Pub Date : 2019-01-16DOI: 10.31992/0869-3617-2018-27-12-39-49
Дмитрий Анатольевич Севостьянов
The article focuses on hierarchical and inverse relations in social systems. Hierarchy is the basic form of organization in social systems. Complex hierarchies have the ability to form inverse relationships. Inverse relationships occur when the lower element in social hierarchy becomes the dominant, but formally remains in a subordinate position. In a hierarchical system, there are certain organizational principles that determine the mutual position of the elements. There are several such principles in complex hierarchies. Inversions arise when two or more organizational principles collide in social hierarchy. The developed inversions are a manifestation of internal contradictions in the hierarchical system. The accumulation of these contradictions can lead to the collapse of the hierarchical system. For example, the development of social inversions can cause a revolution in which certain organizational principles in the social system are abolished. But in some cases, resolving of these contradictions leads to another step in the progressive development of the system. Thus, the resolution of contradictions occurs when the subject actually moves to a higher position in the social hierarchy. One of the most important organizational principles that determine the position of the subject in the social hierarchy is based on the educational level of this subject. Increasing the level of education entails the increase of the subject’s social status. However, the position of the subject in the social hierarchy is also determined by other organizational principles. These principles may conflict with the educational organizational principle. As a result, there is a social inversion. Education is a factor that can both generate inversions in the social hierarchy and eliminate them. The development of society is closely connected with the manifestations of the educational organizational principle, with its interaction with other organizational principles in the social hierarchy. The analysis of inverse relations in social hierarchies is an effective research tool that allows to predict and prevent social tension in society.
{"title":"Социальные инверсии и образование","authors":"Дмитрий Анатольевич Севостьянов","doi":"10.31992/0869-3617-2018-27-12-39-49","DOIUrl":"https://doi.org/10.31992/0869-3617-2018-27-12-39-49","url":null,"abstract":"The article focuses on hierarchical and inverse relations in social systems. Hierarchy is the basic form of organization in social systems. Complex hierarchies have the ability to form inverse relationships. Inverse relationships occur when the lower element in social hierarchy becomes the dominant, but formally remains in a subordinate position. In a hierarchical system, there are certain organizational principles that determine the mutual position of the elements. There are several such principles in complex hierarchies. Inversions arise when two or more organizational principles collide in social hierarchy. The developed inversions are a manifestation of internal contradictions in the hierarchical system. The accumulation of these contradictions can lead to the collapse of the hierarchical system. For example, the development of social inversions can cause a revolution in which certain organizational principles in the social system are abolished. But in some cases, resolving of these contradictions leads to another step in the progressive development of the system. Thus, the resolution of contradictions occurs when the subject actually moves to a higher position in the social hierarchy. One of the most important organizational principles that determine the position of the subject in the social hierarchy is based on the educational level of this subject. Increasing the level of education entails the increase of the subject’s social status. However, the position of the subject in the social hierarchy is also determined by other organizational principles. These principles may conflict with the educational organizational principle. As a result, there is a social inversion. Education is a factor that can both generate inversions in the social hierarchy and eliminate them. The development of society is closely connected with the manifestations of the educational organizational principle, with its interaction with other organizational principles in the social hierarchy. The analysis of inverse relations in social hierarchies is an effective research tool that allows to predict and prevent social tension in society.","PeriodicalId":37083,"journal":{"name":"Vysshee Obrazovanie v Rossii","volume":"27 1","pages":"39-49"},"PeriodicalIF":0.0,"publicationDate":"2019-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69862494","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 : 2019-01-01DOI: 10.31992/0869-3617-2019-28-1-21-33
B Rubin Yury, V. L. Mikhail, P Mozhzhukhin Danila
. In this article, we introduce competition as an essential part of professional entrepreneurship activity and competition studies – as a significant direction in entrepreneurship education system. Competition competencies come into play at any stage of the entrepreneurship process. In this case, it is important to place competition competencies on relevant position within mainstream research in entrepreneurship education.The purpose of this article is to take a rational approach to defining, classifying competition competencies in entrepreneurship, and to structuring them as significant learning outcomes in entrepreneurship education in accordance with the types, kinds, methods, character, manners, styles of actor’s competition behavior, directions of competition management. Paper defines and describes categories of competition competencies.
