18 research outputs found
Alternative Models of Universities of the Future: On the Book Β«Alternative Universities: Speculative Design for Innovation in Higher EducationΒ» by David J. Staley (Baltimore, USA : Johns Hopkins University Press, 2019)
ΠΡΠ²ΠΈΠ΄ Π‘ΡΡΠΉΠ»ΠΈ, Π΄ΠΈΡΠ΅ΠΊΡΠΎΡ ΠΠ½ΡΡΠΈΡΡΡΠ° Π³ΡΠΌΠ°Π½ΠΈΡΠ°ΡΠ½ΡΡ
Π½Π°ΡΠΊ Π£Π½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠ° ΠΠ³Π°ΠΉΠΎ, ΠΈΡΡΠΎΡΠΈΠΊ ΠΈ ΡΡΡΡΡΠΎΠ»ΠΎΠ³, ΠΎΠ±ΠΎΠ±ΡΠ°Ρ ΡΠ²ΠΎΠΈ ΠΈΠ΄Π΅ΠΈ ΠΎΡΠ½ΠΎΡΠΈΡΠ΅Π»ΡΠ½ΠΎ Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΡΡ
ΠΏΡΡΠ΅ΠΉ ΡΠ°Π·Π²ΠΈΡΠΈΡ Π²ΡΡΡΠ΅Π³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ, ΠΏΡΠ΅Π΄Π»Π°Π³Π°Π΅Ρ Π²ΡΠ΅ΠΌ Π·Π°ΠΈΠ½ΡΠ΅ΡΠ΅ΡΠΎΠ²Π°Π½Π½ΡΠΌ ΠΏΠΎΠ³ΡΡΠ·ΠΈΡΡΡΡ Π² Π°Π»ΡΡΠ΅ΡΠ½Π°ΡΠΈΠ²Π½ΡΠ΅ ΠΌΠΈΡΡ Π±ΡΠ΄ΡΡΠ΅Π³ΠΎ, Π³Π΄Π΅ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠ΅ ΡΡΠ°Π½ΡΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π»ΠΎΡΡ Π²Π΅ΡΡΠΌΠ° ΡΠ°Π΄ΠΈΠΊΠ°Π»ΡΠ½ΡΠΌ ΠΎΠ±ΡΠ°Π·ΠΎΠΌ, Π° ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΡ ΠΎΠ±ΡΠ΅Π»ΠΈ Π½ΠΎΠ²ΡΠ΅ ΠΌΠΎΠ΄Π΅Π»ΠΈ, ΠΏΡΠΎΡΠΎΡΠΎΡΠΌΠ°ΡΡ ΠΊΠΎΡΠΎΡΡΡ
ΠΌΡ ΠΌΠΎΠΆΠ΅ΠΌ ΠΎΠ±Π½Π°ΡΡΠΆΠΈΡΡ Π² ΡΠ΅Π³ΠΎΠ΄Π½ΡΡΠ½Π΅ΠΌ Π΄Π½Π΅. Π ΡΠ²ΠΎΠ΅ΠΌ ΠΈΡΡΠΎΡΠΈΡΠ΅ΡΠΊΠΎΠΌ Π²ΠΎΠΎΠ±ΡΠ°ΠΆΠ΅Π½ΠΈΠΈ, ΠΏΠ΅ΡΠ΅Π½Π°ΠΏΡΠ°Π²Π»Π΅Π½Π½ΠΎΠΌ ΠΈΠ· ΠΏΡΠΎΡΠ»ΠΎΠ³ΠΎ Π² Π±ΡΠ΄ΡΡΠ΅Π΅, Π‘ΡΡΠΉΠ»ΠΈ ΠΎΠΏΠΈΡΡΠ²Π°Π΅Ρ: 1) Π£Π½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅Ρ-ΠΏΠ»Π°ΡΡΠΎΡΠΌΡ, Π°Π½Π°Π»ΠΎΠ³ ΡΡΠΏΠ΅ΡΠΌΠ°ΡΠΊΠ΅ΡΠ°; 2) ΡΠΈΡΡΠ΅ΠΌΡ ΠΌΠΈΠΊΡΠΎΠΊΠΎΠ»Π»Π΅Π΄ΠΆΠ΅ΠΉ, Π±Π°Π·ΠΈΡΡΡΡΠΈΡ
ΡΡ Π½Π° Π°Π²ΡΠΎΡΠΈΡΠ΅ΡΠ΅ ΡΠ΅Π½ΡΡΠ°Π»ΡΠ½ΡΡ
ΠΏΡΠΎΡΠ΅ΡΡΠΎΡΠΎΠ²; 3) ΠΡΠΌΠ°Π½ΠΈΡΠ°ΡΠ½ΡΠΉ Π°Π½Π°Π»ΠΈΡΠΈΡΠ΅ΡΠΊΠΈΠΉ ΡΠ΅Π½ΡΡ, Π΄Π°Π²ΡΠΈΠΉ Π½ΠΎΠ²ΡΡ ΡΠΎΠ»Ρ ΠΏΡΠ΅Π΄ΡΡΠ°Π²ΠΈΡΠ΅Π»ΡΠΌ ΡΠΎΡΠΈΠΎΠ³ΡΠΌΠ°Π½ΠΈΡΠ°ΡΠ½ΡΡ
Π½Π°ΡΠΊ; 4) Π£Π½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅Ρ Π½ΠΎΠΌΠ°Π΄ΠΎΠ², ΡΠ°ΡΠΏΠΎΠ»Π°Π³Π°ΡΡΠΈΠΉΡΡ Π²Π΅Π·Π΄Π΅ ΠΈ Π½ΠΈΠ³Π΄Π΅ ΠΎΠ΄Π½ΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎ; 5) ΠΠΎΠ»Π»Π΅Π΄ΠΆ ΡΠ²ΠΎΠ±ΠΎΠ΄Π½ΡΡ
ΠΈΡΠΊΡΡΡΡΠ², ΡΠ°Π΄ΠΈΠΊΠ°Π»ΡΠ½ΠΎ ΡΠ°Π·Π²ΠΈΠ²Π°ΡΡΠΈΠΉ ΠΈΠ΄Π΅ΠΈ liberal arts; 6) ΠΠ½ΡΠ΅ΡΡΠ΅ΠΉΡΠ½ΡΠΉ ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅Ρ, Π²ΡΡΡΡΠΎΠ΅Π½Π½ΡΠΉ Π½Π° Π²Π·Π°ΠΈΠΌΠΎΠ΄Π΅ΠΉΡΡΠ²ΠΈΠΈ ΡΠ΅Π»ΠΎΠ²Π΅ΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΈ ΠΈΡΠΊΡΡΡΡΠ²Π΅Π½Π½ΠΎΠ³ΠΎ ΠΈΠ½ΡΠ΅Π»Π»Π΅ΠΊΡΠΎΠ²; 7) Π£Π½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅Ρ ΡΠ΅Π»Π°, ΠΏΠΎΠ·Π²ΠΎΠ»ΡΡΡΠΈΠΉ ΠΎΠ±ΡΠ°Π±Π°ΡΡΠ²Π°ΡΡ ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΡ Π²ΡΠ΅ΠΌΠΈ ΠΎΡΠ³Π°Π½Π°ΠΌΠΈ ΡΡΠ²ΡΡΠ²; 8) ΠΠ½ΡΡΠΈΡΡΡ ΠΏΡΠΎΠ΄Π²ΠΈΠ½ΡΡΠΎΠΉ ΠΈΠ³ΡΡ, Π΄Π΅Π»Π°ΡΡΠΈΠΉ ΡΡΠ°Π²ΠΊΡ Π½Π° ΠΈΠ³ΡΡ, Π²ΠΎΠΎΠ±ΡΠ°ΠΆΠ΅Π½ΠΈΠ΅ ΠΈ ΠΏΠΎΡΡΡΠΎΠ΅Π½ΠΈΠ΅ Π°Π»ΡΡΠ΅ΡΠ½Π°ΡΠΈΠ²Π½ΡΡ
ΠΌΠΈΡΠΎΠ²; 9) Π£Π½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅Ρ ΠΏΠΎΠ»ΠΈΠΌΠ°ΡΠΎΠ², ΡΠΎΡΠ΅ΡΠ°ΡΡΠΈΠΉ ΠΎΠ±ΡΡΠ΅Π½ΠΈΠ΅ ΠΎΠ΄Π½ΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎ ΡΡΠ΅ΠΌ ΡΠ°Π·Π½ΡΠΌ ΡΠΏΠ΅ΡΠΈΠ°Π»ΡΠ½ΠΎΡΡΡΠΌ ΠΈ ΡΠΎΡΠΌΠΈΡΡΡΡΠΈΠΉ ΡΠ°Π·Π½ΡΠ΅ ΡΠΈΠΏΡ ΠΌΡΡΠ»Π΅Π½ΠΈΡ; 10) Π£Π½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅Ρ Π±ΡΠ΄ΡΡΠ΅Π³ΠΎ, ΠΎΠ±ΡΡΠ°ΡΡΠΈΠΉ ΡΠΈΡΡΠΎΠΉ ΠΈ ΠΏΡΠΈΠΊΠ»Π°Π΄Π½ΠΎΠΉ ΡΡΡΡΡΠΎΠ»ΠΎΠ³ΠΈΠΈ. ΠΠ½ΠΈΠ³Π° ΠΎΠΏΡΠ±Π»ΠΈΠΊΠΎΠ²Π°Π½Π° Π² 2019 Π³ΠΎΠ΄Ρ ΠΈ Π°ΠΊΠΊΡΠΌΡΠ»ΠΈΡΡΠ΅Ρ Π² ΡΠ΅Π±Π΅ Π²ΡΠ΅ ΠΏΠ΅ΡΠ΅Π΄ΠΎΠ²ΡΠ΅ ΠΈΠ΄Π΅ΠΈ Π² ΠΎΠ±Π»Π°ΡΡΠΈ ΠΏΡΡΠ΅ΠΉ ΡΠ°Π·Π²ΠΈΡΠΈΡ Π²ΡΡΡΠ΅Π³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ, ΡΡΠΎ Π΄Π΅Π»Π°Π΅Ρ Π΅Π΅ ΡΡΠ΅Π·Π²ΡΡΠ°ΠΉΠ½ΠΎ Π°ΠΊΡΡΠ°Π»ΡΠ½ΠΎΠΉ Π² ΡΠΏΠΎΡ
Ρ Π°ΠΊΡΠΈΠ²Π½ΡΡ
ΡΠ΅ΡΠΎΡΠΌ Π² ΡΡΠΎΠΉ ΡΡΠ΅ΡΠ΅.David Staley, Director of the Humanities Institute at Ohio State University, historian and futurologist, summarizes his ideas about the possible paths to the development of higher education. He invites everyone interested to immerse into alternative worlds of the future, where education transforms in quite a radical way after the universities having acquired new models, whose prototypes we can find in todayβs reality. Using his historical imagination, redirected from the past to the future, Staley describes 1) Platform University, an analogue of a supermarket; 2) a system of Microcolleges based on the authority of central professors; 3) the Humanities Think Tank, giving a new role to the social sciences and humanities; 4) Nomad University, located everywhere and nowhere at the same time; 5) the Liberal Arts College, radically developing the ideas of liberal arts; 6) Interface University, built on the interaction of human and artificial intelligence; 7) the University of the Body, aiming to promote information processing by all human senses; 8) the Institute for Advanced Play, which relies on games, imagination, and the construction of alternative worlds; 9) Polymath University, which implies mastering three different specialties at a time and forms different types of thinking; 10) Future University, teaching both pure and applied futurology. The book was published in 2019 and accumulated all the advanced ideas in the sphere of higher education development paths, which makes it extremely relevant in the era of active reforms in this field.Π Π΅Π·ΡΠ»ΡΡΠ°ΡΡ Π±ΡΠ»ΠΈ ΠΏΠΎΠ»ΡΡΠ΅Π½Ρ Π² ΡΠ°ΠΌΠΊΠ°Ρ
Π²ΡΠΏΠΎΠ»Π½Π΅Π½ΠΈΡ ΡΠ°Π±ΠΎΡΡ ΠΏΠΎ Π³ΡΠ°Π½ΡΡ Π ΠΎΡΡΠΈΠΉΡΠΊΠΎΠ³ΠΎ Π½Π°ΡΡΠ½ΠΎΠ³ΠΎ ΡΠΎΠ½Π΄Π°, ΠΏΡΠΎΠ΅ΠΊΡ β 19-18-00485 Β«Π§Π΅Π»ΠΎΠ²Π΅ΡΠ΅ΡΠΊΠΎΠ΅ ΠΈΠ·ΠΌΠ΅ΡΠ΅Π½ΠΈΠ΅ ΡΡΠ°Π½ΡΡΠΎΡΠΌΠ°ΡΠΈΠΎΠ½Π½ΡΡ
ΠΏΡΠΎΡΠ΅ΡΡΠΎΠ² Π² ΡΠΎΡΡΠΈΠΉΡΠΊΠΈΡ
ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠ°Ρ
: ΠΈΡΡΠΎΡΠΈΡΠ΅ΡΠΊΠΈΠΉ ΠΎΠΏΡΡ, ΡΠ΅Π½Π΄Π΅Π½ΡΠΈΠΈ ΠΈ ΠΎΡΠ²Π΅ΡΡ Π½Π° Π²ΡΠ·ΠΎΠ²Ρ ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΡΡΠΈΒ».The results were obtained in the framework of the grant of the Russian Science Foundation, project No 19-18-00485 Β«The human dimension of the transformation processes of Russian universities: historical experience, trends and responses to the contemporary challengesΒ»
Advanced Technologies Transforming Modern Education: Review of the Conference EdCrunch Tomsk 2020
ΠΠ°Π½Π½Π°Ρ ΡΡΠ°ΡΡΡ ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»ΡΠ΅Ρ ΡΠΎΠ±ΠΎΠΉ ΠΎΠ±Π·ΠΎΡ ΠΌΠ΅ΠΆΠ΄ΡΠ½Π°ΡΠΎΠ΄Π½ΠΎΠΉ ΠΊΠΎΠ½ΡΠ΅ΡΠ΅Π½ΡΠΈΠΈ ΠΏΠΎ ΠΏΠ΅ΡΠ΅Π΄ΠΎΠ²ΡΠΌ ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΡΠΌ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ EdCrunch Π’ΠΎΠΌΡΠΊ 2020. ΠΠ»ΡΡΠ΅Π²Π°Ρ ΠΈΠ΄Π΅Ρ ΠΊΠΎΠ½ΡΠ΅ΡΠ΅Π½ΡΠΈΠΈ β Π²ΡΡΠ²Π»Π΅Π½ΠΈΠ΅ ΠΈ ΠΎΠ±ΡΡΠΆΠ΄Π΅Π½ΠΈΠ΅ ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΠΉ, ΡΡΠ°Π½ΡΡΠΎΡΠΌΠΈΡΡΡΡΠΈΡ
Π»Π°Π½Π΄ΡΠ°ΡΡ ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ, Π° ΡΠ°ΠΊΠΆΠ΅ ΡΡΠ»ΠΎΠ²ΠΈΠΉ, ΠΎΠ±Π΅ΡΠΏΠ΅ΡΠΈΠ²Π°ΡΡΠΈΡ
ΠΈΡ
ΡΡΡΠ΅ΠΊΡΠΈΠ²Π½ΠΎΡΡΡ ΠΏΡΠΈ ΡΠ΅ΡΠ΅Π½ΠΈΠΈ Π°ΠΊΡΡΠ°Π»ΡΠ½ΡΡ
Π·Π°Π΄Π°Ρ ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ΅ΡΡΠ²Π° Π½Π° ΡΡΠ°ΠΏΠ΅ ΠΏΠ΅ΡΠ΅Ρ
