Function (from Latin - execution, implementation) - the appointment or role that a certain social institution or process in relation to the whole. The function of a social institution is the benefit that it brings to society, i.e. it is a set of tasks to be solved, goals to be achieved, services to be rendered.
If an institution, in addition to benefits, brings harm to society, then such an action is called dysfunction. An institution is said to be dysfunctional when some of the consequences of its activities interfere with the performance of another social activity or another institution. Or, as my sociological dictionary defines dysfunction, it is "any social activity, making a negative contribution to maintaining the effective operation of the social system. "For example, economic institutions, as they develop, place increased demands on the social functions that the institution of education must perform. It is the needs of the economy that lead in industrial societies to the development of mass literacy, and then - to the need to train more and more qualified specialists.But if the institution of education does not cope with its task, if education is put out of hand very badly, or if it does not train the specialists that the economy requires, then society will not receive developed individuals or first-class professionals. and universities will release into life routines, dilettantes, semi-knowers, which means that the institutions of the economy will not be able to meet the needs of society.Therefore, the activity of a social institution is considered as a function if it contributes to maintaining the stability and integration of society. The functions of social institutions can be explicit if they are clearly expressed, recognized by everyone and quite obvious, or latent if they are hidden and remain unconscious for the participants in the social system. The explicit functions of institutions are both expected and necessary. They are formed and declared in codes and fixed in the system of statuses and roles. Latent functions are the unintended result of the activities of institutions or persons representing them. Explicit functions testify to what people wanted to achieve within the framework of this or that institution, and latent ones indicate what came of it. The explicit functions of the school as an institution of education include: the acquisition of literacy and a matriculation certificate, preparation for a university, training in professional roles, and the assimilation of the basic values of society. But the institute, the school also has hidden functions: the acquisition of a certain social status, which will allow the graduate to climb a step above the illiterate peer, establishing strong school friendships, supporting graduates at the time of their entry into the labor market. Not to mention a host of latent functions such as shaping classroom interactions, hidden curriculum, and student subcultures. Explicit, i.e. quite obvious, the functions of the institute higher education we can consider the preparation of young people for the development of various special roles and the assimilation of the value standards, morality and ideology prevailing in society, and implicit - the consolidation of social inequality between those who have higher education and those who do not have it.
Functions are inherent in various institutions of society. So, the first and most important mission of any social institution is to satisfy the most important vital needs of society, i.e. without which society cannot exist as a current one. Indeed, if we want to understand what the essence of the function of this or that institution is, we must directly connect it with the satisfaction of needs. E. Durkheim was one of the first to point out this connection: "To ask what is the function of the division of labor means to investigate what needs it corresponds to."
List of universal, i.e. functions inherent in all institutions can be continued by including in it the function of consolidating and reproducing social relations, regulatory, integrative, broadcasting and communicative functions. But these are functions inherent in all institutions.
In the available scientific literature take place various points vision regarding the content of education functions and their systematization. Some researchers take as a basis the result of the influence of the education system on the individual and therefore they call such types as the socialization of the individual, the provision of appropriate knowledge and skills, and many others. So, for example, L.M. Kogan distinguishes the transmission of knowledge and social experience from generation to generation (translational), value-oriented, humanistic (human-forming), adaptive. Other researchers, in their view, cover the role of education in the structure of society and therefore single out functions aimed at the implementation of social programs within communities and society. ON. Kenkmann identifies the following functions: social (reproduction social structure society), professional (preparation of society members for the implementation of a certain professional activity), humanistic (the transfer of knowledge and culture to new generations), ideological (the formation of an ideological orientation in the younger generation, life position). V.T. Lisovsky, in addition to those just mentioned, also highlights the moral one, aimed at mastering the norms of morality, and the political one, which consists in the education of political culture, the ability to analyze. The third cohort of researchers names the functions that affect the economy, social structure, spiritual culture, etc. society as a whole. Basically, they distinguish between economic, which is also called vocational-economic or vocational-educational, and social. Many researchers identify many functions, and as a rule, new ones are attributed to the existing ones, in their vision, but in fact old ones, but combined or named differently. For example, A.V. Koop, in addition to economic and social, also distinguishes cultural and humanistic, and F.R. Phillipov - humanistic, political and educational and cultural and educational functions. In this example, the integrating function is the humanistic (human-forming) function. But not only in this example, but in many others, since all other functions of education follow from it or act as its modifications.
In general, the main functions of education can be divided into
socio-cultural, aimed at developing the spiritual life of society, where higher education plays a decisive role, because it not only directly affects the formation of the individual, but also lays a sense of social responsibility, allows you to preserve, develop, broadcast the spiritual heritage.
socio-economic, associated with the formation and development of the intellectual, scientific, technical and human potential of society, with social stratification;
socio-political, the implementation of which makes it possible to ensure the security of society in its broadest sense, social control, social mobility, sustainable development of society, its internationalization and inclusion in general civilizational processes;
At the same time, it should be noted that the interaction and interweaving of the above functions is quite high.
Socio-cultural functions of the institute of education
The humanistic (human-forming) function is manifested in the unity of opposite, but organically related processes: the socialization and individualization of the individual. In the process of socialization, a person acquires public relations, turns them into the inner essence of one's own personality, into one's own social qualities. However, this happens individually for each person. Therefore, education is a special social institution that ensures socialization and, at the same time, the acquisition of individual qualities by a person.
Connection of education with all spheres public life is realized directly through a person included in economic, political, spiritual, and other social ties. Education is the only specialized subsystem of society, the target function of which coincides with the goal of society.
If various spheres and branches of the economy produce certain material and spiritual products, as well as services for a person, then the education system "produces" the person himself, influencing his intellectual, moral, aesthetic and physical development.
Humanization is an objective need community development, the main vector of which is a focus on a person. Global technocracy as a method of thinking and principle of activity industrial society dehumanizes social relations, in such a society a person turns into a working machine, and in old age is no longer needed.
Unfortunately, at present the situation in this regard has not improved, we have to talk about the growing dehumanization of society as a real process, where the value of labor has already been lost. Considering the humanistic function, it should be said that the humanistic function is called upon to be realized to the fullest extent in the system of preschool education and in the general education school, and to the greatest extent - in the lower grades. It is here that the foundations of the intellectual, moral, physical potential of the individual are laid. As recent studies by psychologists and geneticists show, a person's intelligence is 90% formed by the age of 9. Alas, just these links in the education system itself are considered as not the main ones, and professional, secondary and higher education come to the fore (in terms of importance, funding, etc.).
social control. Education ultimately determines a person's position in society, his capabilities, goals achieved in society and ways of remuneration for labor, labor itself, worldview, etc.
Transmission and dissemination of culture in society. It lies in the fact that through the institution of education, the values of culture are transmitted from generation to generation, understood in the broadest sense of the word (scientific knowledge, achievements in the field of art, moral values and norms, rules of conduct, experience and skills inherent in various professions, etc.). .P.). Throughout the history of mankind, education has been the main source of knowledge, a tool for enlightening society. Also, one should not forget that the culture of each nation has its own national and ethnic characteristics, and therefore, the education system plays an extremely important role in maintaining and preserving the national culture, its unique and unique features, joining which, the individual becomes the bearer of national consciousness. and national psychology. From it comes such a function of education as the generation and preservation of the culture of society.
Reproduction of social types of culture. Education gives knowledge manufacturability, constructive forms, thanks to which it becomes possible to systematize, compose, broadcast and accumulate it in increasing volumes. The transfer of knowledge and experience is becoming dynamic, massive, and open.
Innovation in the field of culture is carried out selectively through education. The public education system transmits only a part of the innovations achieved in culture. Innovations are accepted from the mainstream of the dominant culture that do not pose a threat to the integrity of this social organization (the stability of its management structures). In relation to other innovations, even progressive ones, the education system can act as a kind of barrier.
The formation and reproduction of social intelligence (mentality, certain industries and social technologies of intellectual activity) includes the provisions formulated by Durkheim: the dissemination of essential knowledge through training, instilling cognitive skills in individuals. The education system has become a diversified complex, its goal is not just the transfer of knowledge and personal development, but intellectual support for the development of society. World leaders seek to control educational complexes in different areas of the world, transferring their educational technologies or other models specially designed for other countries.