{"title":"Competition Studies: Structuring Competencies in University Entrepreneurship Programs","authors":"B Rubin Yury, V. L. Mikhail, P Mozhzhukhin Danila","doi":"10.31992/0869-3617-2019-28-1-21-33","DOIUrl":"https://doi.org/10.31992/0869-3617-2019-28-1-21-33","url":null,"abstract":". In this article, we introduce competition as an essential part of professional entrepreneurship activity and competition studies – as a significant direction in entrepreneurship education system. Competition competencies come into play at any stage of the entrepreneurship process. In this case, it is important to place competition competencies on relevant position within mainstream research in entrepreneurship education.The purpose of this article is to take a rational approach to defining, classifying competition competencies in entrepreneurship, and to structuring them as significant learning outcomes in entrepreneurship education in accordance with the types, kinds, methods, character, manners, styles of actor’s competition behavior, directions of competition management. Paper defines and describes categories of competition competencies.","PeriodicalId":37083,"journal":{"name":"Vysshee Obrazovanie v Rossii","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69863329","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-21DOI: 10.31992/0869-3617-2018-27-11-108-116
A. A. Ryabtsev, T. A. Yudina, Sergey V. Сheremshanov, G. S. Papazyan
The development of the volunteer movement is one of the important tasks of the state policy of modern Russia. Today, many universities create on their basis volunteer centers (EC), which are one of the best mechanisms for attracting young people to solving urgent problems of the development of society, an additional pedagogical and personal-developing resource. This article presents the results of the implementation by Sochi State University (SSU), which is a pillar higher education institution of the Krasnodar Territory, the strategic project “Resource Center for Event Volunteering”, aimed at ensuring the sustainable development of volunteering in the region and the Russian Federation as a whole. Volunteering is viewed as an institution of civil society and the basis for implementing long-term socio-cultural projects. The article describes the experience of the SSU in the development of volunteerism in the region, the improvement of its resource provision, the establishment of cooperation in solving these problems with the authorities, administration and the management of volunteer organizations of pillar universities and the region. A flexible universal model of training volunteers and organizers of the volunteer movement, organizational and managerial conditions and scientific and methodological approaches to the organization of student volunteering are presented. The results of their implementation in the region are described. The authors substantiate the expediency of the creation of volunteering resource centers in the regions, providing educational organizations with a range of information, advisory and methodological services in the field of volunteering.
{"title":"Sochi State University as a Driver of Event Volunteering in the Region","authors":"A. A. Ryabtsev, T. A. Yudina, Sergey V. Сheremshanov, G. S. Papazyan","doi":"10.31992/0869-3617-2018-27-11-108-116","DOIUrl":"https://doi.org/10.31992/0869-3617-2018-27-11-108-116","url":null,"abstract":"The development of the volunteer movement is one of the important tasks of the state policy of modern Russia. Today, many universities create on their basis volunteer centers (EC), which are one of the best mechanisms for attracting young people to solving urgent problems of the development of society, an additional pedagogical and personal-developing resource. This article presents the results of the implementation by Sochi State University (SSU), which is a pillar higher education institution of the Krasnodar Territory, the strategic project “Resource Center for Event Volunteering”, aimed at ensuring the sustainable development of volunteering in the region and the Russian Federation as a whole. Volunteering is viewed as an institution of civil society and the basis for implementing long-term socio-cultural projects. The article describes the experience of the SSU in the development of volunteerism in the region, the improvement of its resource provision, the establishment of cooperation in solving these problems with the authorities, administration and the management of volunteer organizations of pillar universities and the region. A flexible universal model of training volunteers and organizers of the volunteer movement, organizational and managerial conditions and scientific and methodological approaches to the organization of student volunteering are presented. The results of their implementation in the region are described. The authors substantiate the expediency of the creation of volunteering resource centers in the regions, providing educational organizations with a range of information, advisory and methodological services in the field of volunteering.","PeriodicalId":37083,"journal":{"name":"Vysshee Obrazovanie v Rossii","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48176146","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-21DOI: 10.31992/0869-3617-2018-27-11-97-107
G. Romanova, S. Petrova, M. A. Maznichenko, S. Brevnova, Nadezhda M. Grigorashchenko-Aliyevа
The article addresses the problems of formation and implementation of a youth policy at the university aimed at promoting spiritual and moral values, educating a socially responsible person. The authors describe the ways to strengthen the university’s role in the development of local communities, urban and regional environment. These issues are considered on the example of the implementation of the strategic project of Sochi State University “Youth Center for Spiritual, Moral and Social Development”. During its existence, including in the status of the basic university of Krasnodar Region, the university has accumulated considerable experience in developing an active life position among young people through building relationships not only among students, but also between the university and various subjects of the socio-economic, political, spiritual and cultural infrastructure of the region. The project “Youth Center for Spiritual, Moral and Social Development” is a successful experience in uncovering students’ social talents, establishing interaction with the authorities, administration, and social partners in order to solve pressing social problems, to inculcate in the youth spiritual and moral values, to involve young people in social entrepreneurship. The potential of this form of work is revealed in the development of social activity of young people acting in the interests of the whole society.