ΠΎΠ΄Π° ΠΊ ΠΈΠ½Π΄ΠΈΠ²ΠΈΠ΄ΡΠ°Π»ΠΈΠ·ΠΈΡΠΎΠ²Π°Π½Π½ΠΎΠΌΡ, ΡΡΡΠ΄Π΅Π½ΡΠΎΡΠ΅Π½ΡΡΠΈΡΠΎΠ²Π°Π½Π½ΠΎΠΌΡ, ΡΠ°ΡΠΏΡΠ΅Π΄Π΅Π»Π΅Π½Π½ΠΎΠΌΡ, Π΄ΠΎΡΡΡΠΏΠ½ΠΎΠΌΡ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ. Π ΠΎΠ±Π·ΠΎΡΠ΅ ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½Ρ ΠΈΠ΄Π΅ΠΈ ΠΈ Π²ΡΠ²ΠΎΠ΄Ρ, ΠΊΠ°ΡΠ°ΡΡΠΈΠ΅ΡΡ ΡΠΌΠ΅Π½Ρ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΠΎΠΉ ΠΏΠ°ΡΠ°Π΄ΠΈΠ³ΠΌΡ Π² ΡΠΈΡΡΠΎΠ²ΡΡ ΡΠΏΠΎΡ
Ρ, ΡΡΠΎΡΠΌΡΠ»ΠΈΡΠΎΠ²Π°Π½Π½ΡΠ΅ Π² ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΠ΅ ΡΠ°Π±ΠΎΡΡ ΡΠ΅ΠΊΡΠΈΠΉ ΠΊΠΎΠ½ΡΠ΅ΡΠ΅Π½ΡΠΈΠΈ, ΠΏΠΎΡΠ²ΡΡΠ΅Π½Π½ΡΡ
ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠΌΡ Π΄ΠΈΠ·Π°ΠΉΠ½Ρ ΠΈ ΡΠΈΡΡΠΎΠ²ΠΎΠΉ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΠΊΠ΅; Π½Π΅ΠΏΡΠ΅ΡΡΠ²Π½ΠΎΠΌΡ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ ΠΈ Ρ
ΡΡΡΠ°Π³ΠΎΠ³ΠΈΠΊΠ΅; ΡΠΊΡΠΏΠ΅ΡΠΈΠΌΠ΅Π½ΡΠ°Π»ΡΠ½ΠΎΠΌΡ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΠΎΠΌΡ Π΄ΠΈΠ·Π°ΠΉΠ½Ρ; futures-Π³ΡΠ°ΠΌΠΎΡΠ½ΠΎΡΡΠΈ. Π Π°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°ΡΡΡΡ ΡΡΡΠ°ΡΠ΅Π³ΠΈΠΈ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΡΠ°ΠΊΠΈΡ
ΠΏΠ΅ΡΠ΅Π΄ΠΎΠ²ΡΡ
ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΠΉ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ, ΠΊΠ°ΠΊ Π²ΠΈΡΡΡΠ°Π»ΡΠ½Π°Ρ ΠΈ Π΄ΠΎΠΏΠΎΠ»Π½Π΅Π½Π½Π°Ρ ΡΠ΅Π°Π»ΡΠ½ΠΎΡΡΡ, ΠΎΡΠΊΡΡΡΡΠ΅ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΡΠ΅ ΡΠ΅ΡΡΡΡΡ, ΠΏΠ»Π°ΡΡΠΎΡΠΌΠ΅Π½Π½ΡΠ΅ ΡΠ΅ΡΠ΅Π½ΠΈΡ, Π°Π΄Π°ΠΏΡΠΈΠ²Π½ΡΠ΅ ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΠΈ. Π ΠΎΠ±Π»Π°ΡΡΠΈ Π½ΠΎΠ²ΡΡ
Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎΡΡΠ΅ΠΉ ΡΠΏΡΠ°Π²Π»Π΅Π½ΠΈΡ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠ΅ΠΌ ΠΏΠΎ ΠΌΠ°ΡΠ΅ΡΠΈΠ°Π»Π°ΠΌ ΠΏΠ»ΠΎΡΠ°Π΄ΠΎΠΊ ΠΊΠΎΠ½ΡΠ΅ΡΠ΅Π½ΡΠΈΠΈ ΠΎΠ±ΡΡΠΆΠ΄Π°ΡΡΡΡ Π²ΡΠ·ΠΎΠ²Ρ ΠΈ Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎΡΡΠΈ Π²ΡΡΡΠ΅Π³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ Π² ΡΡΠ»ΠΎΠ²ΠΈΡΡ
ΠΏΠ°Π½Π΄Π΅ΠΌΠΈΠΈ ΠΈ ΠΏΠΎΡΠ»Π΅ Π½Π΅Π΅, Π½ΠΎΠ²ΡΠ΅ ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΡΠ΅ΡΠ΅Π½ΠΈΡ Π΄Π»Ρ ΡΠΏΡΠ°Π²Π»Π΅Π½ΠΈΡ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠ΅ΠΌ ΠΈ Π±Π°ΡΡΠ΅ΡΡ Π΄Π»Ρ ΠΈΡ
Π²Π½Π΅Π΄ΡΠ΅Π½ΠΈΡ, Π½ΠΎΠ²ΡΠ΅ ΡΠΈΡΡΠΎΠ²ΡΠ΅ Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎΡΡΠΈ Π±ΠΈΠ±Π»ΠΈΠΎΡΠ΅ΠΊ. Π£Π΄Π΅Π»Π΅Π½ΠΎ Π²Π½ΠΈΠΌΠ°Π½ΠΈΠ΅ Π²ΠΎΠΏΡΠΎΡΠ°ΠΌ ΠΏΠΎΠ΄Π³ΠΎΡΠΎΠ²ΠΊΠΈ ΠΊΠ°Π΄ΡΠΎΠ² Π΄Π»Ρ ΡΠΈΡΡΠΎΠ²ΠΎΠΉ ΡΠΊΠΎΠ½ΠΎΠΌΠΈΠΊΠΈ ΠΈ ΡΡΠ΅ΡΡ ΠΈΡΠΊΡΡΡΡΠ²Π΅Π½Π½ΠΎΠ³ΠΎ ΠΈΠ½ΡΠ΅Π»Π»Π΅ΠΊΡΠ°. Π ΠΊΠ°ΡΠ΅ΡΡΠ²Π΅ ΡΠΊΠ²ΠΎΠ·Π½ΡΡ
Π΄Π»Ρ ΠΊΠΎΠ½ΡΠ΅ΡΠ΅Π½ΡΠΈΠΈ ΡΠ΅ΠΌ ΠΏΠΎΠΊΠ°Π·Π°Π½ ΡΠΎΡΡ ΡΠΏΡΠΎΡΠ° Π½Π° ΠΊΠΎΠ»Π»Π°Π±ΠΎΡΠ°ΡΠΈΠΈ ΠΈ ΡΠ΅ΡΠΈ Π² ΡΡΠ΅ΡΠ΅ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ ΠΈ Π½Π°ΡΠΊΠΈ; Π΄Π΅ΡΠΈΡΠΈΡ Β«ΠΌΡΠ³ΠΊΠΈΡ
Β» Π½Π°Π²ΡΠΊΠΎΠ² (soft skills) ΠΈ Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎΡΡΠ΅ΠΉ ΠΈΡ
ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ Ρ ΡΡΡΠ΄Π΅Π½ΡΠΎΠ² Π² ΡΠ°ΠΌΠΊΠ°Ρ
ΡΡΠ°Π΄ΠΈΡΠΈΠΎΠ½Π½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ; Π½Π΅Π΄ΠΎΡΡΠ°ΡΠΎΡΠ½ΠΎΡΡΡ ΠΏΡΠΎΡΠ°Π±ΠΎΡΠΊΠΈ Π½ΠΎΡΠΌΠ°ΡΠΈΠ²Π½ΠΎ-ΠΏΡΠ°Π²ΠΎΠ²ΠΎΠΉ Π±Π°Π·Ρ Π² ΠΎΠ±Π»Π°ΡΡΠΈ ΠΏΡΠΈΠΌΠ΅Π½Π΅Π½ΠΈΡ ΠΏΠ΅ΡΠ΅Π΄ΠΎΠ²ΡΡ
ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΠΉ Π² ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠΈ; ΠΏΡΠΈΠ½ΡΠΈΠΏΠΈΠ°Π»ΡΠ½ΠΎΠ΅ ΠΎΡΡΡΡΡΡΠ²ΠΈΠ΅ ΠΎΠ±ΡΠΈΡ
ΡΠ΅ΡΠ΅Π½ΠΈΠΉ ΠΈ Π½Π΅ΠΎΠ±Ρ
ΠΎΠ΄ΠΈΠΌΠΎΡΡΡ Π΄Π»Ρ ΡΡΡΠ΅ΠΆΠ΄Π΅Π½ΠΈΠΉ ΡΡΠ΅ΡΡ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ Π±ΡΡΡ Π³ΠΈΠ±ΠΊΠΈΠΌΠΈ ΠΈ ΡΡΠΎΠΊΡΡΠΈΡΠΎΠ²Π°Π½Π½ΡΠΌΠΈ ΠΏΡΠΈ ΠΏΠ΅ΡΠ΅Ρ
ΠΎΠ΄Π΅ Β«Π½Π° ΡΠΈΡΡΡΒ».The author reviews the international conference EdCrunch Tomsk 2020 on advanced learning technologies. The key idea of the conference is to identify and discuss technologies that are transforming the landscape of modern education, as well as the conditions that ensure their effectiveness when solving urgent problems of modern society at the stage of transition to an individualized, student-centered, distributed, accessible education. The review presents ideas and conclusions formulated at the conference which regard the change of the educational paradigm in the digital era. The sections of the conference focus on pedagogical design and digital pedagogy; continuing education and heutagogy; experimental educational design; futures literacy. There are considered development strategies of such advanced learning technologies as virtual and augmented reality, open educational resources, platform solutions, and adaptive technologies. Within the new opportunities for education management, based on the materials of the conference, the challenges and opportunities of higher education are discussed in the context of the pandemic and after it, as well as new technological solutions for education management and barriers to their implementation, new digital capabilities of libraries. Peculiar attention is paid to digital economy personnel training and to the sphere of artificial intelligence. The cross-cutting topics of the conference are as follows: the growth of demand for collaborations and networks in the field of education and science; lacking Β«softΒ» skills and opportunities for their formation among students within the framework of traditional education; insufficient legislation for advanced technologies application; the fundamental lack of common solutions and the need for institutions to be flexible and focused when Β«switchingΒ» to digital education.ΠΠ²ΡΠΎΡ Π²ΡΡΠ°ΠΆΠ°Π΅Ρ Π±Π»Π°Π³ΠΎΠ΄Π°ΡΠ½ΠΎΡΡΡ ΡΡΠ°ΡΡΠ½ΠΈΠΊΠ°ΠΌ ΡΠΈΠ½Π°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΏΠ»Π΅Π½ΡΠΌΠ° ΠΠ΅ΠΆΠ΄ΡΠ½Π°ΡΠΎΠ΄Π½ΠΎΠΉ ΠΊΠΎΠ½ΡΠ΅ΡΠ΅Π½ΡΠΈΠΈ ΠΏΠΎ ΠΏΠ΅ΡΠ΅Π΄ΠΎΠ²ΡΠΌ ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΡΠΌ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ EdCrunch Π’ΠΎΠΌΡΠΊ 2020, ΠΌΠ°ΡΠ΅ΡΠΈΠ°Π»Ρ ΠΊΠΎΡΠΎΡΠΎΠ³ΠΎ Π»Π΅Π³Π»ΠΈ Π² ΠΎΡΠ½ΠΎΠ²Ρ Π΄Π°Π½Π½ΠΎΠ³ΠΎ ΠΎΠ±Π·ΠΎΡΠ°.The author expresses gratitude to the participants of the final plenum of the EdCrunch Tomsk 2020 conference, its materials having formed the basis of this review
Transformation of the Personnel Policy of Russian Universities Participating in Project 5-100: The Case of National Research Nuclear University Mephi
