Suchergebnisse

The main purpose of the presented work is concerning the educational services
of universities. In the article is defining the concept of «educational service», its characteristics, classification, basic consumers and customers. The urgency of this work
is connected with a strong competition between universities for the limited resources:
entrants, finance, professors. There is a necessity for the competent approach to creation and advancement of an educational product on the market, especially for regional universities. In the article presents the basic results of research of educational services in Nizhniy Novgorod. The following conclusions are resulted: the number of
students has decreased: both on budgetary, and on commercial reception (in comparison with 2010) that can be connected with demographic crisis. The share of the state
high schools and their branches in the general number of students is stable enough
that speaks about strong positions of the state universities in this city. It is important
to notice, however, that on a number of specialities (basically, a humanitarian profile), a share of nonstate sector considerably above, it is possible owing to them
большей availability to the population.

Introduction. The authors tackle the topical problem of assessing the conflict level between subidentical groups: "management academics" (professors and lectures staff) and "academic managers" (administrative managing staff). The aim of the paper is to construct a new method of quantitative assessment of the conflict level between professional groups generated by the organizational culture; to study the dynamics of the change in the conflict level between professional and age-based cohorts existing in Russian universities. Materials and Methods. In this study, the conflict level is defined as a difference of common cultural vectors found for each of target age-groups, demonstrating generations' behavioral features and their professional competence, set up as the result of analysis of expert assessments with the help of organizational culture methods developed by the Organizational Cultural Assessment Instrument of K. Сameron and R. Quinn. Empirical data are taken from sociological research involving 384 respondents from 18 universities representing 12 regions of the Russian Federation. Results. It is shown that activity of the considered target bunches is under significant influence of hierarchical (bureaucratic) organizational culture. This objective circumstance of proceeding transformation processes forms the basis for fragmentation of existing academic identity into those intra-university bunches which are combined both in terms of valuable patterns of generations and patterns formed under the influence of social and economic conditions. Interference of various age-grade valuable patterns under permanent current transformation invokes escalation of strife, its minimum level is reached in identical age-grades of professors and lectures staff ("management academics") and administrative managing staff ("academic managers"). A certain influence on the level of conflicts between the target groups under consideration is produced by the degree of goals adequacy and objectives of the university available resources (competence, material, technical, and financial base). Discussion and Conclusion. The novelty of the conducted research lies in consideration of conflict problems in universities arisen from the increasing differentiation of general cultural vectors of university communities. Complex, sustainable and reproducible nature of this social phenomenon, linking together both value and behavioral aspects of university communities, requires a transformation of research tactics. The research materials might be useful in practical work of heads of universities as scientific and methodological recommendations for the study and prediction of conflict processes in universities. © 2019 National Research Ogarev Mordovia State University. All rights reserved. ; Russian Foundation for Fundamental Investigations, RFFI ; 18-411-130018р_а, 8.1.53.2018 ; Funding: The authors received the support of the Russian Foundation of Fundamental Research and the Government of the Republic of Mordovia within the framework of Project 18-411-130018р_а "The organizational culture of industrial enterprises of the Republic of Mordovia (at the example of the innovative and industrial clusters)"; the article also relies on results obtained in the course of Project No. 8.1.53.2018 within the framework of the Program for Boosting Competitiveness of National Research Tomsk State University.

The article analyzes methodological forms of interdisciplinary approach in teaching of demography at undergraduate, graduate and postgraduate levels. The author stresses on two methods for undergraduate students at the faculty of Economics: inclusion interdisciplinary lectures in basic course, and the development of interdisciplinary case studies for seminars.

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.

This article presents the results of a study of how getting young students engaged in practical training can be a means of job placement in the future. The author relies on the work of those Russian sociologists who study issues such as employment, strategies for finding a job, young people's educational trajectories. The aim of this article is to examine the process of how students go through practical training, to identify their expectations from such practices, difficulties in their interaction with employers, as well as to formulate methodological recommendations for organizing practical training in universities.

In order to examine students' opinions on the specifics of going through practical training, interviews were conducted in two stages. 43 students were surveyed in total. The first stage took place in 2018, prior to going through practical training, during which respondents' expectations from practical training and employment were determined. The second round of interviews was carried out in 2019 – after they had completed their practical training. The authors found out that students have become more demanding: they expect practical training to help them acquire new skills, grab the attention of potential employers, as well as receive a monetary reward. The following strategies were identified during interviewing: employment, educational, career-based, compensational, personal development focused, the anticipation strategy; strategies for going through practical training were included into one of two categories – active or passive.

