Pub Date : 2022-10-25DOI: 10.15826/umpa.2022.02.010
O. Dremova, I. Shcheglova
The idea of developing universities’ third mission, which lies in their contribution to the social and economic development of the region, city, and the whole country, has taken one of the central places in the research and management agenda of higher education in Russia. Despite the growing scientific and practical interest in this topic, the concept of the third mission has not been formed yet. Consequently, there is no clear understanding of how the academic community understands the role and meaning of the third mission. This paper aims at studying how students and staff members of one Russian national research university understand the third mission. Within this research, we conducted a series of focus groups with the university staff and students in 2021, the sample consisting of 74 informants. For data processing, there was used content analysis. The results showed vast differentiation of the informants’ views on the idea and objectives of the university’s third mission. For most of the respondents, the third mission equals the social mission. However, some also see it as an opportunity for professional development. Only a tenth of all the interviewees consider the third mission as an indicator of the university’s success and prestige. At the same time, the commercial component of this mission, which prevails in foreign universities, has been noted only by two informants. The study conducted might be of use for administrators and managers of Russian universities, as well as for researchers interested in developing the social involvement of students and university staff.
{"title":"Russian Universities’ Third Mission: A Trend towards (Non)commercialization?","authors":"O. Dremova, I. Shcheglova","doi":"10.15826/umpa.2022.02.010","DOIUrl":"https://doi.org/10.15826/umpa.2022.02.010","url":null,"abstract":"The idea of developing universities’ third mission, which lies in their contribution to the social and economic development of the region, city, and the whole country, has taken one of the central places in the research and management agenda of higher education in Russia. Despite the growing scientific and practical interest in this topic, the concept of the third mission has not been formed yet. Consequently, there is no clear understanding of how the academic community understands the role and meaning of the third mission. This paper aims at studying how students and staff members of one Russian national research university understand the third mission. Within this research, we conducted a series of focus groups with the university staff and students in 2021, the sample consisting of 74 informants. For data processing, there was used content analysis. The results showed vast differentiation of the informants’ views on the idea and objectives of the university’s third mission. For most of the respondents, the third mission equals the social mission. However, some also see it as an opportunity for professional development. Only a tenth of all the interviewees consider the third mission as an indicator of the university’s success and prestige. At the same time, the commercial component of this mission, which prevails in foreign universities, has been noted only by two informants. The study conducted might be of use for administrators and managers of Russian universities, as well as for researchers interested in developing the social involvement of students and university staff. ","PeriodicalId":310472,"journal":{"name":"University Management: Practice and Analysis","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130222545","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 : 2022-10-25DOI: 10.15826/umpa.2022.02.009
V. Akberdina, E. V. Vasilenko
This research is based on studying foreign works devoted to universities as participants of regional innovation ecosystems. The purpose of the article is to typologize basic strategies of universities’ behavior. The authors analyze the cases of various universities attempting to transform their behavior in accordance with the logic of the ecosystem approach. The authors’ typology of universities’ behavior strategies (passive, neutral, active) contributes to the literature on regional innovation ecosystems and the universities’ changing role in them. These three types are further subdivided into seven basic strategies of universities’ behavior according to the degree of their involvement in regional innovation processes, according to the internal and external environments of the university, as well as to the goals and objectives facing them. These strategies differ in five parameters: social and economic context, incentives for transformation, ecosystem structure, key participants’ roles, university’s goals and functions. The parameters are derived from a set of approaches synthesized by the «umbrella concept» of regional innovation ecosystems: the stakeholder approach, the concept of open innovations, the theory of agency relations, the transformational approach, the triple helix model and the quadruple helix model of innovation. The article might be of interest for those researchers who study the problems of regions’ economic and innovative development and the transformations of the modern higher education system in the world and in Russia. Of no less interest might it be for university managers, for representatives of regional authorities, and for businessmen aimed at cooperation with universities.
