Sociocultural Constructs of the Higher School's Innovative Potential

Abstract

Today for understanding of the higher school's innovative mission it is necessary to apply large-scale civilizational dimension, bringing together technological and humanitarian aspects of innovations, and embracing educational as well as cultural concerns. This dimension covers a range of central ideas in the history of the higher school development, describing such constructs of its innovative activity as: socialcentered, theology-centered, anthropocentric, profession-centered, scientific-centered, ideology-focused, market-focused. Each of these designs is defined by influence of a certain cultural dominant which sets priorities for education and innovative practice. The sustainable innovative potential of the higher school can be provided by a simultaneous combination and an interlacing of various constructs. Meanwhile, the leading role has to belong to person-centered construct of the higher education which gives the chance for selfrealization of the personality and for carrying out fruitful innovations. The results from a survey of the current situation at the higher school show destructive influence of monopoly of market-focused construct on its innovative viability. The main positive trend that provides this viability is connected with civilizational reconstruction of the higher school on a basis of expansion of its poly-cultural status and development of the personal value of educational and innovative processes.

Semantic Indicators of Students’ Self-Realization as Subjective Markers of Their Psychological Well-Being in University Training

“…Besides, this environment should help students design their professional and life way as well as provide them with all the necessary technologies and resources for self-development. Obviously, successful self-realization of students largely depends now on the existence of sustainable and adequate technology "corridor of possibilities", which is in line with basic cultural norms and values transmitted in educational process [10].…”

Análisis de tesauro de la autorrealización de los estudiantes como método de estudio de su bienestar psicológico en la educación universitaria.

“…In particular, from the recognition of the values of social support and participation in the development of the personality of students, which strengthen the atmosphere of psychological well-being. In addition, such an environment should help students plan their professional and life path and equip them with all the necessary technologies and resources for personal growth (Shutenko E. & Shutenko A., 2015).…”