Pub Date : 2023-11-14DOI: 10.15826/umpa.2023.03.020
R. A. Dolzhenko, S. Dolzhenko
The university as an educational organization tries to satisfy students’, employees’, partners’, and other interested parties’ needs. One of the tools for assessing the effectiveness of this activity is the “voice of the customer” approach. This article presents the experiment of using this technology in the Russian Presidential Academy of National Economy and Public Administration. Our purpose is to analyze the results of studying the “voice of the customer” within the university, to show the capabilities, limitations, and possibilities of using this toolkit when developing the educational institution’s activities. The main research method is a sociological survey of various internal and external university customers. Descriptive methods are also used to analyze the survey results. Our study shows the applicability of the “voice of the customer” technology for improving the quality and effectiveness of the university’s core activities. If used systematically, this approach promises to become a tool for assessing and developing various spheres of the university’s functioning.
{"title":"An Experiment of Measuring Customers’ Satisfaction with University Services","authors":"R. A. Dolzhenko, S. Dolzhenko","doi":"10.15826/umpa.2023.03.020","DOIUrl":"https://doi.org/10.15826/umpa.2023.03.020","url":null,"abstract":"The university as an educational organization tries to satisfy students’, employees’, partners’, and other interested parties’ needs. One of the tools for assessing the effectiveness of this activity is the “voice of the customer” approach. This article presents the experiment of using this technology in the Russian Presidential Academy of National Economy and Public Administration. Our purpose is to analyze the results of studying the “voice of the customer” within the university, to show the capabilities, limitations, and possibilities of using this toolkit when developing the educational institution’s activities. The main research method is a sociological survey of various internal and external university customers. Descriptive methods are also used to analyze the survey results. Our study shows the applicability of the “voice of the customer” technology for improving the quality and effectiveness of the university’s core activities. If used systematically, this approach promises to become a tool for assessing and developing various spheres of the university’s functioning.","PeriodicalId":310472,"journal":{"name":"University Management: Practice and Analysis","volume":"10 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139277563","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 : 2023-11-14DOI: 10.15826/umpa.2023.03.023
P. S. Kuznetsov, O. V. Leshukov, V. F. Eliseenko
The research aims to analyze the role of the university campus and its informal educational spaces as one of the resources in ensuring the main university functions. The article discusses the features of informal educational spaces and approaches to their management. The empirical part of the study is based on interviews with university administrators and experts. A typology of informal educational spaces and examples of management practices in development are proposed.
{"title":"Development Features of Informal Educational Campus Spaces","authors":"P. S. Kuznetsov, O. V. Leshukov, V. F. Eliseenko","doi":"10.15826/umpa.2023.03.023","DOIUrl":"https://doi.org/10.15826/umpa.2023.03.023","url":null,"abstract":"The research aims to analyze the role of the university campus and its informal educational spaces as one of the resources in ensuring the main university functions. The article discusses the features of informal educational spaces and approaches to their management. The empirical part of the study is based on interviews with university administrators and experts. A typology of informal educational spaces and examples of management practices in development are proposed.","PeriodicalId":310472,"journal":{"name":"University Management: Practice and Analysis","volume":"52 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139276405","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 : 2023-11-14DOI: 10.15826/umpa.2023.03.027
O. B. Tomilin
This article discusses the evolution of university management practices since a new public management ideology has been introduced in higher education. Novelty is the systematic critical review of university managerialism practices imposed over the last 40 years. The reasons for the emergence of university managerialism, its theoretical foundations, and its application in the management of higher educational institutions are shown. The features of university managerialism in Russian higher education are discussed. Possible ways of developing university management when organizing university activities under the financial model of severely limited funds are outlined. The article may be of interest to senior education officials and the Russian academic community.