Students expressed their thoughts on the difficulties they encountered while going through practical training which involved a lack of attention and interest on behalf of employers. According to students, employers showed a low degree of interest, while their attention was focused on keeping track of attendance, and on students strictly fulfilling the obligations that they put upon them.

The article also considers foreign practice in resolving the issue, manifested in the idea of paying employers for providing young people with jobs. In Russian universities, employers are invited to work at said universities, with payment being issued for training students. The author recommends inviting employers to universities for them to conduct master-classes and organize students' practical training while taking into account the specifics of their field, motivating and attracting the interest of potential employers by putting money on the table. Another suggestion is to conduct seminars, in preparing young people for job interviews, for putting together a resume and a portfolio for future employment. Hence, according to the author, practical training can not only promote future employment, but also help in developing competencies, in socialization, a person's personal growth, enhancing competitive capacity and familiarizing youth with labor.

Переход к экономике знания заострил внимание исследователей на развитии системы высшего образования и ее проблемах, а сами вузы поставил в конкурентную борьбу за ограниченные ресурсы. Свободная и управляемая конкуренция замыкает на себе цепочку взаимосвязанных, порой противоречивых в применении к столь социально значимой сфере, как высшее образование, понятий. Цель авторов данной исследовательской статьи – выявление с помощью метода концептуального анализа взаимосвязи между понятиями «конкуренция», «конкурентоспособность», «эффективность» и «сотрудничество» применительно к системе высшего образования. Конкуренция и сотрудничество рассматриваются как факторы, повышающие эффективность функционирования вузов. При этом в обоснованиях необходимости создания конкурентных условий для высших учебных заведений и в определениях понятия «эффективность» выявляются противоречия. Вузы рассматриваются как коммерческие организации, показатели деятельности которых замыкаются на их внутренней среде; исключаются из внимания основные функции этих образовательных учреждений: воспроизводство интеллектуального капитала и повышение качества человеческих ресурсов, а также ориентация на потребности рынка труда. Столь же ограничено и понятие «конкуренция»: оно представлено через индекс монополизации, рассчитанный в большинстве случаев через долю обучающихся студентов и не учитывающий особенности отечественной системы высшего образования. Тем не менее в работах о конкуренции и финансировании обращается внимание на общественное благо, создаваемое вузами, которое не всегда очевидно и требует финансового участия правительства. На основании результатов проведенного концептуального анализа авторы приходят к выводу, что в дискуссиях о конкуренции и эффективности вузов в контексте ассоциации их с коммерческим сектором происходит упущение целого ряда социально значимых элементов высшего образования и науки. ; The transition to the knowledge economy focused attention on the higher education system development and its problems, and put the universities in the situation of competition for limited resources. Free and controlled competition brings a chain of interrelated, sometimes contradictory concepts applied to higher education as a socially significant area. The authors of this research article by means of conceptual analysis aim at identifying the relationship between the concepts of «competition», «competitiveness», «efficiency», and «cooperation» regarding the higher education system. Competition and cooperation are considered to be factors which increase the efficiency of universities' functioning. At the same time, there are contradictions in the justifications for the need to create competitive conditions for universities and in the definitions of the concept of efficiency, University is understood to be a commercial organization, its indicators being locked in its internal environment, whereas its main functions (reproduction of intellectual capital, improving the quality of human resources, orientation to the needs of the labor market) come to be out of sight. No less limited is the concept of competition, which is represented through the index of monopolization, calculated mostly through the proportion of students enrolled, beyond taking into account the peculiarities of the Russian higher education system. However, the works on competition and financing draw attention to the public good created by universities, which is not always tangible and requires the financial participation of the government. Thus, the discussions on universities' competition and effectiveness in the context of their association with the commercial sector omit a number of socially significant elements of higher education and science.

The article analyzes the legal problems of the integration of science and education, offers an assessment of various organizational forms of integration of science and higher education over the past 30 years. The main provisions, stages of implementation and the results of the implementation of various scientific and educational state programs are studied, statistical data are provided that emphasize the increase in the volume of scientific activities carried out in educational organizations (higher educational institutions). The authors investigate the status of educational organizations as subjects of scientific law, emphasize the imperfection of Russian educational legislation regarding the differentiation of educational institutions of higher education and scientific organizations. The article focuses on the study of the positive and negative consequences of the introduction of a new category of higher educational institutions – flagship universities. After analyzing the problems of legal regulation of flagship universities, the authors come to the conclusion that the logical conclusion of the reform of flagship universities can be the establishment of the status of flagship universities in the legislation on education and a clear separation of flagship and federal universities. ; В статье анализируются правовые проблемы интеграции науки и образования, предлагается оценка различных организационных форм интеграции науки и высшего образования, использовавшихся в российском законодательстве в течение последних 30 лет. Изучаются основные положения, этапы внедрения и результаты реализации различных научно-образовательных государственных программ, приводятся статистические данные, подчеркивающие увеличение объема выполняемой научной деятельности в образовательных организациях (высших учебных заведениях). Авторы исследуют статус образовательных организаций как субъектов научного права, подчеркивают несовершенство российского образовательного законодательства относительно разграничения образовательных организаций высшего образования и научных организаций. В статье делается акцент на исследовании позитивных и негативных последствий введения новой категории высших учебных заведений – опорных университетов. Проанализировав проблемы правового регулирования опорных университетов, авторы приходят к выводу о том, что логическим завершением реформы опорных университетов может стать установление статуса опорных университетов в законодательстве об образовании и четкое разведение опорных и федеральных университетов.