The article examines the development of personnel policy and human resource management (HRM) in Russian universities under the influence of the Project 5-100. Globalization has intensified the processes of universities corporatization and the spread of effective management practices. National academic excellence programs have contributed to strengthening the performance-based governance in universities all over the world. These factors had deeply influenced the transformation of HRM practices at universities. Russian studies in this field are shown as fragmented, focusing on narrow aspects, and not forming a holistic picture of the HRM system transformation in Russian universities. This work aims to describe a holistic case of personnel policy and HRM system development in one of the leading Russian universities β the National Research Nuclear University βMEPhIβ (Moscow Engineering Physics Institute).The research applied the method of semi-formalized interviews and covered 25 employees of MEPhI. Four interview guides were developed for different categories of employees (top management, middle management, academics, teachers), including more than 25 questions, focusing on employeesβ perception of different components of the HRM system at the university. The study showed that the HRM system at MEPhI was significantly transformed under the influence of the Project 5-100: the personnel policy was formalized in high-level strategic documents; the processes of recruitment and selection of foreign employees have been rebuilt; the considerable increase in the number of foreign employees was reached; global partners began to play an important role; a comfortable environment for the implementation of initiatives was created and opportunities for professional development were provided. A significant part of these changes is connected, directly or indirectly, with the universityβs participation in the Project 5-100. In general, this points to its positive impact on personnel policy and the HRM system at the university. The results obtained can be used as a basis for formulating recommendations for improving the personnel policy and HRM system in Russian universities as an important component of the management system as a whole
Challenges in Designing Blended Learning: the Experience of the βSchools of Instructional Designβ
The concept of βblended learningβ has been widely discussed in Russian higher education. However, there are different interpretations of the concept and its status is not completely clear in the Russian regulatory environment. Although the effectiveness of this mode of education has been repeatedly recognised, systematic measures for the introduction of blended learning by universities are not being implemented. One of the factors for the success of such an implementation is the high-quality instructional design for blended learning. Difficulties in instructional design use can lead to the abandonment of blended learning or the adoption of less efficient practices. This paper explores the challenges faced by representatives of Russian universities involved in designing and teaching courses in a blended mode during the COVID-19 pandemic. The method used in the study is an online survey which was conducted in 2020-2021. The respondents were participants in the professional development program βSchool of Instructional Design for Blended Learningβ. The results of the study showed that the respondentsβ professional deficits in the design of blended courses were associated with the development of new ways of designing and teaching, growth of the course quality and student-centeredness, and more efficient allocation of time resources and use of online tools. The development stage, which involves the creation or updating of digital learning resources, turned out to be the most challenging for designing. Most respondents used LMS but were not satisfied with the quality of its application; also, the majority faced the problem of retaining student engagement in blended learning. The respondents would like to improve their formative and summative assessment practices and strengthen the course quality assessment practices. Commitment to overcome the identified difficulties can contribute to the creation of more effective practice-oriented professional development programs on teaching the blended learning design for educators, instructional designers and academic advisors in Russian higher education, leading to an increase in its quality
Understanding the Process of Decision-Making in Universities in a VUCA-World
ΠΡΠΈΠ½ΡΡΠΈΠ΅ ΡΠ΅ΡΠ΅Π½ΠΈΠΉ Π² ΠΈΠ½ΡΡΠΈΡΡΡΠ°Ρ
Π²ΡΡΡΠ΅Π³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ ΡΠ΅Π°Π»ΠΈΠ·ΡΠ΅ΡΡΡ Π² ΡΡΠ»ΠΎΠ²ΠΈΡΡ
VUCA-ΠΌΠΈΡΠ°: Π½Π΅ΡΡΠ°Π±ΠΈΠ»ΡΠ½ΠΎΡΡΠΈ, Π½Π΅ΠΎΠΏΡΠ΅Π΄Π΅Π»Π΅Π½Π½ΠΎΡΡΠΈ, ΡΠ»ΠΎΠΆΠ½ΠΎΡΡΠΈ, Π½Π΅ΠΎΠ΄Π½ΠΎΠ·Π½Π°ΡΠ½ΠΎΡΡΠΈ, ΡΠ²Π»ΡΡΡΠΈΠΌΠΈΡΡ Π·Π½Π°ΡΠΈΠΌΡΠΌΠΈ ΠΊΠΎΠ½ΡΠ΅ΠΊΡΡΠ°ΠΌΠΈ ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠΉ ΡΠΎΡΠΈΠΎΠΊΡΠ»ΡΡΡΡΠ½ΠΎΠΉ ΠΈ ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΎΠ½Π½ΠΎΠΉ ΡΠ΅Π°Π»ΡΠ½ΠΎΡΡΠΈ. ΠΠ°Π½Π½Π°Ρ ΡΡΠ°ΡΡΡ ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»ΡΠ΅Ρ ΡΠΎΠ±ΠΎΠΉ ΠΊΠ΅ΠΉΡ-ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠ΅ ΠΏΡΠΎΡΠ΅ΡΡΠ° ΠΏΡΠΎΠ΅ΠΊΡΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΈ ΠΎΡΠΊΡΡΡΠΈΡ Π½ΠΎΠ²ΠΎΠΉ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΠΎΠΉ ΠΏΡΠΎΠ³ΡΠ°ΠΌΠΌΡ Π² ΠΎΠ΄Π½ΠΎΠΌ ΡΠΎΡΡΠΈΠΉΡΠΊΠΎΠΌ ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠ΅, ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½Π½ΠΎΠ³ΠΎ Π² Π²ΠΈΠ΄Π΅ ΡΠ΅ΠΏΠΈ Π²Π·Π°ΠΈΠΌΠΎΡΠ²ΡΠ·Π°Π½Π½ΡΡ
ΡΠ΅ΡΠ΅Π½ΠΈΠΉ, Π°Π½Π°Π»ΠΈΠ· ΠΊΠΎΡΠΎΡΡΡ
Π²ΡΡΠ²Π»ΡΠ΅Ρ ΠΈ ΠΎΠ±ΡΡΡΠ½ΡΠ΅Ρ ΡΠΏΠ΅ΡΠΈΡΠΈΠΊΡ ΠΏΡΠΈΠ½ΡΡΠΈΡ ΡΠΏΡΠ°Π²Π»Π΅Π½ΡΠ΅ΡΠΊΠΈΡ
ΡΠ΅ΡΠ΅Π½ΠΈΠΉ Π² ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΡΡ
ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠ°Ρ
. ΠΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠ΅ ΠΎΠΏΠΈΡΠ°Π΅ΡΡΡ Π½Π° ΡΠΌΠ΅ΡΠ°Π½Π½ΡΠ΅ ΠΌΠ΅ΡΠΎΠ΄Ρ, Π²ΠΊΠ»ΡΡΠ°ΡΡΠΈΠ΅: ΠΏΡΡΡ Π³Π»ΡΠ±ΠΈΠ½Π½ΡΡ
ΠΈΠ½ΡΠ΅ΡΠ²ΡΡ Ρ Π½Π°ΠΈΠ±ΠΎΠ»Π΅Π΅ Π²Π°ΠΆΠ½ΡΠΌΠΈ ΡΡΠ΅ΠΉΠΊΡ
ΠΎΠ»Π΄Π΅ΡΠ°ΠΌΠΈ; Π²ΠΊΠ»ΡΡΠ΅Π½Π½ΠΎΠ΅ Π½Π°Π±Π»ΡΠ΄Π΅Π½ΠΈΠ΅ Π·Π° ΡΡΠ°ΠΏΠ°ΠΌΠΈ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΡΠΈΡΡΠ°ΡΠΈΠΈ; ΠΈΠ½ΡΠ΅ΡΠ²ΡΡ Ρ ΠΎΡΡΠ°Π»ΡΠ½ΡΠΌΠΈ ΡΡΠ΅ΠΉΠΊΡ
ΠΎΠ»Π΄Π΅ΡΠ°ΠΌΠΈ; Π°Π½Π°Π»ΠΈΠ· Π³ΠΎΡΡΠ΄Π°ΡΡΡΠ²Π΅Π½Π½ΡΡ
ΡΠ΅Π³ΡΠ»ΠΈΡΡΡΡΠΈΡ
Π΄ΠΎΠΊΡΠΌΠ΅Π½ΡΠΎΠ² ΠΈ ΡΡΠ°Π½Π΄Π°ΡΡΠΎΠ²; Π°Π½Π°Π»ΠΈΠ·Π° ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΡΠΊΠΈΡ
ΡΠ΅Π³ΡΠ»ΠΈΡΡΡΡΠΈΡ
Π΄ΠΎΠΊΡΠΌΠ΅Π½ΡΠΎΠ² ΠΈ ΡΡΠ°Π½Π΄Π°ΡΡΠΎΠ². ΠΠ΅ΠΉΡ Π±ΡΠ» ΠΏΡΠΎΠ°Π½Π°Π»ΠΈΠ·ΠΈΡΠΎΠ²Π°Π½ Ρ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΠ΅ΠΌ ΡΠ΅ΠΎΡΠΈΠΈ ΠΎΠ³ΡΠ°Π½ΠΈΡΠ΅Π½Π½ΠΎΠΉ ΡΠ°ΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΡΡΠΈ, ΡΠ΅ΠΎΡΠΈΠΈ ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΎΠ½Π½ΠΎΠΉ Π°Π½Π°ΡΡ
ΠΈΠΈ; ΠΈΠ΄Π΅ΠΉ ΡΠ°ΡΠΏΡΠ΅Π΄Π΅Π»Π΅Π½ΠΈΡ Π²Π»Π°ΡΡΠΈ ΠΈ Π²Π»ΠΈΡΠ½ΠΈΡ Π² ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΡΡ
; ΠΊΠΎΠ½ΡΠ΅ΠΏΡΠΈΠΈ ΠΈΠ·Π±Π΅Π³Π°Π½ΠΈΡ ΡΠΈΡΠΊΠ° ΠΏΡΠΈ ΠΏΡΠΈΠ½ΡΡΠΈΠΈ ΡΠ΅ΡΠ΅Π½ΠΈΠΉ. ΠΠ½Π°Π»ΠΈΠ· ΠΊΠ΅ΠΉΡΠ° Π²ΡΡΠ²ΠΈΠ» Π½Π°Π»ΠΈΡΠΈΠ΅ ΡΠ°Π·ΠΌΡΡΠΎΡΡΠΈ Π³ΡΠ°Π½ΠΈΡ Π²Π»Π°ΡΡΠΈ Π²ΠΎΠ²Π»Π΅ΡΠ΅Π½Π½ΡΡ
ΡΡΠΎΡΠΎΠ½, Π½Π΅ΠΎΠΏΡΠ΅Π΄Π΅Π»Π΅Π½Π½ΠΎΡΡΡ Β«ΠΏΡΠ°Π²ΠΈΠ» ΠΈΠ³ΡΡΒ», ΠΈΡΠΊΠ»ΡΡΠ΅Π½ΠΈΠ΅ Π½Π΅ΠΊΠΎΡΠΎΡΡΡ
Π²Π°ΠΆΠ½ΡΡ
Π·Π°ΠΈΠ½ΡΠ΅ΡΠ΅ΡΠΎΠ²Π°Π½Π½ΡΡ
ΡΡΠΎΡΠΎΠ½ ΠΈΠ· ΠΏΡΠΎΡΠ΅ΡΡΠ° ΠΏΡΠΈΠ½ΡΡΠΈΡ ΡΠ΅ΡΠ΅Π½ΠΈΠΉ, ΡΠ°ΡΡΠΈΡΠ½ΡΠΉ Π½Π΅Π΄ΠΎΡΡΠ°ΡΠΎΠΊ ΠΎΠΏΡΡΠ° ΠΈ ΡΠΊΡΠΏΠ΅ΡΡΠΈΠ·Ρ Π² Π½ΠΎΠ²ΡΡ
ΡΠΈΡΡΠ°ΡΠΈΡΡ
ΠΏΡΠΈΠ½ΡΡΠΈΡ ΡΠ΅ΡΠ΅Π½ΠΈΠΉ, Π½Π΅ΠΎΠ΄Π½ΠΎΠ·Π½Π°ΡΠ½ΠΎΡΡΡ ΡΡΠ΄Π° Π²ΠΎΡΡΡΠ΅Π±ΠΎΠ²Π°Π½Π½ΡΡ
ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΎΠ½Π½ΡΡ
ΠΏΡΠΎΡΠ΅Π΄ΡΡ. ΠΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½ ΡΡΠ΄ ΡΡΡΠ°ΡΠ΅Π³ΠΈΠΉ, ΡΠΏΠΎΡΠΎΠ±Π½ΡΡ
ΠΏΠΎΡΠ΅Π½ΡΠΈΠ°Π»ΡΠ½ΠΎ ΡΠ΅Π΄ΡΡΠΈΡΠΎΠ²Π°ΡΡ ΡΡΠΎΠ²Π΅Π½Ρ Π½Π΅ΠΎΠΏΡΠ΅Π΄Π΅Π»Π΅Π½Π½ΠΎΡΡΠΈ ΠΈ ΠΏΠΎΠ²ΡΡΠΈΡΡ ΠΊΠ°ΡΠ΅ΡΡΠ²ΠΎ ΠΏΡΠΈΠ½ΠΈΠΌΠ°Π΅ΠΌΡΡ
ΡΠ΅ΡΠ΅Π½ΠΈΠΉ Π² ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠ°Ρ
. Π Π½ΠΈΠΌ ΠΎΡΠ½ΠΎΡΡΡΡΡ: Π΄Π΅ΠΊΠΎΠΌΠΏΠΎΠ·ΠΈΡΠΈΡ ΠΏΡΠΎΠ±Π»Π΅ΠΌΠ½ΠΎΠΉ ΡΠΈΡΡΠ°ΡΠΈΠΈ, ΠΏΡΠΈΠΌΠ΅Π½Π΅Π½ΠΈΠ΅ ΡΠ΅Ρ
Π½ΠΈΠΊ Π°Π½Π°Π»ΠΈΠ·Π° ΡΠ»ΠΎΠΆΠ½ΡΡ
ΡΠ΅ΡΠ΅Π½ΠΈΠΉ, ΠΏΠΎΠ²ΡΡΠ΅Π½ΠΈΠ΅ ΡΠΎΠ»ΠΈ ΡΡΠ°ΡΡΠΈΡ ΠΈ Π²ΠΎΠ²Π»Π΅ΡΠ΅Π½Π½ΠΎΡΡΠΈ, ΡΠΏΡΠ°Π²Π»Π΅Π½ΠΈΠ΅ ΡΠ°ΡΠΏΡΠ΅Π΄Π΅Π»Π΅Π½ΠΈΠ΅ΠΌ ΠΏΠΎΡΠΎΠΊΠΎΠ² ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΈ, Π½Π΅Π΄ΠΎΠΏΡΡΠ΅Π½ΠΈΠ΅ ΡΠ΅Π½ΠΎΠΌΠ΅Π½Π° Π³ΡΡΠΏΠΏΠΎΠ²ΠΎΠ³ΠΎ ΠΌΡΡΠ»Π΅Π½ΠΈΡ. ΠΡΠ΅Π΄Π»ΠΎΠΆΠ΅Π½Ρ ΠΌΠ΅ΡΡ ΠΏΠΎ ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΈ ΠΏΠΎΠ»ΠΈΡΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΏΠ΅ΡΠ΅Π³ΠΎΠ²ΠΎΡΠΎΠ², ΠΏΠΎΠ²ΡΡΠ΅Π½ΠΈΡ ΠΊΠ°ΡΠ΅ΡΡΠ²Π° ΠΊΠΎΠΌΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΠΈ, ΠΏΡΠΈΠΌΠ΅Π½Π΅Π½ΠΈΡ ΠΏΡΠΈΠ½ΡΠΈΠΏΠΎΠ² ΡΠ°ΠΌΠΎΠΎΠ±ΡΡΠ°ΡΡΠ΅ΠΉΡΡ ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΈ. Π‘ΡΠ°ΡΡΡ ΡΠΎΠ΄Π΅ΡΠΆΠΈΡ Π½ΠΎΠ²ΡΠΉ ΠΈ ΠΌΠ°Π»ΠΎ ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½Π½ΡΠΉ Π² ΡΠΎΡΡΠΈΠΉΡΠΊΠΎΠΉ Π½Π°ΡΡΠ½ΠΎΠΉ Π»ΠΈΡΠ΅ΡΠ°ΡΡΡΠ΅ Π°Π½Π°Π»ΠΈΠ· ΡΠ΅ΠΎΡΠΈΠΈ ΠΈ ΠΏΡΠ°ΠΊΡΠΈΠΊΠΈ ΠΏΡΠΈΠ½ΡΡΠΈΡ ΡΠΏΡΠ°Π²Π»Π΅Π½ΡΠ΅ΡΠΊΠΈΡ
ΡΠ΅ΡΠ΅Π½ΠΈΠΉ, ΠΎΠΏΠΈΡΠ°Π½Π½ΡΠ΅ ΡΡΡΠ°ΡΠ΅Π³ΠΈΠΈ ΠΏΡΠΈΠ·Π²Π°Π½Ρ ΠΏΠΎΠΌΠΎΡΡ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΎΡΠ½ΠΎΠ²Π°Π½ΠΈΠΉ Π΄Π»Ρ Π½Π°ΠΈΠ±ΠΎΠ»Π΅Π΅ Π·ΡΠ΅Π»ΡΡ
ΡΠΏΡΠ°Π²Π»Π΅Π½ΡΠ΅ΡΠΊΠΈΡ
ΡΠ΅ΡΠ΅Π½ΠΈΠΉ Π² ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΡΠΊΠΎΠΌ ΠΊΠΎΠ½ΡΠ΅ΠΊΡΡΠ΅.Making decisions in higher education institutions is realized in the context of the VUCA-world β that is, in the conditions of instability, uncertainty, complexity, and ambiguity, which are significant markers of todayβs social, cultural, and organizational reality. The article is a case study of designing and implementing a new educational program in one Russian university. The analysis is shaped in a chain of interconnected decisions revealing the specifics of management decisions in modern universities. The study is based on mixed research methods, including five in-depth interviews with the most important actors involved; observation of the situation development stages; interviews with other actors involved; analysis of state regulatory documents and standards; analysis of university regulatory documents and standards. The case is studied via organized anarchy theory, power and authority in organization theory, risk avoidance and bounded rationality perspectives were used. The analysis of the case has identified the involved partiesβ power boundaries blurring, the uncertainty of the Β«game rulesΒ», the exclusion of some important stakeholders from the decision-making process, the experience and expertise partially lacking in new decision-making situations, the ambiguity of several demanded organizational procedures. There are presented a number of strategies that can potentially reduce the level of uncertainty and improve the quality of decisions taken at universities. These include decomposing a problem situation, using techniques for analyzing complex decisions, increasing the role of participation and involvement, managing the distribution of information flows, preventing the phenomenon of group thinking. The article proposes measures of organizing political negotiations, improving the quality of communication, applying the principles of self-learning organization. The article contains a new and weakly presented in Russian scientific literature analysis of the theory and practice of decision-making management. The described strategies are designed to create solid background for mostly mature management decisions in universities.ΠΡΠ±Π»ΠΈΠΊΠ°ΡΠΈΡ ΠΏΠΎΠ΄Π³ΠΎΡΠΎΠ²Π»Π΅Π½Π° ΠΏΡΠΈ ΠΏΠΎΠ΄Π΄Π΅ΡΠΆΠΊΠ΅ Π³ΡΠ°Π½ΡΠ° Π Π€Π€Π 18β013β01125 Π Β«ΠΠΎΠ΄Π΅Π»Ρ ΡΠΏΡΠ°Π²Π»Π΅Π½ΠΈΡ Π½Π°ΡΡΠ½ΠΎ-ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΠΎΠΉ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΡΡ Π² ΠΊΠ»Π°ΡΡΠΈΡΠ΅ΡΠΊΠΎΠΌ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°ΡΠ΅Π»ΡΡΠΊΠΎΠΌ ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠ΅ (ΠΌΠ°Π³ΠΈΡΡΡΠ°ΡΡΡΠ°)Β»
Three Approaches to Blended Learning and Different Levels of "Blending"
Π ΡΡΠ°ΡΡΠ΅ ΠΎΠ±ΡΡΠΆΠ΄Π°Π΅ΡΡΡ Π²ΠΎΠΏΡΠΎΡ ΡΡΡΠ΅ΠΊΡΠΈΠ²Π½ΠΎΡΡΠΈ ΡΠΌΠ΅ΡΠ°Π½Π½ΠΎΠ³ΠΎ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ, ΡΡΠ²Π΅ΡΠΆΠ΄Π°Π΅ΡΡΡ, ΡΡΠΎ ΡΠ°ΠΊΠΎΠΉ ΡΠΈΠΏ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ Π±ΠΎΠ»Π΅Π΅ ΡΡΡΠ΅ΠΊΡΠΈΠ²Π΅Π½, ΡΠ΅ΠΌ ΡΠΈΡΡΠΎΠ΅ ΠΎΠ½Π»Π°ΠΉΠ½-ΠΎΠ±ΡΡΠ΅Π½ΠΈΠ΅ ΠΈΠ»ΠΈ ΠΈΡΠΊΠ»ΡΡΠΈΡΠ΅Π»ΡΠ½ΠΎ ΠΎΡΠ½ΠΎΠ΅ ΠΎΠ±ΡΡΠ΅Π½ΠΈΠ΅ Π±Π΅Π· ΠΏΡΠΈΠΌΠ΅Π½Π΅Π½ΠΈΡ ΠΠΠ’. Π Π°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°ΡΡΡΡ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄Ρ ΠΊ ΠΎΠΏΡΠ΅Π΄Π΅Π»Π΅Π½ΠΈΡ ΡΠΌΠ΅ΡΠ°Π½Π½ΠΎΠ³ΠΎ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ, ΠΏΠΎΠΊΠ°Π·ΡΠ²Π°Π΅ΡΡΡ, ΡΡΠΎ ΠΎΠ½ΠΈ Π²ΠΊΠ»ΡΡΠ°ΡΡ ΡΠ°ΠΊΠΈΠ΅ ΡΡΡΠ΅ΡΡΠ²Π΅Π½Π½ΡΠ΅ Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΡΡΠΈΠΊΠΈ, ΠΊΠ°ΠΊ ΠΎΡΠ½ΠΎΠ²Π°Π½Π½ΠΎΡΡΡ ΠΏΡΠΎΡΠ΅ΡΡΠ° Π½Π° ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΠΊΠ΅, ΡΠΌΠ΅ΡΠ΅Π½ΠΈΠ΅ ΠΎΡΠ½ΡΡ
ΠΈ ΠΎΠ½Π»Π°ΠΉΠ½-ΠΊΠΎΠΌΠΏΠΎΠ½Π΅Π½ΡΠΎΠ², ΠΏΠΎΡΠ»Π΅Π΄ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΠΎΡΡΡ ΡΠΎΡΠ΅ΡΠ°Π½ΠΈΡ, ΠΏΡΠΎΠ΄ΡΠΌΠ°Π½Π½ΠΎΡΡΡ ΠΈΠ½ΡΠ΅Π³ΡΠ°ΡΠΈΠΈ. ΠΠΎΠΊΠ°Π·Π°Π½Π° ΠΊΠ»ΡΡΠ΅Π²Π°Ρ ΡΠΎΠ»Ρ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ Π΄ΠΈΠ·Π°ΠΉΠ½Π° ΠΊΠ°ΠΊ ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΠΈ Π΄ΠΎΡΡΠΈΠΆΠ΅Π½ΠΈΡ Π²ΡΡΠΎΠΊΠΎΠ³ΠΎ ΠΊΠ°ΡΠ΅ΡΡΠ²Π° ΡΠΌΠ΅ΡΠ°Π½Π½ΠΎΡΡΠΈ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ. ΠΠΏΠΈΡΠ°Π½Ρ Π½ΠΈΠ·ΠΊΠΈΠΉ, ΡΡΠ΅Π΄Π½ΠΈΠΉ ΠΈ Π²ΡΡΠΎΠΊΠΈΠΉ ΡΡΠΎΠ²Π½ΠΈ ΡΠΌΠ΅ΡΠ°Π½Π½ΠΎΡΡΠΈ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ.The article discusses the effectiveness of blended learning and argues that this type of learning is more effective than pure online learning or face-to-face learing without the use of ICT. Approaches to the definition of blended learning are considered; they include such essential characteristics as pedagogy at the basis of all the processes, blending face-to-face and online components, consistency and thoughtfulness of integration. The key role of instructional design as a methodology for achieving high quality blended learning is revealed. Low-, medium- and high-impact blends are described
