Pub Date : 2018-12-30DOI: 10.31874/2520-6702-2018-6-2-3-20
V. Lugovyi, O. Slyusarenko, Zh. Talanova
The essence, strengths and weaknesses of the accreditation and ranking mechanisms for assessing the institutional capacity and performance of higher education institutions are analyzed and systematically compared in the article. Significant advantages of the ranking over accreditation are proved, as well as the subordination of the second one to the first one, given the leading role of higher education in ensuring and accelerating human progress that has a research-innovative and competitive character. The necessity of urgent introduction, as well as the main stages of practical implementation of the national general and sectoral ranking based on the methodology of the Shanghai ranking (ARWU), are substantiated. It is proposed to use a national ranking for modernization of the national network of higher education institutions. It is argued that accreditation and ranking are fundamentally different mechanisms for assessing education quality with significantly greater possibilities for ranking. Accreditation focuses on the thresholds (minimum) standards and requirements (conditions) and is not suitable for an objective comparative assessment of institutions (educational programmes), taking into account their level of excellence. The rank implies the ranking institutions in the order of their achievements, therefore, in terms of importance and significance, and can be used for relief modeling the landscape of the network of higher education institutions (not only in terms of their territorial or sectoral accumulation, but also in terms of competitiveness). Given this Ukraine with 289 successfully accredited institutions remains a white spot in Europe and the world according to interpretation of the Shanghai ranking of 2018. Unlike accreditation, which, due to limited capabilities, is unable to separate a mass low-order higher education from an innovative high-order higher education, the ranking mechanism reveals the first one as well as the second one. It was clarified that in contrast to providing motivation of obligation (performance) for developing culture of the minimum sufficient quality by accreditation, the ranking forms motivation of encouragement (creativity) for developing culture of the maximum possible quality. The culture of the maximum possible quality under the current conditions of the research and innovation type of progress and competition is a priority because it enhancing competitiveness. In addition, ranking implies the existence of a developed autonomy, able to respond promptly and effectively to the results of the ranking assessment. Autonomy, basically, is non-critical for accreditation. The results of the ranking can be successfully used for accreditation under the conditions of real autonomy, but the conclusions of accreditation for the ranking of institutions – no. Accreditation is inherently affected by a subjective factor, at the same time, ranking (for example, ARWU) can be constructed with the exclusion of a subjecti
{"title":"From accreditation to ranking (functioning vs development)","authors":"V. Lugovyi, O. Slyusarenko, Zh. Talanova","doi":"10.31874/2520-6702-2018-6-2-3-20","DOIUrl":"https://doi.org/10.31874/2520-6702-2018-6-2-3-20","url":null,"abstract":"The essence, strengths and weaknesses of the accreditation and ranking mechanisms for assessing the institutional capacity and performance of higher education institutions are analyzed and systematically compared in the article. Significant advantages of the ranking over accreditation are proved, as well as the subordination of the second one to the first one, given the leading role of higher education in ensuring and accelerating human progress that has a research-innovative and competitive character. The necessity of urgent introduction, as well as the main stages of practical implementation of the national general and sectoral ranking based on the methodology of the Shanghai ranking (ARWU), are substantiated. It is proposed to use a national ranking for modernization of the national network of higher education institutions. \u0000It is argued that accreditation and ranking are fundamentally different mechanisms for assessing education quality with significantly greater possibilities for ranking. Accreditation focuses on the thresholds (minimum) standards and requirements (conditions) and is not suitable for an objective comparative assessment of institutions (educational programmes), taking into account their level of excellence. The rank implies the ranking institutions in the order of their achievements, therefore, in terms of importance and significance, and can be used for relief modeling the landscape of the network of higher education institutions (not only in terms of their territorial or sectoral accumulation, but also in terms of competitiveness). Given this Ukraine with 289 successfully accredited institutions remains a white spot in Europe and the world according to interpretation of the Shanghai ranking of 2018. Unlike accreditation, which, due to limited capabilities, is unable to separate a mass low-order higher education from an innovative high-order higher education, the ranking mechanism reveals the first one as well as the second one. \u0000It was clarified that in contrast to providing motivation of obligation (performance) for developing culture of the minimum sufficient quality by accreditation, the ranking forms motivation of encouragement (creativity) for developing culture of the maximum possible quality. The culture of the maximum possible quality under the current conditions of the research and innovation type of progress and competition is a priority because it enhancing competitiveness. In addition, ranking implies the existence of a developed autonomy, able to respond promptly and effectively to the results of the ranking assessment. Autonomy, basically, is non-critical for accreditation. The results of the ranking can be successfully used for accreditation under the conditions of real autonomy, but the conclusions of accreditation for the ranking of institutions – no. Accreditation is inherently affected by a subjective factor, at the same time, ranking (for example, ARWU) can be constructed with the exclusion of a subjecti","PeriodicalId":150572,"journal":{"name":"International Scientific Journal of Universities and Leadership","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128674181","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: 10.31874/2520-6702-2018-6-2-34-44