{"title":"Critical Review of the University Management Practices Evolution","authors":"O. B. Tomilin","doi":"10.15826/umpa.2023.03.027","DOIUrl":"https://doi.org/10.15826/umpa.2023.03.027","url":null,"abstract":"This article discusses the evolution of university management practices since a new public management ideology has been introduced in higher education. Novelty is the systematic critical review of university managerialism practices imposed over the last 40 years. The reasons for the emergence of university managerialism, its theoretical foundations, and its application in the management of higher educational institutions are shown. The features of university managerialism in Russian higher education are discussed. Possible ways of developing university management when organizing university activities under the financial model of severely limited funds are outlined. The article may be of interest to senior education officials and the Russian academic community.","PeriodicalId":310472,"journal":{"name":"University Management: Practice and Analysis","volume":"29 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139277066","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 : 2023-11-14DOI: 10.15826/umpa.2023.03.022
P. Kazin, A. A. Pavlova
The main objective of this article is to find out the Russian universities’ motives for developing and placing exponential massive open online courses (xMOOCs) on open educational platforms. The study shows that in such decisions the universities are motivated not only by the direct profit from their courses implementation, but also by other reasons, which can be divided into two groups: 1) encouraging the use of university development opportunities and 2) aiming to overcome deficiencies and shortages in university’s activities. The majority of motives, such as “online programs promotion for additional and further professional education”, “the university’s overall brand promotion”, and “online higher education programs promotion”, are focused on development opportunities, only one (“teachers’ qualifications improvement”) aimed at overcoming deficiencies.
{"title":"Widening Horizons. Why Russian Universities Place MOOCs on Open Learning Platforms","authors":"P. Kazin, A. A. Pavlova","doi":"10.15826/umpa.2023.03.022","DOIUrl":"https://doi.org/10.15826/umpa.2023.03.022","url":null,"abstract":"The main objective of this article is to find out the Russian universities’ motives for developing and placing exponential massive open online courses (xMOOCs) on open educational platforms. The study shows that in such decisions the universities are motivated not only by the direct profit from their courses implementation, but also by other reasons, which can be divided into two groups: 1) encouraging the use of university development opportunities and 2) aiming to overcome deficiencies and shortages in university’s activities. The majority of motives, such as “online programs promotion for additional and further professional education”, “the university’s overall brand promotion”, and “online higher education programs promotion”, are focused on development opportunities, only one (“teachers’ qualifications improvement”) aimed at overcoming deficiencies.","PeriodicalId":310472,"journal":{"name":"University Management: Practice and Analysis","volume":"R-28 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139277523","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 : 2023-11-14DOI: 10.15826/umpa.2023.03.029
V. A. Pushnykh
The modern environment of the Russian universities could be defined as very turbulent and challenging. So, choosing a correct strategy of behavior in this environment, as well as creating the corresponding internal atmosphere, is very important for universities in these conditions. Organizational cybernetics, or VSM (Valuable System Model), pioneered by S. Beer, is one of the instruments to analyze the organization’s effectiveness and to search for the ways of increasing effectiveness. Connecting the general cybernetic principles with the achievements of the neurophysiology, S. Beer proposed a management model, wherein the organization is seen like a brain-ruled human organism. The model includes five interconnected systems of different levels. It has been successfully applied for analyzing the effectiveness of various economic systems – from the whole state to small business enterprises. This paper demonstrates the first attempt of applying VSM for studying the Russian universities’ performance. There are distinguished the peculiarities of each of the five Beer’s systems within the university as compared to the similar systems in business organizations, each system operation at the university being analyzed. The author demonstrates the typical mistakes of the system operation and gives some advices on these mistakes elimination. The main conclusions drawn are as follows: 1) the methods of management prevailing at business organization can find rather limited application at the universities; 2) Russian universities are lacking strategic goals formulated by superior system; 3) another need of the universities is creation of organizational culture based on trust and respect. Finally, there are given some practical recommendations on advancing the Russian universities.
