Suchergebnisse

Обращение автора к теме профессионального развития преподавателя высшей школы обусловлено объективной потребностью в управленческом прогнозировании направлений развития образовательной организации высшего образования в период трансформации с особым фокусом на кадровый потенциал университета. Целью исследования является проектирование структурной модели профессионального развития преподавателя высшей школы, что предполагает выявление компонентов этой модели, а также связей и отношений между ними. В основе методологии профессионального роста преподавателя высшей школы лежат системно-деятельностный подход и совокупность принципов, определенных автором с опорой на метапринципы современной когнитивной педагогики. В статье представлены проектно-стратегический, методологический, организационный компоненты структурной модели профессионального развития преподавателя высшей школы, выявлены связи между этими компонентами. Автор акцентирует внимание на организационный компонент модели, выделяя в нем группы условий: организационно-педагогические, организационно-управленческие и дидактические условия. Представленная структурная модель профессионального развития преподавателя высшей школы может быть использована при проектировании и реализации профессионального развития профессорско-преподавательского состава вуза при условии адаптации модели к ресурсному пласту образовательной организации, ее региональным особенностям и задачам профессионального развития преподавателей.
The author's appeal to the topic of professional development of a higher education teacher is due to the objective need for managerial forecasting of the directions of development of an educational organization of higher education in the period of transformation with a special focus on the personnel potential of the university. The purpose of the study is to design a structural model of professional development of a higher education teacher, which involves identifying the components of a structural model of professional development of a higher education teacher, connections and relationships between the components of the object under study. The methodology of professional growth of a higher education teacher is based on a system-activity approach and a set of principles defined by the author based on the meta-principles of modern cognitive pedagogy. The article presents the project-strategic, methodological, organizational components of the structural model of higher education teacher's professional development and reveals the links between these components. The author focuses on the organizational component of the structural model of higher education teacher's professional development, distinguishing groups of conditions: organizational-pedagogical, organizational-managerial and didactic conditions. The structural model of higher education teacher's professional development presented by the author can be used in the design and implementation of professional development of university teaching staff, provided that the model is adapted to the resource layer of the educational organization, its regional characteristics and the objectives of teachers' professional development.

Поле исследования автора статьи - педагогический коллектив университета и доверие в коллективе. Актуальность исследования обусловлена особой ролью доверия в педагогическом коллективе вуза, создающего условия для развития и педагога, и образовательной организации. Целью работы является выявление организационно-управленческих условий развития доверия в педагогическом коллективе университета. Исследование осуществляется на основе принципа комплементарности (взаимодополняемости), применение которого к развитию университета и его педагогического коллектива предполагает исследование явлений во всех их проявлениях и профессиональных связях. Автор акцентирует внимание на особой роли доверия в процессе поэтапного создания педагогического коллектива, что наряду с анализом деятельности структурных подразделений образовательной организации позволило выявить организационно-управленческие структуры образовательной организации, участвующие в процессе создания педагогического коллектива и капиталов вуза. Организационно-управленческими условиями развития доверия в педагогическом коллективе университета при позиционировании педагогического коллектива как ключевого ресурса функционирования образовательной организации определены: наличие гибкой структуры управления образовательной организацией при особой роли руководителя университета и его профессионализма, что обеспечивает успешное функционирование образовательной организации; создание условий для поступательного развития педагогического работника университета; создание института наставничества. Статья предназначена для педагогов, научных работников, психологов и аспирантов.
The field of research of the author of the article is the teaching staff of the university and trust in the team. The relevance of the study is due to the special role of trust in the teaching staff of the university, which creates conditions for the development of both the teacher and the educational organization. The purpose of the study is to identify organizational and managerial conditions for the development of trust in the teaching staff of the university. The research is carried out on the basis of the principle of complementarity, the application of which in the development of the university and its teaching staff involves the study of the phenomena in all their manifestations and professional relationships. The author focuses on the special role of trust in the process of step-by-step creation of the teaching staff, which along with the analysis of the activities of the structural units of the educational organization made it possible to identify the organizational and managerial structures of the educational organization involved in the process of creating the teaching staff and the capital of the university. The organizational and managerial conditions for the development of trust in the teaching staff of the university when positioning the teaching staff as a key resource for the functioning of an educational organization are determined: a flexible management structure of an educational organization with a special role of the university's head and his professionalism, which ensures the successful functioning of the educational organization; creating conditions for the progressive development of the pedagogical employee of the university; creating a mentoring institute. The article is intended for teachers, researchers, psychologists and graduate students.