Dariia Shchegliuk
The article is devoted to the introduction of a report on self-assessment in the practical activities carried by higher education institutions in Ukraine. The role of the report on the self-assessment of educational programs in the systems of internal and external quality assurance in higher education Is described. In internal quality assurance systems, a self-assessment report is defined as a tool for self-analysis of educational programs and an assessment of the effectiveness of the quality assurance system of higher education and the quality of educational activities of the institution. This report allows to identify the weaknesses of the program/system and plan ways to manage them. For an external quality assurance system, a self-assessment report is positioned as the main document generated by the provider of educational services for external evaluation. It is included that such a document is created for accreditation and for applications to participate in global university rankings. The criteria for forming a self-assessment report and its structure are substantiated. A typical template for a self-assessment report that meets all the requirements of the Law of Ukraine "On Higher Education" and the criteria "Standards and Guidelines for Quality Assurance in the European Higher Education Area" is proposed. The template of report includes a list of criteria, essential requirements, key issues for analysis, and possible confirmations, as well as suggestions for improving and further developing the program. The use of the self-assessment report in internal quality assurance systems (during the periodic review and monitoring of educational programs to identify strengths and weaknesses, to ensure the transparency and clarity of various aspects of educational activities by internal and external stakeholders) and in external quality assurance systems (including for determining the progress of institutions of higher education and their ranking - both in subject areas and in general) is suggested.
{"title":"The role of the self-assessment report for the educational program in the systems of internal and external quality assurance of higher education","authors":"Dariia Shchegliuk","doi":"10.31874/2520-6702-2018-6-2-34-44","DOIUrl":"https://doi.org/10.31874/2520-6702-2018-6-2-34-44","url":null,"abstract":"The article is devoted to the introduction of a report on self-assessment in the practical activities carried by higher education institutions in Ukraine. The role of the report on the self-assessment of educational programs in the systems of internal and external quality assurance in higher education Is described. In internal quality assurance systems, a self-assessment report is defined as a tool for self-analysis of educational programs and an assessment of the effectiveness of the quality assurance system of higher education and the quality of educational activities of the institution. This report allows to identify the weaknesses of the program/system and plan ways to manage them. For an external quality assurance system, a self-assessment report is positioned as the main document generated by the provider of educational services for external evaluation. It is included that such a document is created for accreditation and for applications to participate in global university rankings. \u0000The criteria for forming a self-assessment report and its structure are substantiated. A typical template for a self-assessment report that meets all the requirements of the Law of Ukraine \"On Higher Education\" and the criteria \"Standards and Guidelines for Quality Assurance in the European Higher Education Area\" is proposed. The template of report includes a list of criteria, essential requirements, key issues for analysis, and possible confirmations, as well as suggestions for improving and further developing the program. \u0000The use of the self-assessment report in internal quality assurance systems (during the periodic review and monitoring of educational programs to identify strengths and weaknesses, to ensure the transparency and clarity of various aspects of educational activities by internal and external stakeholders) and in external quality assurance systems (including for determining the progress of institutions of higher education and their ranking - both in subject areas and in general) is suggested.","PeriodicalId":150572,"journal":{"name":"International Scientific Journal of Universities and Leadership","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131278920","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: 10.31874/2520-6702-2018-6-2-45-57
I. Drach
One of the challenges faced by the domestic universities is to increase their competitiveness in the European and global space of higher education. In view of the fact that the results of scientific work are a key indicator for the entry of universities into the world rankings, the urgent task in the system of higher education in Ukraine is to create conditions for high-quality research in universities. The solution of the problem of improving the quality of research in domestic universities is actualizing the problem of developing and using new research management mechanisms, which includes, inter alia, an analysis of the best practices of leading European and world universities. Taking into consideration the sustained leadership of the UK universities in the European and world higher education spaces, it is worth noticing an analysis of the country's experience in implementing research governance in universities, in particular, the analysis of key documents used by universities for effective research management. The purpose of the article is to analyze the experience of research governance in universities in the UK for the implementation of best practices in the higher education system of Ukraine. To achieve the goal, methods of analyzing, synthesizing, comparing, systematizing scientific and Internet sources, which enabled them to consider key documents for the implementation of research governance in universities in the UK, were used. 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 Britain's experience in providing research governance conditions conducive to perfect research. The key documents of the European and national levels used in the development of the University Research Framework Frameworks have been analyzed, and their main points are outlined: criteria for assessing the excellence of research, the principles and standards of research, and the requirements for researchers at the universities.
