scholarly journals Corporate Education in Russia. Prerequisites for Development, Current Tasks, Construction Models

Discourse ◽  
2021 ◽  
Vol 7 (5) ◽  
pp. 112-125
Author(s):  
K. Yu. Kazantsev ◽  
S. I. Chernykh
Keyword(s):  
Higher Education ◽  
Cognitive Model ◽  
Social Institutions ◽  
Social Institution ◽  
Corporate Education ◽  
State Education ◽  
Qualified Personnel ◽  
The World ◽  
Education Market ◽  
Education Today

Introduction. The period of active global cybernetization and business automation was marked by a problem for Russian employers in the form of a shortage of qualified personnel capable of ensuring the development and competitiveness of business in the world markets.Methodology and sources. Sociology of education as a social institution has been developing since 1970 s. Its current theoretical foundation is based on two principles: 1) The principle of mutual convergence of social institutions (education – business, education – state, education – family); 2) Variety of educational practices as a factual manifestation of the phenomenon of continuous education. Today corporative learning is one of such practices that radically change the ecosystem of traditional education.Results and discussion. There was a problem of forming a system of training new human resources that meet the changing economic realities. Until the 1990s, before the collapse of the country and the beginning of political and economic reforms, the Russian Federation had a system of higher education as one of the most stable and well-established mechanisms for training personnel for all sectors of the economy. An indicator of the effectiveness of this system was that graduates of Russian universities were invited to work by well-known corporations from many countries of the world.Over the years of reforms, Russia has lost its previous model of education, which today significantly affects the quality of training. Many Russian enterprises are forced to follow the path of independent training and retraining of specialists. Development of corporative is necessary to compensate for the limitations of traditional higher education. At first, the training was organized locally and had a haphazard character, but over time, Russian entrepreneurs began to adopt foreign experience in forming a knowledge system in the company and even create corporate universities.Conclusion. The study examines the prerequisites for the formation of the system and the development of the corporate education market, provides current models of knowledge accumulation and suggests the author's cognitive model of professional development of personnel.

scholarly journals Corporate education in personnel training for engineering and civil engineering industries

2021 ◽  
Vol 284 ◽  
pp. 09005
Author(s):  
Kirill Kazantsev
Keyword(s):  
Cognitive Model ◽  
Personnel Training ◽  
Corporate Education ◽  
Corporate Universities ◽  
Higher Education System ◽  
Qualified Personnel ◽  
Education Market ◽  
A Company ◽  
System Effectiveness

Period of active global cybernation and business automation was marked by a problem for Russian employers in the form of a shortage of qualified personnel capable of ensuring the development and competitiveness in world business markets. There was a problem of forming a system for training new human resources that would satisfy the changing economic realities. The Russian Federation had a higher education system as one of the most stable and well-functioning mechanisms for training personnel for all economical sectors until the 90th of the last century, before the country collapse and the beginning of political and economic reforms. An indicator of the system effectiveness was that the graduates of Russian universities were invited to work by well-known corporations from many countries of the world. Over the years of the reforms, Russia has lost its previous model of education, which significantly affects the quality of personnel training today [1]. Many Russian enterprises are forced to follow the path of independent training and specialists retraining. At first, training was organized locally, it was by chance, but Russian entrepreneurs began to adopt foreign experience in forming a knowledge system in a company and even create corporate universities over the time. The study examines preconditions for the system formation and the corporate education market development, provides current models of knowledge accumulation and proposes the author's cognitive model of personnel professional development.

scholarly journals Women Academics in the World of Neoliberal, Managerial Higher Education

Societies ◽  
2021 ◽  
Vol 11 (1) ◽  
pp. 25
Author(s):  
Margaret Sims
Keyword(s):  
Higher Education ◽  
Social Imaginary ◽  
Top Down ◽  
Women Academics ◽  
Clear Vision ◽  
The World ◽  
Education Today ◽  
Systemic Barriers ◽  
The Way

In my last years in academia, I have experienced the intimidating impact of pettybureaucracy and top-down micromanagement that typify managerialism in higher education today. In this paper I use my own experiences to reflect on why this is happening, attempting to gain understanding that can support others still working in the sector to survive and ultimately thrive. I argue that neoliberalism operates as an ideology, shaping the way we perceive and act in the world. In higher education, it is enacted through managerialism, together creating a social imaginary that defines what is expected of managers and what is expected of workers. Women are particularly vulnerable in this social imaginary given that the challenges they face in the workforce are attributed to their own shortcomings rather than any systemic barriers. Women face choices as to how to operate in this social imaginary, but all choices have consequences that need to be understood and managed. Ultimately, systemic disadvantage will not change without significant action taken by collectives of women who have a clear vision of better alternatives.

scholarly journals Roads Old and New: Educational Strategies in University Choice by Russian Students