The article provides the results of a correlation analysis of the functional relationships between indicators of quality of life and human potential in Russia. The study was conducted on the basis of regional statistics for the period from 2010 to 2018 with the account of time series. While the notion of quality of life describes rather conditions of life, human potential reflects qualitative characteristics of population. Human potential is considered in a broad sense as a set of population characteristics that act as opportunities for realization and comprehensive development of a person in accordance with his aspirations and needs. In the author's view, human potential is of a paramount importance in the development of society and man, and quality of life acts as a factor designed to maintain and develop it. This determines the relevance of the topic of this study, aimed at finding functional relationships between the indicators of quality of life and human potential. The author selected 6 indicators of human potential: natural population growth, educational attainment, visits to museums and theaters, life expectancy, incidence of alcoholism and drug addiction, and crime rates. There were also selected 13 indicators of quality of life: population with income below the subsistence minimum, life expectancy, infant mortality rate, morbidity, number of doctors of all specialties, population with higher and secondary professional education, provision of places for preschool children in educational institutions, number of students, average per capita income, R/ P10% ratio, Gini coefficient, number of recorded crimes, unemployment rate. Some indicators are both indicators of the quality of life and indicators of the quality of population that made it possible to identify functional relationships between various aspects of human potential. The correlation analysis carried out in general for all years and regions discovered a number of regularities and allowed us to construct hypotheses, which were further tested in the regional context with the account of time series. The results of the analysis allow us to draw conclusions about strong impact of monetary income, poverty and unemployment on most indicators of human potential. There were also found relationships between the components of human potential themselves, such as life expectancy, crime rates, incidence of alcoholism and drug addiction. In addition, there was identified a number of regularities in the relationships between individual indicators of human potential and socio-economic indicators of quality of life. The relationships found also include: impact of crime on inequality, of infant mortality on natural population growth, etc.

Modern higher education's central issue – educational inefficiency among a considerable portion of students – is examined in close conjunction with developing relationships of trust within universities. The main goal of this article is to reveal the issue of educational inefficiency among Russian college students and to present trust within universities as a vital resource for solving the issue. The article interprets the basic concepts of trust within universities and students' educational inefficiency. Trust within universities is shown to be a predictor for developing stable motivation in education, as well as students' professional inclinations, which ultimately define success in education and human capital quality. Sociological analysis revealed the source of students' educational inefficiency, as well as how it transfers through all levels of education – from preschool to university. Determined are the risks associated with an increase in the magnitude of students' educational inefficiency and with an emergence of imitational strategies in universities, which serve to conceal this phenomenon. Brought forth is the issue of educational inefficiency being concentrated among students attending provincial universities. The authors maintain that "two-way" trust could become a factor in overcoming such inefficiency in universities – both on behalf of students towards other educational collectives, primarily the scientific-pedagogical community and administrative personnel, and coming from these university collectives towards students. This article reveals the main characteristics of such mutual trust, which can act as a resource for overcoming students' inefficiency. Illustrated is the purpose for developing and fortifying trust within universities, based on the economic and socio-cultural necessity to transform those students who are experiencing trouble in the academic field into professionally and socially successful actors. The dominant idea in their life after university should be pursuing an aptitude for achievement in vital fields of activity.