{"title":"Philosophical analysis of the practice of research governance in the universities of the Great Britain","authors":"I. Drach","doi":"10.31874/2520-6702-2018-6-2-45-57","DOIUrl":"https://doi.org/10.31874/2520-6702-2018-6-2-45-57","url":null,"abstract":"One of the challenges faced by the domestic universities is to increase their competitiveness in the European and global space of higher education. In view of the fact that the results of scientific work are a key indicator for the entry of universities into the world rankings, the urgent task in the system of higher education in Ukraine is to create conditions for high-quality research in universities. The solution of the problem of improving the quality of research in domestic universities is actualizing the problem of developing and using new research management mechanisms, which includes, inter alia, an analysis of the best practices of leading European and world universities. Taking into consideration the sustained leadership of the UK universities in the European and world higher education spaces, it is worth noticing an analysis of the country's experience in implementing research governance in universities, in particular, the analysis of key documents used by universities for effective research management. The purpose of the article is to analyze the experience of research governance in universities in the UK for the implementation of best practices in the higher education system of Ukraine. To achieve the goal, methods of analyzing, synthesizing, comparing, systematizing scientific and Internet sources, which enabled them to consider key documents for the implementation of research governance in universities in the UK, were used. 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 Britain's experience in providing research governance conditions conducive to perfect research. The key documents of the European and national levels used in the development of the University Research Framework Frameworks have been analyzed, and their main points are outlined: criteria for assessing the excellence of research, the principles and standards of research, and the requirements for researchers at the universities.","PeriodicalId":150572,"journal":{"name":"International Scientific Journal of Universities and Leadership","volume":"113 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117249077","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: 10.31874/2520-6702-2018-6-2-117-133
I. Vlasova
Globalization, internationalization, mass higher education, integration and competition of universities enhance a necessity of development of a new higher education strategy to ensure university autonomy, while strengthening universities’ engagement in a regional economy by optimizing and concentrating all resources. University merger is one possible mechanisms of this process assurance. The essence of merger and collaboration terms is found out. The institutional and system-level reasons for mergers have been defined. Reasons for activation process of mergers at the system-level are: efficiency and sustainability of higher education system, international competition (more stable and competitive institutions with high quality of higher education in the international community), division of labour. At the institutional level they are: university market position of in regional, national and international contexts, increased quality of higher education, and increased competitiveness of universities. Among higher education institutions that are financially vulnerable, merger is a survival strategy. Among financially healthy institutions the aim of mergers is differentiation, performance enhancement, or in the expectation that greater size will yield cost savings through economies of scale. The types and kinds of mergers of higher education institutions are investigated. Types of mergers include: voluntary and involuntary, single-sector and cross-sectoral, two-partner and multi-partner, similar and different academic profile, mergers aimed at a federal or unitary structure. There are kinds of mergers: horizontal, vertical, diversification and conglomerate. Features of mergers in Sweden, where this process is initiated «bottom up» and in Wales, where merger is initiated «top-down» have been analysed. It is necessary to make proper feasibility study, prepare a Memorandum of Understanding, conduct a due diligence of institutions, prepare a merger delivery plan and implementation strategy for successful merger implementation.
