Pub Date : 2021-12-15DOI: 10.15826/umpa.2021.03.033
N. A. Bocharova
A modern Russian university today is a large property complex, the effective use of which is necessary to ensure educational and scientific process problems in regard to academic process. However, universities also have to solve a wide range of social problems related to creating and maintaining a comfortable environment for students and professors, amongst other things engaging various organizations to create social services on campus. Although, characterization of outsourcing practices at universities shows that the existing legal base is incomplete, resulting in long and expensive procedures. All that reduces the universities’ effectiveness in solving an issue of creating a comfortable environment for learning and scientific research. The article analyses the decision-making process for some types of leases and proposes different measures to improve the regulatory framework, controlling the management of state property at universities.
{"title":"Management of Federal Property at the University. Could it be Simplified?","authors":"N. A. Bocharova","doi":"10.15826/umpa.2021.03.033","DOIUrl":"https://doi.org/10.15826/umpa.2021.03.033","url":null,"abstract":"A modern Russian university today is a large property complex, the effective use of which is necessary to ensure educational and scientific process problems in regard to academic process. However, universities also have to solve a wide range of social problems related to creating and maintaining a comfortable environment for students and professors, amongst other things engaging various organizations to create social services on campus. Although, characterization of outsourcing practices at universities shows that the existing legal base is incomplete, resulting in long and expensive procedures. All that reduces the universities’ effectiveness in solving an issue of creating a comfortable environment for learning and scientific research. The article analyses the decision-making process for some types of leases and proposes different measures to improve the regulatory framework, controlling the management of state property at universities.","PeriodicalId":310472,"journal":{"name":"University Management: Practice and Analysis","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115031207","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 : 2021-12-15DOI: 10.15826/umpa.2021.03.029
T. N. Korneenko, I. Shcheglova
This article draws attention to students’ educational experience at a Russian regional university. Such experience is based on two aspects: on the one hand, it is a result of abilities integration, and on the other, it is an ability to act in a context of uncertainty. The latter aspect in understanding students’ experience is the most important for the personality formation in today’s complex world. Within the context of the higher education transformation, experience as an ability to act plays a significant role in individual development. That is why this study is aimed at analyzing the educational experience of first-year students and university graduates. Their educational experience is assessed based on their involvement in educational practices in class, in research activities at the university, and in self-educational activities. The results show that the first-year students’ experience and the graduates’ one at the university have functional differences. The first-year students’ academic engagement is higher as compared to the graduate students’. The research experience of both is expressed in a low degree. The self-educational experience at the university is not strategically formed. Comparing the first-year students’ and the graduates’ educational experiences, one can conclude that the structure of the latter is more functional due to the graduates’ limited involvement in educational activities. This means that the educational experience varies during the period of studies mainly in individual competencies, which are not connected with each other. The low level of the students’ involvement in educational practice reflects the weak development of their experience as an ability to act. It is the structure of a student’s motives that can be one of the main factors of his/her involvement in the learning process. Our findings contribute to the design of educational practices at the university and suggest the strong demand for a more responsible approach to designing the educational environment and educational practices at all university levels.
{"title":"Assessment of the student’s educational experience as a tool for making management decisions in the university","authors":"T. N. Korneenko, I. Shcheglova","doi":"10.15826/umpa.2021.03.029","DOIUrl":"https://doi.org/10.15826/umpa.2021.03.029","url":null,"abstract":"This article draws attention to students’ educational experience at a Russian regional university. Such experience is based on two aspects: on the one hand, it is a result of abilities integration, and on the other, it is an ability to act in a context of uncertainty. The latter aspect in understanding students’ experience is the most important for the personality formation in today’s complex world. Within the context of the higher education transformation, experience as an ability to act plays a significant role in individual development. That is why this study is aimed at analyzing the educational experience of first-year students and university graduates. Their educational experience is assessed based on their involvement in educational practices in class, in research activities at the university, and in self-educational activities. The results show that the first-year students’ experience and the graduates’ one at the university have functional differences. The first-year students’ academic engagement is higher as compared to the graduate students’. The research experience of both is expressed in a low degree. The self-educational experience at the university is not strategically formed. Comparing the first-year students’ and the graduates’ educational experiences, one can conclude that the structure of the latter is more functional due to the graduates’ limited involvement in educational activities. This means that the educational experience varies during the period of studies mainly in individual competencies, which are not connected with each other. The low level of the students’ involvement in educational practice reflects the weak development of their experience as an ability to act. It is the structure of a student’s motives that can be one of the main factors of his/her involvement in the learning process. Our findings contribute to the design of educational practices at the university and suggest the strong demand for a more responsible approach to designing the educational environment and educational practices at all university levels.","PeriodicalId":310472,"journal":{"name":"University Management: Practice and Analysis","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126450823","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 : 2021-12-15DOI: 10.15826/umpa.2021.03.032