Development of Students` Universal Competencies with Microlearning: the Case of Tomsk State University
Π ΡΡΠ°ΡΡΠ΅ ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½Ρ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄Ρ ΠΊ ΠΏΠΎΠ½ΠΈΠΌΠ°Π½ΠΈΡ ΡΠ½ΠΈΠ²Π΅ΡΡΠ°Π»ΡΠ½ΡΡ
ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠ½ΠΎΡΡΠ΅ΠΉ (soft skills), ΠΎΠΏΠΈΡΠ°Π½ ΠΏΡΠΎΠ΅ΠΊΡ Β«ΠΠΊΠ°Π΄Π΅ΠΌΠΈΡ Π»ΠΈΠ΄Π΅ΡΡΡΠ²Π°Β» ΠΏΠΎ ΡΠΎΠ·Π΄Π°Π½ΠΈΡ Π±ΠΈΠ±Π»ΠΈΠΎΡΠ΅ΠΊΠΈ ΠΌΠΈΠΊΡΠΎΠΊΡΡΡΠΎΠ² Π½Π° ΠΏΠ»Π°ΡΡΠΎΡΠΌΠ΅ LMS Moodle Π’ΠΎΠΌΡΠΊΠΎΠ³ΠΎ Π³ΠΎΡΡΠ΄Π°ΡΡΡΠ²Π΅Π½Π½ΠΎΠ³ΠΎ ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠ° ΠΏΠΎ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΡΠ½ΠΈΠ²Π΅ΡΡΠ°Π»ΡΠ½ΡΡ
ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠ½ΠΎΡΡΠ΅ΠΉ ΡΡΡΠ΄Π΅Π½ΡΠΎΠ². ΠΡΠΈΠ²Π΅Π΄Π΅Π½ ΠΏΠ΅ΡΠ΅ΡΠ΅Π½Ρ ΠΆΠ΅Π»Π°Π΅ΠΌΡΡ
ΡΠ½ΠΈΠ²Π΅ΡΡΠ°Π»ΡΠ½ΡΡ
ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠ½ΠΎΡΡΠ΅ΠΉ (ΡΠΏΠΈΡΠΎΠΊ ΡΠ΅ΠΌ ΠΌΠΈΠΊΡΠΎΠΊΡΡΡΠΎΠ²), Π΄Π°Π½Ρ Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΡΡΠΈΠΊΠΈ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ Π² ΠΌΠΈΠΊΡΠΎΡΠΎΡΠΌΠ°ΡΠ΅, Π΅Π³ΠΎ ΠΏΡΠΈΠ½ΡΠΈΠΏΡ. ΠΠΏΠΈΡΠ°Π½Ρ ΡΠ°Π³ΠΈ ΠΏΠΎ Π²Π½Π΅Π΄ΡΠ΅Π½ΠΈΡ Π΄Π°Π½Π½ΠΎΠ³ΠΎ ΠΏΡΠΎΠ΅ΠΊΡΠ° Π² ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΠΎΠ΅ ΠΏΡΠΎΡΡΡΠ°Π½ΡΡΠ²ΠΎ ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠ° Π² ΡΠ°ΠΌΠΊΠ°Ρ
ΡΡΠ΅Π½Π΄Π° ΠΈΠ½Π΄ΠΈΠ²ΠΈΠ΄ΡΠ°Π»ΠΈΠ·Π°ΡΠΈΠΈ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ.The article discusses approaches to understanding universal competencies (soft skills) and presents the Β«Leadership AcademyΒ» project at Tomsk State University - a library of students' universal competencies development microcourses in LMS Moodle. The paper lists vital universal competencies (a list of topics for microcourses) and explores microlearning and its principles. The project implementation steps are described within the trend of individualization of education
Organizational conflicts during universities transformation: Destruam et aedificabo
Introduction. The authors tackle the topical problem of assessing the conflict level between subidentical groups: βmanagement academicsβ (professors and lectures staff) and βacademic managersβ (administrative managing staff). The aim of the paper is to construct a new method of quantitative assessment of the conflict level between professional groups generated by the organizational culture; to study the dynamics of the change in the conflict level between professional and age-based cohorts existing in Russian universities. Materials and Methods. In this study, the conflict level is defined as a difference of common cultural vectors found for each of target age-groups, demonstrating generations' behavioral features and their professional competence, set up as the result of analysis of expert assessments with the help of organizational culture methods developed by the Organizational Cultural Assessment Instrument of K. Π‘ameron and R. Quinn. Empirical data are taken from sociological research involving 384 respondents from 18 universities representing 12 regions of the Russian Federation. Results. It is shown that activity of the considered target bunches is under significant influence of hierarchical (bureaucratic) organizational culture. This objective circumstance of proceeding transformation processes forms the basis for fragmentation of existing academic identity into those intra-university bunches which are combined both in terms of valuable patterns of generations and patterns formed under the influence of social and economic conditions. Interference of various age-grade valuable patterns under permanent current transformation invokes escalation of strife, its minimum level is reached in identical age-grades of professors and lectures staff (βmanagement academicsβ) and administrative managing staff (βacademic managersβ). A certain influence on the level of conflicts between the target groups under consideration is produced by the degree of goals adequacy and objectives of the university available resources (competence, material, technical, and financial base). Discussion and Conclusion. The novelty of the conducted research lies in consideration of conflict problems in universities arisen from the increasing differentiation of general cultural vectors of university communities. Complex, sustainable and reproducible nature of this social phenomenon, linking together both value and behavioral aspects of university communities, requires a transformation of research tactics. The research materials might be useful in practical work of heads of universities as scientific and methodological recommendations for the study and prediction of conflict processes in universities. Β© 2019 National Research Ogarev Mordovia State University. All rights reserved.Russian Foundation for Fundamental Investigations,Β RFFI18-411-130018Ρ_Π°,Β 8.1.53.2018Funding: The authors received the support of the Russian Foundation of Fundamental Research and the Government of the Republic of Mordovia within the framework of Project 18-411-130018Ρ_Π° βThe organizational culture of industrial enterprises of the Republic of Mordovia (at the example of the innovative and industrial clusters)β; the article also relies on results obtained in the course of Project No. 8.1.53.2018 within the framework of the Program for Boosting Competitiveness of National Research Tomsk State University
The Nature of Academic-administrator Conflicts in Russian Universities