The aim of the study is to assess the degree of involvement of various Russian regions in the implementation of governmental projects for university support, which is essential for the balanced development of national higher education system and the spatial development of the country as a whole. The task of effectively using the research and educational potential of universities for the development of particular regions is currently being under realization in many countries, including Russia, which determines the relevance of this study. The analysis is based on the quadrant distribution of national regions in the Federal State Statistics Service Rankings 2018 on regional GDP, the Regional Innovation Development Rankings 2018–2019, issued by the Higher School of Economics. We compared universities located in regions with similar characteristics of their economic development, and assessed the impact of 11 major governmental projects for university support, which have been implemented or continue since 2006. The study is targeted at tracking correlations between the regional distribution of universities supported by these projects, the amounts of funding, and the scales of innovation and economic development of the regions. We conclude that at present, in comparison with previous periods, a more balanced approach is being taken to the selection of universities-participants of such government projects from the point of view of their location in regions with different characteristics. At the same time, the distribution of financial support points to the existing serious gaps between the leading and other universities. ; Целью исследования является оценка степени вовлечения различных российских регионов в реализацию государственных проектов по развитию университетов, что имеет существенное значение для сбалансированного развития российской высшей школы и пространственного развития страны в целом. Задача по эффективному использованию научно-образовательного потенциала университетов в целях развития отдельных ...

Purpose. The purpose of this paper is to present a methodology for monitoring the cooperation between the business community and the system of higher education on the regional level and spotting active participants of such cooperation. The received data are to be used for developing the support policy of the effective partnership models by state government and entrepreneurs associations. Methodology/approach. The monitoring was carried out with respect to the Voronezh region companies and universities in May-June 2015 (the data was collected for the year 2014). The research method involves surveying regional universities and building composite ratings of companies based on their involvement in higher education and considering the range of cooperation forms and their value. The research data analysis included pre-verification and allowed for measurement error. The final ranking used integral binary criteria. Findings. The research results provide statistics with regard to the abundance of specified forms of cooperation between universities and companies. It also points out groups of companies exercising significant influence over the region's system of education. The ranking of companies is used by the Voronezh region government and the Chamber of Commerce and Industry and was used as a basis for similar research in other regions as well as a prototype for a methodology of monitoring the cooperation between companies and institutions of secondary professional education. Originality/value. For the first time, an assessment of the scale of and factual abundance of specified forms of cooperation between the Russian business community and the system of higher education has been performed. The results obtained can be of interest to those researching functioning of the Triple Helix model (partnership between government, companies and education) in Russia as well as to authors of higher educational institution rankings. ; Целью настоящей статьи является представление методики мониторинга взаимодействия бизнес-сообщества ...

The article analyzes the legal status of universities and research organizations in the context of their technology transfer activities. The author deines the legal content of the technology transfer concept and analyses regulatory provisions governing the disposal of intellectual property rights. The importance of an "exclusive right" both for the theory of law and for the practice of intellectual property protection is emphasized. It is argued that examination of only the general provisions of the law, which grants exclusive rights, is not suicient to reveal legal problems of technology transfer in the sphere of science and education. In the analysis of legal identity of universities and research organizations as economic entities the two types of legal provisions are considered. The irst group of norms regulate activity of publicly funded and autonomic institutions in Russia. The second group consists of speciic norms devoted to the functioning of scientiic organizations and universities. The key legal barriers to technology transfer between research sector and industry are identiied. The major milestones in evolution of the legal and regulatory environment in the ield are highlighted. The focal points of the national policy concerning distribution of intellectual property rights for publicly inanced developments of universities and research organizations are described. The author reveals the main drawbacks of the current legislative framework that determine legal status of scientiic and higher education organizations as economic entities are revealed. The author draws attention to the developments in intellectual property law, which can provide additional legal instruments to facilitate commercialization of scientiic research output of universities and scientiic organizations. The successful experience of foreign countries is used to justify introduction of these legal instruments in the Russian legislation framework.