G. Petruk, T. Ershova
The weak motivation of young people to scientific and pedagogical activity, the shortcomings of the system of training highly qualified personnel, the decline in the interest of postgraduate graduates in professional scientific and pedagogical activity and many other factors lead to the aging of scientific and pedagogical personnel of Russian universities. In the last few years, universities have been actively searching for approaches to improving the systems of reproduction of scientific and pedagogical personnel. The analysis of programs aimed at rejuvenation of personnel and building up the scientific potential of the university, carried out in the article, allowed us to identify the key features of practical tools used in universities. The most promising mechanism can be considered contract training, since it allows you to secure young promising personnel at the university for at least several years. At the same time, this practice is not systematized, has no theoretical and methodological justification, in addition, there are no conceptual developments of the model of the contract training of scientific and pedagogical personnel. The purpose of this article is to develop a conceptual model of the contract training of highly qualified scientific and pedagogical personnel and to analyze the implemented model. The methodology of this work is based on a systematic approach, in which both special methods were used: comparative analysis, content analysis of documents, morphological analysis, and general scientific research methods. To achieve stated goal, the practice of implementing a model of contract training of personnel is revealed on the example of the Vladivostok State University of Economics and Service. The program of reproduction of scientific and pedagogical personnel based on the system of targeted contract training has been implemented at the university for several years and already has certain results. The scientific novelty of this work consists in the formation of conceptual approach to the development and implementation of a system of the contract training of scientific and pedagogical personnel for universities. The article may be useful for researchers and university managers dealing with the issues of training highly qualified personnel, rejuvenation of the personnel structure and personnel management of the university in general.
{"title":"The Contract Training Program as a Tool for the Formation and Development of the University's Personnel Potential","authors":"G. Petruk, T. Ershova","doi":"10.15826/umpa.2021.03.032","DOIUrl":"https://doi.org/10.15826/umpa.2021.03.032","url":null,"abstract":"The weak motivation of young people to scientific and pedagogical activity, the shortcomings of the system of training highly qualified personnel, the decline in the interest of postgraduate graduates in professional scientific and pedagogical activity and many other factors lead to the aging of scientific and pedagogical personnel of Russian universities. In the last few years, universities have been actively searching for approaches to improving the systems of reproduction of scientific and pedagogical personnel. The analysis of programs aimed at rejuvenation of personnel and building up the scientific potential of the university, carried out in the article, allowed us to identify the key features of practical tools used in universities. The most promising mechanism can be considered contract training, since it allows you to secure young promising personnel at the university for at least several years. At the same time, this practice is not systematized, has no theoretical and methodological justification, in addition, there are no conceptual developments of the model of the contract training of scientific and pedagogical personnel. The purpose of this article is to develop a conceptual model of the contract training of highly qualified scientific and pedagogical personnel and to analyze the implemented model. The methodology of this work is based on a systematic approach, in which both special methods were used: comparative analysis, content analysis of documents, morphological analysis, and general scientific research methods. To achieve stated goal, the practice of implementing a model of contract training of personnel is revealed on the example of the Vladivostok State University of Economics and Service. The program of reproduction of scientific and pedagogical personnel based on the system of targeted contract training has been implemented at the university for several years and already has certain results. The scientific novelty of this work consists in the formation of conceptual approach to the development and implementation of a system of the contract training of scientific and pedagogical personnel for universities. The article may be useful for researchers and university managers dealing with the issues of training highly qualified personnel, rejuvenation of the personnel structure and personnel management of the university in general.","PeriodicalId":310472,"journal":{"name":"University Management: Practice and Analysis","volume":"665 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132235281","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 : 2021-08-12DOI: 10.15826/umpa.2021.02.011
Г. В. Майер, G. Mayer
This paper studies the basic principles of the Russian research university, its scientific, educational, social and cultural environment with the aim to study the transformation of the classical Humboldt’s model of university. The author emphasizes the role of the university environment as a key factor of shaping the personality of a research university graduate. There is discussed the importance of scientific and pedagogical schools and their leaders in the university’s development and functioning. The innovation activity is defined, and it is proposed to consider the innovative university system as a new essence of its structure. The turn of the XX century is characterized by the significant role of university traditions and of the Ministers of Education and Science in keeping and developing Russian higher education. The article is addressed to the heads of higher education institutions, to the experts in the sphere of university management, as well as to the researchers in the sphere of education and science.