{"title":"The University as a Participant of the Regional Innovation Ecosystem: A Typology of Basic Behavioral Strategies","authors":"V. Akberdina, E. V. Vasilenko","doi":"10.15826/umpa.2022.02.009","DOIUrl":"https://doi.org/10.15826/umpa.2022.02.009","url":null,"abstract":"This research is based on studying foreign works devoted to universities as participants of regional innovation ecosystems. The purpose of the article is to typologize basic strategies of universities’ behavior. The authors analyze the cases of various universities attempting to transform their behavior in accordance with the logic of the ecosystem approach. The authors’ typology of universities’ behavior strategies (passive, neutral, active) contributes to the literature on regional innovation ecosystems and the universities’ changing role in them. These three types are further subdivided into seven basic strategies of universities’ behavior according to the degree of their involvement in regional innovation processes, according to the internal and external environments of the university, as well as to the goals and objectives facing them. These strategies differ in five parameters: social and economic context, incentives for transformation, ecosystem structure, key participants’ roles, university’s goals and functions. The parameters are derived from a set of approaches synthesized by the «umbrella concept» of regional innovation ecosystems: the stakeholder approach, the concept of open innovations, the theory of agency relations, the transformational approach, the triple helix model and the quadruple helix model of innovation. The article might be of interest for those researchers who study the problems of regions’ economic and innovative development and the transformations of the modern higher education system in the world and in Russia. Of no less interest might it be for university managers, for representatives of regional authorities, and for businessmen aimed at cooperation with universities.","PeriodicalId":310472,"journal":{"name":"University Management: Practice and Analysis","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127537384","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 : 2022-10-25DOI: 10.15826/umpa.2022.02.017
M. Kozhevnikov, E. M. Starikov, V. V. Smirnov
The article discusses methodological aspects and practical experience in designing digital services for the educational market. There are defined basic requirements for the creation of digital services, their properties and characteristics. Based on the theoretical analysis, it is proved that the most promising way of designing digital services, which determines their configuration and user capabilities, is the platform approach. The analysis of the available educational platforms is carried out, their advantages and disadvantages are shown. The authors present a digital services designing methodology of their own, worked out with the help of the progressive Agile and Waterfall methodologies. The paper gives an example of the developed methodology approbation within the project of the Citadel Education online learning platform, focused on the implementation of adaptive educational programs with the possibility of choosing individual trajectories. This research is brand new, as it systematizes theoretical ideas about the creation of digital services with specific product characteristics and develops a methodological base for the creation of customized and technological educational services that meet today’s user needs. The results of the study are of particular interest in the context of foreign educational platforms withdrawal from the Russian market and may be useful for university leaders, who solve the problems of improving educational programs competitiveness, implementing hybrid learning models, and managing the portfolio of training courses.
{"title":"Methodology of Designing Digital Services for the Educational Market","authors":"M. Kozhevnikov, E. M. Starikov, V. V. Smirnov","doi":"10.15826/umpa.2022.02.017","DOIUrl":"https://doi.org/10.15826/umpa.2022.02.017","url":null,"abstract":"The article discusses methodological aspects and practical experience in designing digital services for the educational market. There are defined basic requirements for the creation of digital services, their properties and characteristics. Based on the theoretical analysis, it is proved that the most promising way of designing digital services, which determines their configuration and user capabilities, is the platform approach. The analysis of the available educational platforms is carried out, their advantages and disadvantages are shown. The authors present a digital services designing methodology of their own, worked out with the help of the progressive Agile and Waterfall methodologies. The paper gives an example of the developed methodology approbation within the project of the Citadel Education online learning platform, focused on the implementation of adaptive educational programs with the possibility of choosing individual trajectories. This research is brand new, as it systematizes theoretical ideas about the creation of digital services with specific product characteristics and develops a methodological base for the creation of customized and technological educational services that meet today’s user needs. The results of the study are of particular interest in the context of foreign educational platforms withdrawal from the Russian market and may be useful for university leaders, who solve the problems of improving educational programs competitiveness, implementing hybrid learning models, and managing the portfolio of training courses.","PeriodicalId":310472,"journal":{"name":"University Management: Practice and Analysis","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116849770","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 : 2022-10-25DOI: 10.15826/umpa.2022.02.015
S. V. Zhuchkova
The paper examines the rules and procedures of the doctoral students’ admission at Russian universities. The inefficiency of the selection process often becomes the subject of discussion in the studies devoted to the low performance of Russian doctoral education, but these studies lack structured information about the current rules and procedures. The present research closes this gap. Using the quantitative content analysis of the local admission rules of 150 random Russian universities, we estimated the prevalence of various admission practices. Two groups of universities are compared in the study: those with and those without special statuses (federal, national research, flagship, participants of the «5-100» program), since the presence of such a status implies that the university implements a set of measures aimed at developing doctoral programs and increasing the graduate students’ demand. The results of the study show that despite the absence of the regulatory restrictions on the choice of selection tools, Russian universities tend to choose fairly formal procedures: traditional exams and consideration of the individual achievements (papers, patents, diploma with honors). More flexible tools to assess the applicant’s motivation, his or her research experience, and plans for a dissertation are extremely rare and appear in universities with special statuses. The results of the research can be useful for the heads of the doctoral education departments at Russian universities, as well as for other staff involved in the process of the doctoral students’ admission.