The article is a review of ideas and concepts explaining the nature of conflict between administrators and administrative staff. Analysis was conducted on the materials of both western and Russian universities, but the main conclusions are related to Russian universities. The aim of the article is to formulae practical recommendations in the field of conflict management at the Russian universities in the context of intensified corporatization processes and aggravated disagreement between different stakeholders inside the university. Results of the research can be used for formulating personnel policy of the university for forming or improving personnel management practice. Another beneficiary group includes representatives of higher education management representatives, implementing neoliberal ideology and able to improve efficacy of their activities and decisions. In order to achieve the stated aim authors analyzed a pool of works of both international and Russian origin describing the conflict of administrators (managers) and academics (researchers). The main reason behind conflicts was identified as the influence of neoliberalism: total spread of market mechanisms over public spheres and its consequences: managerialism when corporate instruments of management, efficacy measurement and regulation of basic production principles are actively introduced into universities, strengthening the power and influence of administrator group. The article presents additional explanations in more detail describing the conflicts: a) change of academic identity, its fragmentation and blurring; b) decrease of academic freedom as a result of strengthening the rights and authority of administrator subculture; c) peculiarities of organizational culture when transformation of organization relations results in the change of dominant culture type of combination of several subcultures and therefore values and norms of behavior. According to the authorsβ position there can be different practical recommendations concerning overcoming organizational conflicts. Authors supporting managerialism position defend strength and suggest selecting staff according to necessary values, implement target personnel strategy in this respect. Authors describing the change of academic identify and decrease of academic freedom recommend searching cooperation ways, creating productive dialogue and see important role of university executives as actors who underline the importance of values of both conflicting parties. It is also suggested to search for mutual benefit that would level out mutual claims. These recommendations seem to be important in terms of their use in personnel management, regulation of organizational conflicts at the university. The article looks into the topic of conflicts between administrators and administrative staff which is seldom described in the works by Russian authors, demonstrating not only authoritative methods of solving the problem which is dominant in the Russian context β that is the main value of the article. Another interesting aspect is the appellation to the experience of research of similar problems at foreign universities which is also insufficiently studied by the Russian authors.ΠΠ°Π½Π½Π°Ρ ΡΡΠ°ΡΡΡ ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»ΡΠ΅Ρ ΡΠΎΠ±ΠΎΠΉ ΠΎΠ±Π·ΠΎΡ ΠΈΠ΄Π΅ΠΉ ΠΈ ΠΊΠΎΠ½ΡΠ΅ΠΏΡΠΈΠΉ, ΠΎΠ±ΡΡΡΠ½ΡΡΡΠΈΡ
ΠΏΡΠΈΡΠΎΠ΄Ρ ΠΊΠΎΠ½ΡΠ»ΠΈΠΊΡΠΎΠ² Π°Π΄ΠΌΠΈΠ½ΠΈΡΡΡΠ°ΡΠΎΡΠΎΠ² ΠΈ Π°ΠΊΠ°Π΄Π΅ΠΌΠΈΡΠ΅ΡΠΊΠΈΡ
ΡΠΎΡΡΡΠ΄Π½ΠΈΠΊΠΎΠ². ΠΠ½Π°Π»ΠΈΠ· ΠΏΡΠΎΠ²ΠΎΠ΄ΠΈΡΡΡ Π½Π° ΠΌΠ°ΡΠ΅ΡΠΈΠ°Π»Π΅ ΠΊΠ°ΠΊ Π·Π°ΠΏΠ°Π΄Π½ΡΡ
, ΡΠ°ΠΊ ΠΈ ΡΠΎΡΡΠΈΠΉΡΠΊΠΈΡ
ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠΎΠ², ΠΎΠ΄Π½Π°ΠΊΠΎ ΠΎΡΠ½ΠΎΠ²Π½ΡΠ΅ Π²ΡΠ²ΠΎΠ΄Ρ ΠΊΠ°ΡΠ°ΡΡΡΡ ΠΈΠΌΠ΅Π½Π½ΠΎ ΡΠΎΡΡΠΈΠΉΡΠΊΠΈΡ
ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠΎΠ². Π¦Π΅Π»Ρ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ β Π²ΡΡΠ°Π±ΠΎΡΠΊΠ° ΠΏΡΠ°ΠΊΡΠΈΡΠ΅ΡΠΊΠΈΡ
ΡΠ΅ΠΊΠΎΠΌΠ΅Π½Π΄Π°ΡΠΈΠΉ Π² ΠΎΠ±Π»Π°ΡΡΠΈ ΡΠΏΡΠ°Π²Π»Π΅Π½ΠΈΡ ΠΊΠΎΠ½ΡΠ»ΠΈΠΊΡΠ°ΠΌΠΈ Π² ΡΠΎΡΡΠΈΠΉΡΠΊΠΈΡ
ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠ°Ρ
Π½Π° ΡΠΎΠ½Π΅ ΠΈΠ½ΡΠ΅Π½ΡΠΈΡΠΈΠΊΠ°ΡΠΈΠΈ ΠΏΡΠΎΡΠ΅ΡΡΠΎΠ² ΠΈΡ
ΠΊΠΎΡΠΏΠΎΡΠ°ΡΠΈΠ²ΠΈΠ·Π°ΡΠΈΠΈ ΠΈ ΡΠΆΠ΅ΡΡΠΎΡΠ΅Π½ΠΈΡ ΠΏΡΠΎΡΠΈΠ²ΠΎΡΡΠΎΡΠ½ΠΈΡ ΡΠ°Π·Π»ΠΈΡΠ½ΡΡ
ΡΡΠ΅ΠΉΠΊΡ
ΠΎΠ»Π΄Π΅ΡΠΎΠ² Π²Π½ΡΡΡΠΈ ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠ°. Π Π΅Π·ΡΠ»ΡΡΠ°ΡΡ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ ΠΌΠΎΠ³ΡΡ Π±ΡΡΡ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½Ρ Π² ΠΎΠ±Π»Π°ΡΡΠΈ Π²ΡΡΠ°Π±ΠΎΡΠΊΠΈ ΠΏΡΠΈΠ½ΡΠΈΠΏΠΎΠ² ΠΊΠ°Π΄ΡΠΎΠ²ΠΎΠΉ ΠΏΠΎΠ»ΠΈΡΠΈΠΊΠΈ ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠΎΠ² Π΄Π»Ρ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΈΠ»ΠΈ ΡΠΎΠ²Π΅ΡΡΠ΅Π½ΡΡΠ²ΠΎΠ²Π°Π½ΠΈΡ ΠΏΡΠ°ΠΊΡΠΈΠΊΠΈ ΡΠΏΡΠ°Π²Π»Π΅Π½ΠΈΡ ΠΏΠ΅ΡΡΠΎΠ½Π°Π»ΠΎΠΌ. ΠΡΠ΅ ΠΎΠ΄Π½ΠΈΠΌ Π±Π΅Π½Π΅ΡΠΈΡΠΈΠ°ΡΠΎΠΌ Π²ΡΡΡΡΠΏΠ°ΡΡ ΠΏΡΠ΅Π΄ΡΡΠ°Π²ΠΈΡΠ΅Π»ΠΈ ΡΠΏΡΠ°Π²Π»Π΅Π½ΠΈΡ Π²ΡΡΡΠΈΠΌ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠ΅ΠΌ, ΡΠ΅Π°Π»ΠΈΠ·ΡΡΡΠΈΠ΅ Π½Π΅ΠΎΠ»ΠΈΠ±Π΅ΡΠ°Π»ΡΠ½ΡΡ ΠΈΠ΄Π΅ΠΎΠ»ΠΎΠ³ΠΈΡ, ΠΊΠΎΡΠΎΡΡΠ΅ ΠΌΠΎΠ³ΡΡ ΠΏΠΎΠ²ΡΡΠΈΡΡ ΡΡΡΠ΅ΠΊΡΠΈΠ²Π½ΠΎΡΡΡ ΡΠ²ΠΎΠΈΡ
Π΄Π΅ΠΉΡΡΠ²ΠΈΠΉ ΠΈ ΠΏΡΠΈΠ½ΠΈΠΌΠ°Π΅ΠΌΡΡ
ΡΠ΅ΡΠ΅Π½ΠΈΠΉ. ΠΠ»Ρ ΡΠ΅Π°Π»ΠΈΠ·Π°ΡΠΈΠΈ ΠΏΠΎΡΡΠ°Π²Π»Π΅Π½Π½ΠΎΠΉ ΡΠ΅Π»ΠΈ Π±ΡΠ» ΠΏΡΠΎΠ°Π½Π°Π»ΠΈΠ·ΠΈΡΠΎΠ²Π°Π½ ΠΌΠ°ΡΡΠΈΠ² ΡΠ°Π±ΠΎΡ ΠΈΠ½ΠΎΡΡΡΠ°Π½Π½ΡΡ
ΠΈ ΡΠΎΡΡΠΈΠΉΡΠΊΠΈΡ
Π°Π²ΡΠΎΡΠΎΠ², ΠΎΠΏΠΈΡΡΠ²Π°ΡΡΠΈΡ
ΠΏΡΠΈΡΠΎΠ΄Ρ ΠΊΠΎΠ½ΡΠ»ΠΈΠΊΡΠΎΠ² Π°Π΄ΠΌΠΈΠ½ΠΈΡΡΡΠ°ΡΠΎΡΠΎΠ² (ΠΌΠ΅Π½Π΅Π΄ΠΆΠ΅ΡΠΎΠ²) ΠΈ Π°ΠΊΠ°Π΄Π΅ΠΌΠΈΡΠ΅ΡΠΊΠΈΡ
ΡΠΎΡΡΡΠ΄Π½ΠΈΠΊΠΎΠ² (ΡΡΠ΅Π½ΡΡ
). Π ΠΊΠ°ΡΠ΅ΡΡΠ²Π΅ ΠΎΡΠ½ΠΎΠ²ΠΎΠΏΠΎΠ»Π°Π³Π°ΡΡΠ΅ΠΉ ΠΏΡΠΈΡΠΈΠ½Ρ ΠΊΠΎΠ½ΡΠ»ΠΈΠΊΡΠΎΠ² Π²ΡΠ΄Π²ΠΈΠ½ΡΡΠΎ Π²Π»ΠΈΡΠ½ΠΈΠ΅ Π½Π΅ΠΎΠ»ΠΈΠ±Π΅ΡΠ°Π»ΠΈΠ·ΠΌΠ° (ΠΊΠ°ΠΊ ΡΠΎΡΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΡΠ°ΡΠΏΡΠΎΡΡΡΠ°Π½Π΅Π½ΠΈΡ ΡΡΠ½ΠΎΡΠ½ΡΡ
ΠΌΠ΅Ρ
Π°Π½ΠΈΠ·ΠΌΠΎΠ² Π½Π° ΡΡΠ΅ΡΡ ΠΎΠ±ΡΠ΅ΡΡΠ²Π΅Π½Π½ΠΎΠ³ΠΎ ΠΏΡΠΎΠΈΠ·Π²ΠΎΠ΄ΡΡΠ²Π°, Π° ΡΠ°ΠΊΠΆΠ΅ Π΅Π³ΠΎ ΠΏΠΎΡΠ»Π΅Π΄ΡΡΠ²ΠΈΠ΅ β ΠΌΠ΅Π½Π΅Π΄ΠΆΠ΅ΡΠΈΠ°Π»ΠΈΠ·ΠΌ, ΠΊΠΎΠ³Π΄Π° ΠΊΠΎΡΠΏΠΎΡΠ°ΡΠΈΠ²Π½ΡΠ΅ ΠΈΠ½ΡΡΡΡΠΌΠ΅Π½ΡΡ ΡΠΏΡΠ°Π²Π»Π΅Π½ΠΈΡ, ΠΈΠ·ΠΌΠ΅ΡΠ΅Π½ΠΈΡ ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΠΎΠ² Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ ΠΈ ΡΠ΅Π³ΡΠ»ΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΎΡΠ½ΠΎΠ²Π½ΡΡ
ΠΏΡΠΎΠΈΠ·Π²ΠΎΠ΄ΡΡΠ²Π΅Π½Π½ΡΡ
ΠΏΡΠΎΡΠ΅ΡΡΠΎΠ² Π½Π°ΡΠΈΠ½Π°ΡΡ Π°ΠΊΡΠΈΠ²Π½ΠΎ Π²Π½Π΅Π΄ΡΡΡΡΡΡ Π² ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΡ, ΡΡΠΈΠ»ΠΈΠ²Π°Ρ Π²Π»Π°ΡΡΡ ΠΈ Π²Π»ΠΈΡΠ½ΠΈΠ΅ Π³ΡΡΠΏΠΏΡ Π°Π΄ΠΌΠΈΠ½ΠΈΡΡΡΠ°ΡΠΎΡΠΎΠ². Π ΠΊΠ°ΡΠ΅ΡΡΠ²Π΅ Π΄ΠΎΠΏΠΎΠ»Π½ΠΈΡΠ΅Π»ΡΠ½ΡΡ
ΠΎΠ±ΡΡΡΠ½Π΅Π½ΠΈΠΉ, Π΄Π΅ΡΠ°Π»ΠΈΠ·ΠΈΡΡΡΡΠΈΡ
ΠΎΡΠ½ΠΎΠ²Π°Π½ΠΈΡ ΠΏΡΠΎΠΈΡΡ
ΠΎΠ΄ΡΡΠΈΡ
ΠΊΠΎΠ½ΡΠ»ΠΈΠΊΡΠΎΠ², ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½Ρ: Π°) ΠΈΠ·ΠΌΠ΅Π½Π΅Π½ΠΈΠ΅ Π°ΠΊΠ°Π΄Π΅ΠΌΠΈΡΠ΅ΡΠΊΠΎΠΉ ΠΈΠ΄Π΅Π½ΡΠΈΡΠ½ΠΎΡΡΠΈ, Π΅Π΅ Π΄ΡΠΎΠ±Π»Π΅Π½ΠΈΠ΅ ΠΈ ΡΠ°Π·ΠΌΡΠ²Π°Π½ΠΈΠ΅; Π±) ΡΠΎΠΊΡΠ°ΡΠ΅Π½ΠΈΠ΅ Π°ΠΊΠ°Π΄Π΅ΠΌΠΈΡΠ΅ΡΠΊΠΈΡ
ΡΠ²ΠΎΠ±ΠΎΠ΄ ΠΊΠ°ΠΊ ΡΠ΅Π·ΡΠ»ΡΡΠ°Ρ ΡΡΠΈΠ»Π΅Π½ΠΈΡ ΠΏΡΠ°Π² ΠΈ ΠΏΠΎΠ»Π½ΠΎΠΌΠΎΡΠΈΠΉ ΡΡΠ±ΠΊΡΠ»ΡΡΡΡΡ Π°Π΄ΠΌΠΈΠ½ΠΈΡΡΡΠ°ΡΠΎΡΠΎΠ²; Π²) ΠΎΡΠΎΠ±Π΅Π½Π½ΠΎΡΡΠΈ ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΎΠ½Π½ΠΎΠΉ ΠΊΡΠ»ΡΡΡΡΡ, ΠΊΠΎΠ³Π΄Π° ΡΡΠ°Π½ΡΡΠΎΡΠΌΠ°ΡΠΈΡ ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΎΠ½Π½ΡΡ