{"title":"Research University: Principles, Environment, Innovations, Traditions. Historical Aspect","authors":"Г. В. Майер, G. Mayer","doi":"10.15826/umpa.2021.02.011","DOIUrl":"https://doi.org/10.15826/umpa.2021.02.011","url":null,"abstract":"This paper studies the basic principles of the Russian research university, its scientific, educational, social and cultural environment with the aim to study the transformation of the classical Humboldt’s model of university. The author emphasizes the role of the university environment as a key factor of shaping the personality of a research university graduate. There is discussed the importance of scientific and pedagogical schools and their leaders in the university’s development and functioning. The innovation activity is defined, and it is proposed to consider the innovative university system as a new essence of its structure. The turn of the XX century is characterized by the significant role of university traditions and of the Ministers of Education and Science in keeping and developing Russian higher education. The article is addressed to the heads of higher education institutions, to the experts in the sphere of university management, as well as to the researchers in the sphere of education and science. ","PeriodicalId":310472,"journal":{"name":"University Management: Practice and Analysis","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115262640","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 : 2021-08-12DOI: 10.15826/umpa.2021.02.021
I. O. Petrishchev, A. Maltseva, N. Kasatkina, V. V. Soltis
The article analyzes the case of creating a project for Ulyanovsk State Pedagogical University development. This process resulted in the adoption of a university development program until 2024. The authors provide the alternatives and the reasons for choosing the strategic type of planning the development, the type of strategic orientation of the university (market, entrepreneurial and educational orientation), and the type of its reorganization (restructuring and reconfiguration). The paper indicates the reasons and the criteria for the experts’ selection and their role in its creation. There are presented the results of the analysis of all project development stages, the work of focus groups with the main stake holders, the group work on the blocks of the program and the sessions devoted to the road maps. This case can be useful to those who are starting this kind of activity for the first time, since the authors describe the progress of work and consider its timing, as well as the difficulties encountered. The article also explains why this or that decision was made, indicates the right decisions, reveals the errors and the lessons learned.
{"title":"The Program of a Pedagogical University’s Strategic Development: Analyzing the Experience","authors":"I. O. Petrishchev, A. Maltseva, N. Kasatkina, V. V. Soltis","doi":"10.15826/umpa.2021.02.021","DOIUrl":"https://doi.org/10.15826/umpa.2021.02.021","url":null,"abstract":"The article analyzes the case of creating a project for Ulyanovsk State Pedagogical University development. This process resulted in the adoption of a university development program until 2024. The authors provide the alternatives and the reasons for choosing the strategic type of planning the development, the type of strategic orientation of the university (market, entrepreneurial and educational orientation), and the type of its reorganization (restructuring and reconfiguration). The paper indicates the reasons and the criteria for the experts’ selection and their role in its creation. There are presented the results of the analysis of all project development stages, the work of focus groups with the main stake holders, the group work on the blocks of the program and the sessions devoted to the road maps. This case can be useful to those who are starting this kind of activity for the first time, since the authors describe the progress of work and consider its timing, as well as the difficulties encountered. The article also explains why this or that decision was made, indicates the right decisions, reveals the errors and the lessons learned.","PeriodicalId":310472,"journal":{"name":"University Management: Practice and Analysis","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122011657","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 : 2021-05-01DOI: 10.15826/umpa.2021.01.004
A. Grigoryeva, E. Terentev
The article presents a systematic review of theoretical and methodological approaches to the conceptualization and empirical study of doctoral students’ supervision. Three approaches (mentoring, doctoral student-centered, and environmental) are distinguished depending on the main responsibility for the result. The mentoring approach attributes the responsibility for the result to the supervisor. This approach is generally associated with the so-called «apprentice model», which understands the doctoral student as a «neophyte» introduced to the academic world by the supervisor. The doctoral student-centered approach is characterized by imposing the responsibility mainly on the doctoral student. This approach assumes a more active role of the doctoral student and goes back to the models of student-centered pedagogy. The environmental approach focuses on studying the role of the environment and on the issues related to the academic and social integration of doctoral students. All these approaches notably have a number of limitations due to their concentration on certain factors of the educational process and less attention to the dynamic and relative nature of various aspects of academic supervision and its relationship with the effectiveness of doctoral training. There is substantiated the importance of developing a relational approach, which would synthesize the key points of the three approaches considered, and assume a distributed model of responsibility within the academic supervision. As it understands «learning alliances» more broadly than pairs or teams of scientific supervisors and graduate students, this approach focuses not only on the activity of individual actors, but also on the system of relationships between them.