{"title":"How is Doctoral Students’ Admission Arranged at Russian Universities?","authors":"S. V. Zhuchkova","doi":"10.15826/umpa.2022.02.015","DOIUrl":"https://doi.org/10.15826/umpa.2022.02.015","url":null,"abstract":"The paper examines the rules and procedures of the doctoral students’ admission at Russian universities. The inefficiency of the selection process often becomes the subject of discussion in the studies devoted to the low performance of Russian doctoral education, but these studies lack structured information about the current rules and procedures. The present research closes this gap. Using the quantitative content analysis of the local admission rules of 150 random Russian universities, we estimated the prevalence of various admission practices. Two groups of universities are compared in the study: those with and those without special statuses (federal, national research, flagship, participants of the «5-100» program), since the presence of such a status implies that the university implements a set of measures aimed at developing doctoral programs and increasing the graduate students’ demand. The results of the study show that despite the absence of the regulatory restrictions on the choice of selection tools, Russian universities tend to choose fairly formal procedures: traditional exams and consideration of the individual achievements (papers, patents, diploma with honors). More flexible tools to assess the applicant’s motivation, his or her research experience, and plans for a dissertation are extremely rare and appear in universities with special statuses. The results of the research can be useful for the heads of the doctoral education departments at Russian universities, as well as for other staff involved in the process of the doctoral students’ admission.","PeriodicalId":310472,"journal":{"name":"University Management: Practice and Analysis","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126073411","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 : 2022-10-25DOI: 10.15826/umpa.2022.02.011
O. B. Tomilin
This research article discusses the latest changes within the triangle of higher education system coordination: the state – the market – the academic community, i. e. the changes in the interests of stakeholders. The topicality of this issue lies in the fact that the state of stakeholders’ interests determines the content of the factors of their impact on higher education institutions. The task of university management is to build effective mechanisms for adapting the universities’ activities to environmental factors. The author studies the stakeholders’ interests. For the state, these imply choosing a method for the effective use of budgetary resources, which would have a social and economic effect. For the market, these interests include forming educational level content self-sufficiency in the conditions of «massivization» of higher education and determining the content of education technologies, which take into account the specific features of the Z generation. For the academic community, here belongs the organizational design of the «plastic transformation» of academic identity that has taken place. The paper discusses the possibilities of solving the identified problems of university management, which have a strategic dimension, by creating a mechanism for active universities’ adaptation to the current environmental conditions. The research may be of interest to senior officials of higher education, as well as to the Russian academic community.
{"title":"Postponed Problems of University Management: A Strategic Dimension","authors":"O. B. Tomilin","doi":"10.15826/umpa.2022.02.011","DOIUrl":"https://doi.org/10.15826/umpa.2022.02.011","url":null,"abstract":"This research article discusses the latest changes within the triangle of higher education system coordination: the state – the market – the academic community, i. e. the changes in the interests of stakeholders. The topicality of this issue lies in the fact that the state of stakeholders’ interests determines the content of the factors of their impact on higher education institutions. The task of university management is to build effective mechanisms for adapting the universities’ activities to environmental factors. The author studies the stakeholders’ interests. For the state, these imply choosing a method for the effective use of budgetary resources, which would have a social and economic effect. For the market, these interests include forming educational level content self-sufficiency in the conditions of «massivization» of higher education and determining the content of education technologies, which take into account the specific features of the Z generation. For the academic community, here belongs the organizational design of the «plastic transformation» of academic identity that has taken place. The paper discusses the possibilities of solving the identified problems of university management, which have a strategic dimension, by creating a mechanism for active universities’ adaptation to the current environmental conditions. The research may be of interest to senior officials of higher education, as well as to the Russian academic community.","PeriodicalId":310472,"journal":{"name":"University Management: Practice and Analysis","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125108403","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 : 2022-07-20DOI: 10.15826/umpa.2022.01.007
M. Demidov, P. Savelyev, I. Khodachek, D. Mereshkin
One of the key support mechanisms for research in universities is national scientific foundations, which often represent the main source of funding. However, the capacity of young universities to compete in national foundations’ calls is severely limited due to fierce competition and high qualification barriers. This hinders young universities’ chances to raise research funding and strengthens the Matthew effect. The establishment of proprietary research support infrastructure, in particular, internal research support funds may contribute to the development of human resources and reduce the qualification gap between young universities and classical or research-oriented ones. The purpose of the article is to analyze the practices of creating research support mechanisms in young universities. The study addresses the establishment of the Research and Development Fund at the North-West Institute of Management of RANEPA. We analyze the organizational model of the fund and the algorithm of the application campaign using the pilot call for funding literature reviews as an illustrative example. The main contribution of the article is a detailed description of the model of organizational processes of the fund and the management practices that support it. The article may be relevant for research managers of young universities and university branches, as well as for researchers interested in studying research support mechanisms.
