PECULIARITIES OF FINANCIAL MANAGEMENT OF UNIVERSITY CENTERS OF CREATIVE ENTREPRENEURSHIP OF EUROPE AND CHINA

University centers of creative entrepreneurship are becoming the drivers of the modern economy of the world’s leading countries and form a global academic entrepreneurial movement nowadays. Each of the leading countries or groups of countries has certain peculiarities and its own experience of financial management of such centers. Therefore, there is an actual task of comparative analysis of the peculiarities of these centers of those countries that are most successful in implementing innovations, identifying common features, patterns and differences. Such an analysis is especially important for Ukraine, where the movement of academic creative entrepreneurship is at an early stage of development. The systematic analysis found out that the EU countries are characterized by a predominantly distributed or so-called network structure of financial management of university centers of creative entrepreneurship, and China is characterized by a predominantly hierarchical structure. A characteristic difference between the academic business movement of the EU and China lies also in the fact that the basis of management of these centers in the EU, including financial management, is self-government, which is a consequence of the tradition of self-government of European universities. For China, this factor is inferior to the tradition of centralized administration. The main function of financial management of creative entrepreneurship centers is established. This includes facilitating access to credit for researchers, research and project teams of universities, forming an ecosystem to support innovation, providing intermediary services for financial support of innovation, creating an environment for cooperation, reducing the financial risks of investors and increasing the effectiveness of innovation. The tools of financial management of creative academic entrepreneurship are systematized. The comparative analysis identified and detailed the peculiarities of financial management of university centers of creative entrepreneurship for the European Union and the People’s Republic of China, in particular, the peculiarities of the management structure and the tools characteristic of the EU or PRC for funding research and development of the mentioned centers. The results of the study can be useful in creating a national system of financial management of university centers of creative entrepreneurship. Keywords: system analysis, university centers, creative entrepreneurship, innovation, financial management. JEL Classification O3, Q43, P5 Formulas: 2; fig.: 2; tabl.: 0; bibl.: 21.

M-Universities: Critical Sustainability Factors

This study intends to investigate the factors which can affect the sustainability of mobile learning (m-learning) from many perspectives. Current studies on the sustainability of m-learning are reviewed in the context of organizational, financial, legal and ethical, pedagogical, assessment, psychological, and social factors. In addition to the literature review, an investigation based on formal interviews is conducted with 11 heads in university centers for distance education (UCDE) to obtain additional sustainability factors. To test the impacts of the factors on sustainability in m-learning, another investigation which bases on survey research is conducted with administrative personnel in UCDE, and instructors and students in the distance education universities. A total of 667 survey responses are analyzed, and a model for the sustainability of m-learning is developed. This article concludes that some factors have significant effects on sustainability in m-learning and some of them are critically important for m-learning initiatives. M-learning sustainability is studied rarely in some contexts such as organizational, psychological, and social context. Therefore, this study can bridge this gap, and provide a guideline to m-learning initiatives for sustainable education.

The Contribution of Monitoring for Academic Education

Monitoring in universities and university centers aims to initiate students in teaching and contribute to the improvement of undergraduate education through the articulation of theoretical and practical content, thus favoring the production of knowledge under the guidance of the teacher responsible for a specific curricular component. Monitoring allows students to develop skills associated with teaching and deepening their knowledge; however, there are elements that can hinder this practice, such as the conciliation of monitoring activities with regular academic activities. The objective of this study is to analyze the contribution of monitoring to learning and academic training in the Dentistry Course at UFBA. The sample of this research was composed of 34 students of both sexes, all in the condition of student-monitors of the Faculty of Dentistry at the Federal University of Bahia (UFBA), city of Salvador, Bahia, Brazil. A quantitative questionnaire was applied to students in order to analyze various aspects on the monitoring practice. Students interviewed believed that monitoring is relevant for academic training and that this activity brings greater learning during its performance. Of all respondents, 94% believe that monitoring is relevant in initiating students in higher education teaching. Most interviewees reported that they have good relationship with the Advisor Teacher and with monitored students. Monitoring gives the student the opportunity to develop skills and competences associated with teaching, provides personal and professional growth and qualifies the curriculum of those who participate in this process.

Sistema de acciones para la implementación del Emprendimiento aprovechando los trabajos académicos y trabajando en asociación entre diferentes carreras para además propiciar la multidisciplinaridad desde la formación profesional desde el aula

The University of Guadalajara is the second largest university in the country. The current reality demands of young people are to be prepared and to be able to apply the knowledge, therefore they would generate experience during their training. In the so-called Synergy project, the schoolar work is associated by the competencies of the students of two careers and two different thematic university centers, to promote multidisciplinary work, that relate, that know the skills and profiles of their counterpart and to propose a continuation, at the end of the semester, as a team, continue with the project until business with the support of the incubators of the Network.Food Science students create a food, characterize it and validate it, lend it to their marketing career partner to develop their business plan. The process is documented. Students in both careers liked the experience and believe what they lived valuable. There were better apprenticeships and new knowledge including the opportunity to live together and know the potential of their business projects. They applied knowledge and generated experience that they would not otherwise have had. At least half of the participants said they will continue the project in the incubator extracurricularly with institutional support. It will continue in the documentation until successful cases are obtained that will be used from tests and witnesses to the potential of the results of the synergy.