Pub Date : 2019-12-16DOI: 10.15826/umpa.2019.05.043
Dmitry Kochetkov
This article presents a model for the evaluation of scientific research output from the standpoint of university engagement with the socio-economic environment based on a scientometric analysis of topical areas. The primary aim was to examine various interrelations between conventional and alternative scientometric indicators that most clearly reflect the relationship between universities, industry and society. Three countries and five topical research areas were chosen as the object of the study. A comparative analysis showed that conventional scientometric indicators correlate quite well with the indicators of social and commercial relevance of scientific research. However, since this relationship was not observed in the case of Brazil, an assumption was made about the influence of the national and disciplinary context. The evaluation of university engagement cannot be performed based exclusively on quantitative indicators, thus requiring qualitative assessment, e. g. peer review.
{"title":"Measuring university engagement","authors":"Dmitry Kochetkov","doi":"10.15826/umpa.2019.05.043","DOIUrl":"https://doi.org/10.15826/umpa.2019.05.043","url":null,"abstract":"This article presents a model for the evaluation of scientific research output from the standpoint of university engagement with the socio-economic environment based on a scientometric analysis of topical areas. The primary aim was to examine various interrelations between conventional and alternative scientometric indicators that most clearly reflect the relationship between universities, industry and society. Three countries and five topical research areas were chosen as the object of the study. A comparative analysis showed that conventional scientometric indicators correlate quite well with the indicators of social and commercial relevance of scientific research. However, since this relationship was not observed in the case of Brazil, an assumption was made about the influence of the national and disciplinary context. The evaluation of university engagement cannot be performed based exclusively on quantitative indicators, thus requiring qualitative assessment, e. g. peer review.","PeriodicalId":310472,"journal":{"name":"University Management: Practice and Analysis","volume":"7 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":"114419204","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-26DOI: 10.15826/umpa.2019.04.031
S. Pimonova, E. M. Fomina
This research paper presents the results of a survey conducted by the authors and their interpretation of the identified factors influencing the students’ satisfaction of participating in international academic mobility. The investigation studies the issues of the education internationalization effectiveness in Russian universities, which is provided via students’ opportunity to participate in international mobility programs. The problems of internationalization are practical, since now this process is one of the prior directions in the development of education. Within this work, there has been conducted a study of Russian students’ views on the level and quality of education in the programs of international academic mobility, and the main result of the work is the identification of the most significant factors affecting the students’ choice of higher school for mobility. These factors are combined by the authors in a set of recommendations to the leading Russian universities when choosing partner universities. The practical part includes an expert interview of students (14 people) participating in mobility programs. It aims at identifying criteria for their satisfaction with this experience, which, together with the factors identified as a result of analyzing theoretical works, has provided the basis for making a questionnaire on academic mobility, then passed by 148 students. Thus, the following significant components of the effective program mastery have been identified: a high level of foreign students’ adaptation and awareness at the host university, high professionalism of the teachers, expenses moderation, scholarships availability, team projects for getting along with course mates. There have been found out the leading criteria for the students’ selection of foreign universities: established partnerships between sending and receiving universities, the attractiveness of the country of the program, the opportunity to practice rare foreign languages with their native speakers. As a research perspective, there can be suggested distinguishing the factors which influence the choice of Western or Eastern universities-partners.Â
{"title":"SHORT-TERM INTERNATIONAL ACADEMIC MOBILITY AS A FACTOR OF HIGHER EDUCATION INTERNATIONALIZATION","authors":"S. Pimonova, E. M. Fomina","doi":"10.15826/umpa.2019.04.031","DOIUrl":"https://doi.org/10.15826/umpa.2019.04.031","url":null,"abstract":"This research paper presents the results of a survey conducted by the authors and their interpretation of the identified factors influencing the students’ satisfaction of participating in international academic mobility. The investigation studies the issues of the education internationalization effectiveness in Russian universities, which is provided via students’ opportunity to participate in international mobility programs. The problems of internationalization are practical, since now this process is one of the prior directions in the development of education. Within this work, there has been conducted a study of Russian students’ views on the level and quality of education in the programs of international academic mobility, and the main result of the work is the identification of the most significant factors affecting the students’ choice of higher school for mobility. These factors are combined by the authors in a set