{"title":"Youth Center for Spiritual, Ethical and Social Development: Contribution to the Improvement of the Urban and Regional Environment","authors":"G. Romanova, S. Petrova, M. A. Maznichenko, S. Brevnova, Nadezhda M. Grigorashchenko-Aliyevа","doi":"10.31992/0869-3617-2018-27-11-97-107","DOIUrl":"https://doi.org/10.31992/0869-3617-2018-27-11-97-107","url":null,"abstract":"The article addresses the problems of formation and implementation of a youth policy at the university aimed at promoting spiritual and moral values, educating a socially responsible person. The authors describe the ways to strengthen the university’s role in the development of local communities, urban and regional environment. These issues are considered on the example of the implementation of the strategic project of Sochi State University “Youth Center for Spiritual, Moral and Social Development”. During its existence, including in the status of the basic university of Krasnodar Region, the university has accumulated considerable experience in developing an active life position among young people through building relationships not only among students, but also between the university and various subjects of the socio-economic, political, spiritual and cultural infrastructure of the region. The project “Youth Center for Spiritual, Moral and Social Development” is a successful experience in uncovering students’ social talents, establishing interaction with the authorities, administration, and social partners in order to solve pressing social problems, to inculcate in the youth spiritual and moral values, to involve young people in social entrepreneurship. The potential of this form of work is revealed in the development of social activity of young people acting in the interests of the whole society.","PeriodicalId":37083,"journal":{"name":"Vysshee Obrazovanie v Rossii","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45734550","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-21DOI: 10.31992/0869-3617-2018-27-11-22-34
Evgeniya V. Karavaeva, V. V. Malandin, I. Mosicheva, I. Teleshova
The article analyzes the features of the “new” postgraduate course programs that have been implemented in the system of higher education in Russia since 2013. The article also identifies and describes the most vulnerable areas of the “new” postgraduate course and looks at solutions to the identified issues. The analysis of the features and the classification of the problems related to the implementation of doctoral studies as the third level of higher education are based on the results of analytical and sociological researches conducted in Lomonosov Moscow State University, Moscow Pedagogical State University, Association of the Classical Universities in Russia in 2017–2018. When formulating their recommendations on overcoming the challenges facing “new” doctoral education, the authors took into consideration the draft law “About scientific, technical, and innovation activities”, the key priorities of the National project “Science”, and the approaches to the creation of a new qualification system of scientific, research and pedagogical personnel.
