Purpose. To examine the mechanism of managing changes resulting from the promotion of a new value system by higher education institutions. Methodology. The research is based on the methods and tools of cultural economics, which allow the authors to comprehensively reveal the relationship between the value system and behavior, on the one hand, and the changes caused by values and behavior, on the other hand. The authors used the methods of modeling, comparative analysis, strategic and systematic approaches to the analysis of economic and managerial organization of the cultural sector and the behavior of producers and consumers. Findings. The study proved that: 1) the value system and its manifestations in practice signal the readiness of city residents to accept or reject changes; 2) the success of promoting a new value system depends on the alignment of the initiative to change the existing value system with the values of the change recipients; 3) the inconsistency between the value system that is being promoted and the recipients values shall be eliminated by means of communication with the change recipients. Communication aims to remove anxiety from expected changes and make the changes attractive to the recipients; 4) anxiety shall be remedied by the messages convincing the change recipients of the positive effects of changes on their value system and of the negative consequences if the recipients reject changes. Originality. The application of Schwartzs Theory of Basic Values and the model of Lngstedt and Manninen allowed the authors to explore the mechanism of managing changes resulting from the promotion of a new value system by a higher education institution. Practical value. The obtained results allow for the effective use of the methods and tools of cultural economics in the formation and promotion of a new system of values by a higher education institution.
The article is devoted to the theoretical justification of the motivation for professional self-development of teachers of higher education institutions and the generalization of the results of empirical research on the needs of self-development motivation. We define professional self-development as a conscious purposeful process of personal and professional self- improvement with the aim of creative self-realization while performing professional activities. However, we believe that teaching activity involves the dynamic involvement of both proficient and personal qualities and competences; therefore, the professional self-development of a teacher is aimed at self-cognition, self-affirmation, and self-improvement in all spheres of life. The process of professional self-development of teachers of higher education institutions requires a deeply realized value of its necessity, stable internal motivation, but it should be supplemented by external incentives in a creative educational environment, which was confirmed by empirical research. The conducted research has proved the need to make up practical recommendations for teachers regarding professional self-development, which can become the basis for further research.
The article is devoted to the peculiarities of continuing professional development of European higher education institutions teachers' in the conditions of university autonomy. It is emphasized that the relationship and interdependence of teachers' professional and career development is a necessary condition for universities' staffing autonomy, which allows them to make decisions about career development, promotion of academic and administrative staff. 9 different models of professional development are characterized, the positive and negative properties of each of them are determined. The article analyzes the experience of organizing professional development and career support for teachers at the University of Tartu (Estonia), Uppsala University (Sweden), University of Edinburgh (Scotland, UK). Estonia, Sweden and the United Kingdom are the leaders among the countries of the European Union in the level of universities' staffing autonomy. It is proved that universities are not limited to one model of teachers' professional development, but offer a combination of practices, processes and conditions from different models. Such integration of a different models' range of professional development corresponds to the university autonomy's principles and is the most favorable and effective for academic staff.
The article is devoted to the study of the results of the Times Higher Education Impact Rankings 2022, which reflects the activities of universities in ensuring the sustainable development. It is emphasized that the autonomy of universities, along with the possibilities of governance and academic freedom, strengthens their social responsibility for the results of their activities in achieving the goals of sustainable development. One of the mechanisms for evaluating the contribution of universities to ensuring sustainable development is the Times Higher Education Impact Rankings, participation in which is voluntary for higher education institutions. The article analyzes the methodology of the ranking, notes its strengths and gaps. The positive sides of the methodology are openness for universities to be widely involved in the ranking on a voluntary basis, the opportunity for universities to expand their contribution to solving social, political, ecological, economic issues in their country and around the world; certain flexibility of the criteria allows to compare a very diverse environment of higher education institutions. Gaps in the methodology of the Times Higher Education Impact Rankings include the optional participation of universities in the ranking, which leads to the absence of most universities in the world, in particular those that are top according to other rankings; a certain imbalance in the weighting factors of the ranking criteria, the impossibility of longitudinal analysis of university achievements. It was emphasized that a statistical study of the results of the Times Higher Education Impact Rankings 2022 testified to the high achievements of universities from Europe, Australia, and North America, as well as an increase in the ranking of the share of higher education institutions from developing regions.
Червона Леся Миколаївна канд. філос. наук, с.н.с., провідний науковий співробітник Інститут вищої освіти НАПН України ORCID ID: 0000-0002-6764-4340 Бульвінська Оксана Іванівна канд. філос. наук, с.н.с., старший науковий співробітник Київський університет імені Бориса Грінченка УКРАЇНА
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.