Formation in the younger generation of attitudes, value orientations, life ideals that prevail in a given society. Thanks to this, young people join the life of society, socialize and integrate into social system. Teaching the language, history of the fatherland, literature, principles of morality and morality is a prerequisite for the formation of a shared system of values among the younger generation, thanks to which people learn to understand other people and themselves, and become conscious citizens of the country. The content of the process of socialization and upbringing of children carried out by the education system largely depends on the value standards prevailing in society, morality, religion, and ideology.
The educational function of education is to ensure the processes of socialization of the individual and its civil formation, the transfer of domestic and world cultural and historical experience to new generations. The Ukrainian school should educate citizens with high state dignity, honesty and nobility before the Motherland.
The teaching function of education is to ensure the process of mastering a person with knowledge, skills and abilities within the framework of educational institutions and various areas the life of society.
The functions of education described above are components of such a function of education as the socialization of the individual, especially young people, and its integration into society. It is educational institutions (and not only them) that prepare certain skills for a person to perform a certain social role with a certain status.
The homogenization of society through the organized socialization of individuals is the inculcation of similar social characteristics in the name of the integrity of society.
Socio-economic functions of education
Formation of the professional and qualification composition of the population. From a quantitative point of view, the education system is responsible for the reproduction of the vocational and educational composition of the population. Its productivity and innovative activity somewhat increases with the growth of general education.
The excess of the educational level over the requirements of the workplace plays a positive role in production, creates a reserve creativity personality, qualification and social advancement of a person. The same circumstance strengthens the contradiction between the claims of the owner of excessive education and the expectations of the surrounding people.
Formation of consumer standards of the population. Education can bring rational standards to people's material needs, promote a resource-saving economy, as well as a stable and favorable human environment. In market conditions, such a function is opposed to the interests of business, although it is more in line with national interests.
Attraction of economic resources. As you know, the most profitable investment of capital is an investment in education.
Internal distribution of economic and other resources. Resources are provided for such areas of activity that are focused on education and on the "non-educational" space (material assistance to students, maintenance of commercial, research, design and other structures).
Social selection is one of the most important functions of the institution of formal education. It follows directly from the humanistic function; now you will understand why. The structure of the educational process is arranged in such a way that it makes it possible already at the most early stages implement differentiated approach to students (to change the profile of education for students who cannot cope, to encourage talented and capable ones). In a number of countries, including our country, there are special educational programs for creatively gifted youth, whose educational work is certainly encouraged, and favorable conditions are created for the maximum development of their inclinations.
In modern society, the search for and education of talented youth is elevated to the rank of state policy in the field of education, since the rapid development of science and technical progress in many other areas requires a constant influx of talented young people.
The selection process, the selection of the most capable of learning students is carried out modern school as if automatically, since the very internal microstructure of education has as its main task the selection and differentiation of young people not only according to their abilities and talents, but also in accordance with individual interests, opportunities, and value orientations. After a compulsory eight-year education, a significant part of young people go to study at technical schools, others continue their studies at high school and some of its graduates go on to universities. After graduating from a university, some begin their labor activity in the national economy, while others enter graduate school and make a scientific career.
From the sociological point of view, the consequences of the selection process carried out by the institution of education are extremely important, since its end result (when different groups of young people complete their education in different educational institutions) is the placement of people in different positions in the social structure of society. Through this, the reproduction and renewal of the social structure of society is achieved, without which the normal functioning of the latter is impossible. Another important aspect of the process of social placement is that it triggers the mechanism of social mobility; obtaining a profession, occupying a social position in the structure of an organization, as a rule, opens the way for many people professional career, moving up the ladder of official hierarchies and powers of authority. The system of education, mainly higher education, in a modern industrial society serves as the most important channel of social mobility, because without a university diploma it is impossible to get a prestigious and highly paid job. The level of education, along with power, property and income, is the most important indicator of a person's social status in modern society. Thus, the next function is to determine the status of the individual.
Professional. Reproduction of those social classes, groups and strata, belonging to which is conditioned by educational certificates. Educational institutions provide individuals with unequal education, which is a condition for occupying appropriate places in systems of division of labor (and social stratification).
As more and more attainable statuses are conditioned by education in society, such a function of education as the activation of social movements becomes more and more visible.
The function of social and cultural change. It manifests itself in the creation of a knowledge base for further non-stop education. Implemented in the process of scientific research, scientific achievements and discoveries that are held within the walls of higher educational institutions, specializing in various types pedagogical activity, standardization of the educational process.
Ensuring career guidance work with youth.
Starting with teenagers, educational institutions are simply obliged to conduct it. The essence of career guidance is to form a more competent composition of graduates and skilled workers.
Functions of education in the socio-political sphere
The formation of personality is one of the vital interests of the state and groups, therefore, an obligatory component of education are legal norms and political values that reflect the political interests of groups that dictate the direction of development in a given society and strive to control the school.
Instilling acceptable (shared) legal and political values and norms in educational communities. Any political system starts by fighting for the old school or creating a new one. In this sense, formal education ensures the promotion of law-abiding legal and political behavior, as well as the reproduction of the state (dominant) ideology. This is how the school promotes patriotism.
The transformation of the world from bipolar to unipolar led to the allocation of the function of ensuring national security. True security, taking into account the progress of world civilization, is determined by the level of development of human resources as the main prerequisite for creating its scientific, economic, socio-cultural and spiritual potential.
Separate from such a conditional classification are such functions. Substitution of parents, social support for students for the period of their stay within the walls of an educational institution. In fulfilling this function, education, and especially the pre-professional school, reproduces cultural stereotypes and role differentiation inherent in the family. The formation of educational communities associated with involvement in educational processes and a value attitude to education, and their reproduction, which consist of the following main elements: leaders and organizers of education, teachers and students. Other features.
This section describes the basic characteristics of a higher education institution in the Russian higher education system. These characteristics include the general conceptual foundations of a higher educational institution, its functions and structure, the formation of the concept of a university as an economic entity.
When determining conceptual foundations higher education institution, we were guided by the following characteristics and criteria:
What type of activity is the university primarily focused on;
How the university is perceived (and identified) by the state and the general public (society); and how this affects its financing by the state and private structures.
The proposed system of basic functions higher educational institution, in the opinion of the author, allows to objectively reflect the basic functional areas of the university. This classification includes the following types of functions: educational (educational); economic; scientific qualification; research; intellectual; additional and continuing education; cultural; "resource-strategic".
Under educational function refers to the organization of the educational process and the preparation of students in relevant programs and areas.
economic function is to train specialists for specific areas of the national and regional economy.
As part of scientific qualification function the professional growth of the teaching staff is carried out, postgraduate (doctoral) students are trained, scientific papers and publications are published.
Research function implies the implementation of scientific research that goes beyond qualifying works and is relevant to the entire scientific and educational community, which is important for national and world science as such. In some cases, the division of research and scientific functions is rather conditional, but in general this division is meaningfully justified.
essence intelligent function is to increase intellectual level society (local community). This function is partly related to the function of continuing and continuing education described below, but implies a broader scope.
Function of additional and continuing education implemented through the organization of systematic programs to improve the skills of regional specialists; problematic and practical seminars in certain areas; special training courses aimed at constantly bringing the latest theoretical and practical developments closer to interested specialists working in the region.
cultural function consists in raising the level of the general culture of both specific university graduates and the whole society (local community) as a whole.
Under the so-called "resource-strategic" function one should understand the role of the university in the formation of a “strategic national reserve” of first-class specialists, i.e. in the formation of a national (regional) scientific and intellectual elite.
It is obvious that most of these functions are implemented to some extent by the absolute majority of higher education institutions within all the systems of higher education under consideration. However, in every national higher school and different types universities, the implementation of these functions has its own characteristics and different priorities, which we will pay special attention to.
The proposed classification and criteria for the division of functions are rather conditional, and the boundaries between functions are sometimes blurred. However, as already noted, in general, the proposed system gives some general characteristics functional activities of a typical HEI within the framework of the relevant national system high school.
The Russian university as a whole is focused specifically on educational (training) activities. Scientific and research activities, with some exceptions in the form of state "fundamental" (mainly technical) universities, are secondary to the implementation of the educational process.