of recommendations to the leading Russian universities when choosing partner universities. The practical part includes an expert interview of students (14 people) participating in mobility programs. It aims at identifying criteria for their satisfaction with this experience, which, together with the factors identified as a result of analyzing theoretical works, has provided the basis for making a questionnaire on academic mobility, then passed by 148 students. Thus, the following significant components of the effective program mastery have been identified: a high level of foreign students’ adaptation and awareness at the host university, high professionalism of the teachers, expenses moderation, scholarships availability, team projects for getting along with course mates. There have been found out the leading criteria for the students’ selection of foreign universities: established partnerships between sending and receiving universities, the attractiveness of the country of the program, the opportunity to practice rare foreign languages with their native speakers. As a research perspective, there can be suggested distinguishing the factors which influence the choice of Western or Eastern universities-partners.Â","PeriodicalId":310472,"journal":{"name":"University Management: Practice and Analysis","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122035401","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 : 2019-07-31DOI: 10.15826/UMPA.2019.03.015
V. Bolotov, G. Motova, V. Navodnov
The article discusses the Monitoring of higher education institutions’ (HEIs’) effectiveness, which has been conducted annually by the Ministry of Education and Science in the last five years. The method of the Monitoring is based on the technology of collecting and systematizing information used by the state accreditation in 1997–2010. The reasons for the introduction of the Monitoring by the Ministry are described; the features of the performance indicators are justified by the state educational policy. A model of presentation of the Monitoring results in the league table format is suggested, which makes it possible to use its results more flexibly for the management of the higher education system. It also allows higher education institutions to analyze their positions and to form their own ways of the development.
{"title":"THE MONITORING OF MONITORING: WHAT’S WRONG WITH THE MINISTRY’S NEW APPROACH TO SUPERVISION OF EFFECTIVENESS OF HIGHER EDUCATION INSTITUTIONS’ PERFORMANCE?","authors":"V. Bolotov, G. Motova, V. Navodnov","doi":"10.15826/UMPA.2019.03.015","DOIUrl":"https://doi.org/10.15826/UMPA.2019.03.015","url":null,"abstract":"The article discusses the Monitoring of higher education institutions’ (HEIs’) effectiveness, which has been conducted annually by the Ministry of Education and Science in the last five years. The method of the Monitoring is based on the technology of collecting and systematizing information used by the state accreditation in 1997–2010. The reasons for the introduction of the Monitoring by the Ministry are described; the features of the performance indicators are justified by the state educational policy. A model of presentation of the Monitoring results in the league table format is suggested, which makes it possible to use its results more flexibly for the management of the higher education system. It also allows higher education institutions to analyze their positions and to form their own ways of the development.","PeriodicalId":310472,"journal":{"name":"University Management: Practice and Analysis","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116832931","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 : 2019-07-31DOI: 10.15826/UMPA.2019.03.022
Оценка Качества, высшего образоваНия, Обзор Международного Опыта, Катерина Сергеевна Губа, K. Guba
The article reviews international practice in managing and reforming national education quality assurance systems. Due to the influence of debates about instruments that have the potential to contribute to the development of quality education, many countries over the past decades have elaborated a system for assessing higher education quality. The review discusses both countries known for a long history of quality assurance (England or the United States) and cases that, under the influence of external pressures, developed a model of quality assessment from scratch. There are three significant trends in international experience. Firstly, countries either substantially reform the format of accreditation or abandon it entirely. There is a consensus among experts that the aim of the assessment system should be improving the quality of education. The accreditation is not suitable for it, since this format is generally related to satisfying the minimum standards. Secondly, more and more experts emphasize the advantages of quality audit, its format being related to assessing the university’s ability to autonomously maintain high standards of education quality. Third, the rejection of a unified assessment of universities is considered necessary, as it leads to a decrease in the diversity of the education system. A quality assurance system should take into account the specific features of the university, since the differentiated education system is more responsive to the demands of the labour market, the needs of students and society. The idea of creating uniform quality standards outside Russia and several countries of Eastern Europe not only lacks popularity, but is also criticized actively. All these trends allow us to conclude that the current Russian education quality assurance system does not meet international trends. In this regard, the experience of other countries in organizing the national system of education quality assessment is seen as particularly relevant to the context of Russian higher education.
