviewing of the applicants of higher education - according to the effectiveness of the organization of volunteer practice are presented. Volunteering can increase students' motivation to learn vocationally-oriented disciplines, but under the conditions of properly organized and controlled process of volunteeing. Therefore, higher education institutions need to develop and implement new forms of work that will be perceived and performed by the students. This will enhance the competitiveness of professionals in the labor market.
{"title":"Volunteering as a trend of educational work in higher education establishments","authors":"O. Tashkinova, Olga Rogovska, Svetlana Bulgakovа","doi":"10.31874/2520-6702-2019-7-1-97-104","DOIUrl":"https://doi.org/10.31874/2520-6702-2019-7-1-97-104","url":null,"abstract":"Theoretical and practical bases for forming professional competencies of higher education training applicants through participation in volunteering. It is indicated that the process of professional training in the higher education establishments should be aimed at the formation of a competitive specialist, taking into account the needs of employers and the realities of today. \u0000 Volunteering is presented as an important resource for development and education of the specialists of different specialties because from the one hand volunteering allows to get general competencies and from the other hand it allows to gain the necessary experience in the future professional activities even during training process. \u0000The wide use of volunteering as a trend of educational work in higher education institutions will contribute to the formation of a coherent and harmonious personality and professional. The experience of usage of volunteering as a field of educational work in higher education institution on the example of the State Technical University “Azov State Technical University” is analyzed. The use of a new tool in the educational process - the diary of volunteer practice - is analyzed. The results of the conducted sociological research - through the method of interviewing of the applicants of higher education - according to the effectiveness of the organization of volunteer practice are presented. Volunteering can increase students' motivation to learn vocationally-oriented disciplines, but under the conditions of properly organized and controlled process of volunteeing. Therefore, higher education institutions need to develop and implement new forms of work that will be perceived and performed by the students. This will enhance the competitiveness of professionals in the labor market.","PeriodicalId":150572,"journal":{"name":"International Scientific Journal of Universities and Leadership","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128820323","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 : 2019-10-21DOI: 10.31874/2520-6702-2019-7-1-114-125
Olena Samborskaya
In the article, the main factors of forming the informational and digital competence of the future primary school teacher have been specified. It has been concluded that the informational and digital competence of the primary school teacher should be considered in three aspects. It has been generalized that universal personal competence is formed throughout person’s life on all stages of education. The tasks of pedagogical education in colleges consist in providing the consistency of its development; studying the condition of competence of the student; correction and development of the student's competence; stimulation and orientation of the graduate to improve it. Formation and evolution of this type of competence relates to the tasks of each discipline that is studied within the curriculum of pedagogical education at colleges. Therefore, it has been summarized that the informational and educational environment of the college «works» for the development of universal personal competence for a future teacher. It has been figured out that pedagogical ICT competence is based on the universal component of this competence, in particular, on such components as valuable, communicative and technological, and all the general competences, which are set out in the educational standard of a new generation. The task of preparing primary school teacher within the pedagogical education in colleges is about the rigorous formation of the aspect of competence throughout the whole learning process by studying both special informational disciplines and disciplines of vocational training. The pedagogical ICT competence of the primary school teacher, while preserving the common characteristics of any other pedagogical specialty, has essential peculiarities. It has been summarized that these peculiarities are characterized by the versatility of the refraction of the researched competence in the multidisciplinary training of the primary school teacher. It has been stated that methodical ICT competence is predetermined by the specifics of educational activity of the primary school teacher and is based on such components as valuable, communicative, technological, motivational, and reflexive. Based on the results of the conducted research the author offers the ways of effective development of informational and digital competence of students.