{"title":"Organizational Cybernetics Lessons for Russian Universities","authors":"V. A. Pushnykh","doi":"10.15826/umpa.2023.03.029","DOIUrl":"https://doi.org/10.15826/umpa.2023.03.029","url":null,"abstract":"The modern environment of the Russian universities could be defined as very turbulent and challenging. So, choosing a correct strategy of behavior in this environment, as well as creating the corresponding internal atmosphere, is very important for universities in these conditions. Organizational cybernetics, or VSM (Valuable System Model), pioneered by S. Beer, is one of the instruments to analyze the organization’s effectiveness and to search for the ways of increasing effectiveness. Connecting the general cybernetic principles with the achievements of the neurophysiology, S. Beer proposed a management model, wherein the organization is seen like a brain-ruled human organism. The model includes five interconnected systems of different levels. It has been successfully applied for analyzing the effectiveness of various economic systems – from the whole state to small business enterprises. This paper demonstrates the first attempt of applying VSM for studying the Russian universities’ performance. There are distinguished the peculiarities of each of the five Beer’s systems within the university as compared to the similar systems in business organizations, each system operation at the university being analyzed. The author demonstrates the typical mistakes of the system operation and gives some advices on these mistakes elimination. The main conclusions drawn are as follows: 1) the methods of management prevailing at business organization can find rather limited application at the universities; 2) Russian universities are lacking strategic goals formulated by superior system; 3) another need of the universities is creation of organizational culture based on trust and respect. Finally, there are given some practical recommendations on advancing the Russian universities.","PeriodicalId":310472,"journal":{"name":"University Management: Practice and Analysis","volume":"361 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139277362","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 : 2023-11-14DOI: 10.15826/umpa.2023.03.019
P. Ambarova, N. Shabrova
The article aims at characterizing the institutional models of Russian university students’ scientific mentoring in the context of managing research activities. The institutional practices of scientific mentoring are an effective way to make an early academic career, to involve and retain talented students in the field of research and development, to popularize and strengthen the social status of science. Meanwhile, the traditional institutional forms existing in Russian universities should be developed and renewed. In addition, some practices of scientific mentoring are informal, which means that they do not have organizational support and conditions for reproduction. We focus on scientific mentoring for students of the first and second levels of higher education (bachelors, specialists, master students), who are considered as a «reserve» of the community of scientific youth. Our conclusions are based on the data of a sociological study carried out in 2023. Therein, we used methods of systematic analysis of scientific literature, of Russian and foreign universities’ websites content. The study included an online survey of 3032 students of Russian universities. The theoretical task is to substantiate the features of scientific mentoring as a scientific and educational institution. We highlight the institutional features and functions of scientific mentoring. Based on empirical data, we present the content of scientific mentoring institutional models, which have developed in modern foreign and Russian universities. The online survey of students showed their involvement in research activities, motivation for it, and the level of their scientific activity. The results of our research can be used in practice – to develop and improve scientific mentoring programs in Russian universities. The paper in general is the first attempt to interpret scientific mentoring from the standpoint of an institutional approach. We summarize the Soviet experience of scientific mentoring, as well as its modern institutional practices in foreign and Russian universities.
{"title":"Institutional Models of Scientific Mentoring for Russian University Students: Organizational and Managerial Aspects","authors":"P. Ambarova, N. Shabrova","doi":"10.15826/umpa.2023.03.019","DOIUrl":"https://doi.org/10.15826/umpa.2023.03.019","url":null,"abstract":"The article aims at characterizing the institutional models of Russian university students’ scientific mentoring in the context of managing research activities. The institutional practices of scientific mentoring are an effective way to make an early academic career, to involve and retain talented students in the field of research and development, to popularize and strengthen the social status of science. Meanwhile, the traditional institutional forms existing in Russian universities should be developed and renewed. In addition, some practices of scientific mentoring are informal, which means that they do not have organizational support and conditions for reproduction. We focus on scientific mentoring for students of the first and second levels of higher education (bachelors, specialists, master students), who are considered as a «reserve» of the community of scientific youth. Our conclusions are based on the data of a sociological study carried out in 2023. Therein, we used methods of systematic analysis of scientific literature, of Russian and foreign universities’ websites content. The study included an online survey of 3032 students of Russian universities. The theoretical task is to substantiate the features of scientific mentoring as a scientific and educational institution. We highlight the institutional features and functions of scientific mentoring. Based on empirical data, we present the content of scientific mentoring institutional models, which have developed in modern foreign and Russian universities. The online survey of students showed their involvement in research activities, motivation for it, and the level of their scientific activity. The results of our research can be used in practice – to develop and improve scientific mentoring programs in Russian universities. The paper in general is the first attempt to interpret scientific mentoring from the standpoint of an institutional approach. We summarize the Soviet experience of scientific mentoring, as well as its modern institutional practices in foreign and Russian universities.","PeriodicalId":310472,"journal":{"name":"University Management: Practice and Analysis","volume":"48 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139277144","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 : 2023-11-14DOI: 10.15826/umpa.2023.03.021