In the context of this work, it is important to study the modern Russian state university as an economic entity. Let us single out the main provisions of such a conceptual approach:
1. The Russian state university is the main link in the system of higher education, which is responsible to the state for the formation and development of the total domestic intelligence. Along with this, the state university acts as a subject of the emerging mixed economy, consuming both budgetary and non-budgetary funds. As an economic entity, the university is a commodity producer, developing and functioning on the principles of a mixed economy in the conditions of commodity-money relations.
2. Commercial products produced by a state higher educational institution include the following groups of works and services:
Educational and pedagogical products (amount of knowledge on certain programs, scientific and methodological products that ensure the implementation educational programs, etc.);
Scientific and technical products, the composition and structure of which were determined back in the 1980s;
Non-core products and services (the volume of paid works and services provided by the university to organizations, the population and its employees through the use of the capabilities of non-core structural units - transport and repair, editorial, publishing and other works and services).
3. The main source of funding for a state university are:
State budget funds for the implementation of the state order for the training of specialists in accordance with stable state standards;
State budget funds for fulfilling orders for the creation of scientific and technical products and services;
Funds of enterprises and organizations under direct contracts for the creation of all types of commercial products and services at contractual prices;
Funds of individuals under direct contracts for the creation of all types of products (and services) at contractual prices;
Voluntary contributions from enterprises and organizations;
Bank loans;
Loans on a repayable and paid basis;
Funds from own accumulation funds for the creation of marketable products at an estimated cost, the amount of which is formed by the university independently; income from the activities of separate structural divisions and enterprises created by the university in accordance with the terms of the constituent agreements.
4. The state order is drawn up in the form of a state contract and is binding. The production capabilities of the university, not funded by the state, are used by the higher education institution at its own discretion and are not subject to external control, with the exception of facilities and areas, the permission to lease which is issued in a special manner.
5. The university has the right to form any financial funds not prohibited by the current legislation, focused on the accumulation and spending of funds for statutory purposes.
6. A higher educational institution, as a legal entity, has the right to create any structures, including those of an entrepreneurial nature, establishing economic relations with them that are priority for the university. In order to extend to the created structures the benefits provided by the state in the field of education and scientific and technical activities, the university is authorized to include newly created legal entities in its charter.
7. A state university has the right to invest temporarily free funds, except for budget funds, in profitable and liquid assets and market instruments (GKO, deposits, real estate, equity shares, shares, bonds, etc.), the income from which is directed to the statutory purposes . The university has the right to enter into partnerships with companies and firms with 100% foreign capital, including those in offshore zones.
8. In addition, the university has the right to carry out any entrepreneurial activity not prohibited by law (subject to the availability of appropriate licenses).
Entrepreneurial activities should be carried out by the university not to the detriment, but in support of academic activities. This means that the development of the academic sector is prioritized over all others.
Now let's look at the main functions Russian university, which we list below in order of importance and priority for modern domestic higher education.
First of all, this learning function. As in relation to the North American and Western European universities, this function is basic and inherent in all Russian universities without exception. It should be noted that in most cases this function, along with the economic one, is far ahead of other functions implemented by a higher educational institution.
economic function. This function plays the main - after the educational - role within the framework of the Russian university and is generally inherent in both public and private Russian universities due to the orientation of the latter towards conventionally called "applied" specialties that are in demand by the national economy.
Scientific qualification function. The previously reviewed state programs and directions of the national project in the field of education increase the importance of this function for universities. It should be noted that for large state higher educational institutions, the scientific qualification function has always played a significant role. Such universities implement a large list of educational programs of postgraduate education (postgraduate and doctoral studies), pay significant attention to the professional growth of the teaching staff, encouraging their participation in seminars and conferences and publishing scientific papers.
Intelligent function. This function is implemented to one degree or another by most Russian universities, but the range and level of its implementation varies greatly, especially when comparing public and private “applied” universities (naturally not in favor of the latter).
The function of additional and continuing education, which in a certain way is connected with the intellectual function, is mainly implemented by various state universities, which periodically organize problematic and practical seminars in certain areas, and in rare cases - special training courses aimed at bringing the latest theoretical and practical developments closer to interested specialists working in the respective region. It should be noted that the implementation of this function is generally limited and does not have established traditions due to the existence in the USSR, and then in Russia, of a network of advanced training institutes (IPCs) of various categories of specialists that are focused specifically on the implementation of the function in question. In recent years, this situation has begun to change in the direction of cooperation between the IPC and universities and a certain increase in the role of state universities in the implementation of programs of additional and continuing education. In particular, universities began to offer specialized courses (as a rule, lasting from 1 month to two years) for the training of certain specialists with the issuance of appropriate certificates and certificates.
cultural function. Recognizing the conjugation of this function with the intellectual one, it should be noted that it is difficult to assess the presence of a cultural function in a particular university, but we can talk about a direct connection between the quality of the education provided, the level and scientific fame of the teaching staff and the traditions of the university, on the one hand, and the degree of implementation of the cultural functions, on the other. In this context, the cultural function is truly realized only by public universities that have an established reputation and sustainable traditions. In addition, it was Russian state universities that traditionally focused on a fairly wide degree of training of specialists, paying attention to the humanitarian block of courses and disciplines, and this trend is currently developing. Although, if we consider the cultural function of the entire system of higher education, one cannot speak of the absence of a contribution to its implementation by private universities.
"Resource-strategic" function. This function is implemented by a very small number of the most famous Russian state universities. It is these universities that have the capabilities, experience and appropriate scientific base for training first-class specialists who can play a decisive role in the scientific and technological development of the state. The "resource-strategic" function is inextricably linked with the research function, the consideration of which will somewhat supplement these lines. It can be stated with complete certainty that Russian private universities, which are almost entirely focused on applied specialties, do not implement either the considered function or the function following it at all.
Research function. This function was discussed in detail above when listing the problems of university science.
The key role in the management of a Russian university belongs to the rector, who is elected by secret ballot for a 5-year term by a conference (general meeting) of teaching and research workers, representatives of other categories of workers and students at the university and is approved (in a state and municipal university) in the position by the education management body which is in charge of the respective institution of higher education. The Academic Council, which consists of several dozen members, plays a far from decisive role in making the most important decisions. Basically, the role of this body is reduced to discussion, agreement and approval certain decisions and documents affecting, as a rule, the educational and scientific sphere of activity of the university. Financial, economic and economic issues are accepted mainly at the level of the administration without the direct participation of the Academic Council. Moreover, the chairman of the academic council is the rector of the university, which once again emphasizes his primary role in the management of the university.
The next step in the management vertical is the administration, usually consisting of 4-8 vice-rectors, depending on the scale and priority areas of development of the university. The key ones are Vice-Rector for Academic Affairs, Vice-Rector for Science, Vice-Rector for Administrative and Economic Affairs, Vice-Rector for Student Affairs and (or) Vice-Rector for Social and Economic Affairs (Vice-Rector for Social Development). In addition, in a number of large and rapidly developing universities there are positions of vice-rectors for informatization, regional work, paid education, international relations, etc. Vice-rectors are responsible for the relevant areas of the university's activities and supervise the work of a number of structural divisions. Vice-rectors often head the key departments of universities, among which are the educational and methodological department, planning and financial department, the department of international relations, the department of paid educational services, and the economic and operational department.
The educational structure of a Russian university includes faculties headed by deans and subdivided into departments, laboratories and centers. In a number of large universities, several homogeneous faculties are organized organizationally into institutes led by directors. Unlike North American and some Western European universities, in Russian higher education institutions students are initially enrolled in certain faculties, which transfers the bulk of organizational work with students to faculties (deans).
The educational and scientific sector, as a rule, is represented in a Russian state university by postgraduate studies (doctoral studies), separate scientific centers and laboratories, dissertation councils.
An important link integrated into the educational and scientific infrastructure of the university is the library.
The administrative and economic structure of a Russian university usually provides for the existence of an economic and operational (administrative and economic) department, to which the relevant services are subordinate, as well as some other divisions, such as the department of capital construction, the services of the chief engineer, the chief power engineer, etc.
The financial and economic sector of a Russian university includes planning and financial management and accounting. In a number of state universities that carry out paid admission of students, structures such as management are specially created paid education, as well as various kinds of centers whose activities are aimed at attracting extrabudgetary funds to the university. However, the subdivisions of this group often have different subordination and are rarely organized into an efficient system.
