35 research outputs found
The convergence of the concepts of academic and inclusive excellence at research universities
Introduction. In the 21st century, there is an active involvement of universities in inclusive processes; however, against the backdrop of increasing diversity, new types of inequality arise in higher education. The processes of transformation of organisational cultures in universities and their research agenda under the influence of inclusion need to be studied.The aim of the present research was to analyse the convergence of concepts of academic and inclusive excellence in foreign universities of the world level, the impact of convergence on their missions, the values expressed in official strategies, the research agenda and the infrastructure of scientific collaborations.Methodology and research methods. The authors conducted a content analysis of three strategies of world-class University associations (the Association of American Colleges and Universities, the Association of Universities in Canada, the League of European Research Universities), nine strategies for the development of universities in the USA and Canada, the European Union, and Australia. A scientometric analysis of Web of Science metadata was performed using the VOSViewer software.Results and scientific novelty. The current research confirms the convergence of values of academic excellence and inclusion in research universities. It is revealed that the concept of inclusive excellence of the university is an enriched version of its academic excellence and denotes a set of university strategies and practices aimed at achieving the best results in training, research and services through maintaining diversity and inclusive processes. The world's leading universities are actively involved in the process of creating an inclusive friendly environment and services, which are accessible to all members of the educational process, regardless of their social status and development characteristics. When universities reach academic heights, they recognise inclusion as the next level of their development. In turn, inclusion becomes a factor in the movement of the university towards academic excellence. The key characteristics and contradictions of the convergence of the concepts of inclusive and academic excellence of universities are identified. The local models of inclusive excellence of universities and the contexts, which influence these models, are described. The gaps between educational policies and research agendas of leading universities are revealed. The clusters of international studies on inclusive processes in higher education are highlighted.Practical significance. Russian universities, which implement the federal programme for improvement of international competitiveness based on the values of academic excellence, are developing in accordance with global trends. Therefore, the model of inclusive excellence of the university can be used in practical terms to implement inclusive strategies and overcome social inequality both at the university and outside of it within the framework of a new educational initiative of Russia on academic leadership.ΠΠ²Π΅Π΄Π΅Π½ΠΈΠ΅. Π XXI Π²Π΅ΠΊΠ΅, Ρ ΠΎΠ΄Π½ΠΎΠΉ ΡΡΠΎΡΠΎΠ½Ρ, Π½Π°Π±Π»ΡΠ΄Π°Π΅ΡΡΡ Π°ΠΊΡΠΈΠ²Π½ΠΎΠ΅ Π²ΠΊΠ»ΡΡΠ΅Π½ΠΈΠ΅ ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠΎΠ² Π² ΠΈΠ½ΠΊΠ»ΡΠ·ΠΈΠ²Π½ΡΠ΅ ΠΏΡΠΎΡΠ΅ΡΡΡ, Ρ Π΄ΡΡΠ³ΠΎΠΉ - Π² ΡΠΈΡΡΠ΅ΠΌΠ΅ Π²ΡΡΡΠ΅Π³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ Π½Π° ΡΠΎΠ½Π΅ Π½Π°ΡΠ°ΡΡΠ°ΡΡΠ΅Π³ΠΎ ΡΠ°Π·Π½ΠΎΠΎΠ±ΡΠ°Π·ΠΈΡ Π²ΠΎΠ·Π½ΠΈΠΊΠ°ΡΡ Π½ΠΎΠ²ΡΠ΅ Π²ΠΈΠ΄Ρ Π½Π΅ΡΠ°Π²Π΅Π½ΡΡΠ²Π°. ΠΡΠΎΡΠ΅ΡΡΡ ΡΡΠ°Π½ΡΡΠΎΡΠΌΠ°ΡΠΈΠΈ ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΎΠ½Π½ΡΡ