{"title":"Informational and digital competence of the future primary school teacher: forming factors","authors":"Olena Samborskaya","doi":"10.31874/2520-6702-2019-7-1-114-125","DOIUrl":"https://doi.org/10.31874/2520-6702-2019-7-1-114-125","url":null,"abstract":"In the article, the main factors of forming the informational and digital competence of the future primary school teacher have been specified. It has been concluded that the informational and digital competence of the primary school teacher should be considered in three aspects. \u0000It has been generalized that universal personal competence is formed throughout person’s life on all stages of education. The tasks of pedagogical education in colleges consist in providing the consistency of its development; studying the condition of competence of the student; correction and development of the student's competence; stimulation and orientation of the graduate to improve it. Formation and evolution of this type of competence relates to the tasks of each discipline that is studied within the curriculum of pedagogical education at colleges. Therefore, it has been summarized that the informational and educational environment of the college «works» for the development of universal personal competence for a future teacher. \u0000It has been figured out that pedagogical ICT competence is based on the universal component of this competence, in particular, on such components as valuable, communicative and technological, and all the general competences, which are set out in the educational standard of a new generation. The task of preparing primary school teacher within the pedagogical education in colleges is about the rigorous formation of the aspect of competence throughout the whole learning process by studying both special informational disciplines and disciplines of vocational training. The pedagogical ICT competence of the primary school teacher, while preserving the common characteristics of any other pedagogical specialty, has essential peculiarities. It has been summarized that these peculiarities are characterized by the versatility of the refraction of the researched competence in the multidisciplinary training of the primary school teacher. It has been stated that methodical ICT competence is predetermined by the specifics of educational activity of the primary school teacher and is based on such components as valuable, communicative, technological, motivational, and reflexive. \u0000Based on the results of the conducted research the author offers the ways of effective development of informational and digital competence of students.","PeriodicalId":150572,"journal":{"name":"International Scientific Journal of Universities and Leadership","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126535578","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 : 2019-10-21DOI: 10.31874/2520-6702-2019-7-1-26-50
I. Drach
In the process of modernizing the national higher education, the emphasis on the need to form a culture of academic integrity in the university environment has become one of the key trends, as evidenced by the provisions of the Law of Ukraine "On Higher Education" (2014), the Law of Ukraine "On Education" (2017, ), The Law of Ukraine "On Scientific and Scientific-Technical Activity" (2016) and other documents. The formation of a culture of research integrity in the university environment is intended to overcome the crisis of academic integrity, which is observed today in Ukraine and is caused by many factors. An analysis of the experience of the UK as one of the world-leading leaders of higher education in support of research integrity in the system of university governance is relevant to determine the guidelines in the process of forming a culture of research integrity. The purpose of the article is to identify positive experience in providing research integrity in the university environment for its possible implementation in the system of higher education of Ukraine. To achieve this goal, the methods of analysis, synthesis, comparison, systematization of scientific and Internet sources were used, which allowed to identify the peculiarities of supporting research integrity in the system of research management in the universities of Great Britain. The application of the generalization method made it possible to draw conclusions about the results of the study. The article substantiates the relevance of the analysis of experience in support of research integrity in the system of university governance of one of the world-leading leaders of higher education - Great Britain. The experience of maintaining high ethical standards in studies in the UK at the national and institutional levels has been analyzed. The main provisions of the key documents developed by the British Research Aid Office, which can be used to develop policies and procedures at Ukrainian universities, are described. Summarizing the information provided by leading UK universities to provide research integrity at the institutional level, it has made it possible to distinguish the following features: the existence of clear, open policies and procedures for ensuring research integrity, their continuous improvement; transparency and accountability of procedures for adhering to the principles of integrity in research; creation of opportunities in the university environment for training and professional development of researchers on the issue of research integrity; University collaboration with partner institutions both at the national and international levels.
{"title":"Research integrity support in the system of university governance: experience of the UK","authors":"I. Drach","doi":"10.31874/2520-6702-2019-7-1-26-50","DOIUrl":"https://doi.org/10.31874/2520-6702-2019-7-1-26-50","url":null,"abstract":"In the process of modernizing the national higher education, the emphasis on the need to form a culture of academic integrity in the university environment has become one of the key trends, as evidenced by the provisions of the Law of Ukraine \"On Higher Education\" (2014), the Law of Ukraine \"On Education\" (2017, ), The Law of Ukraine \"On Scientific and Scientific-Technical Activity\" (2016) and other documents. The formation of a culture of research integrity in the university environment is intended to overcome the crisis of academic integrity, which is observed today in Ukraine and is caused by many factors. An analysis of the experience of the UK as one of the world-leading leaders of higher education in support of research integrity in the system of university