The socio-economic activity of a typical state university is organizationally built through structures subordinate to the vice-rector for socio-economic issues and (or) the vice-rector for work with students who supervise the hostels; commission on social issues; university sports complex and recreation center (if available); house of culture and clubs; food complex (canteen and buffets).
The main subsystems of a modern higher education institution
Three key areas of activity of almost any higher educational institution are educational, scientific, and financial and economic. Since each of these areas includes a significant set of hierarchical goals, objectives, principles, methods, structural divisions and is characterized by a certain integrity, autonomy and independence, we have every reason to call them subsystems. Thus, we distinguish three main subsystems of the university - educational, scientific, financial and economic (the composition of non-core subsystems may include administrative, economic, social and other subsystems - depending on the specifics and scale of the university's activities). Of course, such a classification is not indisputable and is open to criticism. However, when comparing the basic essential functions of the university (educational, economic, scientific, intellectual, etc.) that we have previously defined with the classification of subsystems proposed here, we can conclude that they are all implemented within the educational and scientific subsystems, and the financial and economic subsystem provides the very possibility and basis for the proper implementation of these functions and the organizational and economic activities of the university as a whole. Consequently, the proposed classification of subsystems includes all the main activities and functions of a higher educational institution as an educational and scientific institution, and in this sense it can be considered universal in relation to any Russian or foreign university. At the same time, it should be noted that if the allocation of educational and scientific subsystems is quite traditional for any university, then the formation of a financial and economic subsystem (FEP) as one of the key subsystems within a Russian state university requires justification. In this regard, we can single out the following main factors that determine the creation of FEP within the framework of a Russian state university:
1. The need for universities to earn money.
2. The need for a transition to portfolio management of investments in relation to a state university.
3. An increase in the amount and intensity of the movement of funds through the financial flows of the university.
4. The variety of market instruments used by the university to prevent inflationary threats.
5. Expansion of the scope of financial marketing.
6. The need for the growth of a specialized highly professional personnel corps engaged in managing financial flows.
7. The high responsibility of the specified personnel corps for the reliability, efficiency (profitability) of financial and financial-economic operations to the staff of the university.
These factors predetermine:
Formation of a specialized financial and economic subsystem in the university;
Institution of FEP in the form of some organizational structure (for example, financial and economic department) in overall structure university management.
The main task of such a structure is to introduce a market arsenal of financial and economic management methods into the established financial practice of the university.
In the context of each of the identified subsystems, we can consider the university as a subject of relations within its subject area. Accordingly, when studying the financial and economic subsystem, we consider the university as an economic entity, as was done in the previous section. In this case, first of all, it is necessary to determine the basic model of economic management of a higher educational institution. The author adopted a functional-target approach as the basis of such a model. The essence of this approach is to develop a functional-target matrix, which is shown in Table 2.1.
The matrix indicates the goals of the university as an economic system, presented in the form of two large blocks:
1. "Development of the system" (block No. 1), including the following target subsystems:
A. Managing the development of the material and technical base.
B. Management of organizational and economic development.
B. Management of the social development of the labor collective.
2. "System operation" (block No. 2), including the following target subsystems:
A. Capacity development management.
B. Managing the functioning of production.
Table 2.1
Functional-target structure of the university economic management system
|
Target subsystems |
Capacity Development Management |
Production Operations Management |
||||
|
System-wide |
CPS "Management Development of the material and technical base " |
CPS "Management organizational economic development" |
CPS "Management social development of the creative team |
CPS "Management production and implementation" |
CPS "Management efficiency use of resources" |
CPS "Management quality" |
|
Forecasting and planning |
Forecasting and planning for the development of material technical base |
Forecasting and planning of organizational and economic development |
Forecasting and workforce development planning |
Forecasting and planning production and implementation |
Forecasting and resource efficiency planning |
Forecasting and product and service quality planning |
|
Financing and lending |
Funding and lending for the development of material technical base |
Funding and lending for organizational and economic development |
Funding and lending social development labor collective |
Funding and lending production and implementation |
Funding and resource efficiency lending |
Funding and lending activities to improve the quality of products and services |
|
Organization and operational control |
Organization and operational material development management technical base |
Organization and operational management of organizational and economic development |
Organization and operational management of the social development of the workforce |
Organization and operational management of production and sales of products and services |
Organization and operational efficiency management resources |
Organization and operational quality management of products and services |
|
reporting |
Accounting and reporting Development of material and technical base |
Accounting and reporting on organizational and economic development of production |
Accounting and reporting social development of the workforce |
Accounting and reporting production and implementation |
Performance Accounting and Reporting use resources |
Accounting and reporting product quality and |
|
Analysis and evaluation |
Analysis and evaluation development of material and technical base |
Analysis and evaluation organizational- economic development |
Analysis and evaluation social development labor collective |
Analysis and evaluation results of production and sales of products and services |
Analysis and evaluation resource efficiency |
Analysis and evaluation product quality and |
|
stimulation |
Payment and stimulation of the labor collective for the development of the material and technical base |
Payment and incentives for organizational economic development |
Payment and incentives for the implementation of measures for the social development of the labor collective |
Payment and incentives for production and sales |
Paying and Incentives for Efficient Use of Resources |
Payment and incentives for the quality of products and services |
The vertical of this matrix shows system-wide management functions, such as forecasting and planning, financing and lending, accounting and reporting, and others (see figure). At the intersection of the rows and columns of the matrix, particular sets of tasks are formed, including the following types of support: methodological, technological, informational, personnel, technical, legal, etc. The formation of each set of tasks is based on the principle: “implementation of such and such a function in the name of achieving such and such a goal. This model, covering the main goals and functions of management, indicates the complexity of the systemic economic management of the university, which, in turn, orients us to an adequately complex management system.
Within the framework of the main subsystems of the Russian university, significant changes have recently taken place, which have both positive and negative features. That is why today it is impossible to talk about the stability and sustainability of approaches to the organization of the educational process and teaching methods.
Let us examine in more detail the educational subsystem of a Russian university. Let us immediately note that in Russian higher education there is a traditional model of education that was formed back in Soviet times and corresponded to the level of social, scientific, technical and technological development of the country at that time. This model provides for the organization of student training according to a rigid and unified list of disciplines for all; the division of all classroom training sessions exclusively into lectures, seminars, practical and laboratory work, subject to the main emphasis on classroom group lessons; use of paper carriers for all kinds academic work; separation school year for two semesters; uniform for all forms of certification in the form of credit and examination sessions at the end of each semester, based on the results of which an assessment is made for the corresponding semester; uniform for all forms of examinations and tests (examination tickets); final certification in the form of defense of the thesis. It should be noted that in the context of the time of its formation, such a model was quite effective and justified, although with some remarks. However, the whole dynamics and logic of the development of Russian society as a whole, the integration of the country into the world educational space, a completely different level of modern scientific and technological development dictate the need to change this model. And similar changes are taking place in a significant part of Russian universities of federal significance, many of which have already significantly changed the model for organizing the educational process. In many Russian universities active use of individualized curricula; new forms of control and certification that directly take into account the progress of students throughout the entire period of study; computer and multimedia technologies; distance learning methods for part-time students; the division of the academic year into trimesters and the use of the summer period for additional and other forms of education, etc. Nevertheless, in the general case, it can still be stated that the traditional model described is still basic and, in this sense, stereotyped in the Russian system of higher education. The use of certain teaching methods and technologies currently depends mainly on the universities themselves, on their financial potential, organizational capabilities, the level of conservatism and traditionalism in the teaching environment, and the goals of long-term development. A number of universities (mostly non-state) are almost completely focused on the American model of building the educational process, although often this orientation is characterized only by external attributes and is extremely superficial, and another part of Russian universities is trying to introduce their own developments in this area.
It should be noted that a blind transition to Western teaching methods in Russia often leads to completely opposite consequences, relative to those desired by the initiators of such a transition. The results of such actions are a decrease in the quality of education, a lack of understanding by students, teachers, professional circles and the general public of the true essence and direction of innovations, etc. The country's leading universities are trying to systematically approach innovations in the organization of the educational process, guided by a course to improve the quality and content of education in the light of the opportunities offered by new technologies, and not the desire to simply use the educational technologies adopted in Western universities (and sometimes only their catchy names) in isolation from the design of the entire education system and the validity of their implementation.