2020 ◽  
Vol 29 (2) ◽  
pp. 50-62
Author(s):  
I. A. Skalaban ◽  
L. A. Osmuk ◽  
O. V. Kolesova ◽  
G. M. Cherepanov
Keyword(s):  
Higher Education ◽  
Group Identification ◽  
Social Institution ◽  
Specialty Choice ◽  
Organizational Strategies ◽  
Educational Strategies ◽  
University Choice ◽  
Education Market ◽  
Educational Market ◽  
Higher Education Market

This paper aims to explore the capabilities of new approaches to the study of educational demands on modern higher education market by describing existing educational strategies of applicants and students. The experience of university choice research in domestic and international practice consists of sufficiently popular description of educational demands, choice motivation and analysis of the choice-making process of university and specialty choice based on available information. The analysis of choice presented in the article is compounded by the description of the main educational strategies being formed on modern educational market, with an emphasis on their behavioral nature. Two following strategies are singled out: “status strategy”, where education acts primarily as an element of status and group identification; and “practical strategy” where education is viewed as an investment of time and resources into increasing one’s chances at the job market. Data gathered from the study of students of five universities of Tomsk and Novosibirsk aligns with these strategies, and this justifies the existence of an increasing divide in social-economic demography of higher education. Such tendency is capable of seriously affecting organizational strategies of universities and influence the very nature of higher education as a social institution by forcing universities and the system in general to take the given strategies into account.

scholarly journals From massification towards post-massification: Policy and governance of higher education in China

2021 ◽  
Vol 10 (3) ◽  
pp. 221258682110460
Author(s):  
Bowen Xu
Keyword(s):  
Higher Education ◽  
Chinese Higher Education ◽  
Higher Education System ◽  
Higher Education Expansion ◽  
Education Expansion ◽  
State Education ◽  
The World ◽  
Future Challenges ◽  
Higher Education In China ◽  
Education In China

Chinese higher education institutions have experienced an unprecedented expansion and major reforms since the late 1990s. The revolutionary growth has not only established the largest higher education system in the world but has also transformed an elite system to a post-massified one over the last two decades. The expansion policy was largely an economically justified proposal that has emerged under certain conditions. However, reform has been criticised for not delivering the promised outcomes. The article examines the historical development of higher education expansion in China, investigating its rationales, practices and the extent to which the policy has become a paradox during massification. As China moves into the post-massification stage, the article forecasts emerging policy trends and highlights future challenges. It considers restructuring state-education relationship through mechanisms of funding, provision and regulation as options for governing the ever growing and massifying system more sustainably in the upcoming era.

scholarly journals Corporate Higher Education: Models And Examples

2011 ◽  
Vol 1 (5) ◽  
Author(s):  
Joan H. Coll ◽  
Brownyn DeWitt
Keyword(s):  
Higher Education ◽  
Education Program ◽  
Major Influence ◽  
Font Size ◽  
Corporate Structure ◽  
Corporate Education ◽  
Successful Program ◽  
Pros And Cons ◽  
Education Today ◽  
A Company

<p class="MsoBlockText" style="margin: 0in 0.5in 0pt;"><span style="font-style: normal; mso-bidi-font-style: italic;"><span style="font-size: x-small;"><span style="font-family: Times New Roman;">Corporate education has become a major influence in higher education today.<span style="mso-spacerun: yes;">&nbsp; </span>The goal of this initiative is to explore the forms that higher corporate education takes.<span style="mso-spacerun: yes;">&nbsp; </span>Among the most prevalent are: specifically designed university programs, partnership programs between a company and a university, and corporation designed programs created and offered to meet the specific needs of educating their employees in training matters and providing development within the corporate structure.<span style="mso-spacerun: yes;">&nbsp; </span>While there is no set formula for fashioning a successful program the myriad variations provide an opportunity to explore the pros and cons of each model.<span style="mso-spacerun: yes;">&nbsp; </span>An example of a successful corporate higher education program is explored.</span></span></span></p>

The Right to Higher Education

2021 ◽  
pp. 91-124
Author(s):  
Christopher Martin
Keyword(s):  
Higher Education ◽  
Public Libraries ◽  
Social Institutions ◽  
Social Institution ◽  
Direct Access ◽  
The Internet ◽  
Public Knowledge ◽  
The Good Life ◽  
Right To Education ◽  
The Right

This chapter aims to show why institutions of higher education should be responsible for securing a citizen’s right to education over a life. It begins by showing how the primary political responsibilities of social institutions in a liberal society are derived from a more basic obligation to promote citizens’ ability to freely (and successfully) pursue the good life. These political responsibilities arise are called liberty-maximizing requirements of justice. It then argues that liberty-maximizing justice warrants the inclusion of higher education as a liberal social institution whose overarching purpose is to the provision of an autonomy-supporting education to all citizens. Finally, it specifies why an autonomy-supporting education requires a specific institution for its provision and why direct access to public knowledge—through the Internet and public libraries, for example—is insufficient for this purpose.