{"title":"Postgraduate Course as a Level of Higher Education: Status, Problems, Possible Solutions","authors":"Evgeniya V. Karavaeva, V. V. Malandin, I. Mosicheva, I. Teleshova","doi":"10.31992/0869-3617-2018-27-11-22-34","DOIUrl":"https://doi.org/10.31992/0869-3617-2018-27-11-22-34","url":null,"abstract":"The article analyzes the features of the “new” postgraduate course programs that have been implemented in the system of higher education in Russia since 2013. The article also identifies and describes the most vulnerable areas of the “new” postgraduate course and looks at solutions to the identified issues. The analysis of the features and the classification of the problems related to the implementation of doctoral studies as the third level of higher education are based on the results of analytical and sociological researches conducted in Lomonosov Moscow State University, Moscow Pedagogical State University, Association of the Classical Universities in Russia in 2017–2018. When formulating their recommendations on overcoming the challenges facing “new” doctoral education, the authors took into consideration the draft law “About scientific, technical, and innovation activities”, the key priorities of the National project “Science”, and the approaches to the creation of a new qualification system of scientific, research and pedagogical personnel.","PeriodicalId":37083,"journal":{"name":"Vysshee Obrazovanie v Rossii","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49012474","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-21DOI: 10.31992/0869-3617-2018-27-11-71-84
A. S. Robotova
The paper provides information to support its title (“Skeptic’s comment…”). The author shares his attitudes towards a new research area of academic writing (AW) and a system of teaching AW. The paper is presented in a form of a dialog between the author and the advocates of AW. In the author’s opinion, these advocates do not answer a number of questions to be asked for including their ideas into the scope of pedagogical knowledge. While admitting the value of analyzing foreign publications on AW, interpreting them and creating a teaching and learning system tailored for our national practice, the author states that the arguments to recognize AW as an independent academic discipline or a new research area are not sufficient. The author supports this idea by a series of speculations expanded in the paper sections to follow. They include doubts about the completeness of methodological arguments (considering the contemporary state of matter in epistemology, attitude towards new type rationality, unique features of cognition in science and humanities, rationale for the relevance of social constructivism for AW, and etc.), and about the insufficient attention towards the contemporary pedagogical methodology. The status of AW is discussed as if sidestepping the national achievements in investigating the language, speech, text (academic), discourse, linguistic and rhetoric conventions, and etc. The skepticism regarding the AW system can also be explained by the fact that the author does not agree with a number of statements denying the figural and publicistic images in an academic style, personal characteristics, opinions, emotional experiences and beliefs; negating the talent, literature expertise and imitation as assistants for academic writing; inferring the impossibility of learning academic writing independently. The author is confused by the insufficient attention towards the investigations on eloquence carried out in the 1980s in our native country (e.g. by S.S. Averintsev, A.K. Avelichev, and etc.); it is clear that the expertise in foreign research does not negate the knowledge about the research in our native country. Through critically analyzing the components of the AW system, the author concludes that AW is to be considered as one of possible technological solutions for the problem of creating a scholarly proper academic text.
{"title":"Skeptic’s Comment: What Questions ‘Academic Writing’ Does Not Answer","authors":"A. S. Robotova","doi":"10.31992/0869-3617-2018-27-11-71-84","DOIUrl":"https://doi.org/10.31992/0869-3617-2018-27-11-71-84","url":null,"abstract":"The paper provides information to support its title (“Skeptic’s comment…”). The author shares his attitudes towards a new research area of academic writing (AW) and a system of teaching AW. The paper is presented in a form of a dialog between the author and the advocates of AW. In the author’s opinion, these advocates do not answer a number of questions to be asked for including their ideas into the scope of pedagogical knowledge. While admitting the value of analyzing foreign publications on AW, interpreting them and creating a teaching and learning system tailored for our national practice, the author states that the arguments to recognize AW as an independent academic discipline or a new research area are not sufficient. The author supports this idea by a series of speculations expanded in the paper sections to follow. They include doubts about the completeness of methodological arguments (considering the contemporary state of matter in epistemology, attitude towards new type rationality, unique features of cognition in science and humanities, rationale for the relevance of social constructivism for AW, and etc.), and about the insufficient attention towards the contemporary pedagogical methodology. The status of AW is discussed as if sidestepping the national achievements in investigating the language, speech, text (academic), discourse, linguistic and rhetoric conventions, and etc. The skepticism regarding the AW system can also be explained by the fact that the author does not agree with a number of statements denying the figural and publicistic images in an academic style, personal characteristics, opinions, emotional experiences and beliefs; negating the talent, literature expertise and imitation as assistants for academic writing; inferring the impossibility of learning academic writing independently. The author is confused by the insufficient attention towards the investigations on eloquence carried out in the 1980s in our native country (e.g. by S.S. Averintsev, A.K. Avelichev, and etc.); it is clear that the expertise in foreign research does not negate the knowledge about the research in our native country. Through critically analyzing the components of the AW system, the author concludes that AW is to be considered as one of possible technological solutions for the problem of creating a scholarly proper academic text.","PeriodicalId":37083,"journal":{"name":"Vysshee Obrazovanie v Rossii","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45587571","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-21DOI: 10.31992/0869-3617-2018-27-11-55-61
A. V. Andreeva, K. Mitrofanova, V. A. Teleshev, Felix A. Blyakhman
The paper describes an interdisciplinary experience of teaching one of the modules of medical informatics in English. The interdisciplinary approach was introduced in the Ural State Medical University (USMU). During 2015–2017 academic years, the interdisciplinary team including teachers of the biomedical physics, informatics and mathematics department and foreign languages department of USMU were developing and introducing integrative classes on medical informatics in English. In total, 287 students of general medicine, pediatrics, dentistry and preventive medicine faculties participated in the survey concerning integrative training in medical informatics in English. Evaluation of both foreign language communication skills and abilities to search medical information in international databases was performed during practical studies. 76% of medical students responded positively to the opportunity to improve foreign language communication skills for professional purposes. We find it possible to develop some modules of professional disciplines in English to teach medical students.