{"title":"Mergers of universities in the context of increased economic autonomy","authors":"I. Vlasova","doi":"10.31874/2520-6702-2018-6-2-117-133","DOIUrl":"https://doi.org/10.31874/2520-6702-2018-6-2-117-133","url":null,"abstract":"Globalization, internationalization, mass higher education, integration and competition of universities enhance a necessity of development of a new higher education strategy to ensure university autonomy, while strengthening universities’ engagement in a regional economy by optimizing and concentrating all resources. University merger is one possible mechanisms of this process assurance. The essence of merger and collaboration terms is found out. \u0000The institutional and system-level reasons for mergers have been defined. Reasons for activation process of mergers at the system-level are: efficiency and sustainability of higher education system, international competition (more stable and competitive institutions with high quality of higher education in the international community), division of labour. At the institutional level they are: university market position of in regional, national and international contexts, increased quality of higher education, and increased competitiveness of universities. \u0000Among higher education institutions that are financially vulnerable, merger is a survival strategy. Among financially healthy institutions the aim of mergers is differentiation, performance enhancement, or in the expectation that greater size will yield cost savings through economies of scale. The types and kinds of mergers of higher education institutions are investigated. Types of mergers include: voluntary and involuntary, single-sector and cross-sectoral, two-partner and multi-partner, similar and different academic profile, mergers aimed at a federal or unitary structure. There are kinds of mergers: horizontal, vertical, diversification and conglomerate. \u0000Features of mergers in Sweden, where this process is initiated «bottom up» and in Wales, where merger is initiated «top-down» have been analysed. It is necessary to make proper feasibility study, prepare a Memorandum of Understanding, conduct a due diligence of institutions, prepare a merger delivery plan and implementation strategy for successful merger implementation.","PeriodicalId":150572,"journal":{"name":"International Scientific Journal of Universities and Leadership","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127695240","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: 10.31874/2520-6702-2018-6-2-21-33
Olena Khrutska
Ukrainian higher education is in the process of reforming. In particular, there is a transition from a traditional discipline-based approach to competency, introducing a student-centred approach in teaching and learning, requiring a rethinking of approaches to developing educational programmes and ensuring higher education quality of at this stage. The Paris Communiqué states that quality assurance in accordance with the «Standards and Recommendations for Quality Assurance in the European Higher Education Area ESG-2015» is one of the three key commitments crucial for strengthening and maintaining quality and cooperation in the middle of the EHEA. Therefore, ensuring the quality of higher education, in particular the quality of educational programmes, is relevant both to the Ukrainian and European higher education spheres. The article analyses the existing normative, legal and methodological bases on the issue of developing educational programmes in Ukraine. The requirements of the Law of Ukraine «On Higher Education» regarding the development of new educational programmes are researched. The requirements of «Licensing conditions for conducting educational activities» regarding the composition of the project (working) group and its head (program guarantor) are investigated. «Methodological recommendations for the development of educational programmes», «Methodical recommendations for the development of higher education standards», letters from the Ministry of Education and Science of Ukraine with explanations of questions regarding the development of educational programmes are considered. The correspondences and contradictions between these documents and «Standards and Recommendations on Quality Assurance in the European Higher Education Area ESG-2015» are analysed. The normative requirements and methodical recommendations for implementation of successive stages of the process of development of new educational programmes are investigated. There is a discrepancy between terminology and aspects that the legal and methodological support is imperfect, in particular requirements regarding the composition of the working group, the rights and obligations of guarantors, and the involvement of stakeholders in the process of developing educational programmes.It is suggested to develop a normative background and methodological recommendations for covering the issue of responsibility of the head of the project group (the guarantor of the educational program), as well as to provide at the normative and methodological levels the possibility of involving not only scientific and pedagogical workers but also other stakeholders in the development of educational programmes.