E. A. Drugova, I. I. Zhuravleva
Amid rapid digitalization, dynamic development of educational technologies, and changing demands to educator competencies, modern universities face the need to support the development of educational processes and teaching systematically. Special units, Centres for Teaching and Learning (CTL), are created for this purpose. The analysis of these Centres’ experience is valuable from the standpoint of organizational development of the universities in response to the challenges of modernity.The study examines the best practice cases of CTL in the world’s leading universities. Based on global rankings twenty CTLs were selected, and their goals, missions, directions, and the composition of the staff were analyzed. The authors applied thematic analysis, classification, and organizational growth in the teaching and learning framework. Three groups of CTL’s missions, related to the support and development of employees and students, of educational process and cooperation within and outside the university, have been allocated. Their activities include consulting, professional development, support of active learning, inclusive education, feedback, assessment, and partnership with students, as well as scientific research and analytical work. CTL’s activity is concentrated mainly at micro- and meso-levels, most intensively in the sphere of educational technologies and retraining programs. Leadership support in teaching and learning, building communities, and enhancement of microcultures are also important. CTL’s personnel consists of multi-level management, educational specialists, and others. As found, CTL’s personnel are enhanced with technicians. There is a variety of job names with similar functional responsibilities. CTL’s activity does not receive proper recognition in Russian-language research literature, so the results of this study can be used practically, in the foundation and development of such centers, as well as in further research of the universities’ organizational development in the sphere of teaching and learning support.
{"title":"Centres for Teaching and Learning of the World’s Leading Universities: Best Practices Review","authors":"E. A. Drugova, I. I. Zhuravleva","doi":"10.15826/umpa.2023.03.021","DOIUrl":"https://doi.org/10.15826/umpa.2023.03.021","url":null,"abstract":"Amid rapid digitalization, dynamic development of educational technologies, and changing demands to educator competencies, modern universities face the need to support the development of educational processes and teaching systematically. Special units, Centres for Teaching and Learning (CTL), are created for this purpose. The analysis of these Centres’ experience is valuable from the standpoint of organizational development of the universities in response to the challenges of modernity.The study examines the best practice cases of CTL in the world’s leading universities. Based on global rankings twenty CTLs were selected, and their goals, missions, directions, and the composition of the staff were analyzed. The authors applied thematic analysis, classification, and organizational growth in the teaching and learning framework. Three groups of CTL’s missions, related to the support and development of employees and students, of educational process and cooperation within and outside the university, have been allocated. Their activities include consulting, professional development, support of active learning, inclusive education, feedback, assessment, and partnership with students, as well as scientific research and analytical work. CTL’s activity is concentrated mainly at micro- and meso-levels, most intensively in the sphere of educational technologies and retraining programs. Leadership support in teaching and learning, building communities, and enhancement of microcultures are also important. CTL’s personnel consists of multi-level management, educational specialists, and others. As found, CTL’s personnel are enhanced with technicians. There is a variety of job names with similar functional responsibilities. CTL’s activity does not receive proper recognition in Russian-language research literature, so the results of this study can be used practically, in the foundation and development of such centers, as well as in further research of the universities’ organizational development in the sphere of teaching and learning support.","PeriodicalId":310472,"journal":{"name":"University Management: Practice and Analysis","volume":"41 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139276807","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 : 2023-11-14DOI: 10.15826/umpa.2023.03.025
O. Nedoluzhko, E. G. Shumik, O. A. Baturina
The concept of identity, originally used in relation to the human personality, comes to be actively applied to various social institutions, including HEIs. Nowadays, the competitive nature of a university’s funding makes a higher education institution’s identity formation a key factor in its competitiveness. Our review of the existing studies shows that at the moment there is a problem of poor knowledge on regional universities’ identity, especially in terms of its external component. The aim of our study is to identify the existing difficulties in regional university’s identity formation and to substantiate the directions for their solution. The methodological basis of our analysis is the theory of organizational identity. The definitions of a regional university and its identity are obtained using the content analysis method. Our classification of Russian universities made it possible to formulate criteria, which make it possible to identify a university beyond any special status. Our analysis of Russian HEIs’ financing shows that such universities face with a lack of funding and, accordingly, with the need to increase competitiveness through the formation of their identity. In the future, this problem will only intensify due to the influence of digitalization, which makes a university’s territorial proximity less important for the enrollees.