{"title":"Modern Tools for Developing the Scientific Potential of the University","authors":"M. Demidov, P. Savelyev, I. Khodachek, D. Mereshkin","doi":"10.15826/umpa.2022.01.007","DOIUrl":"https://doi.org/10.15826/umpa.2022.01.007","url":null,"abstract":"One of the key support mechanisms for research in universities is national scientific foundations, which often represent the main source of funding. However, the capacity of young universities to compete in national foundations’ calls is severely limited due to fierce competition and high qualification barriers. This hinders young universities’ chances to raise research funding and strengthens the Matthew effect. The establishment of proprietary research support infrastructure, in particular, internal research support funds may contribute to the development of human resources and reduce the qualification gap between young universities and classical or research-oriented ones. The purpose of the article is to analyze the practices of creating research support mechanisms in young universities. The study addresses the establishment of the Research and Development Fund at the North-West Institute of Management of RANEPA. We analyze the organizational model of the fund and the algorithm of the application campaign using the pilot call for funding literature reviews as an illustrative example. The main contribution of the article is a detailed description of the model of organizational processes of the fund and the management practices that support it. The article may be relevant for research managers of young universities and university branches, as well as for researchers interested in studying research support mechanisms.","PeriodicalId":310472,"journal":{"name":"University Management: Practice and Analysis","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130123350","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 : 2022-07-20DOI: 10.15826/umpa.2022.01.006
S. Egorov
The paper is devoted to the consideration of the question of whether the Russian system of scientific attestation retains its integrity. The elimination of the monopoly of the Higher Attestation Commission (HAC) in matters of control over the activities of dissertation councils and procedures for defending dissertations made it possible to increase the variety of rules and practices of scientific attestation. Many scientific and educational organizations have developed their own regulations governing the corresponding activities. At the level of legislation, the instruction was fixed for the self-awarding of academic degrees to set requirements not lower than how they are formulated in federal acts. The question of how exactly this instruction is implemented is of research interest. In addition, it is important to understand whether applicants can receive equal rights and opportunities in different parts of the modern system. During the study, three existing subsystems were identified, together forming a single system. The first of them consists of ordinary and special dissertation councils, regulated directly by the Higher Attestation Commission and the Ministry of Science and Higher Education of Russia. The second subsystem is a collection of leading scientific and educational organizations that independently award academic degrees. Finally, the third subsystem consists of spiritual educational organizations, empowered to award theological degrees, which at the level of federal state educational standards are recognized as like other academic degrees. In all three subsystems, options for the defence of dissertations in permanent, one-time and joint dissertation councils were considered. Comparative analysis of regulatory and legal acts made it possible to highlight the similarities and differences of these subsystems, as well as to identify possible options for their development.