{"title":"QUALITY OF HIGHER EDUCATION: A REVIEW OF INTERNATIONAL PRACTICE","authors":"Оценка Качества, высшего образоваНия, Обзор Международного Опыта, Катерина Сергеевна Губа, K. Guba","doi":"10.15826/UMPA.2019.03.022","DOIUrl":"https://doi.org/10.15826/UMPA.2019.03.022","url":null,"abstract":"The article reviews international practice in managing and reforming national education quality assurance systems. Due to the influence of debates about instruments that have the potential to contribute to the development of quality education, many countries over the past decades have elaborated a system for assessing higher education quality. The review discusses both countries known for a long history of quality assurance (England or the United States) and cases that, under the influence of external pressures, developed a model of quality assessment from scratch. There are three significant trends in international experience. Firstly, countries either substantially reform the format of accreditation or abandon it entirely. There is a consensus among experts that the aim of the assessment system should be improving the quality of education. The accreditation is not suitable for it, since this format is generally related to satisfying the minimum standards. Secondly, more and more experts emphasize the advantages of quality audit, its format being related to assessing the university’s ability to autonomously maintain high standards of education quality. Third, the rejection of a unified assessment of universities is considered necessary, as it leads to a decrease in the diversity of the education system. A quality assurance system should take into account the specific features of the university, since the differentiated education system is more responsive to the demands of the labour market, the needs of students and society. The idea of creating uniform quality standards outside Russia and several countries of Eastern Europe not only lacks popularity, but is also criticized actively. All these trends allow us to conclude that the current Russian education quality assurance system does not meet international trends. In this regard, the experience of other countries in organizing the national system of education quality assessment is seen as particularly relevant to the context of Russian higher education.","PeriodicalId":310472,"journal":{"name":"University Management: Practice and Analysis","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134367679","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 : 2019-05-09DOI: 10.15826/UMPA.2019.01-2.011
N. Guskova, A. V. Erastova
The research article is devoted to studying the university’s organizational culture. To survive and be competitive in the face of strong national and international competition, the university has to be unique as compared to other universities. One of the strategic sources for forming a university’s competitive advantages is to change its organizational culture. It is the university’s development that makes it possible to form new value attitudes, both among teachers and students. The article observes a study of the organizational culture in National Research Mordovia State University. To analyse the surface level of the organizational culture of the university, we have investigated the attitude of teachers and students to the key elements of the organizational environment of the university (tradition, corporate style, encouragement and punishment etc.). The analysis of the subsurface level of the organizational culture has been carried out with the help of adapted versions of K. Cameron and R. Quinn’s questionnaires. Basic value judgments are identified by means of G. Hofstede’s method. The respondents of the questionnaires have numbered 847, including 100 research and teaching staff and 747 students. The results of studying the teachers’ and students’ views on organizational culture provide the general idea of key values, culture orientations, which identify the whole of this culture. The study shows the fragmentary perception of culture elements by the representatives of different departments, which sometimes leads to a diametrically opposite assessment of the parameters of this culture. In this regard, it is necessary to implement a number of training programs aimed at developing the communication system, organizational values, psychological comfort, and corporate image. At the same time, it seems reasonable to consider the development process of the selected components through achieving certain goals, which must ensure the quality of all organizational processes within the university, and, consequently, increase its competitive advantages.