Within the framework of the educational subsystem of a Russian university, we can highlight educational component. Moreover, in relation to a number of higher educational institutions of the country, one can even apply the term "educational subsystem". The much more significant role of the educational component in Russian higher education, compared with North American and Western European universities, is explained by the following factor. In the student body of Russian universities, the absolute majority is young people under the age of 25, the vast majority of which enter the university immediately after leaving school at the age of 17–19. Naturally, in this situation, junior students are not yet formed personalities, often not out of the so-called "teenager" age and requiring the educational and disciplinary participation of the university. In addition, these students are initially unprepared for a significant degree of academic autonomy that a university can provide them with, due to previous experience of the school teaching and educational environment and a sense of personal responsibility for themselves that has not yet been formed. Therefore, a university simply cannot lack educational and disciplinary forms and methods of working with students, which different universities implement in their own way.
Another educational and educational feature of the university is the need to educate and develop students of systemic and integrated thinking, without which higher education as such loses its meaning. The successful implementation of this educational function ensures the achievement of two main goals: firstly, the actual education of the individual and the formation of a mature mentality among students; and, secondly, increasing the efficiency of assimilation of knowledge acquired by students at the university, due to the very nature of higher education, focused on the systematic and scientific presentation and assimilation of knowledge.
The contours of the scientific subsystem of a typical Russian university reflect the already mentioned position that its scientific activity is characterized by less intensity and worse organization than in North American and Western European universities. In the previous sections, we have already paid enough attention to the consideration of this issue, noting the objective and subjective reasons for the described situation. We repeat that the main objective reason for the underdevelopment of scientific research in Russian universities is the initial concentration of the vast majority of such research among research institutes (NII) and experimental design bureaus (OKB). In this situation, even the leading technical and natural science universities performed for such research institutes and design bureaus the functions of training promising personnel and carrying out auxiliary scientific research. At the same time, the United States and a significant part of Western European countries have taken the path of orientation towards university science, which is why these countries do not have the network of research institutes and design bureaus that is familiar to Russia. It is impossible to unambiguously determine which of the systems is better or worse, since each of them has its own advantages and disadvantages.
The scientific subsystem of a Russian state university (in this case, we do not consider private universities, since the term “scientific subsystem” can hardly be applied to them) is mainly represented by postgraduate and doctoral studies (residency, adjuncture). A number of large Russian universities operate special scientific laboratories and centers, as well as (mainly in leading technical universities) university research institutes or similar structures. It should be noted that in most cases, such scientific departments carry out their activities separately from the main educational process, without being integrated into it. Often, university researchers are completely removed from the educational process, doing only purely scientific work. As a rule, the management of the scientific activities of a Russian state university is carried out by the vice-rector for scientific work or the head of a specially created department or department. Thus, we see that the main part of scientific work in a Russian university is carried out either by structures that are not organizationally connected with the educational process, or by students at the postgraduate level. Scientific work students is usually limited to writing term papers and abstracts, reports, as well as the final thesis, provided for by the training programs. Most of the abstracts, reports and term papers are of a compilation nature and contain a small research component. Cases of involving students in serious and practical scientific research are extremely rare, with the exception of a few technical universities (for example, Moscow Institute of Physics and Technology), where senior students are "attached" to large scientific and research organizations (NII, OKB), where the main part of their practical and laboratory classes.
In the financial and economic field, there are significant differences between state and non-state educational institutions, as well as the heterogeneity of the sources of activity among the state universities themselves.
There are two main sources of funding for the activities of state and municipal universities: funds from the budget of the corresponding level (federal, subject of the Russian Federation, municipal) and extrabudgetary revenues from the implementation of paid educational activities and leasing of property objects and land plots assigned to universities. Budget financing is carried out in accordance with state assignments (target figures) for the training of specialists, retraining and advanced training of employees, based on the established state (departmental) funding standards.
Due to objective and subjective reasons, there are significant differences among Russian state universities in terms of the share of extrabudgetary receipts in the structure of total income. This share is generally significantly higher for well-known metropolitan universities, as well as for educational institutions located in major cities with a relatively solvent population.
In conclusion of the study conducted in this chapter, we can draw the following conclusion.
The current stage of development of the Russian higher school is characterized by a very intensive interpenetration of the methods of education of the Western school into the Russian one and vice versa. Russia is actively developing large university centers in the image of the leading centers of the United States and Europe. For modern stage It is typical for the leading universities to create their own branches. This dramatically expands the market for educational services and saves money invested in education, but leads to a deterioration in the quality of education, unless adjustments are made to education methods.
Possible deterioration in the quality of education is due to the following factors:
Possible lack of a sufficient number of qualified teaching staff;
The impossibility of quickly creating the necessary material educational and laboratory base in the branch;
The economic inexpediency of deploying complete laboratory complexes and lecture multimedia systems in the branch due to the small number of students; the lack of traditions and experience in the branches of staging research and educational work and experiments.
The solution to the current problem is possible on the basis of the introduction of distance learning in the field of education based on new information technologies and a modern approach to the creation and functioning of the educational process. The main directions of this approach:
Informatization of existing educational and scientific laboratory equipment based on modern tools and technologies;
Development of a new generation of educational equipment using computer models, animations and physical modeling of the studied objects, processes and phenomena, focused on solving the following problems: focusing on the physical side of the process under study; reduction of the routine part of the educational process due to the automation of control systems, measurement and processing of results; the laboratory stand should cover a large section of laboratory work of the applied thematic direction; laboratory stands must have a telecommunications system that provides modes of remote and collective use of equipment, integrating laboratory stands into the system distance education.
The methodology of education should support computer forms of learning, knowledge control, receiving an individual task, modeling the processes under study, conducting an experiment, analyzing and processing the results of an experiment, including in remote access mode.
Creation of a system of remote access of university branches and small universities to the resources of their base universities and through them to the leading educational and scientific laboratory research centers of the country.
These three areas (computerization of equipment, methodology of education based on information tools, computer forms and remote access) are the essence of the concept of innovation management. modern university based on the creation and implementation of a distance education complex.
Of course, other possibilities for implementing the concept of innovative university management should also be considered, including through the management of university business processes and the implementation of innovative strategies, which we will pay attention to further.
In conclusion of this chapter, let us return to one of the definitions of the concept of "management", which we considered in the first chapter: control – like art- the ability to effectively apply the data of management science in a particular situation. Then concept of innovative development can be imagined as the application of the data of management science, which included the main provisions of the concept of self-organization, to substantiate the role of innovation as a source of structural evolution and to project the process of self-organization of the higher education system onto the level of an individual university in order to develop a methodology for managing it in the logic of the development of the entire system.
Basic Provisions concepts of innovative management of a modern higher education institution are:
1) By analyzing the genesis of innovative approaches to the development of a system of higher vocational education it was revealed that it is an example of increasing the stability of the system in the evolutionary period of development - the preservation of a certain specialization of subsystems. The system of higher professional education includes operational and conservative subsystems. Of these, the first approach the environment, capturing its fluctuations, which illustrates the development of distance education, university complexes, university networks. The second ones move away from it, while maintaining the qualitative certainty of the system. This can be illustrated by the preservation of the traditions of scientific activity, the continuity of scientific knowledge in Russian universities, the preservation of the fundamentality and quality of education.
2) Based on the theory of self-organization, the process of self-organization of the higher education system should be projected onto the level of an individual university in order to develop a methodology for managing it in the logic of the development of the entire system. In particular, as one of the last stages of the process self-organization- the transition of the education system to a new qualitative level - one can imagine the expansion of higher professional education "in breadth", "deep" to the regional level. For an individual university, this will be such an organization of its subsystems, functions and devices that will allow the development of new innovative forms of education (university networks, distance education, etc.).
Schematically, the process of self-organization at the level of an individual university, which, similarly to the system of higher education, would allow it to increase stability in evolutionary development by maintaining the specialization of subsystems, can be represented as follows (See Fig. 2.1).