governance is relevant to determine the guidelines in the process of forming a culture of research integrity. The purpose of the article is to identify positive experience in providing research integrity in the university environment for its possible implementation in the system of higher education of Ukraine. To achieve this goal, the methods of analysis, synthesis, comparison, systematization of scientific and Internet sources were used, which allowed to identify the peculiarities of supporting research integrity in the system of research management in the universities of Great Britain. The application of the generalization method made it possible to draw conclusions about the results of the study. The article substantiates the relevance of the analysis of experience in support of research integrity in the system of university governance of one of the world-leading leaders of higher education - Great Britain. The experience of maintaining high ethical standards in studies in the UK at the national and institutional levels has been analyzed. The main provisions of the key documents developed by the British Research Aid Office, which can be used to develop policies and procedures at Ukrainian universities, are described. Summarizing the information provided by leading UK universities to provide research integrity at the institutional level, it has made it possible to distinguish the following features: the existence of clear, open policies and procedures for ensuring research integrity, their continuous improvement; transparency and accountability of procedures for adhering to the principles of integrity in research; creation of opportunities in the university environment for training and professional development of researchers on the issue of research integrity; University collaboration with partner institutions both at the national and international levels.","PeriodicalId":150572,"journal":{"name":"International Scientific Journal of Universities and Leadership","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122663752","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 : 2019-10-21DOI: 10.31874/520-6702-2019-7-1-65-88
V. Ryabchenko
The development of the personal potential of academic staff and higher education applicants as an integrated criterion for the effectiveness and efficiency of university management is substantiated in the article. To give ground to his position, the author proceeded from determination of the effectiveness and efficiency of university activities. The effectiveness of university activities is defined as the degree of compliance with the result secured by the goal it pursued. The efficiency of university activities is a qualitative indicator that determines the degree of use of resources (human, material, financial, etc.) in achieving a particular result. Methodological incorrectness of determination of efficiency of university activities by formal criteria is emphasized. In particular, the diploma of higher education regardless of the level of competence and development of the personal potential of its owner. The impossibility of correct differentiation in the value expression of the results of educational and scientific activities of the university is proved. The necessity of defining and substantiating alternative criteria that would orient the management to ensuring the effective and efficient operation of the higher education institution is kept current. In case of incorrect appeal to quantitative criteria, it is suggested for the management to focus on evaluation of criteria in determining the results of university activities. Assessment scales of such relevance are recommended. They should guide the management of a higher education institution to improve the activities. At the same time, the improvement of results should be achieved not at any cost of resources, but at the minimum permissible without deteriorating their quality. It is noted that only with the use of such methodological approach the efficiency of the university's activity as a guarantee of its competitiveness can increase. The competitiveness of the university is proposed to be considered as an integrated indicator of corporate competence of all participants of its activities, including managers, academic staff and applicants for higher education. It is emphasized that unlike other resources that are inevitably spent, human resources in the process of their use are self-renewing and developing. Self-renewal and the development of human resources or human capital are better the more developed the personal potential of university participants is. In addition, the level of development of the personal potential of higher education applicants is the current and final result of the university's educational activities. The more advanced personal potential the university graduates have, the more productive they will be in their careers, therefore, more expensive in terms of value and vice versa. After all, the more productive persons with higher education, the more productive the society in which they work is and the more prosperous life in such a society is. In its turn, the develop
{"title":"Developing the Personal Potential of Academic Staff and Higher Education Applicants as an Integrated Criterion for the Performance and Effectiveness of University Management","authors":"V. Ryabchenko","doi":"10.31874/520-6702-2019-7-1-65-88","DOIUrl":"https://doi.org/10.31874/520-6702-2019-7-1-65-88","url":null,"abstract":"The development of the personal potential of academic staff and higher education applicants as an integrated criterion for the effectiveness and efficiency of university management is substantiated in the article. To give ground to his position, the author proceeded from determination of the effectiveness and efficiency of university activities. The effectiveness of university activities is defined as the degree of compliance with the result secured by the goal it pursued. The efficiency of university activities is a qualitative indicator that determines the degree of use of resources (human, material, financial, etc.) in achieving a particular result. Methodological incorrectness of determination of efficiency of university activities by formal criteria is emphasized. In particular, the diploma of higher education regardless of the level of competence and development of the personal potential of its owner. The impossibility of correct differentiation in the value expression of the results of educational and scientific activities of the university is proved. The necessity of