{"title":"THE DEVELOPMENT OF THE ORGANIZATIONAL CULTURE OF THE UNIVERSITY AS A TOOL TO INCREASE ITS COMPETITIVE ADVANTAGES","authors":"N. Guskova, A. V. Erastova","doi":"10.15826/UMPA.2019.01-2.011","DOIUrl":"https://doi.org/10.15826/UMPA.2019.01-2.011","url":null,"abstract":"The research article is devoted to studying the university’s organizational culture. To survive and be competitive in the face of strong national and international competition, the university has to be unique as compared to other universities. One of the strategic sources for forming a university’s competitive advantages is to change its organizational culture. It is the university’s development that makes it possible to form new value attitudes, both among teachers and students. The article observes a study of the organizational culture in National Research Mordovia State University. To analyse the surface level of the organizational culture of the university, we have investigated the attitude of teachers and students to the key elements of the organizational environment of the university (tradition, corporate style, encouragement and punishment etc.). The analysis of the subsurface level of the organizational culture has been carried out with the help of adapted versions of K. Cameron and R. Quinn’s questionnaires. Basic value judgments are identified by means of G. Hofstede’s method. The respondents of the questionnaires have numbered 847, including 100 research and teaching staff and 747 students. The results of studying the teachers’ and students’ views on organizational culture provide the general idea of key values, culture orientations, which identify the whole of this culture. The study shows the fragmentary perception of culture elements by the representatives of different departments, which sometimes leads to a diametrically opposite assessment of the parameters of this culture. In this regard, it is necessary to implement a number of training programs aimed at developing the communication system, organizational values, psychological comfort, and corporate image. At the same time, it seems reasonable to consider the development process of the selected components through achieving certain goals, which must ensure the quality of all organizational processes within the university, and, consequently, increase its competitive advantages.","PeriodicalId":310472,"journal":{"name":"University Management: Practice and Analysis","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132737667","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 : 2019-05-08DOI: 10.15826/UMPA.2019.01-2.010
В. А. Пушных
There are a lot of studies devoted to organizational culture of the academics and students at the universities. However, these studies refer either only to the former or only to latter. This provides no opportunity for comparing the perception of organizational culture by academics and students of the same university and, hence, for conclusions regarding needed or possible changes of this culture. This research is supposed to eliminate this shortcoming. The widely known method of OCAI has been used for the study. The study has covered academics and students of all academic departments of Tomsk Polytechnic University. The traditional OCAI questionnaire has been adapted to the university specificity, as well as to the level of students’ organizational culture perception. The study shows that organizational profiles of academics and students are very similar, but the academics demonstrate heavier accent on hierarchical culture. Therefore, the regular staff of the university possesses a strong culture, which is very likely to be imposed on the university’s variable – students. The research also reflects the trend to enhancing hierarchical culture at the university, this tendency seeming rather dangerous. The research has taken place in a Russian technical university. It seems to be reasonable to do such a study in other kinds of universities in order to obtain a comprehensive picture of organizational culture in Russian higher school. The article describes the first experience of combined studying the academics’ and students’ organizational culture. Its results might orient university administrators and academics to paying special attention to their own organizational culture, since this culture is translated to society via values fostered in university graduates during their student’s life.
{"title":"PERCEPTION OF THE UNIVERSITY ORGANIZATIONAL CULTURE BY ACADEMICS VS. STUDENTS","authors":"В. А. Пушных","doi":"10.15826/UMPA.2019.01-2.010","DOIUrl":"https://doi.org/10.15826/UMPA.2019.01-2.010","url":null,"abstract":"There are a lot of studies devoted to organizational culture of the academics and students at the universities. However, these studies refer either only to the former or only to latter. This provides no opportunity for comparing the perception of organizational culture by academics and students of the same university and, hence, for conclusions regarding needed or possible changes of this culture. This research is supposed to eliminate this shortcoming. The widely known method of OCAI has been used for the study. The study has covered academics and students of all academic departments of Tomsk Polytechnic University. The traditional OCAI questionnaire has been adapted to the university specificity, as well as to the level of students’ organizational culture perception. The study shows that organizational profiles of academics and students are very similar, but the academics demonstrate heavier accent on hierarchical culture. Therefore, the regular staff of the university possesses a strong culture, which is very likely to be imposed on the university’s variable – students. The research also reflects the trend to enhancing hierarchical culture at the university, this tendency seeming rather dangerous. The research has taken place in a Russian technical university. It seems to be reasonable to do such a study in other kinds of universities in order to obtain a comprehensive picture of organizational culture in Russian higher school. The article describes the first experience of combined studying the academics’ and students’ organizational culture. Its results might orient university administrators and academics to paying special attention to their own organizational culture, since this culture is translated to society via values fostered in university graduates during their student’s life.","PeriodicalId":310472,"journal":{"name":"University Management: Practice and Analysis","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121717328","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 : 2019-05-08DOI: 10.15826/UMPA.2019.01-2.002
Вера Александровна Чикер, Людмила Георгиевна Почебут, Наталья Владимировна Волкова
The article considers the conceptual issues for psychological studying various forms of social capital consolidation within universities. The main aspects of social capital consolidation are university reputation, trust, commitment to university goals, identification with the university, organizational culture, and an opportunity to put personal motives into life. The main goal of this paper is to examine the peculiarities of social capital consolidation in three Russian leading universities and to make theoretical conclusions to confirm our model of organizations’ social capital components. The article step by step studies the concept of university’s social capital and its connection with both organizational culture and reputation. An organization’s social capital and its consolidation are defined; the basic components of social capital for representatives of different university subcultures (students, administrative staff, and faculty) in three leading Russian highly-ranked universities are named according to the research. There is described the interrelation between the university’s reputation and the opportunities to put personal motives into life, the dynamics of the social capital formation for students in Russian universities and determinants of socialization for employees in higher educational institutions. In order to make managerial decisions and conduct further empirical studies, all the phenomena are considered according to their psychological contents, the research objects (leading Russian universities) taken into account. Altogether 590 people participated in this study. Various statistical methods are used: content analysis, ANOVA (analysis of variance), correlation and regression methods. The research showed that the consolidation of universities’ social capital combines both internal and external focuses of this phenomenon that can be presented via reputation characteristics, for instance, «reputational platform», a combination of clan and market cultures as well as socialization (trust, organizational commitment and identification). This concept can be considered as a positive basis to understand different managerial problems and find focused efforts to solve them. This article contributes to understanding psychological aspects of university management and to studying its cumulative social capital, which can significantly improve university’s reputation, as well as its competitive advantages within entrepreneurial environment.