In this chapter, it was theoretically substantiated (using the theory of self-organization) that the genesis of innovative approaches to the development of the system of higher professional education is an example of increasing the stability of the system in the evolutionary period of development - the preservation of a certain specialization of subsystems, which consists in the development of new ones, including remote ones. , forms of learning by operational subsystems, while maintaining the traditions of scientific activity and the continuity of scientific knowledge by conservative subsystems.
The concept of innovative management of a modern higher education institution is also proposed, which implies the projection of the process of self-organization of the higher education system, which consists in its regional expansion and the development of new innovative forms of education, at the level of an individual university in order to develop a methodology for managing it in the logic of the development of the entire system.
Rice. 2.1- The process of self-organization at the level of an individual university
The term "state contract" is used by the author to separate the state order into a separate document.
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MODERNIZATION PRACTICE
V. ATOYAN, Professor, First Vice-Rector
N. KAZAKOVA, Professor Saratov State Technical University
A sustainable and dynamically developing society can only be built by people who are modernly educated, able to flexibly and reasonably respond to constant changes, and have a developed sense of responsibility for the fate of their own and their country. An indispensable condition for the education of such personnel is the accelerated development of general education and vocational schools, for which the state needs to implement a well-thought-out, strategically oriented policy in the field of education.
One of the most important roles in this process can and should be played by universities as a key element of the vocational education system. Existing in Europe for more than 900 years, and in Russia for about 300, they have made an outstanding contribution to the development of civilization, to the development of modern science throughout the world. Universities are reference centers of culture, contributing to the preservation and development of the diversity of cultural achievements of mankind.
Over a long period of their history, universities have undergone and continue to undergo significant changes, to which they are prompted both by the constantly transforming needs of society and the internal logic of the development of human knowledge. However, over the centuries, their main mission has remained essentially unchanged - teaching intellectual activity as a profession, educating
Universities in modern society
professional intellectuals on the basis of a constant increment of scientific knowledge.
The type of university that has been formed in Europe over the past two hundred years basically develops Humboldt's ideas about the research university. The search for truth in the process of research, its transmission and dissemination in the process of education, the formation of a person with a high intellectual culture in the process of education are the main tasks of the university. All three tasks are closely interconnected, and the process of their solution is based on the presence of academic freedom of universities.
However, the radical technological, economic, and cultural shifts that engulfed all social institutions of society in the last quarter of the 20th century could not but affect universities as well. The growing role of knowledge and information in socio-economic development and their transformation into one of the key factors of economic well-being and competitiveness, the rapid growth of information and telecommunication technologies, which makes it possible to disseminate new knowledge at an unprecedented speed, changes in the labor market, when knowledge-intensive technologies require highly qualified workers and reduce the demand for low-skilled labor, the globalization of the world economy - all this increases the requirements for universities in terms of meeting social needs
and encourages them, while maintaining the main target orientation, to a significant transformation of their activities and organizational structures, the development of new functions.
Due to a number of conditions, including
The sharply increased cost of a full-fledged higher education, along with a decrease in its state funding, one of the main directions in solving this problem has become the commercialization certain types activities of universities - part of educational services, applied R&D, etc. This is reflected in the concept of the so-called "entrepreneurial university", which is rapidly and widely spreading in developed countries. The European Academic Network of Deans (EELC) holds conferences and projects discussing this problem, the European Consortium of Innovative Universities (ECU) has been created, etc. At the same time, it is emphasized that an entrepreneurial university is still not a market enterprise. The main thing here is to change the model of organization and management of activities: the transition from reliance on state budget funds to multi-channel financing based on an independent search for sources of additional funds.
However, in our opinion, one should not reduce the whole variety of options and directions for reforming the activities and structures of universities in modern society only to their commercialization in the face of a shortage of state funding. This process is much broader and has deeper roots, which lie primarily in the change in the nature and dissemination of knowledge, in the change in the dominant paradigms of science and education.
The main reason for deep
The transformational processes that most civilized countries are going through today is the sharply accelerated progress in knowledge and, as a result, the gradual transition to a new technical and economic paradigm of social development. One of the founders of modern economic theory, K. Freeman, believes that “the modern paradigm shift can be seen as a shift from a technology based mainly on the investment of cheap energy to a technology based mainly on cheap investment of information gleaned from advances in microelectronics and telecommunications technology” .
The main characteristics of the new techno-economic paradigm, called information technology: information as an object, and not just as a means of labor, the inclusiveness of the effects of new technologies, their network logic, the flexibility of processes, organizations and institutions, generated by the flexibility of information technologies, technological convergence, - naturally lead to the fact that production processes and products in many industries are becoming more complex and high-tech.
The importance of scientific knowledge in this process is so great that two previously independent complex systems "science" and "production" are combined into a single larger system "science - production" - a complex evolving system with a high intensity of accumulation and application of new knowledge. In such a system, participants in economic life need to learn more and more intensively, as the level of labor abilities required of them increases. Increasing need for highly skilled workers
with versatile skills and increased ability to quickly learn and adapt. Moreover, there was a need not just to learn, but “to comprehend the learning process itself and adapt and create again and again.” More and more cognitive abilities are required from managers and employees, the economy becomes less and less "machine-intensive" and more and more "knowledge-intensive".
In such an economy, there is a shift from purely technical skills to intellectual ones. This naturally leads to an increase in the role of education and the educational system, as a result of which a new large and a complex system"science - production - education". However, the unification of all three components takes place on the basis of the system principles described above, without destroying the uniqueness of each of the subsystems, but in their close interaction.
Comprehension of the complexity of the world around us requires the development of new methods and forms of its study - from predominantly analytical, strictly disciplinary to a synthetic, systemic vision of a holistic picture with its inherent relationships and patterns. In scientific research, the dominance of a disciplinary organization based on stable hierarchical structures is being replaced by the production of knowledge of an interdisciplinary and multidisciplinary nature based on flexible temporal structures with blurring of rigid boundaries between different sectors of science and practice. Modern society needs a constantly expanding influx of new products, technologies, ideas. Rapidly updated high technologies require not faceless, thoughtless performers at the conveyor, but creatively thinking, active
active specialists who are constantly updating their knowledge to accelerate the development of new generations of equipment and production processes.
As a result, the traditional concept of training and education, based on the transfer of the sum of knowledge, skills and abilities, is being replaced by a new one that highlights the formation of an active stock of key competencies of students based on their independent creativity. In this way, learning is combined with productive labor and search activity, and the process of education continues constantly throughout human life. This means that the training of specialists, especially highest qualification, is conducted not only at lectures in university auditoriums, but also during their practical work in research departments, innovative firms producing high-tech products.
This is how two trends in vocational education emerged and are developing, which are characteristic of the era of transition to a post-industrial society - the integration of all its levels (initial vocational, secondary vocational, higher professional, postgraduate vocational training and retraining) and the development of a system of multi-stage vocational education, as well as various forms of industrial and university education, when during the entire period of training or starting from the time of specialization, students alternate their studies with work in scientific and industrial departments of the university.
The transformation of the nature and content of education leads to a corresponding transformation of the structures of organization and management of universities. In addition to the traditional subsections
departments and research laboratories by disciplines, they create interdisciplinary and multidisciplinary educational and research laboratories, experimental design departments, innovative enterprises that produce and sell finished innovative products based on the results of research by university scientists, departments that ensure the functioning of the university as a single economic complex (from marketing departments to repair services). Structures are formed around universities, in close cooperation with them and often on their basis, whose tasks include promoting university developments on the market, producing finished science-intensive products, strengthening ties with industry: intellectual property protection departments, technology transfer bureaus, small innovative firms, scientific -technological parks, etc. Various forms of integration between universities and the industrial sector are developing, such as research and production enterprises, technopolises, joint research programs and centers, etc. .
All these structures are combined into flexible, constantly expanding networks that create the basis for the effective production and diffusion of innovations. Engagement in such networks is often critical to the success of companies, as it gives them access to new and accumulated knowledge in their various forms- progressive technologies, the latest R&D, qualified advisory, educational and other business services. And it is universities that have mastered new areas of activity that can provide the widest range of such services, which today are called "knowledge-intensive".