It is shown that the vast majority of foreign researchers consider university structures to be an important and economically sustainable mechanism for the transfer of new industrial technologies, that these structures accelerate the economic development of territories by creating new knowledge-intensive (high-tech) jobs, and increase tax revenues to local budgets. Thanks to government funding and public support, university research structures demonstrate higher survival rates compared to firms affiliated to corporate organizations. The structures affiliated to universities are very active in using state aid programs, remain residents of business incubators for longer, and are beneficiaries of funds supporting research and development. Private venture funds are more likely to finance them. University-affiliated structures are more innovative than firms associated with corporate organizations. These structures have a greater number of patented inventions, demonstrate a higher survival rate and a higher liquidity rating, but have lower profitability. University-related structures are innovative firms and can commercialize both specific inventions and more implicit knowledge obtained as a result of scientific research. It is noted that the biggest challenge for such a firm is the transformation of technological assets into marketable offers. ; Показано, что большинство зарубежных исследователей считают университетские структуры важным и экономически устойчивым механизмом передачи новых технологий промышленности, эти структуры ускоряют экономическое развитие территорий путем создания новых наукоемких рабочих мест, и увеличивают налоговые поступления в местные бюджеты. Благодаря государственному финансированию и общественной поддержке, университетские исследовательские структуры демонстрируют более высокую выживаемость по сравнению с фирмами, аффилированными корпоративным организациям. Аффилированные университетам структуры очень активно используют государственные программы помощи, дольше остаются обитателями бизнес – инкубаторов и являются бенефициарами фондов, поддерживающих научно-исследовательские и опытно-конструкторские разработки, их охотно финансируют частные венчурные фонды. Они являются более инновативными, чем фирмы, связанные с корпоративными организациями, имеют большее количество защищенных патентами изобретений, демонстрируют более высокий уровень выживаемости и более высокую оценку ликвидности, однако имеют более низкую рентабельность. Связанные с университетами инновационные фирмы могут коммерциализировать как конкретные изобретения, так и более неявное знание, полученное в результате научных исследований. Отмечено, что самой большой сложностью для таких фирм является преобразование технологических активов в рыночные предложения.

В представленной статье на основании документов Центров документации новейшей истории Омской и Томской областей, а также архивов Тюменской области, а именно Государственного архива социально-политической истории Тюменской области и Государственного архива Тюменской области отражены основные формы и направления научно-исследовательской деятельности преподавателей и научных сотрудников медицинских вузов Западной Сибири в кон. 1950-х – нач. 1990-х гг. В ней отражен процесс их творческого поиска. Также были подвергнуты анализу формы научного сотрудничества представителей таких высших медицинских учебных заведений, как Омский, Томский, Новосибирский, Алтайский, Кемеровский и Тюменский государственные институты. При этом особое внимание уделено координации научных изысканий в ходе выполнения исследовательского проекта региональной программы государственного значения «Сибирь» – «Здоровье человека в Сибири», в основу которой были заложены итоги фундаментальных и прикладных исследований, полученные в предшествующие годы учреждениями, работавшими в рамках Научного совета по медицинским проблемам Сибири и Крайнего Севера. Учеными вузов указанного профиля было решено большинство важных и сложных задач, имеющих связь с развитием данной науки. В итоге автор приходит к выводу, что медицинские вузы Западной Сибири являются важной составной частью интеллектуального потенциала РФ и одним из факторов охраны здоровья народонаселения Сибири и Крайнего Севера.