{"title":"PSYCHOLOGICAL ASPECTS OF UNIVERSITIES’ SOCIAL CAPITAL CONSOLIDATION","authors":"Вера Александровна Чикер, Людмила Георгиевна Почебут, Наталья Владимировна Волкова","doi":"10.15826/UMPA.2019.01-2.002","DOIUrl":"https://doi.org/10.15826/UMPA.2019.01-2.002","url":null,"abstract":"The article considers the conceptual issues for psychological studying various forms of social capital consolidation within universities. The main aspects of social capital consolidation are university reputation, trust, commitment to university goals, identification with the university, organizational culture, and an opportunity to put personal motives into life. The main goal of this paper is to examine the peculiarities of social capital consolidation in three Russian leading universities and to make theoretical conclusions to confirm our model of organizations’ social capital components. The article step by step studies the concept of university’s social capital and its connection with both organizational culture and reputation. An organization’s social capital and its consolidation are defined; the basic components of social capital for representatives of different university subcultures (students, administrative staff, and faculty) in three leading Russian highly-ranked universities are named according to the research. There is described the interrelation between the university’s reputation and the opportunities to put personal motives into life, the dynamics of the social capital formation for students in Russian universities and determinants of socialization for employees in higher educational institutions. In order to make managerial decisions and conduct further empirical studies, all the phenomena are considered according to their psychological contents, the research objects (leading Russian universities) taken into account. Altogether 590 people participated in this study. Various statistical methods are used: content analysis, ANOVA (analysis of variance), correlation and regression methods. The research showed that the consolidation of universities’ social capital combines both internal and external focuses of this phenomenon that can be presented via reputation characteristics, for instance, «reputational platform», a combination of clan and market cultures as well as socialization (trust, organizational commitment and identification). This concept can be considered as a positive basis to understand different managerial problems and find focused efforts to solve them. This article contributes to understanding psychological aspects of university management and to studying its cumulative social capital, which can significantly improve university’s reputation, as well as its competitive advantages within entrepreneurial environment.","PeriodicalId":310472,"journal":{"name":"University Management: Practice and Analysis","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117267774","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 : 1900-01-01DOI: 10.15826/UMPA.2019.01-2.0014
A. Prokhorov, V. Blinov
{"title":"Defciencies and Paradoxes of the Higher Education Market in Russia and its Organization in Russian Universities: What Can Be Changed?","authors":"A. Prokhorov, V. Blinov","doi":"10.15826/UMPA.2019.01-2.0014","DOIUrl":"https://doi.org/10.15826/UMPA.2019.01-2.0014","url":null,"abstract":"","PeriodicalId":310472,"journal":{"name":"University Management: Practice and Analysis","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133528029","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 : 1900-01-01DOI: 10.15826/umpa.2020.01.010
V. O. Pomyalova, N. Volkova
The article presents the results of the research conducted in one of the top-ranked universities in Russia. The paper aims at identifying the relationship between the levels of identification and of students’ adherence to the university and their perception of organizational culture. The study reveals the peculiarities of students’ perception of culture and differences from their own ideas about it. There is measured the degree of the respondents’ identification with the organization and, as a result, the degree of their adherence to the university. The survey demanded three methods to be applied and 150 people to participate. The data have been processed with the help of various statistical methods (dispersion, correlation, factor, and regression analysis). The results show the discrepancies in students’ ideas of the prevailing culture, but at the same time a general tendency to their positive relationships with the university. The interest in the discussed questions of the research is related to the role of an educational institution’s image in the aspects of management and attractiveness for its students. Modern universities are considered to be a type of organizations, which provide educational services and therefore are forced to compete with others at the market. As a result, they are required to find optimal solutions and to create competitive advantages according to the expectations of potential «customers». The paper describes a case of undergraduate students, which allows us to draw conclusions about the peculiarities of the organizational culture and the image of the university as influencing students’ loyalty. The fact of a loyal attitude is considered to be an advantage necessary for a modern university to save and strengthen its own positions at the educational services market, as well as to form a development strategy based on analyzing the current situation.