{"title":"Development of the educational programmes: normative legal and methodical support","authors":"Olena Khrutska","doi":"10.31874/2520-6702-2018-6-2-21-33","DOIUrl":"https://doi.org/10.31874/2520-6702-2018-6-2-21-33","url":null,"abstract":"Ukrainian higher education is in the process of reforming. In particular, there is a transition from a traditional discipline-based approach to competency, introducing a student-centred approach in teaching and learning, requiring a rethinking of approaches to developing educational programmes and ensuring higher education quality of at this stage. The Paris Communiqué states that quality assurance in accordance with the «Standards and Recommendations for Quality Assurance in the European Higher Education Area ESG-2015» is one of the three key commitments crucial for strengthening and maintaining quality and cooperation in the middle of the EHEA. Therefore, ensuring the quality of higher education, in particular the quality of educational programmes, is relevant both to the Ukrainian and European higher education spheres. The article analyses the existing normative, legal and methodological bases on the issue of developing educational programmes in Ukraine. The requirements of the Law of Ukraine «On Higher Education» regarding the development of new educational programmes are researched. The requirements of «Licensing conditions for conducting educational activities» regarding the composition of the project (working) group and its head (program guarantor) are investigated. «Methodological recommendations for the development of educational programmes», «Methodical recommendations for the development of higher education standards», letters from the Ministry of Education and Science of Ukraine with explanations of questions regarding the development of educational programmes are considered. The correspondences and contradictions between these documents and «Standards and Recommendations on Quality Assurance in the European Higher Education Area ESG-2015» are analysed. The normative requirements and methodical recommendations for implementation of successive stages of the process of development of new educational programmes are investigated. There is a discrepancy between terminology and aspects that the legal and methodological support is imperfect, in particular requirements regarding the composition of the working group, the rights and obligations of guarantors, and the involvement of stakeholders in the process of developing educational programmes.It is suggested to develop a normative background and methodological recommendations for covering the issue of responsibility of the head of the project group (the guarantor of the educational program), as well as to provide at the normative and methodological levels the possibility of involving not only scientific and pedagogical workers but also other stakeholders in the development of educational programmes.","PeriodicalId":150572,"journal":{"name":"International Scientific Journal of Universities and Leadership","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127541882","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 : 2018-12-20DOI: 10.31874/2520-6702-2018-5-1-26-36
O. Yaroshenko
The academics’ research activity is predetermined in the Law of Ukraine «On Higher Education». Research activity possesses purpose, object, subject, motives, activity of the subject, means, result of activity described in the article. It was emphasized that results of research activities include academic’s scientific discoveries, masters’ and dissertation papers defended under his supervision, and the effectiveness in organization of educational and initiative research activities for students. Research competence is the personal quality that provides academic with knowledge and comprehension in research activities, ways of presenting scientific results and their use in the educational process. The basis for research competence is the cognitive, activity, value, communicative components While developing academic’s research competence there are following stages: initial, formation, productive functioning. After each stage there may be stagnation period (fading research activity). The main principles for academics’ research activity competence development, namely functional unity, continuity, variability, voluntariness, openness, transnationality are defined and revealed. The indicators for academics’ research competence components development are offered: completeness of knowledge, forming the core of cognitive component; the level of formation of abilities necessary for conducting scientific research, processing, proving reliability, designing and presentation of its results, establishing communication links; the attitude to research activity as a motivator for the performance of professional duties and important factor for ensuring the quality of higher education; the ability to apply the results of scientific research in the educational process and organization and management of research activities of applicants for higher education. The highest level of academic’s research competence development is the foundation of scientific school.
{"title":"Theoretical bases for academics’ research competence development under the conditions of higher education and science integration","authors":"O. Yaroshenko","doi":"10.31874/2520-6702-2018-5-1-26-36","DOIUrl":"https://doi.org/10.31874/2520-6702-2018-5-1-26-36","url":null,"abstract":"The academics’ research activity is predetermined in the Law of Ukraine «On Higher Education». Research activity possesses purpose, object, subject, motives, activity of the subject, means, result of activity described in the article. It was emphasized that results of research activities include academic’s scientific discoveries, masters’ and dissertation papers defended under his supervision, and the effectiveness in organization of educational and initiative research activities for students. \u0000Research competence is the personal quality that provides academic with knowledge and comprehension in research activities, ways of presenting scientific results and their use in the educational process. The basis for research competence is the cognitive, activity, value, communicative components \u0000While developing academic’s research competence there are following stages: initial, formation, productive functioning. After each stage there may be stagnation period (fading research activity). The main principles for academics’ research activity competence development, namely functional unity, continuity, variability, voluntariness, openness, transnationality are defined and revealed. \u0000The indicators for academics’ research competence components development are offered: completeness of knowledge, forming the core of cognitive component; the level of formation of abilities necessary for conducting scientific research, processing, proving reliability, designing and presentation of its results, establishing communication links; the attitude to research activity as a motivator for the performance of professional duties and important factor for ensuring the quality of higher education; the ability to apply the results of scientific research in the educational process and organization and management of research activities of applicants for higher education. The highest level of academic’s research competence development is the foundation of scientific school. \u0000 ","PeriodicalId":150572,"journal":{"name":"International Scientific Journal of Universities and Leadership","volume":"98 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115447689","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 : 2018-12-20DOI: 10.31874/2520-6702-2018-5-1-3-12