Актуальность исследования определена поиском моделей устойчивого развития высшего образования в условиях глобальных геополитических и социально-экономических изменений мирового порядка. Система высшего образования, призванная обеспечить рынок труда и научное развитие профессионалами, находится в состоянии непрерывной модернизации, отвечая на вызовы времени и реализуя педагогические задачи в рамках действующей образовательной парадигмы. С целью построения эффективной программы развития современным университетам необходимо осуществлять аналитическую и прогностическую деятельность для определения своей ниши в рамках образовательного пространства. Выбор модели развития университета, безусловно, должен поддерживаться ориентацией на образовательные тренды для реализации системных изменений и одновременно с этим опираться на традиционно существующие сильные стороны университета и его региональное позиционирование. В статье систематизированы тренды развития высшего образования в современный период. Авторами представлена типология трендов, распределенных относительно силы влияния тренда на уровни управления образовательным процессом, т. е. характеристик, затрагивающих методологию и стратегии современного высшего образования. Раскрыто содержание трендов, а также динамика их изменений в текущих условиях жизнедеятельности. Продемонстрированы потенциальные проекции трендов на образовательную деятельность в университете. Статья предназначена исследователям, преподавателям, работникам высшей школы, интересующимся проблемами развития университета.
The relevance of the study is determined by the search for models of sustainable development of higher education in the context of global geopolitical and socio-economic changes in the world order. The system of higher education designed to provide the labor market and scientific development with professionals is in a state of continuous modernization, responding to the challenges of the time and implementing pedagogical tasks within the framework of the current educational paradigm. In order to build an effective program for the development of a modern university, it is necessary to carry out analytical and predictive activities to determine its niche within the educational space. The choice of a university development model, of course, should be supported by a focus on educational trends to implement systemic changes, and at the same time rely on the traditional strengths of the university and its regional positioning. The purpose of the article is to systematize the trends in the development of higher education in the modern period. The authors present a typology of trends distributed relative to the strength of the influence of the trend on the levels of management of the educational process, that is, characteristics that affect the methodology and strategies of modern higher education. The content of trends and the dynamics of their changes in the current conditions of life are revealed. Potential projections of trends on educational activities at the university are demonstrated. The article is intended for researchers, teachers, employees of higher education, who are interested in the problems of university development.

The article deals with the inheritance of technical professions for three generations of the family. The relevance of the study is due to the need of studying the influence of the family on the educational, professional, and cultural capital of students. The main issues of the project are the educational and professional paths of several generations of the family, family capital, motives for choosing a technical profession by students of Russian universities, dynasties of technical specialists, the collection of biographical works as a method of empirical sociology.
The autobiographies written by the students of technical specialties of Russian higher educational institutions were analyzed. The educational experience of parents, grandparents of informants was studied. The author presents the classification of professions of the older generations of the family. The texts were processed using specialized computer programs.
It is established that the technical profession is leading in the list of occupations of the older generations of the students' family. The second place is occupied by workers in the field of economics. In the dynasties of technical specialists, the main factor in choosing a profession is the inheritance of family professional, educational, cultural and social capital. In other families, the main motives for choosing a technical education and profession are the abilities and interests of the student, as well as the prospects of a high income. Inheritance of a profession closes the ranking of reasons for admission to technical faculties.
A methodological analysis of the collection of biographical works was carried out. The approach minimizes the presence of the researcher at the field stage of the project implementation, allows the use of computer text processing, is relevant to the study of generational issues in sociology. Among the disadvantages of the method is the incompleteness of the primary information received.
The results of the project can be used to solve the tasks of social policy in the fields of labor, education and family. The experience of generational analysis of biographical materials is important to sociology.

Introduction. The article compares the charters of Russian universities and brings to light the principles of universities' operation throughout their history from the 19th to the 21st century. The article describes the model of university autonomy in Russia and its influence on the development of the academia, including contemporary universities' ambitions in terms of global rankings. Methods and Materials. The conceptual framework is based on the methods of documentary studies applied to analyze universities' charters and the procedures of their development and use, including the preparation of the draft version, editing and further adjustments as well as the origin and characteristics of the document, that is, whether they resulted from 'bottom-up' or 'top-down' initiatives. The documentary analysis reveals not only the functions of charters but also the degree of universities' autonomy as defined by these documents. Analysis. In terms of their history and functions, three types of university charters can be identified: general (unified), standard and individual. In the Soviet and post-Soviet periods, individual charters were mostly based on standard provisions or charters, that is, they were 'top-down' initiatives. General and standard charters were devised by the related governmental agencies and, therefore, corresponded to the goals pursued by the government at that stage. Individual university charters resulting from 'bottom-up' initiatives were created in the transition periods of 1918-1922 and the 1990s, which were characterized by massive socioeconomic change and search for new models of higher education institutions. Results. In the history of Russian higher education, there are several periods when universities had limited autonomy: early and mid-19th century (liberal reforms); 1920s (organizational and methodological experiments); 1960s (revival of limited autonomy of universities); 1990s (self-government and academic freedoms). Liberal cycles are directly reflected in the university charters, but the analysis of the procedural aspects of their development and functioning allows to conclude that autonomy should be considered as a temporary deviation from the basic model of a state university. © 2020 Volgograd State University. All rights reserved. ; Russian Foundation for Basic Research, RFBR: 19-29-07154 ; This research is supported by the grant of the RFBR, project № 19-29-07154 mk "The Family Forming Human Capital in an Industrial City During the Demographic Transition: The Case of Yekaterinburg-Sverdlovsk".