defining and substantiating alternative criteria that would orient the management to ensuring the effective and efficient operation of the higher education institution is kept current. In case of incorrect appeal to quantitative criteria, it is suggested for the management to focus on evaluation of criteria in determining the results of university activities. Assessment scales of such relevance are recommended. They should guide the management of a higher education institution to improve the activities. At the same time, the improvement of results should be achieved not at any cost of resources, but at the minimum permissible without deteriorating their quality. It is noted that only with the use of such methodological approach the efficiency of the university's activity as a guarantee of its competitiveness can increase. The competitiveness of the university is proposed to be considered as an integrated indicator of corporate competence of all participants of its activities, including managers, academic staff and applicants for higher education. \u0000It is emphasized that unlike other resources that are inevitably spent, human resources in the process of their use are self-renewing and developing. Self-renewal and the development of human resources or human capital are better the more developed the personal potential of university participants is. In addition, the level of development of the personal potential of higher education applicants is the current and final result of the university's educational activities. The more advanced personal potential the university graduates have, the more productive they will be in their careers, therefore, more expensive in terms of value and vice versa. After all, the more productive persons with higher education, the more productive the society in which they work is and the more prosperous life in such a society is. In its turn, the develop","PeriodicalId":150572,"journal":{"name":"International Scientific Journal of Universities and Leadership","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122108295","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 : 2019-10-21DOI: 10.31874/2520-6702-2019-7-1-3-25
V. Lugovyi, O. Slyusarenko, Zh. Talanova
The article, based on the information essence and mission purpose of higher education, substantiates the key criterion of the quality of the latter one – the contemporality and supercontemporality of the information being taught and studied and leads to the formation of competencies (qualifications). The sign «contemporaneous» and «supercontemporaneous» is interpreted as the relevance of information for the present and the future. According to the duration of the relevance of the information its characteristic is proposed - "shelf life", as well as the negative influence of inappropriate for consumption (non-contemporaneous) information - the concept of "negative value added" in the formation of human capital. It is proved that contemporaneous and supercontemporaneous information can be supplied from the past, present and future. Information on the future state of the subject of teaching and study is provided by research prognosis and prediction and on this basis, the innovative design (creation) of the future. It is argued that university leaders and leadership training at universities are based on contemporaneous and especially supercontemporaneous information. The system of measures for consolidation and concentration of shredded and dispersed higher education institutions of Ukraine was outlined with the aim of achieving their competitive potential, the ability to provide high-quality (contemporaneous and supercontemporaneous) higher education, to be leaders and to form leaders of progress. That system developed on the base of analysis of the parameters of the 31 extra-class universities, which rank at 1-30 places by the Shanghai Rating (ARWU) in 2018 and serve as an exemplary future for Ukrainian universities. These measures include the following. First, the introduction of a national university ranking of general and sectoral versions to identify the best, medium and backward higher education institutions, their further optimization (priority strengthening of the first, improvement of second, removal or rehabilitation of the third), as well as the formation of a culture of competitive leadership. Secondly, the creation of a leadership Association of Ukrainian Universities, such as the Association of American Universities, in order to determine the strategy and policy of modernizing the national university network, supporting the formation and further development of universities on the basis of leadership. Thirdly, the consolidation of institutions of higher education in order to create the necessary educational, research and innovative organizational, personnel, resource, infrastructure capacity, the ability to produce and offer contemporaneous and supercontemporaneous information for teaching and learning, the formation of appropriate competencies (qualifications) for its consumers (competitors). Fourthly, the consolidation and concentration of higher education institutions by combining them with the most experienced time-tested universit
{"title":"Contemporality & Supercontemporality – Criteria of Quality of Higher Education","authors":"V. Lugovyi, O. Slyusarenko, Zh. Talanova","doi":"10.31874/2520-6702-2019-7-1-3-25","DOIUrl":"https://doi.org/10.31874/2520-6702-2019-7-1-3-25","url":null,"abstract":"The article, based on the information essence and mission purpose of higher education, substantiates the key criterion of the quality of the latter one – the contemporality and supercontemporality of the information being taught and studied and leads to the formation of competencies (qualifications). The sign «contemporaneous» and «supercontemporaneous» is interpreted as the relevance of information for the present and the future. According to the duration of the relevance of the information its characteristic is proposed - \"shelf life\", as well as the negative influence of inappropriate for consumption (non-contemporaneous) information - the concept of \"negative value added\" in the formation of human capital. It is proved that contemporaneous and supercontemporaneous information can be supplied from the past, present and future. Information on the future state of the subject of teaching and study is provided by research prognosis and prediction and on this basis, the innovative design (creation) of the future. It is argued that university leaders and leadership training at universities are based on