Π²Π·Π°ΠΈΠΌΠΎΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΠΉ ΡΠ΅Π·ΡΠ»ΡΡΠΈΡΡΠ΅Ρ ΡΠΌΠ΅Π½ΠΎΠΉ Π΄ΠΎΠΌΠΈΠ½ΠΈΡΡΡΡΠ΅Π³ΠΎ ΡΠΈΠΏΠ° ΠΊΡΠ»ΡΡΡΡΡ ΠΈΠ»ΠΈ ΡΠΎΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΡ Π½Π΅ΡΠΊΠΎΠ»ΡΠΊΠΈΡ
ΡΡΠ±ΠΊΡΠ»ΡΡΡΡ, ΡΠ»Π΅Π΄ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΠΎ, ΡΠ΅Π½Π½ΠΎΡΡΠ΅ΠΉ ΠΈ Π½ΠΎΡΠΌ ΠΏΠΎΠ²Π΅Π΄Π΅Π½ΠΈΡ. Π ΡΠΎΠΎΡΠ²Π΅ΡΡΡΠ²ΠΈΠΈ Ρ Π·Π°Π½ΠΈΠΌΠ°Π΅ΠΌΠΎΠΉ Π°Π²ΡΠΎΡΠΎΠΌ ΠΏΠΎΠ·ΠΈΡΠΈΠ΅ΠΉ ΡΠ°Π·Π»ΠΈΡΠ°ΡΡΡΡ ΠΈ ΠΏΡΠ°ΠΊΡΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΡΠ΅ΠΊΠΎΠΌΠ΅Π½Π΄Π°ΡΠΈΠΈ ΠΏΠΎ ΠΏΡΠ΅ΠΎΠ΄ΠΎΠ»Π΅Π½ΠΈΡ Π²ΠΎΠ·Π½ΠΈΠΊΠ°ΡΡΠΈΡ
ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΎΠ½Π½ΡΡ
ΠΊΠΎΠ½ΡΠ»ΠΈΠΊΡΠΎΠ². ΠΠ²ΡΠΎΡΡ, ΠΏΡΠΈΠ΄Π΅ΡΠΆΠΈΠ²Π°ΡΡΠΈΠ΅ΡΡ Π½Π° ΠΏΠΎΠ·ΠΈΡΠΈΠΈ ΠΌΠ΅Π½Π΅Π΄ΠΆΠ΅ΡΠΈΠ°Π»ΠΈΠ·ΠΌΠ°, ΡΡΠΎΡΡ Π½Π° ΠΏΠΎΠ·ΠΈΡΠΈΠΈ ΡΠΈΠ»Ρ ΠΈ ΠΏΡΠ΅Π΄Π»Π°Π³Π°ΡΡ ΠΏΡΠΎΠΈΠ·Π²ΠΎΠ΄ΠΈΡΡ ΠΎΡΠ±ΠΎΡ ΡΠΎΡΡΡΠ΄Π½ΠΈΠΊΠΎΠ² Π² ΡΠΎΠΎΡΠ²Π΅ΡΡΡΠ²ΠΈΠΈ Ρ Π½Π΅ΠΎΠ±Ρ
ΠΎΠ΄ΠΈΠΌΡΠΌΠΈ ΡΠ΅Π½Π½ΠΎΡΡΡΠΌΠΈ, ΡΠ΅Π°Π»ΠΈΠ·ΠΎΠ²Π°ΡΡ ΡΠ΅Π»Π΅Π½Π°ΠΏΡΠ°Π²Π»Π΅Π½Π½ΡΡ ΠΊΠ°Π΄ΡΠΎΠ²ΡΡ ΡΡΡΠ°ΡΠ΅Π³ΠΈΡ Π² ΡΡΠΎΠΌ ΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΠΈ. ΠΠ²ΡΠΎΡΡ, ΠΎΠΏΠΈΡΡΠ²Π°ΡΡΠΈΠ΅ ΡΠΌΠ΅Π½Ρ Π°ΠΊΠ°Π΄Π΅ΠΌΠΈΡΠ΅ΡΠΊΠΎΠΉ ΠΈΠ΄Π΅Π½ΡΠΈΡΠ½ΠΎΡΡΠΈ ΠΈ ΡΠΎΠΊΡΠ°ΡΠ΅Π½ΠΈΠ΅ Π°ΠΊΠ°Π΄Π΅ΠΌΠΈΡΠ΅ΡΠΊΠΈΡ
ΡΠ²ΠΎΠ±ΠΎΠ΄, ΡΠΊΠ»ΠΎΠ½Π½Ρ ΡΠ΅ΠΊΠΎΠΌΠ΅Π½Π΄ΠΎΠ²Π°ΡΡ ΠΏΠΎΠΈΡΠΊ ΠΏΡΡΠ΅ΠΉ ΠΊΠΎΠΎΠΏΠ΅ΡΠ°ΡΠΈΠΈ, Π²ΡΡΡΡΠ°ΠΈΠ²Π°Π½ΠΈΡ ΠΏΡΠΎΠ΄ΡΠΊΡΠΈΠ²Π½ΠΎΠ³ΠΎ Π΄ΠΈΠ°Π»ΠΎΠ³Π°, Π²ΠΈΠ΄ΡΡ Π·Π½Π°ΡΠΈΠΌΡΡ ΡΠΎΠ»Ρ ΡΡΠΊΠΎΠ²ΠΎΠ΄ΡΡΠ²Π° ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠ° ΠΊΠ°ΠΊ Π°ΠΊΡΠΎΡΠ°, ΠΏΠΎΠ΄ΡΠ΅ΡΠΊΠΈΠ²Π°ΡΡΠ΅Π³ΠΎ ΡΠ°Π²Π½ΠΎΠ·Π½Π°ΡΠ½ΠΎΡΡΡ ΡΠ΅Π½Π½ΠΎΡΡΠ΅ΠΉ ΠΎΠ±Π΅ΠΈΡ
ΠΊΠΎΠ½ΡΠ»ΠΈΠΊΡΡΡΡΠΈΡ
ΡΡΠΎΡΠΎΠ½. ΠΡΠ΅Π΄Π»Π°Π³Π°Π΅ΡΡΡ ΡΠ°ΠΊΠΆΠ΅ ΠΎΡΡΡΠ΅ΡΡΠ²Π»ΡΡΡ ΠΏΠΎΠΈΡΠΊ Π²Π·Π°ΠΈΠΌΠ½ΠΎΠΉ Π²ΡΠ³ΠΎΠ΄Ρ ΡΡΠΎΡΠΎΠ½, ΠΊΠΎΡΠΎΡΠ°Ρ Π½ΠΈΠ²Π΅Π»ΠΈΡΠΎΠ²Π°Π»Π° Π±Ρ Π²Π·Π°ΠΈΠΌΠ½ΡΠ΅ ΠΏΡΠ΅ΡΠ΅Π½Π·ΠΈΠΈ. ΠΠ°Π½Π½ΡΠ΅ ΡΠ΅ΠΊΠΎΠΌΠ΅Π½Π΄Π°ΡΠΈΠΈ Π²ΠΈΠ΄ΡΡΡΡ ΡΠ΅Π½Π½ΡΠΌΠΈ Ρ ΡΠΎΡΠΊΠΈ Π·ΡΠ΅Π½ΠΈΡ ΠΈΡ
ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΡ Π² ΠΏΠΎΠ»ΠΈΡΠΈΠΊΠ΅ ΠΏΠΎ ΡΠΏΡΠ°Π²Π»Π΅Π½ΠΈΡ ΠΏΠ΅ΡΡΠΎΠ½Π°Π»ΠΎΠΌ, ΡΠ΅Π³ΡΠ»ΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΎΠ½Π½ΡΡ
ΠΊΠΎΠ½ΡΠ»ΠΈΠΊΡΠΎΠ² Π² ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠ°Ρ
. Π‘ΡΠ°ΡΡΡ ΠΈΡΡΠ»Π΅Π΄ΡΠ΅Ρ ΡΠ΅ΠΌΡ ΠΊΠΎΠ½ΡΠ»ΠΈΠΊΡΠΎΠ² Π°Π΄ΠΌΠΈΠ½ΠΈΡΡΡΠ°ΡΠΎΡΠΎΠ² ΠΈ Π°Π΄ΠΌΠΈΠ½ΠΈΡΡΡΠ°ΡΠΈΠ²Π½ΡΡ
ΡΠΎΡΡΡΠ΄Π½ΠΈΠΊΠΎΠ², ΠΏΡΠ°ΠΊΡΠΈΡΠ΅ΡΠΊΠΈ Π½Π΅ ΡΠ°ΡΠΊΡΡΡΡΡ Π² ΡΠ°Π±ΠΎΡΠ°Ρ
ΡΠΎΡΡΠΈΠΉΡΠΊΠΈΡ
Π°Π²ΡΠΎΡΠΎΠ², ΠΏΠΎΠΊΠ°Π·ΡΠ²Π°Π΅Ρ Π½Π΅ ΡΠΎΠ»ΡΠΊΠΎ ΡΠΈΠ»ΠΎΠ²ΡΠ΅ ΠΌΠ΅ΡΠΎΠ΄Ρ ΡΠ΅ΡΠ΅Π½ΠΈΡ ΠΏΡΠΎΠ±Π»Π΅ΠΌΡ, Π΄ΠΎΠΌΠΈΠ½ΠΈΡΡΡΡΠΈΠ΅ Π² ΡΠΎΡΡΠΈΠΉΡΠΊΠΎΠΌ ΠΊΠΎΠ½ΡΠ΅ΠΊΡΡΠ΅, Π² ΡΡΠΎΠΌ Π·Π°ΠΊΠ»ΡΡΠ°Π΅ΡΡΡ ΠΎΡΠ½ΠΎΠ²Π½Π°Ρ ΡΠ΅Π½Π½ΠΎΡΡΡ ΡΡΠ°ΡΡΠΈ. Π¦Π΅Π½Π½ΡΠΌ ΡΠ°ΠΊΠΆΠ΅ ΡΠ²Π»ΡΠ΅ΡΡΡ ΠΎΠ±ΡΠ°ΡΠ΅Π½ΠΈΠ΅ ΠΊ ΡΠΈΡΠΎΠΊΠΎΠΌΡ ΠΎΠΏΡΡΡ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ ΠΏΠΎΠ΄ΠΎΠ±Π½ΡΡ
ΠΏΡΠΎΠ±Π»Π΅ΠΌ Π² ΠΈΠ½ΠΎΡΡΡΠ°Π½Π½ΡΡ
ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠ°Ρ
, Π΄ΠΎ ΡΠΈΡ
ΠΏΠΎΡ Π½Π΅Π΄ΠΎΡΡΠ°ΡΠΎΡΠ½ΠΎ ΠΈΠ·ΡΡΠ΅Π½Π½ΠΎΠΌΡ ΡΠΎΡΡΠΈΠΉΡΠΊΠΈΠΌΠΈ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°ΡΠ΅Π»ΡΠΌΠΈ
International academic recruitment at the leading Russian universities: current position and prospects of further development
ΠΠ΅ΠΆΠ΄ΡΠ½Π°ΡΠΎΠ΄Π½ΡΠΉ Π°ΠΊΠ°Π΄Π΅ΠΌΠΈΡΠ΅ΡΠΊΠΈΠΉ ΡΠ΅ΠΊΡΡΡΠΈΠ½Π³ ΡΠ²Π»ΡΠ΅ΡΡΡ Π²Π°ΠΆΠ½ΠΎΠΉ ΠΎΠ±Π»Π°ΡΡΡΡ ΠΏΡΠΈΠ²Π»Π΅ΡΠ΅Π½ΠΈΡ ΠΈ ΡΠ΄Π΅ΡΠΆΠ°Π½ΠΈΡ ΡΠ°Π»Π°Π½ΡΠΎΠ² Π² ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΡΡ
ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠ°Ρ
, Π° ΡΠ°ΠΊΠΆΠ΅ ΠΏΠ΅ΡΡΠΏΠ΅ΠΊΡΠΈΠ²Π½ΠΎΠΉ ΠΎΠ±Π»Π°ΡΡΡΡ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΡΠΎΡΡΠΈΠΉΡΠΊΠΈΡ
ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠΎΠ², ΠΏΠΎΠ²ΡΡΠ°ΡΡΠ΅ΠΉ ΠΈΡ
Π³Π»ΠΎΠ±Π°Π»ΡΠ½ΡΡ ΠΊΠΎΠ½ΠΊΡΡΠ΅Π½ΡΠΎΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡΡ. ΠΠ΄Π½Π°ΠΊΠΎ ΡΠΈΡΠ»ΠΎ ΠΌΠ΅ΠΆΠ΄ΡΠ½Π°ΡΠΎΠ΄Π½ΡΡ
ΡΠΏΠ΅ΡΠΈΠ°Π»ΠΈΡΡΠΎΠ² Π² ΡΠΎΡΡΠΈΠΉΡΠΊΠΈΡ
ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠ°Ρ
ΠΏΠΎ ΡΡΠ°Π²Π½Π΅Π½ΠΈΡ Ρ ΠΎΠ±ΡΠ΅ΠΌΠΈΡΠΎΠ²ΠΎΠΉ ΠΏΡΠ°ΠΊΡΠΈΠΊΠΎΠΉ ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠΎΠ² ΡΠ°Π·Π²ΠΈΡΡΡ
ΡΡΡΠ°Π½ ΠΏΠΎΠΊΠ° Π΅ΡΠ΅ ΠΎΡΠ΅Π½Ρ ΠΌΠ°Π»ΠΎ, ΠΎΠΏΡΡ Π²ΡΡ
ΠΎΠ΄Π° Π½Π° ΠΌΠ΅ΠΆΠ΄ΡΠ½Π°ΡΠΎΠ΄Π½ΡΠΉ ΡΡΠ½ΠΎΠΊ ΡΡΡΠ΄Π° Π°ΠΊΠ°Π΄Π΅ΠΌΠΈΡΠ΅ΡΠΊΠΈΡ
ΡΠΎΡΡΡΠ΄Π½ΠΈΠΊΠΎΠ² Π½Π°ΡΠ°Π» ΠΎΡΠΌΡΡΠ»ΡΡΡΡΡ ΠΈ ΡΠΈΡΡΠ΅ΠΌΠ°ΡΠΈΠ·ΠΈΡΠΎΠ²Π°ΡΡΡΡ Π½Π΅ ΡΠ°ΠΊ Π΄Π°Π²Π½ΠΎ. ΠΠ°Π½Π½Π°Ρ ΡΡΠ°ΡΡΡ Π²Π½ΠΎΡΠΈΡ ΡΠ²ΠΎΠΉ Π²ΠΊΠ»Π°Π΄ Π² ΠΏΡΠΎΡΠ΅ΡΡΡ ΠΎΡΠΌΡΡΠ»Π΅Π½ΠΈΡ ΠΈ Π°Π½Π°Π»ΠΈΠ·Π° ΡΠ΅ΠΊΡΡΠ΅Π³ΠΎ ΡΠΎΡΡΠΎΡΠ½ΠΈΡ ΠΈ ΠΏΠ΅ΡΡΠΏΠ΅ΠΊΡΠΈΠ² ΡΠ°Π·Π²ΠΈΡΠΈΡ ΠΌΠ΅ΠΆΠ΄ΡΠ½Π°ΡΠΎΠ΄Π½ΠΎΠ³ΠΎ Π°ΠΊΠ°Π΄Π΅ΠΌΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΡΠ΅ΠΊΡΡΡΠΈΠ½Π³Π° Π² Π ΠΎΡΡΠΈΠΈ. Π Π°Π±ΠΎΡΠ° ΠΏΠΎ ΡΠ²ΠΎΠ΅ΠΉ ΡΡΡΡΠΊΡΡΡΠ΅ ΡΠΎΡΡΠΎΠΈΡ ΠΈΠ· ΡΡΠ΅Ρ
ΡΠ°ΡΡΠ΅ΠΉ. Π ΠΏΠ΅ΡΠ²ΠΎΠΉ, ΠΎΠ±Π·ΠΎΡΠ½ΠΎΠΉ ΡΠ°ΡΡΠΈ ΠΊΡΠ°ΡΠΊΠΎ ΠΎΠΏΠΈΡΡΠ²Π°ΡΡΡΡ Π²ΡΠ·ΠΎΠ²Ρ ΠΈ ΡΡΠ΅Π½Π΄Ρ Π²Π½Π΅ΡΠ½Π΅ΠΉ ΡΡΠ΅Π΄Ρ, ΡΡΠΈΠΌΡΠ»ΠΈΡΡΡΡΠΈΠ΅ ΡΠ°Π·Π²ΠΈΡΠΈΠ΅ Π°ΠΊΠ°Π΄Π΅ΠΌΠΈΡΠ΅ΡΠΊΠΎΠΉ ΠΌΠΎΠ±ΠΈΠ»ΡΠ½ΠΎΡΡΠΈ Π² ΡΠ΅Π»ΠΎΠΌ Π² ΠΎΠ±ΡΠ΅ΠΌΠΈΡΠΎΠ²ΠΎΠΉ ΠΏΡΠ°ΠΊΡΠΈΠΊΠ΅, ΡΠ°ΠΊΠΈΠ΅ ΠΊΠ°ΠΊ ΡΠ°Π·Π²ΠΈΡΠΈΠ΅ ΠΌΠ°ΡΡΠΎΠ²ΠΎΠ³ΠΎ Π²ΡΡΡΠ΅Π³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ, ΡΠΎΡΡ ΠΊΠΎΠ½ΠΊΡΡΠ΅Π½ΡΠΈΠΈ Π·Π° Π½Π°ΠΈΠ±ΠΎΠ»Π΅Π΅ ΡΠ°Π»Π°Π½ΡΠ»ΠΈΠ²ΡΡ
ΠΈ Π²ΡΡΠΎΠΊΠΎΠΊΠ²Π°Π»ΠΈΡΠΈΡΠΈΡΠΎΠ²Π°Π½Π½ΡΡ
ΡΠΎΡΡΡΠ΄Π½ΠΈΠΊΠΎΠ², ΠΈΠ·ΠΌΠ΅Π½Π΅Π½ΠΈΠ΅ ΡΡΡΡΠΊΡΡΡΡ ΡΡΠ½ΠΊΠ° ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ ΠΈ Π½Π°ΡΠΊΠΈ, ΠΏΠΎΡΠ²Π»Π΅Π½ΠΈΠ΅ Π½ΠΎΠ²ΡΡ
Π³Π»ΠΎΠ±Π°Π»ΡΠ½ΡΡ
ΡΠΈΠ»ΡΠ½ΡΡ
ΠΈΠ³ΡΠΎΠΊΠΎΠ², ΡΠΎΡΡ ΠΌΠ΅ΠΆΠ΄ΡΠ½Π°ΡΠΎΠ΄Π½ΠΎΠΉ ΠΊΠΎΠ½ΠΊΡΡΠ΅Π½ΡΠΈΠΈ Π² ΠΎΠ±Π»Π°ΡΡΠΈ Π½Π°ΡΡΠ½ΡΡ
ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠΉ ΠΈ Π΄ΠΎΠΌΠΈΠ½ΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅ ΠΌΠΎΠ΄Π΅Π»ΠΈ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°ΡΠ΅Π»ΡΡΠΊΠΎΠ³ΠΎ ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠ°. ΠΠΎ Π²ΡΠΎΡΠΎΠΉ ΡΠ°ΡΡΠΈ Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΠ·ΡΠ΅ΡΡΡ ΡΠΏΠ΅ΡΠΈΡΠΈΠΊΠ° ΠΌΠ΅ΠΆΠ΄ΡΠ½Π°ΡΠΎΠ΄Π½ΠΎΠ³ΠΎ Π°ΠΊΠ°Π΄Π΅ΠΌΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΡΠ΅ΠΊΡΡΡΠΈΠ½Π³Π° Π² Π ΠΎΡΡΠΈΠΈ. ΠΠ½Π°Π»ΠΈΠ·ΠΈΡΡΡΡΡΡ Π²Π½Π΅ΡΠ½ΠΈΠ΅ Π΄Π»Ρ ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠΎΠ² ΡΠ°ΠΊΡΠΎΡΡ: Π²ΡΡΠΎΠΊΠΈΠΉ ΡΠΏΡΠΎΡ Π½Π° Π²ΡΡΠΎΠΊΠΎΠΊΠ²Π°Π»ΠΈΡΠΈΡΠΈΡΠΎΠ²Π°Π½Π½ΡΠ΅ ΠΊΠ°Π΄ΡΡ Π½Π° ΠΌΠ΅ΠΆΠ΄ΡΠ½Π°ΡΠΎΠ΄Π½ΠΎΠΌ Π°ΠΊΠ°Π΄Π΅ΠΌΠΈΡΠ΅ΡΠΊΠΎΠΌ ΡΡΠ½ΠΊΠ΅ ΠΏΡΠΈ Π½Π΅Π±ΠΎΠ»ΡΡΠΎΠΌ ΠΏΡΠ΅Π΄Π»ΠΎΠΆΠ΅Π½ΠΈΠΈ, Π½Π΅ΡΡΠ°Π±ΠΈΠ»ΡΠ½Π°Ρ ΠΊΠΎΠ½ΡΡΠ½ΠΊΡΡΡΠ° ΡΡΠ½ΠΊΠ°, Π³Π΅ΠΎΠ³ΡΠ°- ΡΠΈΡΠ΅ΡΠΊΠ°Ρ ΠΏΠ΅ΡΠΈΡΠ΅ΡΠΈΠΉΠ½ΠΎΡΡΡ Π ΠΎΡΡΠΈΠΈ ΠΎΡΠ½ΠΎΡΠΈΡΠ΅Π»ΡΠ½ΠΎ ΡΡΠ°Π΄ΠΈΡΠΈΠΎΠ½Π½ΡΡ
Π°ΠΊΠ°Π΄Π΅ΠΌΠΈΡΠ΅ΡΡΠΊΠΈΡ