{"title":"English Language in Medical Informatics Teaching: Opinion of Students","authors":"A. V. Andreeva, K. Mitrofanova, V. A. Teleshev, Felix A. Blyakhman","doi":"10.31992/0869-3617-2018-27-11-55-61","DOIUrl":"https://doi.org/10.31992/0869-3617-2018-27-11-55-61","url":null,"abstract":"The paper describes an interdisciplinary experience of teaching one of the modules of medical informatics in English. The interdisciplinary approach was introduced in the Ural State Medical University (USMU). During 2015–2017 academic years, the interdisciplinary team including teachers of the biomedical physics, informatics and mathematics department and foreign languages department of USMU were developing and introducing integrative classes on medical informatics in English. In total, 287 students of general medicine, pediatrics, dentistry and preventive medicine faculties participated in the survey concerning integrative training in medical informatics in English. Evaluation of both foreign language communication skills and abilities to search medical information in international databases was performed during practical studies. 76% of medical students responded positively to the opportunity to improve foreign language communication skills for professional purposes. We find it possible to develop some modules of professional disciplines in English to teach medical students.","PeriodicalId":37083,"journal":{"name":"Vysshee Obrazovanie v Rossii","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47088189","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-21DOI: 10.31992/0869-3617-2018-27-11-117-128
I. Ukraintseva, G. M. Konovalova, A. V. Tambovtsev, O. Bergen, D. Pushkareva
An important task of pillar university within the framework of the implementation of the “third mission” is the work with gifted schoolchildren and youth of the region. The education programs and activities are aimed at involving them in scientific and innovation activities, identifying talents, early career guidance, attracting talented students to the region. For this purpose, Sochi State University has developed a number of projects of various target orientations, including with partners (Educational Center “Sirius”, ANO “Sea of Ideas”, etc.), which allows us to expand the geography of admission and raise the initial level of applicants’ training. This article presents the experience of SSU in working with talented schoolchildren and young people, including such projects as the organization of the All-Russian Multidisciplinary Engineering Olympiad “Zvezda”, Classes with talented schoolchildren in preparing them for participation in competitions, “Venture Accelerator”, “Improving teachers’ qualification to work in regional research and educational centers”, “Formation of a sociological portrait of applicants, students and graduates of educational programs of secondary vocational education providing training for the most popular, new and promising professions and specialties of secondary vocational education”.