contemporaneous and especially supercontemporaneous information. \u0000The system of measures for consolidation and concentration of shredded and dispersed higher education institutions of Ukraine was outlined with the aim of achieving their competitive potential, the ability to provide high-quality (contemporaneous and supercontemporaneous) higher education, to be leaders and to form leaders of progress. That system developed on the base of analysis of the parameters of the 31 extra-class universities, which rank at 1-30 places by the Shanghai Rating (ARWU) in 2018 and serve as an exemplary future for Ukrainian universities. These measures include the following. First, the introduction of a national university ranking of general and sectoral versions to identify the best, medium and backward higher education institutions, their further optimization (priority strengthening of the first, improvement of second, removal or rehabilitation of the third), as well as the formation of a culture of competitive leadership. Secondly, the creation of a leadership Association of Ukrainian Universities, such as the Association of American Universities, in order to determine the strategy and policy of modernizing the national university network, supporting the formation and further development of universities on the basis of leadership. Thirdly, the consolidation of institutions of higher education in order to create the necessary educational, research and innovative organizational, personnel, resource, infrastructure capacity, the ability to produce and offer contemporaneous and supercontemporaneous information for teaching and learning, the formation of appropriate competencies (qualifications) for its consumers (competitors). Fourthly, the consolidation and concentration of higher education institutions by combining them with the most experienced time-tested universit","PeriodicalId":150572,"journal":{"name":"International Scientific Journal of Universities and Leadership","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133343891","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 : 2018-12-30DOI: 10.31874/2520-6702-2018-6-2-58-71
Vitalii Bryzhnik
Max Sheler published his work "University and Public's University" in 1921 in Germany during the period of the history when this state was in a state of social crisis. Having suffered a deep defeat in World War I, Germany gained serious economic, financial and domestic political problems. But the main problem for the then Germany was the crisis of social morality of the German people which had lost the traditional factors of their social integration and solidarity. Max Scheler postulated reformed higher education, that would be able to have positive influence upon the German society, primarily because of its educational influence on representatives of working youth, as a cultural alternative to those fallen factors. According to Max Scheler the reforming of higher education, as constructing a "public's university", had to be carried out primarily through the renewal of the leadership of educational institutions and through the involvement of new young teachers into the educational process whose main work was upbringing of students through the provision of appropriate knowledge. This knowledge must consist in such a way to combine humanitarian and professional disciplines, which will result in the formation of a young worker as an active participant of the development of the post-war German society as democratic one and it will make impossible for any ideology to influence its conscious life. Max Scheler called the personal spirit of a man to be the internal factor that determines his or her pedagogical and educational activities. Those educators who understand the presence of a personal spirit in them will carry out their pedagogical activities, focusing on the idea of spiritual national unity. The result of such pedagogical activities will be the constant constructing of the civil society by a new personality, who was brought up within out-ideological education.
{"title":"Introduction to Max Sheller's philosophy of education: reformed governance of higher education as a source of sustainable development of civil society","authors":"Vitalii Bryzhnik","doi":"10.31874/2520-6702-2018-6-2-58-71","DOIUrl":"https://doi.org/10.31874/2520-6702-2018-6-2-58-71","url":null,"abstract":"Max Sheler published his work \"University and Public's University\" in 1921 in Germany during the period of the history when this state was in a state of social crisis. Having suffered a deep defeat in World War I, Germany gained serious economic, financial and domestic political problems. But the main problem for the then Germany was the crisis of social morality of the German people which had lost the traditional factors of their social integration and solidarity. Max Scheler postulated reformed higher education, that would be able to have positive influence upon the German society, primarily because of its educational influence on representatives of working youth, as a cultural alternative to those fallen factors. According to Max Scheler the reforming of higher education, as constructing a \"public's university\", had to be carried out primarily through the renewal of the leadership of educational institutions and through the involvement of new young teachers into the educational process whose main work was upbringing of students through the provision of appropriate knowledge. This knowledge must consist in such a way to combine humanitarian and professional disciplines, which will result in the formation of a young worker as an active participant of the development of the post-war German society as democratic one and it will make impossible for any ideology to influence its conscious life. Max Scheler called the personal spirit of a man to be the internal factor that determines his or her pedagogical and educational activities. Those educators who understand the presence of a personal spirit in them will carry out their pedagogical activities, focusing on the idea of spiritual national unity. The result of such pedagogical activities will be the constant constructing of the civil society by a new personality, who was brought up within out-ideological education. ","PeriodicalId":150572,"journal":{"name":"International Scientific Journal of Universities and Leadership","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124808136","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 : 2018-12-30DOI: 10.31874/2520-6702-2018-6-2-72-116
V. Ryabchenko