It can be said that a modern university is no longer only a higher professional school focused on the training of highly qualified specialists with deep professional and fundamental training, and a center for fundamental scientific research, but a complex multidisciplinary structure that organically combines educational, scientific and innovative activity and making a real contribution to improving regional and national competitiveness.
From this point of view, the entrepreneurial university is not a commercial organization trading in educational services and research results, but the main supplier of qualified human capital, scientific and technological solutions, companies created on their basis - in a word, a key element of the innovation system in the emerging knowledge-based economy. . Perhaps, for the first time in the entire period of the history of modern civilization, knowledge has turned from a phenomenon of purely spiritual life into an effective tool for achieving high economic efficiency and improving the quality of life. Universities, as its main sources and distributors, are acquiring the functions of supporting structures of this new economy.
In Russia, an independent system of higher education has emerged and developed, which has both common (for similar systems in many countries) and unique properties. At a certain period of its history, it provided high level training and responded to the needs of a developed industrial society. But today it faces the same problems of rapid obsolescence of knowledge and the need to change the key
radigm of education, as the universities of other countries. Along with this, the transition period gave rise to the need for mass retraining of personnel for the emerging and reforming social institutions. Awareness of these problems is reflected in state documents related to modernization Russian education. The complexity of their solution is exacerbated by the acute shortage of budget funding and the lack of effective economic relations, which hinders the creation of a system of multi-channel financial support for education, especially higher education.
The Russian state is determined to maintain its role in supporting the education system, but this does not relieve educational institutions from the need to independently develop and implement a strategy for their development. Under these conditions, universities face the urgent task of reforming their activities, taking into account the needs of modern society, analyzing international experience and adapting it to our traditions. Mechanical copying of models and principles created in completely different historical, sociocultural, and economic conditions is inefficient and unnecessary, but their critical reflection and application, taking into account our conditions and culture, is extremely necessary.
More than 60% of total number doctors and candidates of sciences. In the higher education sector, there is an excess of technology exports over imports. The main task today is the transformation of this powerful intellectual potential into intellectual capital capable of bringing real income to its owners, which will significantly increase
improve the quality of activities and competitiveness Russian universities.
One of the ways to solve this problem
Growth in the quality of training specialists based on the increasing role of university science, using its results to improve education and develop new high-tech products, real integration within the university of education, science and innovation. This will improve the level of students' education through the development of not only theoretical knowledge, but also research and innovative entrepreneurial skills, raise the status of the teaching staff through the commercialization of their intellectual developments, use the funds received from this to improve the material and technical base of teaching and science, use the production the base of enterprises cooperating with the university for educational and research purposes, to increase the prestige of the university as a whole as not only a supplier of qualified personnel, but also a developer of high technologies.
A similar development option, widely used today abroad (for example, the universities of Stanford, Massachusetts, Nice, Birmingham and others), is quite real in Russian conditions, despite many difficulties and gaps in the current legislation. The government of the country made strategic decisions to strengthen the resource base of higher education, including through the creation of university complexes and research universities.
The main thing in the concept of "university complex", in our opinion, is the underlying process of integration, and integration not only in
levels of education, but also by areas of activity - educational, scientific, innovative. The latter logically provides for close interaction of universities not only with other institutions of general and vocational education, but also with industrial enterprises in their own and other regions. This is especially true for technical universities. Partnerships between universities and industry can develop in the field of personnel training, and in the field of R&D, and in the field of creation and production of innovative science-intensive products. On the basis of a close partnership of this kind, real educational and scientific innovation university complexes arise - both in the form of a single legal entity (if innovative enterprises are part of the university as its structural divisions), and in the form of an association of legal entities, if the university plays the role of a center around which are grouped industrial enterprises and business structures that need qualified specialists, new technologies and developments.
As a result of many years of efforts of a number of universities, several large educational, scientific and innovative (educational, scientific and industrial) university complexes have already appeared in the country, including both educational institutions of various levels (institutes, colleges, lyceums, structures of postgraduate and additional education), and and small and medium innovative enterprises, innovation and technology centers, technology parks, research and design organizations, innovation infrastructure facilities. Among these universities, for example, St. Petersburg State Electrotechnical University, Ural, Saratov, Orlovsky, Nizhny Novgorod State
essential technical universities and a number of others. As a result, such important results have been achieved as improving the quality of education based on the integration of educational, scientific and innovative activities, concentrating all stages of the innovation cycle within the framework of universities controlled innovative structures(which reduces development time, reduces costs and increases the profitability of activities), consolidation of efforts of universities, regional authorities and interested enterprises and organizations in enhancing innovation activity in the regions.
The latter seems to be especially important. In the current political and economic situation, universities must actively establish links with local authorities and the business community, not only in terms of offering their intellectual products, but also in terms of generating demand for them. Forming an innovative culture and incentives is one of the top priorities for Russian universities as centers for the production and dissemination of knowledge. It is higher educational institutions through their main product - qualified specialists - that can have the greatest impact on society, instilling a certain culture and value system.
But we must keep in mind that for the full implementation of this task, higher education must itself develop such a culture. The development among scientific and pedagogical workers of the desire for professional and personal self-improvement, creative thinking, breadth and flexibility of perception of the world is an indispensable condition for the formation of these qualities among students.
One of the ways of professional and creative self-realization of higher education workers can be
tivization of university scientific and innovative entrepreneurship. Opening by teachers and research assistants own business in order to turn their scientific ideas into a commercially profitable market product and to involve students in this as junior staff is one of the effective ways to integrate educational, scientific and innovative activities. Especially broad prospects here are for young people who are not weighed down by the burden of old habits and norms. In addition, providing young scientists with the opportunity to provide decent life due to intellectual work, it can help solve the problem of the outflow of personnel and the aging of the staff of higher education.
According to the Minister of Education and Science A.A. Fursenko, “Russia must learn to make money with brains,” and for this it is necessary “to learn how to create knowledge, protect and consolidate it in the right way.” How successful Russian system higher education
This challenge depends on how quickly it moves into a development mode capable of producing the greatest possible positive impact on the life of our entire society.
Literature
1. Technical Change and Economic Theory /
Dosi G., Freeman C., Nelson R., Silverberg
G. and Soete L. (eds). - London., 1988.
2. Castells M. Information age: eco-
nomics, society and culture. - M., 2000.
3. Hodgson J. Socio-economic
consequences of the progress of knowledge and the growth of complexity // Questions of Economics. - 2001. - No. 8. - S. 32-45.
4. University-industry R&D collaboration in
the United States, The United Kingdom, and Japan. D. Rahm, J. Kirkland, and B. Bozeman. - Kluwer Academic Publishers, 2000.
5. Knowledge management in the learning society. - Paris, 2000.
6. Transformation of Russian universities
in educational-scientific-innovative complexes / V.R. Atoyan, Yu.V. Chebotarevsky,
H.V. Kazakova and others - Saratov, 2001.
B. ERMOSHENKO, Professor, Rector V. PORODENKO, Professor, Vice-Rector T. LITVINOVA, Associate Professor Kuban State Medical Academy
A modern competitive university should have a well-functioning, effective quality management system for the training of future specialists, including new organizational and methodological principles for solving this problem.
The quality of education in higher education, including medical education, is influenced by numerous factors:
The quality of state educational standards,
Quality management system
The level and quality of pre-university training of applicants,
Qualification of teaching staff,
The material base of the educational institution,
Social security of employees and students,
External economic conditions,
Moral and psychological climate in educational institution and etc. .
The changing role of the university in modern world
Kuznetsov Ilya
Tambov State University named after G.R. Derzhavin
Modern society is developing at an unprecedented pace, the role of information and the synthesis of various cultural systems is increasing. Spiritual and material values change, they begin to be expressed in new forms. New mechanisms emerge interpersonal relationships, new conditions for interaction within the state and the world community. The growth in the volume of information has a downside - it is the growth of incompetence of a certain part of society. The rapid pace of human progress leads to a lag in the spiritual and material development of individual individuals, and sometimes entire social groups. Not being able to clearly navigate the flows of diverse information, a certain part of society distances itself from active social actions, resorting to a simplified perception of reality. And this kind of gap additionally contributes to the growth of social instability and a sociocultural crisis. and actions in this area of the bulk of workers. Today, more than ever, the price of mistakes and misconceptions in all spheres of activity is rising, and, accordingly, the price of the ability to develop and implement operational ideological development mechanisms is rising.