{"title":"Doctoral Students’ Academic Supervision: A Systematic Review of Approaches to Conceptualization and Empirical Analysis","authors":"A. Grigoryeva, E. Terentev","doi":"10.15826/umpa.2021.01.004","DOIUrl":"https://doi.org/10.15826/umpa.2021.01.004","url":null,"abstract":"The article presents a systematic review of theoretical and methodological approaches to the conceptualization and empirical study of doctoral students’ supervision. Three approaches (mentoring, doctoral student-centered, and environmental) are distinguished depending on the main responsibility for the result. The mentoring approach attributes the responsibility for the result to the supervisor. This approach is generally associated with the so-called «apprentice model», which understands the doctoral student as a «neophyte» introduced to the academic world by the supervisor. The doctoral student-centered approach is characterized by imposing the responsibility mainly on the doctoral student. This approach assumes a more active role of the doctoral student and goes back to the models of student-centered pedagogy. The environmental approach focuses on studying the role of the environment and on the issues related to the academic and social integration of doctoral students. All these approaches notably have a number of limitations due to their concentration on certain factors of the educational process and less attention to the dynamic and relative nature of various aspects of academic supervision and its relationship with the effectiveness of doctoral training. There is substantiated the importance of developing a relational approach, which would synthesize the key points of the three approaches considered, and assume a distributed model of responsibility within the academic supervision. As it understands «learning alliances» more broadly than pairs or teams of scientific supervisors and graduate students, this approach focuses not only on the activity of individual actors, but also on the system of relationships between them.","PeriodicalId":310472,"journal":{"name":"University Management: Practice and Analysis","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128976386","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-01DOI: 10.15826/umpa.2020.02.016
S. Lobova, S. N. Bocharov, E. Ponkina
The extensive dissemination of digital technologies, their transnationality, transculturality, accessibility in almost every family and the implementation of ideas for building a digital economy are a challenge for the Russian system of professional education. The answers to this challenge are, in particular, the integration of open educational resources into the educational programs of higher education institutions, the formation of professional education architecture based on network forms of interaction in the national and global space, their wide extension containing certain difficulties and requiring additional study. The aim of this review article is to analyze the situation in the sphere of digitalization of higher education, to specify the directions of transformation, the conditions and factors of Russian university teachers’ employment associated with the introduction of online courses in the educational programs of professional education, and to formulate and justify issues, which are to be studied in the process of additional empirical research. The methodological reference point of the research is the concepts and theories of e-learning in higher education based on the integration of open educational resources into the educational process. The information base are the results of Russian and foreign scientists’ studies on the transformation of knowledge acquisition processes in the modern world, digitalization of education, evaluation of the effects of using open educational resources, loyalty and acceptance of online courses by the university community. The main research methods are review, analysis and synthesis, which allow to expand the understanding of online courses use in the university education system, and to formulate tasks for additional research of the teachers who integrate online courses. Our analysis shows that the integration of online courses in higher education programs is an epoch’s demand conditioned by changes in the principles and technologies of knowledge transfer and development. Leading universities increasingly rely on open educational resources, the introduction of the latter providing all the participants (the University, the teacher, the student) with information, technological, temporary, economic, and image effects. The Russian scientific space sees here the first raise of the following issues to be studied: 1) changes in the conditions of Russian university teachers’ employment in connection with the introduction of online courses in educational programs; 2) motivation for their activities on development and maintenance of online courses to date; 3) the opinion on the online courses as acceptable or rejectable in their professional activities. This article might be of use for representatives of the university administration (concerning the problems of summarizing information about the introduction of online courses in the educational process, setting research questions to be studied for the formation of