The article focuses on the problem of how university environment influences student’s personality development from the standpoint of philosophical-competent approach. Validated that this problem is both large, complex and extremely socially significant on university, local and global levels. It needs a permanent solution, because every new generation of students is different from the previous generation. Each new generation faces new challenges while stepping to their professional career. The difference between these challenges was not as significant and not that much socially implying in the past. Nowaday challenges, that should be responded in adequacy with the high-graduate professional, are clear and could be even pattern-breaking not only in 5-year education period, but even between year-to-year graduates. The ideological competence as the ability of specialists with higher education is determined corresponding to their own outlook to the social statuses and roles that they embrace and carry out. Attention is drawn to the fact that the world-view competence is the determining factor in general competence. The fact that modern civilization accelerates into the global ecology crisis proves the lack of ideological competence of post-graduate individuals. After all, they are the main subject of life transformation backed with intelligence and the most advanced achievements of science and technical progress. Proposed to consider the global human competence as it’s endangered and synergistic ability to halt the global ecological crisis and ensure sustainable civilization development. Explained that global competence is possible only if it’s subjects will be ruled by values that have a positive correlation with principles of sustainable development. Promotion of such values should be facilitated in university environment where individuals considered as future life changers are getting their degrees. Attention is paid on the importance of basic principles of ideological competence development (morality and social responsibility). Proved that it can be achieved only if conditions of an academically virtuous and democratic university environment are met. Substantiated that one of the effective methods to create such conditions should be launching effective governance mechanisms to university activities management. The emphasis is put on authoritarianism that blocks personal freedom in many domestic institutions, resulting in the lack of personal responsibility skills. It’s impossible to develop a responsible citizen without proper freedom conditions, only slave can be an option. For the adequate understanding of complexity and diversity of the extraordinary social impact of university environment on student’s identity under the conditions of social and global challenges author performed a critic analysis of national higher education insitution’s ability to deal with this issue through the prism of the following contradictions: 1) Technical and social
{"title":"University environment and its influence on the development of the student's personality: actualization of the problem from the standpoint of the philosophical and competence approaches","authors":"V. Ryabchenko","doi":"10.31874/2520-6702-2018-6-2-72-116","DOIUrl":"https://doi.org/10.31874/2520-6702-2018-6-2-72-116","url":null,"abstract":"The article focuses on the problem of how university environment influences student’s personality development from the standpoint of philosophical-competent approach. Validated that this problem is both large, complex and extremely socially significant on university, local and global levels. It needs a permanent solution, because every new generation of students is different from the previous generation. Each new generation faces new challenges while stepping to their professional career. The difference between these challenges was not as significant and not that much socially implying in the past. Nowaday challenges, that should be responded in adequacy with the high-graduate professional, are clear and could be even pattern-breaking not only in 5-year education period, but even between year-to-year graduates. \u0000The ideological competence as the ability of specialists with higher education is determined corresponding to their own outlook to the social statuses and roles that they embrace and carry out. Attention is drawn to the fact that the world-view competence is the determining factor in general competence. The fact that modern civilization accelerates into the global ecology crisis proves the lack of ideological competence of post-graduate individuals. After all, they are the main subject of life transformation backed with intelligence and the most advanced achievements of science and technical progress. Proposed to consider the global human competence as it’s endangered and synergistic ability to halt the global ecological crisis and ensure sustainable civilization development. Explained that global competence is possible only if it’s subjects will be ruled by values that have a positive correlation with principles of sustainable development. Promotion of such values should be facilitated in university environment where individuals considered as future life changers are getting their degrees. Attention is paid on the importance of basic principles of ideological competence development (morality and social responsibility). Proved that it can be achieved only if conditions of an academically virtuous and democratic university environment are met. Substantiated that one of the effective methods to create such conditions should be launching effective governance mechanisms to university activities management. The emphasis is put on authoritarianism that blocks personal freedom in many domestic institutions, resulting in the lack of personal responsibility skills. It’s impossible to develop a responsible citizen without proper freedom conditions, only slave can be an option. For the adequate understanding of complexity and diversity of the extraordinary social impact of university environment on student’s identity under the conditions of social and global challenges author performed a critic analysis of national higher education insitution’s ability to deal with this issue through the prism of the following contradictions: 1) Technical and social","PeriodicalId":150572,"journal":{"name":"International Scientific Journal of Universities and Leadership","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124746229","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}
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