{"title":"Forming the Identity of a Regional University as a Tool to Manage Its Competitiveness","authors":"O. Nedoluzhko, E. G. Shumik, O. A. Baturina","doi":"10.15826/umpa.2023.03.025","DOIUrl":"https://doi.org/10.15826/umpa.2023.03.025","url":null,"abstract":"The concept of identity, originally used in relation to the human personality, comes to be actively applied to various social institutions, including HEIs. Nowadays, the competitive nature of a university’s funding makes a higher education institution’s identity formation a key factor in its competitiveness. Our review of the existing studies shows that at the moment there is a problem of poor knowledge on regional universities’ identity, especially in terms of its external component. The aim of our study is to identify the existing difficulties in regional university’s identity formation and to substantiate the directions for their solution. The methodological basis of our analysis is the theory of organizational identity. The definitions of a regional university and its identity are obtained using the content analysis method. Our classification of Russian universities made it possible to formulate criteria, which make it possible to identify a university beyond any special status. Our analysis of Russian HEIs’ financing shows that such universities face with a lack of funding and, accordingly, with the need to increase competitiveness through the formation of their identity. In the future, this problem will only intensify due to the influence of digitalization, which makes a university’s territorial proximity less important for the enrollees.","PeriodicalId":310472,"journal":{"name":"University Management: Practice and Analysis","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139277835","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 : 2023-11-14DOI: 10.15826/umpa.2023.03.028
G. Z. Efimova, A. S. Latyshev
The article examines the concept of «employee involvement» in organizational management, presents the key characteristics and determinants of this involvement, shows how to manage labor involvement. The authors analyze the connection between labor alienation and employees’ «burnout», the advantages of high and the risks of low labor involvement.The research focuses on the involvement of staff in the academic field. Given the ongoing processes of modernization and transformation of the higher education sector, which also cover Russian universities, a high level of employees’ engagement can potentially help to effectively cope with new challenges.We analyze theoretical concepts of personnel involvement in the work of the organization and present the results of a longitudinal sociological study based on our questionnaire. Four monitoring waves were carried out: in 2018 (N=708), in 2019 (N=840), in 2020 (N=522), and in 2022 (N=552). The research is aimed at studying the involvement of scientific and pedagogical staff in the activities and corporate projects of the university (in comparison with other categories of employees). There are found out the types of employee involvement and the key factors determining the change in the level of their involvement in the activities of the organization and in the implementation of individual corporate projects. We have identified three types of employee involvement: high (unconditional), medium (labile) and low (avoidant) involvement. The highest labor involvement is noted among senior staff and line managers.The study of employee involvement is of practical importance for researchers and practitioners in the sphere of human resource management. The article might be of interest for federal and regional authorities in the field of education, for heads of higher education institutions, for university human resource departments, and for university staffin general.