ΡΠ΅Π½ΡΡΠΎΠ², ΡΡΡΠ°Π½ΠΎΠ²ΡΠ΅ Π²Π½Π΅ΡΠ½Π΅ΠΏΠΎΠ»ΠΈΡΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΠΈ ΡΠΈΠ½Π°Π½ΡΠΎΠ²ΡΠ΅ ΡΠΈΡΠΊΠΈ, Π½ΠΈΠ·ΠΊΠΈΠΉ ΡΡΠΎΠ²Π΅Π½Ρ ΠΊΠ°ΡΠ΅ΡΡΠ²Π° ΠΆΠΈΠ·Π½ΠΈ ΠΈ Π½Π΅Π³ΠΈΠ±ΠΊΠΎΠ΅ Π·Π°ΠΊΠΎΠ½ΠΎΠ΄Π°ΡΠ΅Π»ΡΡΡΠ²ΠΎ, Π°Π΄ΠΌΠΈΠ½ΠΈΡΡΡΠ°ΡΠΈΠ²Π½ΡΠ΅ ΠΈ Π±ΡΡΠΎΠΊΡΠ°ΡΠΈΡΠ΅ΡΠΊΠΈΠ΅ Π±Π°ΡΡΠ΅ΡΡ. ΠΠ½Π°Π»ΠΈΠ·ΠΈΡΡΡΡΡΡ ΡΠ°ΠΊΠΆΠ΅ Π²Π½Ρ-ΡΡΠΈΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΡΠΊΠΈΠ΅ ΡΠ°ΠΊΡΠΎΡΡ: ΠΈΠ½Π±ΡΠΈΠ΄ΠΈΠ½Π³, ΠΎΡΡΡΡΡΡΠ²ΠΈΠ΅ ΡΠ°Π·Π²ΠΈΡΠΎΠ³ΠΎ Π°ΠΊΠ°Π΄Π΅ΠΌΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΡΡΠ½ΠΊΠ°, ΠΏΠ΅ΡΠΈΡΠ΅ΡΠΈΠΉΠ½ΠΎΡΡΡ ΡΠΎΡΡΠΈΠΉΡΠΊΠΎΠΉ Π½Π°ΡΠΊΠΈ ΠΏΠΎ ΡΡΠ΄Ρ Π½Π°ΠΏΡΠ°Π²Π»Π΅Π½ΠΈΠΉ, ΠΈΠ»Π»ΡΠ·ΠΈΠΈ ΡΠ°ΠΌΠΎΠ΄ΠΎΡΡΠ°ΡΠΎΡΠ½ΠΎΡΡΠΈ ΠΈ Π½Π΅Π΄ΠΎΡΡΠ°ΡΠΎΡΠ½Π°Ρ ΠΈΠ·Π²Π΅ΡΡΠ½ΠΎΡΡΡ ΡΠΎΡΡΠΈΠΉΡΠΊΠΈΡ
ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠΎΠ², Π° ΡΠ°ΠΊΠΆΠ΅ ΡΠ·ΡΠΊΠΎΠ²ΠΎΠΉ Π±Π°ΡΡΠ΅Ρ ΠΈ Π΄Π΅ΡΠΈΡΠΈΡ Π²Π½Π΅ΡΠ½Π΅ΠΉ ΡΠΊΡΠΏΠ΅ΡΡΠΈΠ·Ρ. Π ΡΡΠ΅ΡΡΠ΅ΠΉ ΡΠ°ΡΡΠΈ ΡΠ°Π±ΠΎΡΡ ΠΏΡΠ΅Π΄Π»Π°Π³Π°ΡΡΡΡ ΠΊΠ΅ΠΉΡΡ, ΠΊΡΠ°ΡΠΊΠΎ ΠΎΠΏΠΈΡΡΠ²Π°ΡΡΠΈΠ΅ ΠΎΠΏΡΡ ΡΡΠ΅Ρ
Π²Π΅Π΄ΡΡΠΈΡ
ΡΠΎΡΡΠΈΠΉΡΠΊΠΈΡ
ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠΎΠ² (ΠΠ Π’ΠΠ£, ΠΠΠ£ ΠΠ¨Π, Π£Π½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠ° ΠΠ’ΠΠ) ΠΏΠΎ ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΈ ΠΌΠ΅ΠΆΠ΄ΡΠ½Π°ΡΠΎΠ΄Π½ΠΎΠ³ΠΎ Π°ΠΊΠ°Π΄Π΅ΠΌΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΡΠ΅ΠΊΡΡ-ΡΠΈΠ½Π³Π°, ΠΏΡΠΈΠΌΠ΅Π½ΡΠ΅ΠΌΡΠ΅ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄Ρ, ΠΌΠ΅Ρ
Π°Π½ΠΈΠ·ΠΌΡ ΠΈ ΠΈΠ½ΡΡΡΡΠΌΠ΅Π½ΡΡ. ΠΡΠ΄Π΅Π»ΡΠ½ΠΎΠ΅ Π²Π½ΠΈΠΌΠ°Π½ΠΈΠ΅ ΡΠ΄Π΅Π»Π΅Π½ΠΎ ΠΏΠ΅ΡΡΠΏΠ΅ΠΊΡΠΈΠ²Π°ΠΌ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΠΌΠ΅ΠΆΠ΄ΡΠ½Π°ΡΠΎΠ΄Π½ΠΎΠ³ΠΎ Π°ΠΊΠ°Π΄Π΅ΠΌΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΡΠ΅ΠΊΡΡΡΠΈΠ½Π³Π° Π² Π΄Π°Π½Π½ΡΡ
ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠ°Ρ
Π² Π±Π»ΠΈΠΆΠ°ΠΉΡΠΈΠ΅ Π³ΠΎΠ΄Ρ. ΠΠΠ£ ΠΠ¨Π Π΄Π΅ΠΌΠΎΠ½ΡΡΡΠΈΡΡΠ΅Ρ Π½Π°ΠΌ ΡΠ°Π·Π²ΠΈΡΡΡ ΠΌΠΎΠ΄Π΅Π»Ρ ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΡΠΊΠΎΠ³ΠΎ ΡΠ΅ΠΊΡΡΡΠΈΠ½Π³Π°, Π£Π½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅Ρ ΠΠ’ΠΠ - Π±ΡΡΡΡΡΠΉ ΠΏΡΠΎΡΡΠ² Π² ΡΡΠΎΠΉ ΠΎΠ±Π»Π°ΡΡΠΈ Π·Π° ΡΡΠ΅Ρ ΠΏΡΠΎΠ΄ΡΠΌΠ°Π½Π½ΡΡ
ΡΠΏΡΠ°Π²Π»Π΅Π½ΡΠ΅ΡΠΊΠΈΡ
ΡΠ΅ΡΠ΅Π½ΠΈΠΉ, ΠΠ Π’ΠΠ£ - ΠΏΠΎΠΏΡΡΠΊΡ ΠΈΠ½ΡΠ΅Π½ΡΠΈΡΠΈΠΊΠ°ΡΠΈΠΈ ΠΌΠ΅ΠΆΠ΄ΡΠ½Π°ΡΠΎΠ΄Π½ΠΎΠ³ΠΎ ΡΠ΅ΠΊΡΡΡΠΈΠ½Π³Π° Π² Π½Π΅Π±Π»Π°Π³ΠΎΠΏΡΠΈΡΡΠ½ΡΡ
Π³Π΅ΠΎΠ³ΡΠ°ΡΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΈ ΠΊΠ»ΠΈΠΌΠ°ΡΠΈΡΠ΅ΡΠΊΠΈΡ
ΡΡΠ»ΠΎΠ²ΠΈΡΡ
. ΠΡΠΈ ΡΡΠΈ ΠΌΠΎΠ΄Π΅Π»ΠΈ ΠΈΠΌΠ΅ΡΡ ΠΊΠ°ΠΊ ΡΡ
ΠΎΠ΄ΡΡΠ²ΠΎ (ΠΏΡΠΎΡ
ΠΎΠ΄ΠΈΠΌΡΠ΅ ΡΡΠ°ΠΏΡ, Π²Π²ΠΎΠ΄ΠΈΠΌΡΠ΅ Π½ΠΎΡΠΌΡ), ΡΠ°ΠΊ ΠΈ ΠΎΡΠ»ΠΈΡΠΈΡ (Π½Π°Π»ΠΈΡΠΈΠ΅/ΠΎΡΡΡΡΡΡΠ²ΠΈΠ΅ ΠΏΡΠΎΡΠΈΠ»ΡΠ½ΡΡ
ΠΏΠΎΠ΄ΡΠ°Π·Π΄Π΅Π»Π΅Π½ΠΈΠΉ, ΡΡΠ΅ΠΏΠ΅Π½Ρ ΡΡΡΠΈΠ½ΠΈΠ·Π°ΡΠΈΠΈ ΠΏΡΠΎΡΠ΅ΡΡΠΎΠ², ΠΊΠΎΠ»ΠΈΡΠ΅ΡΡΠ²ΠΎ ΡΡΡΠΏΠ΅Π½Π΅ΠΉ Π² ΠΏΡΠΈΠ½ΡΡΠΈΠΈ ΡΠ΅ΡΠ΅Π½ΠΈΠΉ ΠΈ ΡΠΎΡΡΠ°Π² ΠΎΡΠ³Π°Π½ΠΎΠ², ΠΏΡΠΈΠ½ΠΈΠΌΠ°ΡΡΠΈΡ
ΡΠ΅ΡΠ΅Π½ΠΈΡ Π² ΠΎΠ±Π»Π°ΡΡΠΈ ΠΌΠ΅ΠΆΠ΄ΡΠ½Π°ΡΠΎΠ΄Π½ΠΎΠ³ΠΎ ΡΠ΅ΠΊΡΡ-ΡΠΈΠ½Π³Π°). ΠΠ°ΠΆΠ΄ΠΎΠΌΡ ΡΠΎΡΡΠΈΠΉΡΠΊΠΎΠΌΡ ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΡ, ΠΎΡΠΈΠ΅Π½ΡΠΈΡΠΎΠ²Π°Π½Π½ΠΎΠΌΡ Π½Π° ΡΠ°Π·Π²ΠΈΡΠΈΠ΅ ΠΌΠ΅ΠΆΠ΄ΡΠ½Π°ΡΠΎΠ΄Π½ΠΎΠ³ΠΎ Π°ΠΊΠ°Π΄Π΅ΠΌΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΡΠ΅ΠΊΡΡΡΠΈΠ½Π³Π°, Π½Π΅ΠΎΠ±Ρ
ΠΎΠ΄ΠΈΠΌΠΎ ΡΡΠΈΡΡΠ²Π°ΡΡ ΠΊΠ°ΠΊ ΠΈΠΌΠ΅ΡΡΠΈΠΉΡΡ ΠΌΠΈΡΠΎΠ²ΠΎΠΉ ΠΈ ΡΠΎΡΡΠΈΠΉΡΠΊΠΈΠΉ ΠΎΠΏΡΡ, ΡΠ°ΠΊ ΠΈ ΡΠ²ΠΎΡ Π»ΠΎΠΊΠ°Π»ΡΠ½ΡΡ ΡΠΏΠ΅ΡΠΈΡΠΈΠΊΡ Π² ΠΏΠΎΡΡΡΠΎΠ΅Π½ΠΈΠΈ ΡΠΎΠ±ΡΡΠ²Π΅Π½Π½ΠΎΠΉ ΠΌΠΎΠ΄Π΅Π»ΠΈ.International academic recruiting is an important area for attracting and detaining talents in modern universities as well as a perspective development direction for the Russian universities enhancing their competitiveness level. However the number of international specialists at the Russian universities is relatively small compared to the experience of universities in the developed countries and the work on systematization and understanding experience of entering academic staff international market has begun only recently. This article makes an input into the process of understanding and analysis of the current state and development perspectives of international academic recruiting in Russia. The first review part of the article briefly describes external environment challenges and trends that stimulate the academic mobility in general such as the development of international mass higher education, growing competition for the most talented and highly qualified personnel, changing structure of education and science market, appearing new global strong players, growing international competition in the field of academic research and dominating model of research university. The second part of the article describes external factors: high demand for highly qualified personnel at the international academic market combined with low supply, volatile market, unfavorable geographic position of Rus- sia compared to traditional academic centers, country specific external policy and financial risks, low level of life quality, rigid legislation, administrative and bureaucratic barriers. Internal university factors are also analyzed: inbreeding, absence of developed academic market, unfavorable position of the Russian science in several fields, self-sustainability delusions, insufficient publicity of the Russian universities, language barrier and external expertise deficit. The third part of the article offers cases based on the experience of three leading Russian Universities (NRTSU, HSE and ITMO University) of organizing international academic recruiting, their approaches, mechanisms and instruments. Particular attention is given to the development perspectives of international academic recruiting at those universities in the nearest future. HSE demonstrates a developed university recruiting model. ITMO University describes a breakthrough in that area by means of well-planned managerial solutions whereas NRTSU presents an attempt at international recruiting intensification in the context of unfavorable geographic and climate conditions. These three models have a lot in common (stages and norms) but also differ from each other (presence or absence of profile departments, level of process routine, number of decision making stages, membership in decision making bodies related to international recruiting). Each Russian university oriented towards international academic recruiting development should consider both existing Russian and international experience and specific characteristics of the region when making decision concerning their own model.ΠΠ°ΡΡΠΎΡΡΠ°Ρ ΡΠ°Π±ΠΎΡΠ° Π²ΡΠΏΠΎΠ»Π½Π΅Π½Π° ΠΏΡΠΈ ΠΏΠΎΠ΄Π΄Π΅ΡΠΆΠΊΠ΅ ΠΡΠΎΠ³ΡΠ°ΠΌΠΌΡ ΠΏΠΎΠ²ΡΡΠ΅Π½ΠΈΡ ΠΌΠ΅ΠΆΠ΄ΡΠ½Π°ΡΠΎΠ΄Π½ΠΎΠΉ ΠΊΠΎΠ½ΠΊΡΡΠ΅Π½ΡΠΎΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡΠΈ Π’ΠΎΠΌΡΠΊΠΎΠ³ΠΎ Π³ΠΎΡΡΠ΄Π°ΡΡΡΠ²Π΅Π½Π½ΠΎΠ³ΠΎ ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠ° Π½Π° 2013-2020Π³Π³