{"title":"Work of dissertation councils of new system of scientific attestation","authors":"S. Egorov","doi":"10.15826/umpa.2022.01.006","DOIUrl":"https://doi.org/10.15826/umpa.2022.01.006","url":null,"abstract":"The paper is devoted to the consideration of the question of whether the Russian system of scientific attestation retains its integrity. The elimination of the monopoly of the Higher Attestation Commission (HAC) in matters of control over the activities of dissertation councils and procedures for defending dissertations made it possible to increase the variety of rules and practices of scientific attestation. Many scientific and educational organizations have developed their own regulations governing the corresponding activities. At the level of legislation, the instruction was fixed for the self-awarding of academic degrees to set requirements not lower than how they are formulated in federal acts. The question of how exactly this instruction is implemented is of research interest. In addition, it is important to understand whether applicants can receive equal rights and opportunities in different parts of the modern system. During the study, three existing subsystems were identified, together forming a single system. The first of them consists of ordinary and special dissertation councils, regulated directly by the Higher Attestation Commission and the Ministry of Science and Higher Education of Russia. The second subsystem is a collection of leading scientific and educational organizations that independently award academic degrees. Finally, the third subsystem consists of spiritual educational organizations, empowered to award theological degrees, which at the level of federal state educational standards are recognized as like other academic degrees. In all three subsystems, options for the defence of dissertations in permanent, one-time and joint dissertation councils were considered. Comparative analysis of regulatory and legal acts made it possible to highlight the similarities and differences of these subsystems, as well as to identify possible options for their development.","PeriodicalId":310472,"journal":{"name":"University Management: Practice and Analysis","volume":"8 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131140332","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 : 2022-07-19DOI: 10.15826/umpa.2022.01.004
P. Derkachev, Z. Varakina, N. S. Guseva, N. S. Klishevich
Article shows the results of a sociological survey aimed at studying the opinion of the teaching staff on the impact of an effective contract on improving the research work indicators in universities in Russia and Belarus. The survey analyzes foreign and Russian evaluation of academic staff performance. A cross-sectional (single-point) study was the design. The focus of research was the academic staff of educational institutions that went over to an effective contract (Northern State Medical University, Russia) and without the implementation of an effective contract (Tobolsk Pedagogical Institute named after D. I. Mendeleev (branch) the University of Tyumen, Russia; National Institute for Higher Education and Belarusian State Pedagogical University named after Maxim Tank, Belarus), the overall number of respondents is 395. A semi-structured questionnaire created by the National Research University Higher School of Economics was used as a tool for sociological research. The study showed that both study groups are aware of an effective contract purpose and criteria evaluation frequency. Respondents from universities without an effective contract receive information from the Internet and have overestimated expectations of the future income level. Respondents of both groups underlined the importance of determining the greatest weight in calculating incentive payments for publication and grant activity, participation in scientific conferences. When implementing an effective contract, not all lecturers are ready to fulfill the criteria for research work, but they note the positive effect of its implementation on the indicators of scientific activity. In the group of respondents without an effective contract, one third expressed doubts about the significant impact of the implementation of an effective contract on improving the performance of research work. This article will be useful to the management of universities when calculating weighting coefficients according to indicators and criteria for evaluating the activities of the teaching staff for the appointment of incentive payments. An interesting study in the future may be a comparison of subjective assessments obtained in universities without an effective contract, and after its implementation in the same universities.
{"title":"Subjective Assessment of the Effective Contract Impact in Universities on Improving the Indicators of Lectures` Research Work","authors":"P. Derkachev, Z. Varakina, N. S. Guseva, N. S. Klishevich","doi":"10.15826/umpa.2022.01.004","DOIUrl":"https://doi.org/10.15826/umpa.2022.01.004","url":null,"abstract":"Article shows the results of a sociological survey aimed at studying the opinion of the teaching staff on the impact of an effective contract on improving the research work indicators in universities in Russia and Belarus. The survey analyzes foreign and Russian evaluation of academic staff performance. A cross-sectional (single-point) study was the design. The focus of research was the academic staff of educational institutions that went over to an effective contract (Northern State Medical University, Russia) and without the implementation of an effective contract (Tobolsk Pedagogical Institute named after D. I. Mendeleev (branch) the University of Tyumen, Russia; National Institute for Higher Education and Belarusian State Pedagogical University named after Maxim Tank, Belarus), the overall number of respondents is 395. A semi-structured questionnaire created by the National Research University Higher School of Economics was used as a tool for sociological research. The study showed that both study groups are aware of an effective contract purpose and criteria evaluation frequency. Respondents from universities without an effective contract receive information from the Internet and have overestimated expectations of the future income level. Respondents of both groups underlined the importance of determining the greatest weight in calculating incentive payments for publication and grant