{"title":"Labor Involvement of Employees of Higher Education Institutions: Based on Corporate Projects","authors":"G. Z. Efimova, A. S. Latyshev","doi":"10.15826/umpa.2023.03.028","DOIUrl":"https://doi.org/10.15826/umpa.2023.03.028","url":null,"abstract":"The article examines the concept of «employee involvement» in organizational management, presents the key characteristics and determinants of this involvement, shows how to manage labor involvement. The authors analyze the connection between labor alienation and employees’ «burnout», the advantages of high and the risks of low labor involvement.The research focuses on the involvement of staff in the academic field. Given the ongoing processes of modernization and transformation of the higher education sector, which also cover Russian universities, a high level of employees’ engagement can potentially help to effectively cope with new challenges.We analyze theoretical concepts of personnel involvement in the work of the organization and present the results of a longitudinal sociological study based on our questionnaire. Four monitoring waves were carried out: in 2018 (N=708), in 2019 (N=840), in 2020 (N=522), and in 2022 (N=552). The research is aimed at studying the involvement of scientific and pedagogical staff in the activities and corporate projects of the university (in comparison with other categories of employees). There are found out the types of employee involvement and the key factors determining the change in the level of their involvement in the activities of the organization and in the implementation of individual corporate projects. We have identified three types of employee involvement: high (unconditional), medium (labile) and low (avoidant) involvement. The highest labor involvement is noted among senior staff and line managers.The study of employee involvement is of practical importance for researchers and practitioners in the sphere of human resource management. The article might be of interest for federal and regional authorities in the field of education, for heads of higher education institutions, for university human resource departments, and for university staffin general.","PeriodicalId":310472,"journal":{"name":"University Management: Practice and Analysis","volume":"38 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139276642","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 : 2023-11-14DOI: 10.15826/umpa.2023.03.026
Yana S. Matkovskaya, E. Rusyaeva
The object of our research is the ecosystem-type universities (mainly in Russia), which are being actively formed and prospectively developed in this country. The article aims at studying their formation dialectics as influencing future specialists. The authors take Hegel’s interpretation of the dialectical analysis (the comprehension of opposites in their unity), when two mutually suggestive opposites can only be understood through their “other”. In today’s postmodern consciousness, ecosystems create conditions for resolving these contradictions. We also use interdisciplinary synthesis in ecosystem and epistemological modeling of students’ “profiles”, thus logically explaining the importance of the university ecosystem influence over forming students’ cognitive and professional competencies. The scheme of cognition is metaphorically presented as a construct of “disenchantment-disclosure of the world” on the natural basis of the cognitive process, which has social and individual components. Figuratively, the process of cognition is depicted as an opportunity to discover and fill in semantic gaps in the learning process. The authors model the construction of an ecosystem-type university, wherein the analog-digital space is made up of vertical and horizontal control parameters. Such a university is firstly an innovative education system, which forms individuals able both to manage the flow of specialized knowledge and to intellectually outstrip artificial intelligence. Secondly, it is an analog-digital continuum, and the contours of direct and reverse, formal and informal connections in such an ecosystem provide all the agents with new opportunities for cognitive development. The methodological foundations for our research are chosen according to the importance of understanding the cognitive transformations and opportunities formed in ecosystem-type universities.This paper might be of value for representatives of the academic community and for university leaders.
{"title":"Ecosystem-Type Universities’ Formation Dialectics and Its Influence Over Future Specialists","authors":"Yana S. Matkovskaya, E. Rusyaeva","doi":"10.15826/umpa.2023.03.026","DOIUrl":"https://doi.org/10.15826/umpa.2023.03.026","url":null,"abstract":"The object of our research is the ecosystem-type universities (mainly in Russia), which are being actively formed and prospectively developed in this country. The article aims at studying their formation dialectics as influencing future specialists. The authors take Hegel’s interpretation of the dialectical analysis (the comprehension of opposites in their unity), when two mutually suggestive opposites can only be understood through their “other”. In today’s postmodern consciousness, ecosystems create conditions for resolving these contradictions. We also use interdisciplinary synthesis in ecosystem and epistemological modeling of students’ “profiles”, thus logically explaining the importance of the university ecosystem influence over forming students’ cognitive and professional competencies. The scheme of cognition is metaphorically presented as a construct of “disenchantment-disclosure of the world” on the natural basis of the cognitive process, which has social and individual components. Figuratively, the process of cognition is depicted as an opportunity to discover and fill in semantic gaps in the learning process. The authors model the construction of an ecosystem-type university, wherein the analog-digital space is made up of vertical and horizontal control parameters. Such a university is firstly an innovative education system, which forms individuals able both to manage the flow of specialized knowledge and to intellectually outstrip artificial intelligence. Secondly, it is an analog-digital continuum, and the contours of direct and reverse, formal and informal connections in such an ecosystem provide all the agents with new opportunities for cognitive development. The methodological foundations for our research are chosen according to the importance of understanding the cognitive transformations and opportunities formed in ecosystem-type universities.This paper might be of value for representatives of the academic community and for university leaders.","PeriodicalId":310472,"journal":{"name":"University Management: Practice and Analysis","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139276980","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：