{"title":"Programs and Activities for Gifted Youth at Pillar University","authors":"I. Ukraintseva, G. M. Konovalova, A. V. Tambovtsev, O. Bergen, D. Pushkareva","doi":"10.31992/0869-3617-2018-27-11-117-128","DOIUrl":"https://doi.org/10.31992/0869-3617-2018-27-11-117-128","url":null,"abstract":"An important task of pillar university within the framework of the implementation of the “third mission” is the work with gifted schoolchildren and youth of the region. The education programs and activities are aimed at involving them in scientific and innovation activities, identifying talents, early career guidance, attracting talented students to the region. For this purpose, Sochi State University has developed a number of projects of various target orientations, including with partners (Educational Center “Sirius”, ANO “Sea of Ideas”, etc.), which allows us to expand the geography of admission and raise the initial level of applicants’ training. This article presents the experience of SSU in working with talented schoolchildren and young people, including such projects as the organization of the All-Russian Multidisciplinary Engineering Olympiad “Zvezda”, Classes with talented schoolchildren in preparing them for participation in competitions, “Venture Accelerator”, “Improving teachers’ qualification to work in regional research and educational centers”, “Formation of a sociological portrait of applicants, students and graduates of educational programs of secondary vocational education providing training for the most popular, new and promising professions and specialties of secondary vocational education”.","PeriodicalId":37083,"journal":{"name":"Vysshee Obrazovanie v Rossii","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69862688","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-20DOI: 10.31992/0869-3617-2018-27-11-44-54
Ирина Владимировна Троцук, Д. В. Суховерова
In recent years, the terms ‘corporate/organizational culture’ and ‘ranking’ have become important reference points for the Russian system of university management and criteria for assessing the quality of higher education. However, these terms are rarely considered as interrelated, which can be explained mainly by the lack of studies assessing the role of corporate culture as a tool for improving universities’ positions in the international rankings. Nevertheless, the available data allow to draw some conclusions about characteristics of the corporate culture of the leaders of the world university rankings (it is a combination of the elements of market, adhocracy and clan types of organizational culture), which are not yet typical for classical Russian universities with the dominance of the elements of clan and bureaucratic/hierarchical types of corporate culture. The article presents the results of two surveys conducted in the RUDN University on the basis of CameronQuinn methodology. They revealed the framework of competing values and showed that over the past decade the share of bureaucratic/hierarchical type decreased due to an increase in the share of market and adhocracy types of culture that are typical for the leaders of world university rankings.
{"title":"Корпоративная культура как инструмент повышения конкурентоспособности вуза","authors":"Ирина Владимировна Троцук, Д. В. Суховерова","doi":"10.31992/0869-3617-2018-27-11-44-54","DOIUrl":"https://doi.org/10.31992/0869-3617-2018-27-11-44-54","url":null,"abstract":"In recent years, the terms ‘corporate/organizational culture’ and ‘ranking’ have become important reference points for the Russian system of university management and criteria for assessing the quality of higher education. However, these terms are rarely considered as interrelated, which can be explained mainly by the lack of studies assessing the role of corporate culture as a tool for improving universities’ positions in the international rankings. Nevertheless, the available data allow to draw some conclusions about characteristics of the corporate culture of the leaders of the world university rankings (it is a combination of the elements of market, adhocracy and clan types of organizational culture), which are not yet typical for classical Russian universities with the dominance of the elements of clan and bureaucratic/hierarchical types of corporate culture. The article presents the results of two surveys conducted in the RUDN University on the basis of CameronQuinn methodology. They revealed the framework of competing values and showed that over the past decade the share of bureaucratic/hierarchical type decreased due to an increase in the share of market and adhocracy types of culture that are typical for the leaders of world university rankings.","PeriodicalId":37083,"journal":{"name":"Vysshee Obrazovanie v Rossii","volume":"27 1","pages":"44-54"},"PeriodicalIF":0.0,"publicationDate":"2018-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69862748","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-03DOI: 10.31992/0869-3617-2018-27-10-146-160
M. Chutorański
This text is an attempt to develop a non-anthropocentric pedagogy of things, under which a thesis is put up on the necessity of thinking over the education implied by the anthropocentric way of thinking about what is social. By the means of references to posthumanism, social studies on science and technology and, in particular, to the theory of an actor-network, a way of thinking about the educational ontology was proposed, allowing to appreciate the relativity, complexity and hybridity of actors inscribed in the most basic level of (not only) educational existence.
{"title":"К вопросу о неантропоцентристской онтологии образования","authors":"M. Chutorański","doi":"10.31992/0869-3617-2018-27-10-146-160","DOIUrl":"https://doi.org/10.31992/0869-3617-2018-27-10-146-160","url":null,"abstract":"This text is an attempt to develop a non-anthropocentric pedagogy of things, under which a thesis is put up on the necessity of thinking over the education implied by the anthropocentric way of thinking about what is social. By the means of references to posthumanism, social studies on science and technology and, in particular, to the theory of an actor-network, a way of thinking about the educational ontology was proposed, allowing to appreciate the relativity, complexity and hybridity of actors inscribed in the most basic level of (not only) educational existence.","PeriodicalId":37083,"journal":{"name":"Vysshee Obrazovanie v Rossii","volume":"27 1","pages":"146-160"},"PeriodicalIF":0.0,"publicationDate":"2018-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69862640","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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