V. Bakhrushyn
The focus on the development of student-centered learning and teaching in higher education has increased considerably in the course of the recent years. This has been reflected in many documents of the European Higher Education Area and become an impetus for the establishment of relevant norms in Ukrainian legislation. The development of the concept of educational leadership simultaneously took place, which is seen as the unity of leadership in education, leadership for education and leadership of education (S. Kalashnikova, 2012). Student-centered approach is one of the important bases for forming leadership potential both for universities and the higher education system as a whole, as well as for future specialists who will work in a wide range of fields after their graduation. The evolution of the norms of Ukrainian legislation for the rights of students and student self-government during the last 30 years is analyzed in the article. The first steps in this direction are shown to be made at the turn of the 1980-1990s. However, the movement towards strengthening the academic freedoms of students, their right to choose a part of the content of education, self-government, participation in governance and decision-making process was inconsistent and contradictory. Many of the norms adopted in the early 1990s have not been implemented yet or only they are embedded in the appropriate institutions of higher education. Many of these norms are still negatively perceived by a significant part of Ukrainian educators who do not understand the importance of changing the attitude towards students to improve their success and competitiveness as a system of higher education in Ukraine and particular universities as well as the entire state. Several years ago, the Soviet norms that included the participation of the Komsomol organizations in solving student issues remained valid, and certain Soviet norms remained to be in force today. There is a greater number of such norms in the internal normative documents of institutions of higher education. Meanwhile, the European Higher Education Area continues to develop the methodology and tools of the student-centered approach, to expand the rights and opportunities for students. This negatively affects the competitiveness of Ukrainian higher education.
{"title":"Enforcement of student-centered approach in the Ukrainian legislation on higher education","authors":"V. Bakhrushyn","doi":"10.31874/2520-6702-2018-5-1-3-12","DOIUrl":"https://doi.org/10.31874/2520-6702-2018-5-1-3-12","url":null,"abstract":"The focus on the development of student-centered learning and teaching in higher education has increased considerably in the course of the recent years. This has been reflected in many documents of the European Higher Education Area and become an impetus for the establishment of relevant norms in Ukrainian legislation. The development of the concept of educational leadership simultaneously took place, which is seen as the unity of leadership in education, leadership for education and leadership of education (S. Kalashnikova, 2012). Student-centered approach is one of the important bases for forming leadership potential both for universities and the higher education system as a whole, as well as for future specialists who will work in a wide range of fields after their graduation. \u0000The evolution of the norms of Ukrainian legislation for the rights of students and student self-government during the last 30 years is analyzed in the article. The first steps in this direction are shown to be made at the turn of the 1980-1990s. However, the movement towards strengthening the academic freedoms of students, their right to choose a part of the content of education, self-government, participation in governance and decision-making process was inconsistent and contradictory. Many of the norms adopted in the early 1990s have not been implemented yet or only they are embedded in the appropriate institutions of higher education. Many of these norms are still negatively perceived by a significant part of Ukrainian educators who do not understand the importance of changing the attitude towards students to improve their success and competitiveness as a system of higher education in Ukraine and particular universities as well as the entire state. Several years ago, the Soviet norms that included the participation of the Komsomol organizations in solving student issues remained valid, and certain Soviet norms remained to be in force today. There is a greater number of such norms in the internal normative documents of institutions of higher education. Meanwhile, the European Higher Education Area continues to develop the methodology and tools of the student-centered approach, to expand the rights and opportunities for students. This negatively affects the competitiveness of Ukrainian higher education.","PeriodicalId":150572,"journal":{"name":"International Scientific Journal of Universities and Leadership","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122032542","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 : 2018-12-20DOI: 10.31874/2520-6702-2018-5-1-62-71
I. Vlasova
Academic freedom, institutional autonomy and respect for the rule of law in relations between public authorities, higher education institutions and students are essential to democratic societies, and can be considered as the fundamental values of the European Higher Education Area. The European Governments have recognized the university autonomy as a precondition for the successful development of higher education. The European Commission notes as a priority the creation of a new framework for universities that are characterized by increased levels of autonomy and accountability. The Council of the European Union confirms this approach and establishes a direct relationship between autonomy and the ability of universities to meet the expectations of society. International experts emphasize the direct link between the institutional capacity of higher education institutions, the ability to identify and develop their own institutional profile and the autonomy of universities. The necessity and role of autonomy in the sphere of higher education is determined. Autonomy of higher education institutions plays an important role in the strategic positions and declarations at the European and world level. It is confirmed by the relevant documents. The autonomy of universities (institutional) consists of the academic, financial, organizational and personnel autonomy. The level of university autonomy in Ukraine and European countries is analyzed on the basis of its components. Author designates that universities are the most independent in solving issues of personnel, academic, organizational and financial autonomy. Ukraine takes a position almost at the end of the «middle-low» cluster of systems, which testifies to the areas existence in which autonomy is limited.