scholarly journals Conceptual Principles of State Policy in the Field of Higher Education in Ukraine: Administrative and Legal Aspect

2020 ◽  
Vol 89 (2) ◽  
pp. 94-103
Author(s):  
V. V. Abroskin
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Education System ◽  
State Policy ◽  
The State ◽  
Professional Competencies ◽  
State Education Policy ◽  
Priority Areas ◽  
State Education ◽  
The World

The emphasis has been placed on the fact that due to the competent use of the necessary tools during the development and implementation of state policy in the field of higher education it is possible to create conditions for the reproduction of educational potential of our state. Particular attention has been paid to the fact that the main purpose of higher education is the state investment in human capital in order to develop skills and professional competencies for priority areas of economic activity. The ability to use them properly will ensure innovative socio-economic and cultural development of our country taking into account current needs of human beings and society. In this regard, it is important to have a clear understanding of the place and role of state policy in the field of higher education within state education policy in general, the use of the necessary legal tools in developing effective state policy within higher education, since it directly affects the competitiveness of our state on the world stage, its socio-economic development and Ukraine’s entry into the international educational and scientific space. The author has emphasized the importance of understanding the role and significance of the state policy in the field of higher education within the system of state education policy in general, outlining the priority areas of its modernization in order to bring it into line with generally accepted European standards in this area. As a result of revealing the essence of the state education policy, the author has offered to understand the state policy in the field of higher education as a set of key ideas, priorities or goals enshrined in national legislation, when the authorized subjects implement managing impact with the assistance of certain legal tools in order to ensure the proper functioning of higher education area, acquisition of skills and professional competencies by applicants for higher education, development of their employment abilities. The purpose of the state policy in the field of higher education is to create an ideal model of higher education system and its integration into the national education system, strengthening relationship between higher education institutions and the labor market, ensuring further development of socio-economic, scientific and cultural potential of our country, strengthening the intellectual potential and the state’s competitiveness on the world stage, Ukraine’s entry into the European educational and scientific space. The tasks of the state policy in the field of higher education have been systematized. That allowed to determine its characteristic features that distinguish it from other types of state policy in general and state educational policy in particular. The factors influencing the effectiveness of the state policy in the field of higher education have been highlighted. It has been emphasized that the current stage of modernization of the state policy in higher education in Ukraine is characterized by the focus on higher education as the most important innovative component of the modern economy, as the necessary prerequisite for economic growth, cultural and intellectual development.

The Role of Academic Values in Higher Education Convergence in Romania

2014 ◽  
pp. 168-182
Author(s):  
Victoria A. Seitz ◽  
Mariana Nicolae
Keyword(s):  
Higher Education ◽  
European Union ◽  
Bologna Process ◽  
The European Union ◽  
Academic Values ◽  
Higher Education System ◽  
The World ◽  
Education Market ◽  
The Bologna Process

The Bologna process set forth a transformation among institutions of higher education in Europe to increase student and staff mobility and to make the European Union more competitive in the world education market. Years of a centrally planned system, isolation from the international conversations, and developments of higher education values made the implementation of the Bologna process in Romania a difficult and controversial one. This chapter introduces a concept from the marketing literature regarding brand globalization that recognizes and supports an integral part of the Bologna process – that of academic values. Moreover, the discussion presents findings from an empirical study regarding leadership aspects in Romanian higher education. Recommendations are then provided as to the implementation of those values in Romania's higher education system.

scholarly journals IMPORTANCE OF TECHNOL ANCE OF TECHNOLOGY OF IN OGY OF INTEGRATED EDUCA TED EDUCATION

2021 ◽  
Vol 5 (1) ◽  
pp. 251-263
Author(s):  
Sevara Yusupovna Adizova ◽  
Keyword(s):  
Higher Education ◽  
Technological Progress ◽  
Joint Research ◽  
Research Implementation ◽  
World Community ◽  
Manufacturing Enterprises ◽  
Qualified Personnel ◽  
The World ◽  
Intellectual Potential ◽  
Prospects Of Application

Background. The article covers the meanings of term “integration”, the spheres of use of these terms, the prospects of application in the education system, the concepts of integration of higher education and production. Opinions on the cooperation of higher education and manufacturing enterprises, taking into account the mutual interests, were expressed. The integration is mainly aimed at training qualified personnel, improving their skills, as well as conducting joint research, implementation of scientific developments, formation of qualified specialists’ database, etc. Methods. The article used survey, differential-semantic, control, observation and comparison methods to determine the opportunities of students to occupy a place in the labor market through cooperation between higher education institutions and manufacturing enterprises. Results. 1. The integration of higher education and industry is, firstly, economical and efficient, secondly, it accelerates scientific and technological progress, and thirdly, they allow the rational use of the intellectual potential of science and higher education not only in one country but in the world community.

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