activity, participation in scientific conferences. When implementing an effective contract, not all lecturers are ready to fulfill the criteria for research work, but they note the positive effect of its implementation on the indicators of scientific activity. In the group of respondents without an effective contract, one third expressed doubts about the significant impact of the implementation of an effective contract on improving the performance of research work. This article will be useful to the management of universities when calculating weighting coefficients according to indicators and criteria for evaluating the activities of the teaching staff for the appointment of incentive payments. An interesting study in the future may be a comparison of subjective assessments obtained in universities without an effective contract, and after its implementation in the same universities.","PeriodicalId":310472,"journal":{"name":"University Management: Practice and Analysis","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124532487","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 : 2022-07-19DOI: 10.15826/umpa.2022.01.005
O. B. Tomilin, A. Klyuev, A. Bagirova
The presented article discusses the issues of involvement of university leaders in academic activities. The relevance of this problem lies in the fact that at the present day an active transformation of the roles performed by the head of the university is taking place. On the one hand, the traditional rector’s role format, expressed in the formula «first among equals», is in a state of constant and radical changes today. A particularly significant role in this process is played by the managerialization of university management and the resulting approaches to attract managers from other fields of activity to the rectors’ posts. They can be from government, business or public organizations. On the other hand, those university rectors, who came to the management system from academic environment, nowadays, as a rule, remain in the professional cohort of managers and rarely return to academic activities. In this regard, research issues arise: how do university leaders identify themselves and which community values are a priority to them? The authors of the article analyze the results of scientific activities of the heads of the country’s leading universities over the past 5 years. Based on the obtained data, a typology of preserving academic identity of university leaders at the present stage has been developed. Hypotheses for further transformation of the managerial and academic roles of Russian universities’ rectors have been formulated.The article may be of interest to universities’ leading employees.
{"title":"Identity of the University Rector: Academician vs Administrator","authors":"O. B. Tomilin, A. Klyuev, A. Bagirova","doi":"10.15826/umpa.2022.01.005","DOIUrl":"https://doi.org/10.15826/umpa.2022.01.005","url":null,"abstract":"The presented article discusses the issues of involvement of university leaders in academic activities. The relevance of this problem lies in the fact that at the present day an active transformation of the roles performed by the head of the university is taking place. On the one hand, the traditional rector’s role format, expressed in the formula «first among equals», is in a state of constant and radical changes today. A particularly significant role in this process is played by the managerialization of university management and the resulting approaches to attract managers from other fields of activity to the rectors’ posts. They can be from government, business or public organizations. On the other hand, those university rectors, who came to the management system from academic environment, nowadays, as a rule, remain in the professional cohort of managers and rarely return to academic activities. In this regard, research issues arise: how do university leaders identify themselves and which community values are a priority to them? The authors of the article analyze the results of scientific activities of the heads of the country’s leading universities over the past 5 years. Based on the obtained data, a typology of preserving academic identity of university leaders at the present stage has been developed. Hypotheses for further transformation of the managerial and academic roles of Russian universities’ rectors have been formulated.The article may be of interest to universities’ leading employees.","PeriodicalId":310472,"journal":{"name":"University Management: Practice and Analysis","volume":"21 5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123507648","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 : 2022-07-18DOI: 10.15826/umpa.2022.01.003
G. Nikiporets-Takigawa
Prolongation of business and social activity of older people is becoming a national-scale task, and Universities of the Third Age (U3A) are a noticeable global phenomenon of lifelong education, aimed at solving this problem. This paper outlines the problematic field of the Russian experience in the development of U3A on the basis of higher educational institutions. The author systematizes and subjects to comparative analysis the scattered evidence of the Russian experience of U3A as a form of the HE activity in the market of educational services, collected in secondary sources and from open data on the websites of universities. As key results this paper draws to conclusions that U3A in Russian universities are a new concept lagging world practices in terms of the scale and diffusion. Russian universities, even with sufficient funding, hardly create U3As struggling define U3As prospective for themselves. While creating U3As, they offer older students non-formal education aiming to create general cultural competencies, and repeat in this approach to the education content the Social Service Centre. This study allows to prove the importance of theoretical and practical development of the Russian model of U3A in universities, as well as to propose several management solutions. The main solutions are to rethink the role and functions of the U3A and to create them as divisions of leading universities to fulfil the strategic tasks of their development. U3A in the universities aim both at a new target market and at the implementation of the ‘third mission’ by the universities to ensure equal access to quality education beyond any, including age-related barriers.
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