Evaluation of competitiveness of university with remote education

Abstract

Purpose The working hypothesis of this research is that specifics of activities of university that provides remote education does not allow using the same evaluation criteria for assessment of its competitiveness that allow assessing competitiveness of university that provides traditional education. The purpose of this paper is to verify the offered hypothesis, study the modern Russian experience of evaluating the competitiveness of university that provides remote education and develop methodological recommendations for improving this process. Design/methodology/approach The authors use the existing scientific approaches to determining competitiveness of a company, including university, for complex and comprehensive study of the set problem. The information and analytical basis of this research is formed of methodological materials of the ranking of best universities of Russia for 2017 according to independent analytical agency “RaExpert” and “Announcement of open competition for state support for leading universities of the Russian Federation for the purpose of raising their competitiveness among the leading global scientific and educational centers of the Ministry of Education and Science of the RF.” Findings The offered hypothesis was proved. It is concluded that modern Russia uses the same (common) criteria for evaluating competitiveness of universities, regardless of the form of provided educational services. This is incorrect from the scientific and methodological point of view, as the work shows that most criteria are characterized by different applicability as to the university that provides traditional education and the university that provides remote education. Originality/value Methodological provision of evaluating the university’s competitiveness that provides remote education is elaborated by the authors by development of additional criteria. It is recommended to assign weight coefficients to all criteria depending on the level of applicability (importance) as to the university that provides remote education.

Formation of a scientific and educational complex as a factor for the sustainable development of the region

“…Therefore, an extensive system of scientific, educational, and business relations is needed, and the network nature of the relationship between science, education, and business is optimal [21,22]. 2.…”

“…Activation of innovative activities aimed at transferring the economy to the path of innovative development and its integration into the global socio-economic space contributes to sustainable growth and competitiveness, both in the regions and in the country as a whole. Special attention is paid to the problems of innovative development of the regional economy [22,25].…”

Main directions of the development of the risk management system in corporations

“…The following basic components of the risk culture have been selected as the criteria of the comparative analysis of the risk management system: organizational structure of management, register and prioritization of risks, structure and methods of risk management, and effectiveness of the risk management systems [11], [12], [13], [14], [15].…”

“…In contemporary economic literature, principles of formation of the risk management system are considered with necessary details [11], [15] that includes interrelations between processes of economic security and risk management [11], [14], and major elements of the risk culture in organizations, such as identification, analysis, prioritization of risks and other issues of the organization risk management [12], [13], [14], [15]. However, a high level of dynamics of the risk management processes in the corporate structures requires justification of basic effective directions of their development.…”

En tiempos de pandemia

“…Tradicionalmente, se acepta la hipótesis de que existe una preferencia hacia la educación presencial en la enseñanza masiva contemporánea, ya que resulta ser más efectiva. Sin embargo, y dejando de lado la crisis actual, autores como Bogoviz et al (2019) indican que la educación remota está en perspectiva de desarrollo y existe una necesidad de utilizarla, puesto que exige una menor demanda de servicios educativos si se compara con la tradicional. De esta manera, los estudiantes reciben acceso a programas con contenidos más amplios, no limitados por límites geográficos y una combinación de diferentes tipos de servicios educativos.…”