{"title":"Autonomy of higher education institutions: analysis of the key European and International documents","authors":"I. Vlasova","doi":"10.31874/2520-6702-2018-5-1-62-71","DOIUrl":"https://doi.org/10.31874/2520-6702-2018-5-1-62-71","url":null,"abstract":"Academic freedom, institutional autonomy and respect for the rule of law in relations between public authorities, higher education institutions and students are essential to democratic societies, and can be considered as the fundamental values of the European Higher Education Area. The European Governments have recognized the university autonomy as a precondition for the successful development of higher education. The European Commission notes as a priority the creation of a new framework for universities that are characterized by increased levels of autonomy and accountability. The Council of the European Union confirms this approach and establishes a direct relationship between autonomy and the ability of universities to meet the expectations of society. International experts emphasize the direct link between the institutional capacity of higher education institutions, the ability to identify and develop their own institutional profile and the autonomy of universities. \u0000The necessity and role of autonomy in the sphere of higher education is determined. Autonomy of higher education institutions plays an important role in the strategic positions and declarations at the European and world level. It is confirmed by the relevant documents. The autonomy of universities (institutional) consists of the academic, financial, organizational and personnel autonomy. The level of university autonomy in Ukraine and European countries is analyzed on the basis of its components. Author designates that universities are the most independent in solving issues of personnel, academic, organizational and financial autonomy. Ukraine takes a position almost at the end of the «middle-low» cluster of systems, which testifies to the areas existence in which autonomy is limited.","PeriodicalId":150572,"journal":{"name":"International Scientific Journal of Universities and Leadership","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132040733","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 : 2018-12-20DOI: 10.31874/2520-6702-2018-5-1-37-47
O. Palamarchuk
This article examines the main functions of academic staff in the effective governance of the university. The topicality of the study is confirmed by many European documents, which trace the key role of academic staff in making important decisions at national, institutional and academic levels. The basic concepts of academic staff in the countries of the European Higher Education Area are considered and the definition of scientific and pedagogical staff in accordance with the law of Ukraine is analyzed. It is noted that academic staff are involved and represented in the governing bodies of the institution of higher education of Ukraine and take an active role there. A system analysis of governance bodies in the countries of the European Higher Education Area has been conducted and describes the UK’s national, institutional and academic governance. The structure of governance is analyzed, in particular, the composition and main functions of the Senate, the University Council. It is noted that there should be one representative of the academic staff in the governing bodies. It is also determined that academic staff should be part of the work of the Council sub-committees. The basic criteria and values of good governance are determined. The principles of shared governance and Nolan’s principles (selflessness, integrity, objectivity, responsibility, openness, honesty, and leadership) are singled out. One of the main functions of academic staff in government is to adhere to the core values enshrined in Nolan’s principles. When elected to the governing bodies, the academic staff should have knowledge of the main elements of the work of the governing bodies. The basic functions and qualities of academic staff are determined. In addition to the basic knowledge of the system, governance structure, governance principles, core values and qualities of the necessary academic staff to perform their functions and responsibilities in the governing bodies, academic staff also carries out their immediate and top-priority functions at the university - this is the function of learning , teaching and research.
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Pub Date : 2018-12-20DOI: 10.31874/2520-6702-2018-5-1-48-61
O. Sych
The article deals with the content of the state responsibility for the quality of higher education in the context of reforming the system of higher education in Ukraine. It is noted that the responsibility for the quality of higher education is distributed among different subjects in accordance with the specified power and authority. In the context of the implementation of the Law of Ukraine "On Higher Education" (2014), with an increase in the level of autonomy of institutions of higher education, the volume of their responsibility for the quality of higher education is growing. The author's position on the discussion between experts according to the definition "quality of higher education" is highlighted. The provisions defined by both key national documents and documents of the European Higher Education Area acknowledged the responsibility of the state for the quality of higher education. The value platform of this responsibility is established. The functions of the state and the tools of public administration that are capable of ensuring the implementation of state policy in the field of higher education are described.
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