Against this background, education traditionally remains a significant lever of influence on the life of society, given modern tendencies, transmits to new generations all the positive experience of human development. At the same time, it, as an integral social institution, experiences all the crisis phenomena of the development of society. According to a fairly common point of view, education is one of the most conservative elements of the social system. In recent decades, the world education system, as noted by authorities in this field, has not yet been able to meet the ever-increasing demand for the volume and quality of education. Moreover, it is higher education that receives the lion's share of criticism.
Today, as before, it is only in the universities that the “professional” and “technical” intelligentsia are reproduced. But its share in the student body is rapidly declining. In fact, for more than two decades now, in the Western world, and in Russia, an excess percentage of specialists has been produced. They are not required by either production or public institutions. At the same time, a number of specialties are acutely aware of the lack of a system of knowledge transfer, debugged at a high (university) level. Education in higher educational institutions takes on a borderline character between “gaining knowledge”, “preventing unemployment”, and artificially prolonging the period of “entering an active life”. The mass admission of young people to universities, from the point of view of rational choice theory, is becoming less and less motivated, and students, accordingly, are increasingly reduced to a cultural-age "pre-adult" lifestyle.
Thus, the university faced the task of positioning itself in the information space as a scientific and cultural center that meets all the current needs for knowledge. At the same time, not only students, but also already established specialists should have access to knowledge and information, and here systems of continuous and distance education become very important, the presence of universities in the virtual field. If the training of a certain part of the student body is extensive, then the choice of people who have entered professional life is more purposeful. Consequently, the implementation of the latest acquired knowledge tends to be more efficient.
In addition to the task of forming your own, unique image; the cultivation of a positive, intra-university climate is becoming increasingly important. In the context of an increase in the number of students and universities, in the context of the availability of practically any information, it becomes very difficult, even for the oldest universities, to maintain the very phenomenon of the “university spirit”. Preserve the “sacredness” of university knowledge, the ability not only to transfer, but also to create new knowledge. New relationships begin to emerge in educational institutions, determined by the development of society as a whole. Having an inert nature, new intra-corporate relations need to be initially in the right direction; and should be based on the already existing positive experience, and objective analysis.
Today, in the context of globalization, the importance of the presence of the university in the international space is increasing. Universities are dealing with a qualitatively new stage of international cooperation, characterized by an increasing pace and depth of interaction between national educational systems, the creation in a number of regions of conditions for their integration and the gradual formation of an integral world educational space. In contrast to the previous period, the internationalization of education, when bilateral relations were the predominant forms of cooperation; for today's universities, multilateral interstate relations, large targeted and international educational projects become relevant. The activity of national universities is one of the elements of international politics. So, for example, today the term “common European educational space” has ceased to be just a slogan; it increasingly reflects an evolving reality. Some important decisions that objectively lead to the convergence of national education systems are taken by the governments of Western European states independently, and in some cases without prior agreement with each other.
One of the defining elements in changing the role and place of the university in the modern world is the change in its position in domestic politics states. In particular, in recent times, there are changes in the attitude of the state to higher education. Having become a proven translator of social and political stability, universities receive greater autonomy, and experience less and less state tutelage. France, a traditional representative of a strict and centralized educational policy, can serve as an example, where, already in the course of the state educational reform of 1982, there was some decentralization of education management. Academies and local governments received more rights. The laws adopted in 1983 expanded the possibilities of decentralization and led to a redistribution of responsibility between local (non-state) authorities and the state.
Thus, recently the university is gaining experience of autonomous socialization in a society of "high" modernity - the experience of a "new" freedom. The era of total state control over the development of universities has successfully ended. Whether this is good for higher education or bad, time will tell. It is worth noting that at the moment the consequences of the increase in the rights and freedoms of universities have not fully manifested themselves.
Today, universities are increasingly increasing their presence in the commercial sphere, being a provider of educational services and a manufacturer of intellectual products. Having become, in fact, commercial enterprises, universities actively cooperate with private companies. Particularly in the US, the ratio of public to private spending was approximately 2:1. At the same time, state spending accounted for about 29% of government spending, federal spending - 7.0%, and local spending - 2.0%. About 27% of the funding was provided by various firms. This type of financing is associated with the constant monitoring that firms carry out among university students. As a result of this monitoring, firms not only select future employees, but participate in their profiling, take care of updating the equipment of universities, as well as additional scholarships for "their" students.
Having received a certain freedom, first of all, in the economic sphere, universities also received competition. training centers, their systems of retraining highly qualified personnel at the level of bachelors, masters and even doctors of science. More than 1,000 different training programs pursuing these goals are being implemented in 100 corporations and departments that spend up to 100 billion dollars on training their employees. Diplomas issued by corporations, in some cases, meet the criteria of the American Council of Education and are equated with similar certificates of local traditional universities.
Thus, one of the main tasks of a modern university - occupying its own, unique niche in the information and educational space, has received a weighty, material reason.
As for Russian higher education, it reflects, to one degree or another, practically all world problems and trends, acquiring the specifics of the current period. In particular, having received a certain economic freedom, Russian universities have, in fact, turned into a "conveyor of diplomas and semi-literate specialists." To a lesser extent, this applies to traditionally strong technical universities. To a greater extent, this applies to humanitarian universities that have opened new and relevant specialties. The university culture, which has a certain element of exclusivity, is practically leveled under the pressure of an increase in the number of students and poor teaching of some new disciplines. The attitude of society towards higher education is changing, not for the better, only the inert nature of the formation of the image of the university does not lead to sufficiently sharp shocks.
As for cooperation between private firms and universities in Russia, for certain reasons, in particular, the short history of private companies in modern Russia and economic uncertainty of development, it is going through a complex process of formation.
A weak competitor to public universities are private universities. But it is private higher education institutions that are currently most actively working on creating an appropriate material base (premises, libraries, equipment, etc.) and shaping their own image. There is a fairly high probability that in the future (after several issues) some of they will seriously compete with state universities. As for competition between state universities, in most regions, since Soviet times, a system of local educational centers, practically completely satisfying all the needs for higher education and at the moment they are becoming monopolists in their field. In addition, if earlier the effectiveness of the functioning of the university depended on the quality of the knowledge offered, today effective management and PR are added to this.
In general, higher education in Russia is in the process of transition to a qualitatively new stage. And the first results bring more questions than answers. In particular, these are the consequences of the introduction of the Unified State Examination, attempts to integrate into the global educational community, private business investments, etc. Only one thing is obvious - the reform process is irreversible and practically all the initiative in this matter will belong to the state.
Nechaev V.Ya. Sociology of education. Lecture course. Part one. M., 1998. S. 3 A. Sogomonov Back to the University // Otechestvennye zapiski No. 2 2002 P. 101 V. Krol Personnel potential and financial support of higher education in Russia // Pedagogy No. 6 1994 S. 29
1. Functions of the university
A classical university is a higher educational institution that trains specialists in various fields and areas of education at two levels of higher education, conducts fundamental and applied scientific research and performs the functions of a scientific and methodological center for the profiles of the training of specialists with higher education.
Karl Jaspers is a German scientist who wrote the book The Idea of a University in 1949. He singled out the main functions of the university:
1. Educational.
2. Research.
3. Educational.
The university carries out educational, intellectual, cultural and social function aimed at meeting the needs and interests of the individual, society and the state.
Educational process in a higher educational institution should meet the society's need for qualified specialists.
Higher educational institutions carry out scientific, scientific and technical and innovative activities in accordance with the profile of training specialists and priority areas of the state scientific and technical policy.
Training of highly qualified scientific workers in higher educational institutions is carried out in postgraduate (adjuncture) and doctoral studies.
International cooperation is carried out with international organizations, foreign individuals and legal entities, international and national projects and programs in the field of higher education.
The main tasks of the university are:
· training of specialists with higher education in accordance with the needs of society and the state;
organization and conduction of research works;
· activities on the most urgent problems of science, technology and production, the development of the appropriate material and technical and experimental production base of the educational process and scientific research;
education of students in the spirit of patriotism, high citizenship, humanism, for the benefit of man and society;
· Satisfying the needs of the individual in intellectual, cultural, physical and moral development through higher and postgraduate education.
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