{"title":"DIGITALIZATION: MAINSTREAM FOR THE UNIVERSITY EDUCATION AND CHALLENGES FOR THE TEACHERS","authors":"S. Lobova, S. N. Bocharov, E. Ponkina","doi":"10.15826/umpa.2020.02.016","DOIUrl":"https://doi.org/10.15826/umpa.2020.02.016","url":null,"abstract":"The extensive dissemination of digital technologies, their transnationality, transculturality, accessibility in almost every family and the implementation of ideas for building a digital economy are a challenge for the Russian system of professional education. The answers to this challenge are, in particular, the integration of open educational resources into the educational programs of higher education institutions, the formation of professional education architecture based on network forms of interaction in the national and global space, their wide extension containing certain difficulties and requiring additional study. The aim of this review article is to analyze the situation in the sphere of digitalization of higher education, to specify the directions of transformation, the conditions and factors of Russian university teachers’ employment associated with the introduction of online courses in the educational programs of professional education, and to formulate and justify issues, which are to be studied in the process of additional empirical research. The methodological reference point of the research is the concepts and theories of e-learning in higher education based on the integration of open educational resources into the educational process. The information base are the results of Russian and foreign scientists’ studies on the transformation of knowledge acquisition processes in the modern world, digitalization of education, evaluation of the effects of using open educational resources, loyalty and acceptance of online courses by the university community. The main research methods are review, analysis and synthesis, which allow to expand the understanding of online courses use in the university education system, and to formulate tasks for additional research of the teachers who integrate online courses. Our analysis shows that the integration of online courses in higher education programs is an epoch’s demand conditioned by changes in the principles and technologies of knowledge transfer and development. Leading universities increasingly rely on open educational resources, the introduction of the latter providing all the participants (the University, the teacher, the student) with information, technological, temporary, economic, and image effects. The Russian scientific space sees here the first raise of the following issues to be studied: 1) changes in the conditions of Russian university teachers’ employment in connection with the introduction of online courses in educational programs; 2) motivation for their activities on development and maintenance of online courses to date; 3) the opinion on the online courses as acceptable or rejectable in their professional activities. This article might be of use for representatives of the university administration (concerning the problems of summarizing information about the introduction of online courses in the educational process, setting research questions to be studied for the formation of","PeriodicalId":310472,"journal":{"name":"University Management: Practice and Analysis","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133523407","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-16DOI: 10.15826/umpa.2019.05.042
A. Yashin, D. Williams, A. Klyuev, A. Bagirova, Enterprise Action Consulting Training Ltd
Entrepreneurship education is one of the “youngest” segments in the sphere of Russian higher education. A lack of traditions and established practices in the development of educational programmes for entrepreneurs negatively affects the quality of such education at universities. In this regard, the role of internal and external stakeholders in the formation and improvement of entrepreneurship education programmes is growing. This article analyses the practice of Russian universities in the development of educational programmes for entrepreneurs. Key research foci include the structure of competencies specified in such programmes and their correlations with the regional context of entrepreneurship development. A number of research hypotheses were formulated, including those concerning the transformation of entrepreneurship education programmes under the pressure of stakeholders’ demand for soft skills, heterogeneity of entrepreneurship education programmes as the result of differences between regional entrepreneurial ecosystems, involvement of internal and external stakeholders in the creation of entrepreneurship education programmes. The data presented in the article were obtained from open sources, such as the websites of universities implementing courses of entrepreneurship education. The main results of the study include: 1 An integrated model of soft skills structure as a methodological platform for research in the sphere of entrepreneurship education. 2 Identification of regional differences in entrepreneurship education programmes. 3 Verification of a hypothesis concerning the impact of entrepreneurial ecosystem factors on the state of entrepreneurship education. 4 Formulation of problems for future research with regard to interaction between all the actors and institutions of regional entrepreneurship ecosystems.
