Discussion “What Tomorrow Holds for Universities” July 14, 2017, National Research University Higher School of Economics, Moscow

Kuzminov, Yaroslav; Peskov, Dmitriy

doi:10.17323/1814-9545-2017-3-202-233

Cited by 15 publications

(7 citation statements)

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“…These typologies reflect the personal point of view of the authors, but they give additional information for the analysis of university education. Peskov (Kuzminov & Peskov, 2017), director of the Young Professionals Department of the Agency for Strategic Initiatives, highlights in general three models of the university (teaching, research and business). He subdivides the existing universities (in our author's abbreviation the article's ideas are from the journal) as follows: Analogue of a traditional luggage room that is actual in analogue economies and has the most important function of serving and retaining youth; Applied University, as a service tool for the rapid growth of young economies; cultural monopolists -universities living on the old successes of traditional university education and its attractiveness; gatherers of talented youth, attractive by their traditional brands (Kuzminov & Peskov, 2017).…”

Section: Methodsmentioning

confidence: 99%

Methodological Bases Of Multicultural Educational Process In Conditions Of Informatization

Алдошина¹

2019

The European Proceedings of Social and Behavioural Sciences

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Section: Methodsmentioning

confidence: 99%

Methodological Bases Of Multicultural Educational Process In Conditions Of Informatization

Алдошина¹

2019

The European Proceedings of Social and Behavioural Sciences

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“…В основе нашего исследования лежит определенная методология стратегирования -взгляд из будущего. Данную концепцию активно развивают Я. И. Кузьминов и Д. Н. Песков [12]. Во второй половине XX в. основное внимание уделяется вопросам методологии стратегического обоснования развития объектов, дается их сопоставительный анализ и практики применения (Р. Акофф, Г. П. Щедровицкий, О. И. Генисаретский и др.)…”

Section: обзор литературыunclassified

Strategizing Education: Ecosystem Transition

et al. 2020

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Introduction. The authors of the article, based on numerous studies on the transformation of the education system, offer a practical model of education, developed with reference to a view of education from a constructed image of the future, as well as to global trends. The essential basis of the model are productive processes of education and social engineering, as well as the folding of the ecosystem with the value-normative basis for matching the educational needs of different stakeholders of educational activities. The relevance of the article is determined by the need to respond to the discrepancy with the world trends of the education system, formed to ensure the reproduction of existing cultural norms and socio-productive relations in society in order to maintain its stability. The aim of the study is to develop an educational model, the key form of organization of which is the educational ecosystem. The model content is formed as a reflection of the process of strategizing based on the fundamental development trends. Materials and Methods. Using analysis and synthesis methods, groups of topical world trends are identified and their impact on the projected image of education is shown. Methods of focus groups and case studies are utilized to study advanced educational practices. Hypotheses on the projected educational model are generalized and advanced. The hypotheses are tested. The elements of the new model of education proposed by the authors are tested. Results. The authors substantiated the concept of a new model of education as a result of value and semantic bases of strategy of consent of different social groups participating in the process of education. Methodological approach to education development strategy as if looking from the future differs from the dominant methodological method of future formation by means of its present modification and reworking. The authorʼs concept of the model of education from the future rests on the value and meaning foundation, which distinguishes it from the dominant position associated with the justification of only requirements to learning outcomes and content of education. The new vision of “education from the future” will contribute to the successful implementation of practices of transformation of education taking into account global trends based on the vision of education from the future, namely, a collective-wanted image of the future, rather than a continued “reworkedˮ present. Discussion and Conclusion. This article is useful for organizers of changes in educational systems at different levels (region, city, secondary school), as well as for researchers in the field of modern models, approaches and educational technologies that arise under the influence of global trends.

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“…Проблематика соотношения вызовов будущего и потенциала развития высшего образования в России раскрывается в критических статьях Р. Р. Вахитова, Я. И. Кузьминова, Д. Н. Пескова [1,2].…”

Section: обзор литературыunclassified

Adaptation Potential of Teachers of the Third Age in the Conditions of Higher Education Transformation

2020

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Introduction. In many countries around the world, the increase in life expectancy leads to significant social transformations. Institutional structures, social protection policies and legislation on the life and employment of older citizens are being changed today. In Russian higher education, more than a third of professional community belongs to the group of teachers of the third (pre-retirement and retirement) age. The modernisation of this area and the raising of the retirement age will make it possible to study the peculiarities of this group of faculty members as a reserve of the vocational training system.The aim of the present article is to characterise the adaptive potential of social community of teachers of the third age in the context of the transformation of higher education.Methodology and research methods. The methodological framework of the article is based on the set of general scientific approaches: communal, comparative, institutional, resource. The first method provides an opportunity to consider teachers of the third age as a social community with their own specific features. The comparative approach is used to see specific features in dynamics (on the materials of official statistics) and to compare them with similar characteristics of teachers of other age groups. The institutional and resource approaches are aimed at identifying adaptive abilities of teachers of the third age against the background of current restructuring processes in higher education. The article is based on the materials of research projects conducted in 2017–2019 and on a mass survey of teachers. The general population consisted of 51 universities of the Ural Federal District. The volume of the sample of teachers is 810 people.Results and scientific novelty. The study showed that teachers of the third age are characterised by a high level of adaptation to changes in higher education. They successfully fulfill themselves in scientific and pedagogical activities. They are characterised by relatively high publication and grant activities, realisation of new educational forms and high motivation and readiness to improve their com petencies and qualifications. At the same time, teachers of the third age estimate their social security in the professional sphere as extremely low. This community is characterised by a high level of criticality in relation to the implemented institutional changes in the field of higher education, which is based on a socially mature responsibility formed within their professional activities for the consequences of decisions taken.Practical significance. The research undertaken demonstrates the stereotype inadequacy concerning non-adaptability of third-age university teachers to technological, content and organisational innovations. Moreover, teachers of the third age are a significant factor in the sustainable development of universities. Therefore, it is necessary to develop management models and create institutional conditions for maximum use of human capital of third-age teachers, whose peculiarities, needs and opportunities in the system of Russian higher education are inadequately taken into account today.

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Discussion “What Tomorrow Holds for Universities” July 14, 2017, National Research University Higher School of Economics, Moscow

Cited by 15 publications

References 0 publications

Methodological Bases Of Multicultural Educational Process In Conditions Of Informatization

Methodological Bases Of Multicultural Educational Process In Conditions Of Informatization

Strategizing Education: Ecosystem Transition

Adaptation Potential of Teachers of the Third Age in the Conditions of Higher Education Transformation

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