{"title":"The Role of Organizational Culture in the Process of Students’ Identification with a University","authors":"V. O. Pomyalova, N. Volkova","doi":"10.15826/umpa.2020.01.010","DOIUrl":"https://doi.org/10.15826/umpa.2020.01.010","url":null,"abstract":"The article presents the results of the research conducted in one of the top-ranked universities in Russia. The paper aims at identifying the relationship between the levels of identification and of students’ adherence to the university and their perception of organizational culture. The study reveals the peculiarities of students’ perception of culture and differences from their own ideas about it. There is measured the degree of the respondents’ identification with the organization and, as a result, the degree of their adherence to the university. The survey demanded three methods to be applied and 150 people to participate. The data have been processed with the help of various statistical methods (dispersion, correlation, factor, and regression analysis). The results show the discrepancies in students’ ideas of the prevailing culture, but at the same time a general tendency to their positive relationships with the university. The interest in the discussed questions of the research is related to the role of an educational institution’s image in the aspects of management and attractiveness for its students. Modern universities are considered to be a type of organizations, which provide educational services and therefore are forced to compete with others at the market. As a result, they are required to find optimal solutions and to create competitive advantages according to the expectations of potential «customers». The paper describes a case of undergraduate students, which allows us to draw conclusions about the peculiarities of the organizational culture and the image of the university as influencing students’ loyalty. The fact of a loyal attitude is considered to be an advantage necessary for a modern university to save and strengthen its own positions at the educational services market, as well as to form a development strategy based on analyzing the current situation.","PeriodicalId":310472,"journal":{"name":"University Management: Practice and Analysis","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121455011","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 : 1900-01-01DOI: 10.15826/umpa.2020.04.031
T. Klyachko, S. Sinelnikov-Murylev
The purpose of this article is to analyze trends in Russian higher education development during the coronavirus pandemic. The paper considers main problems faced by Russian universities in their students’ transition to distance learning. Particular attention is paid to the problem of the «digital inequality», which became urgent in the conditions of online teaching organization. It is shown that the «digital inequality» does not only mean differentiating students by their having necessary equipment to study remotely. The issues of «digital inequality» are being investigated at the levels of regions, universities, teachers and students. At the same time, the authors substantiate the thesis that it will not be possible to solve the problem of the dynamic development of the Russian higher education system within the framework of the current model of budget financing, and thus propose approaches to its change.
{"title":"Russian Higher Education as Influenced by COVID-19 Pandemic","authors":"T. Klyachko, S. Sinelnikov-Murylev","doi":"10.15826/umpa.2020.04.031","DOIUrl":"https://doi.org/10.15826/umpa.2020.04.031","url":null,"abstract":"The purpose of this article is to analyze trends in Russian higher education development during the coronavirus pandemic. The paper considers main problems faced by Russian universities in their students’ transition to distance learning. Particular attention is paid to the problem of the «digital inequality», which became urgent in the conditions of online teaching organization. It is shown that the «digital inequality» does not only mean differentiating students by their having necessary equipment to study remotely. The issues of «digital inequality» are being investigated at the levels of regions, universities, teachers and students. At the same time, the authors substantiate the thesis that it will not be possible to solve the problem of the dynamic development of the Russian higher education system within the framework of the current model of budget financing, and thus propose approaches to its change.","PeriodicalId":310472,"journal":{"name":"University Management: Practice and Analysis","volume":"7 4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131754562","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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