{"title":"Entrepreneurship education in Russia: Influence of Regional Stakeholders","authors":"A. Yashin, D. Williams, A. Klyuev, A. Bagirova, Enterprise Action Consulting Training Ltd","doi":"10.15826/umpa.2019.05.042","DOIUrl":"https://doi.org/10.15826/umpa.2019.05.042","url":null,"abstract":"Entrepreneurship education is one of the “youngest” segments in the sphere of Russian higher education. A lack of traditions and established practices in the development of educational programmes for entrepreneurs negatively affects the quality of such education at universities. In this regard, the role of internal and external stakeholders in the formation and improvement of entrepreneurship education programmes is growing. This article analyses the practice of Russian universities in the development of educational programmes for entrepreneurs. Key research foci include the structure of competencies specified in such programmes and their correlations with the regional context of entrepreneurship development. A number of research hypotheses were formulated, including those concerning the transformation of entrepreneurship education programmes under the pressure of stakeholders’ demand for soft skills, heterogeneity of entrepreneurship education programmes as the result of differences between regional entrepreneurial ecosystems, involvement of internal and external stakeholders in the creation of entrepreneurship education programmes. The data presented in the article were obtained from open sources, such as the websites of universities implementing courses of entrepreneurship education. The main results of the study include: 1 An integrated model of soft skills structure as a methodological platform for research in the sphere of entrepreneurship education. 2 Identification of regional differences in entrepreneurship education programmes. 3 Verification of a hypothesis concerning the impact of entrepreneurial ecosystem factors on the state of entrepreneurship education. 4 Formulation of problems for future research with regard to interaction between all the actors and institutions of regional entrepreneurship ecosystems.","PeriodicalId":310472,"journal":{"name":"University Management: Practice and Analysis","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116912820","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-16DOI: 10.15826/umpa.2019.05.040
K. Szelągowska-Rudzka
All organizations, including Higher Education Institutions (HEIs), should be socially responsible. Therefore, the article aims to answer the following research questions: How are the principles of social responsibility implemented by Polish HEIs? Through what good practices are they manifested? What formal national regulations support these activities? To answer those questions, the principles of the Declaration of University Social Responsibility and of good practices implemented by 23 universities, the first signatories of this Declaration, were reviewed. The applied research method has incorporated the analysis of the literature on the subject, documents and websites of the above 23 universities. The study presents the essence of university social responsibility and the special role of universities in promoting and implementing the principles of sustainable development and social responsibility. The activities of the Polish public administration in partnership with the representatives of HEIs, businesses, NGOs which led to the creation of the Declaration of USR were outlined. Examples of good practices applied by the examined universities and the ensuing conclusions were briefly discussed.
{"title":"University Social Responsibility – Good Practices of Polish Higher Education Institutions","authors":"K. Szelągowska-Rudzka","doi":"10.15826/umpa.2019.05.040","DOIUrl":"https://doi.org/10.15826/umpa.2019.05.040","url":null,"abstract":"All organizations, including Higher Education Institutions (HEIs), should be socially responsible. Therefore, the article aims to answer the following research questions: How are the principles of social responsibility implemented by Polish HEIs? Through what good practices are they manifested? What formal national regulations support these activities? To answer those questions, the principles of the Declaration of University Social Responsibility and of good practices implemented by 23 universities, the first signatories of this Declaration, were reviewed. The applied research method has incorporated the analysis of the literature on the subject, documents and websites of the above 23 universities. The study presents the essence of university social responsibility and the special role of universities in promoting and implementing the principles of sustainable development and social responsibility. The activities of the Polish public administration in partnership with the representatives of HEIs, businesses, NGOs which led to the creation of the Declaration of USR were outlined. Examples of good practices applied by the examined universities and the ensuing conclusions were briefly discussed.","PeriodicalId":310472,"journal":{"name":"University Management: Practice and Analysis","volume":"341 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134401282","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-16DOI: 10.15826/umpa.2019.05.036
S. Heyneman
The public benefits of higher education have long been recognized. Higher education contributes to the public consensus; it transmits knowledge and attitudes toward the role of the citizen; and it may model good behavior in the face of controversy and sometimes intellectual acrimony. Great universities, perform these functions very well. This is among the reasons why attention has been paid to the characteristics of world class universities [1–3] as well as to the threats to university quality in the form of corruption in higher education. Attention has focused on the definition of corruption, the degree to which corruption occurs, and its economic impact [4–7]. This paper combines these lines of scholarship and explores the degree to which world class universities exhibit ethical qualities. The study defines ‘ethics’ in the management of a university. This includes mission statements which mention ethical issues, transparency in governance and fiscal affairs, codes of conduct for faculty, administrators and students, procedures for adjudication of infractions, and other elements. It then proposes a rating for the ethical infrastructure elements. Universities have been divided into two groups. First are universities listed on the Times Higher Education Supplement (THES) international ranking. The second are random samples of universities in countries which use English, Korean, Japanese, Georgian, Chinese, and Russian languages as the medium of instruction. The paper poses three questions. First, how common is it for internationally-ranked universities to exhibit ethical char-acteristics on their websites? The answer is unambiguous: 98 % of the world class universities have established an ethical infrastructure of some kind. Second, which areas of the world are more likely to have universities which exhibit a depth of ethical infrastructure elements on their websites? In terms of countries, the most comprehensive ethics infrastructure can be found in Britain, the U.S., and Japan. Lastly, what is the relationship between the level of international ranking and the depth of ethical ingredients? The strength of the relationship is weak, suggesting that the depth of ethnical infrastructure is not an important determinant of ranking. However given the fact that virtually all ranked THES universities, across 40 counties, mentioned ethical infrastructure elements, suggests that having an ethical infrastructure is an important ingredient associated with other elements in a university’s reputation.
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