ΠΊΡΠ»ΡΡΡΡ ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠΎΠ² ΠΈ ΠΈΡ
ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°ΡΠ΅Π»ΡΡΠΊΠΎΠΉ ΠΏΠΎΠ²Π΅ΡΡΠΊΠΈ ΠΏΠΎΠ΄ Π²Π»ΠΈΡΠ½ΠΈΠ΅ΠΌ ΠΈΠ½ΠΊΠ»ΡΠ·ΠΈΠΈ Π½ΡΠΆΠ΄Π°ΡΡΡΡ Π² ΠΈΠ·ΡΡΠ΅Π½ΠΈΠΈ.Π¦Π΅Π»ΡΡ ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½Π½ΠΎΠ³ΠΎ Π² ΠΏΡΠ±Π»ΠΈΠΊΠ°ΡΠΈΠΈ ΠΈΠ·ΡΡΠΊΠ°Π½ΠΈΡ ΡΠ²Π»ΡΠ΅ΡΡΡ Π°Π½Π°Π»ΠΈΠ· ΠΊΠΎΠ½Π²Π΅ΡΠ³Π΅Π½ΡΠΈΠΈ ΠΊΠΎΠ½ΡΠ΅ΠΏΡΠΈΠΉ Π°ΠΊΠ°Π΄Π΅ΠΌΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΈ ΠΈΠ½ΠΊΠ»ΡΠ·ΠΈΠ²Π½ΠΎΠ³ΠΎ ΡΠΎΠ²Π΅ΡΡΠ΅Π½ΡΡΠ²Π° Π² Π·Π°ΡΡΠ±Π΅ΠΆΠ½ΡΡ
ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠ°Ρ
ΠΌΠΈΡΠΎΠ²ΠΎΠ³ΠΎ ΡΡΠΎΠ²Π½Ρ, ΡΡΡΠ°Π½ΠΎΠ²Π»Π΅Π½ΠΈΠ΅ Π²Π»ΠΈΡΠ½ΠΈΡ Π΄Π°Π½Π½ΠΎΠΉ ΠΊΠΎΠ½Π²Π΅ΡΠ³Π΅Π½ΡΠΈΠΈ Π½Π° ΠΈΡ
ΠΌΠΈΡΡΠΈΠΈ, ΡΠ΅Π½Π½ΠΎΡΡΠΈ, Π²ΡΡΠ°ΠΆΠ΅Π½Π½ΡΠ΅ Π² ΠΎΡΠΈΡΠΈΠ°Π»ΡΠ½ΡΡ
ΡΡΡΠ°ΡΠ΅Π³ΠΈΡΡ
, Π½Π° ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°ΡΠ΅Π»ΡΡΠΊΡΡ ΠΏΠΎΠ²Π΅ΡΡΠΊΡ ΠΈ ΠΈΠ½ΡΡΠ°ΡΡΡΡΠΊΡΡΡΡ Π½Π°ΡΡΠ½ΡΡ
ΠΊΠΎΠ»Π»Π°Π±ΠΎΡΠ°ΡΠΈΠΉ.ΠΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡ, ΠΌΠ΅ΡΠΎΠ΄Ρ ΠΈ ΠΌΠ΅ΡΠΎΠ΄ΠΈΠΊΠΈ. ΠΡΠΎΠ²Π΅Π΄Π΅Π½ ΠΊΠΎΠ½ΡΠ΅Π½Ρ-Π°Π½Π°Π»ΠΈΠ· ΡΡΠ΅Ρ
ΡΡΡΠ°ΡΠ΅Π³ΠΈΠΉ Π°ΡΡΠΎΡΠΈΠ°ΡΠΈΠΉ ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠΎΠ² ΠΌΠΈΡΠΎΠ²ΠΎΠ³ΠΎ ΡΡΠΎΠ²Π½Ρ (ΠΡΡΠΎΡΠΈΠ°ΡΠΈΡ Π°ΠΌΠ΅ΡΠΈΠΊΠ°Π½ΡΠΊΠΈΡ
ΠΊΠΎΠ»Π»Π΅Π΄ΠΆΠ΅ΠΉ ΠΈ ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠΎΠ², ΠΡΡΠΎΡΠΈΠ°ΡΠΈΡ ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠΎΠ² ΠΠ°Π½Π°Π΄Ρ, ΠΠΈΠ³Π° Π΅Π²ΡΠΎΠΏΠ΅ΠΉΡΠΊΠΈΡ
ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°ΡΠ΅Π»ΡΡΠΊΠΈΡ
ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠΎΠ²), Π΄Π΅Π²ΡΡΠΈ ΡΡΡΠ°ΡΠ΅Π³ΠΈΠΉ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠΎΠ² Π‘Π¨Π ΠΈ ΠΠ°Π½Π°Π΄Ρ, ΠΠ²ΡΠΎΡΠΎΡΠ·Π°, ΠΠ²ΡΡΡΠ°Π»ΠΈΠΈ. ΠΡΠΈ ΠΏΠΎΠΌΠΎΡΠΈ ΠΏΡΠΎΠ³ΡΠ°ΠΌΠΌΠ½ΠΎΠ³ΠΎ ΠΎΠ±Π΅ΡΠΏΠ΅ΡΠ΅Π½ΠΈΡ VOSViewer ΠΎΡΡΡΠ΅ΡΡΠ²Π»Π΅Π½ Π½Π°ΡΠΊΠΎΠΌΠ΅ΡΡΠΈΡΠ΅ΡΠΊΠΈΠΉ Π°Π½Π°Π»ΠΈΠ· ΠΌΠ΅ΡΠ°Π΄Π°Π½Π½ΡΡ
Web of Science.Π Π΅Π·ΡΠ»ΡΡΠ°ΡΡ ΠΈ Π½Π°ΡΡΠ½Π°Ρ Π½ΠΎΠ²ΠΈΠ·Π½Π°. ΠΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠ΅ ΠΏΠΎΠ΄ΡΠ²Π΅ΡΠ΄ΠΈΠ»ΠΎ ΠΊΠΎΠ½Π²Π΅ΡΠ³Π΅Π½ΡΠΈΡ ΡΠ΅Π½Π½ΠΎΡΡΠ΅ΠΉ Π°ΠΊΠ°Π΄Π΅ΠΌΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΏΡΠ΅Π²ΠΎΡΡ
ΠΎΠ΄ΡΡΠ²Π° ΠΈ ΠΈΠ½ΠΊΠ»ΡΠ·ΠΈΠΈ Π² ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°ΡΠ΅Π»ΡΡΠΊΠΈΡ
ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠ°Ρ
. ΠΡΠΎΠ΄Π΅ΠΌΠΎΠ½ΡΡΡΠΈΡΠΎΠ²Π°Π½ΠΎ, ΡΡΠΎ ΠΊΠΎΠ½ΡΠ΅ΠΏΡΠΈΡ ΠΈΠ½ΠΊΠ»ΡΠ·ΠΈΠ²Π½ΠΎΠ³ΠΎ ΡΠΎΠ²Π΅ΡΡΠ΅Π½ΡΡΠ²Π° ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠ° ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»ΡΠ΅Ρ ΡΠΎΠ±ΠΎΠΉ ΠΎΠ±ΠΎΠ³Π°ΡΠ΅Π½Π½ΡΡ Π²Π΅ΡΡΠΈΡ Π΅Π³ΠΎ Π°ΠΊΠ°Π΄Π΅ΠΌΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΡΠΎΠ²Π΅ΡΡΠ΅Π½ΡΡΠ²Π° ΠΈ ΠΎΠ±ΠΎΠ·Π½Π°ΡΠ°Π΅Ρ ΡΠΎΠ²ΠΎΠΊΡΠΏΠ½ΠΎΡΡΡ ΡΡΡΠ°ΡΠ΅Π³ΠΈΠΉ ΠΈ ΠΏΡΠ°ΠΊΡΠΈΠΊ Π²ΡΠ·Π°, Π½Π°ΠΏΡΠ°Π²Π»Π΅Π½Π½ΡΡ
Π½Π° Π΄ΠΎΡΡΠΈΠΆΠ΅Π½ΠΈΠ΅ Π½Π°ΠΈΠ»ΡΡΡΠΈΡ
ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΠΎΠ² Π² ΠΎΠ±ΡΡΠ΅Π½ΠΈΠΈ, ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡΡ
ΠΈ ΡΠ΅ΡΠ²ΠΈΡΠ΅ ΡΠ΅ΡΠ΅Π· ΠΏΠΎΠ΄Π΄Π΅ΡΠΆΠ°Π½ΠΈΠ΅ ΡΠ°Π·Π½ΠΎΠΎΠ±ΡΠ°Π·ΠΈΡ ΠΈ ΠΈΠ½ΠΊΠ»ΡΠ·ΠΈΠ²Π½ΡΡ
ΠΏΡΠΎΡΠ΅ΡΡΠΎΠ². ΠΠ΅Π΄ΡΡΠΈΠ΅ ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΡ ΠΌΠΈΡΠ° Π°ΠΊΡΠΈΠ²Π½ΠΎ Π²ΠΊΠ»ΡΡΠΈΠ»ΠΈΡΡ Π² ΠΏΡΠΎΡΠ΅ΡΡ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΈΠ½ΠΊΠ»ΡΠ·ΠΈΠ²Π½ΠΎΠΉ Π΄ΡΡΠΆΠ΅ΡΡΠ²Π΅Π½Π½ΠΎΠΉ ΡΡΠ΅Π΄Ρ ΠΈ ΡΡΠ»ΡΠ³, Π΄ΠΎΡΡΡΠΏΠ½ΡΡ
Π΄Π»Ρ Π²ΡΠ΅Ρ
ΡΡΠ±ΡΠ΅ΠΊΡΠΎΠ² ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΠΎΠ³ΠΎ ΠΏΡΠΎΡΠ΅ΡΡΠ° Π²Π½Π΅ Π·Π°Π²ΠΈΡΠΈΠΌΠΎΡΡΠΈ ΠΎΡ ΠΈΡ
ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΡΡΠ°ΡΡΡΠ° ΠΈ ΠΎΡΠΎΠ±Π΅Π½Π½ΠΎΡΡΠ΅ΠΉ ΡΠ°Π·Π²ΠΈΡΠΈΡ. ΠΠΎΠ³Π΄Π° Π²ΡΠ·Ρ Π΄ΠΎΡΡΠΈΠ³Π°ΡΡ Π°ΠΊΠ°Π΄Π΅ΠΌΠΈΡΠ΅ΡΠΊΠΈΡ
Π²Π΅ΡΡΠΈΠ½, ΠΎΠ½ΠΈ ΠΎΡΠΎΠ·Π½Π°ΡΡ ΠΈΠ½ΠΊΠ»ΡΠ·ΠΈΡ ΠΊΠ°ΠΊ ΡΠ»Π΅Π΄ΡΡΡΠΈΠΉ ΡΡΠΎΠ²Π΅Π½Ρ ΡΠ²ΠΎΠ΅Π³ΠΎ ΡΠ°Π·Π²ΠΈΡΠΈΡ. Π ΡΠ²ΠΎΡ ΠΎΡΠ΅ΡΠ΅Π΄Ρ, ΠΈΠ½ΠΊΠ»ΡΠ·ΠΈΡ ΡΡΠ°Π½ΠΎΠ²ΠΈΡΡΡ ΡΠ°ΠΊΡΠΎΡΠΎΠΌ Π΄Π²ΠΈΠΆΠ΅Π½ΠΈΡ ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠ° ΠΊ Π°ΠΊΠ°Π΄Π΅ΠΌΠΈΡΠ΅ΡΠΊΠΎΠΌΡ ΡΠΎΠ²Π΅ΡΡΠ΅Π½ΡΡΠ²Ρ. ΠΠΏΡΠ΅Π΄Π΅Π»Π΅Π½Ρ ΠΊΠ»ΡΡΠ΅Π²ΡΠ΅ Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΡΡΠΈΠΊΠΈ ΠΈ ΠΏΡΠΎΡΠΈΠ²ΠΎΡΠ΅ΡΠΈΡ ΠΊΠΎΠ½Π²Π΅ΡΠ³Π΅Π½ΡΠΈΠΈ ΠΊΠΎΠ½ΡΠ΅ΠΏΡΠΈΠΉ ΠΈΠ½ΠΊΠ»ΡΠ·ΠΈΠ²Π½ΠΎΠ³ΠΎ ΠΈ Π°ΠΊΠ°Π΄Π΅ΠΌΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΡΠΎΠ²Π΅ΡΡΠ΅Π½ΡΡΠ²Π° ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠΎΠ². ΠΠΏΠΈΡΠ°Π½Ρ Π»ΠΎΠΊΠ°Π»ΡΠ½ΡΠ΅ ΠΌΠΎΠ΄Π΅Π»ΠΈ ΠΈΠ½ΠΊΠ»ΡΠ·ΠΈΠ²Π½ΠΎΠ³ΠΎ ΡΠΎΠ²Π΅ΡΡΠ΅Π½ΡΡΠ²Π° ΡΡΠ΅Π±Π½ΡΡ
ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΉ Π²ΡΡΡΠ΅ΠΉ ΡΠΊΠΎΠ»Ρ ΠΈ ΠΊΠΎΠ½ΡΠ΅ΠΊΡΡΡ, Π²Π»ΠΈΡΡΡΠΈΠ΅ Π½Π° ΡΡΠΈ ΠΌΠΎΠ΄Π΅Π»ΠΈ. ΠΠ±ΠΎΠ·Π½Π°ΡΠ΅Π½Ρ ΡΠ°Π·ΡΡΠ²Ρ ΠΌΠ΅ΠΆΠ΄Ρ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΡΠΌΠΈ ΠΏΠΎΠ»ΠΈΡΠΈΠΊΠ°ΠΌΠΈ ΠΈ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°ΡΠ΅Π»ΡΡΠΊΠΈΠΌΠΈ ΠΏΠΎΠ²Π΅ΡΡΠΊΠ°ΠΌΠΈ Π²Π΅Π΄ΡΡΠΈΡ
ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠΎΠ². ΠΡΡΠ²Π»Π΅Π½Ρ ΠΊΠ»Π°ΡΡΠ΅ΡΡ ΠΌΠ΅ΠΆΠ΄ΡΠ½Π°ΡΠΎΠ΄Π½ΡΡ
ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠΉ, ΠΏΠΎΡΠ²ΡΡΠ΅Π½Π½ΡΡ
ΠΈΠ½ΠΊΠ»ΡΠ·ΠΈΠ²Π½ΡΠΌ ΠΏΡΠΎΡΠ΅ΡΡΠ°ΠΌ Π² Π²ΡΡΡΠ΅ΠΌ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠΈ. ΠΡΠ°ΠΊΡΠΈΡΠ΅ΡΠΊΠ°Ρ Π·Π½Π°ΡΠΈΠΌΠΎΡΡΡ. Π ΠΎΡΡΠΈΠΉΡΠΊΠΈΠ΅ Π²ΡΠ·Ρ, ΡΠ΅Π°Π»ΠΈΠ·ΡΡΡΠΈΠ΅ ΡΠ΅Π΄Π΅ΡΠ°Π»ΡΠ½ΡΡ ΠΏΡΠΎΠ³ΡΠ°ΠΌΠΌΡ ΠΏΠΎΠ²ΡΡΠ΅Π½ΠΈΡ ΠΌΠ΅ΠΆΠ΄ΡΠ½Π°ΡΠΎΠ΄Π½ΠΎΠΉ ΠΊΠΎΠ½ΠΊΡΡΠ΅Π½ΡΠΎΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡΠΈ Π½Π° ΠΎΡΠ½ΠΎΠ²Π΅ ΡΠ΅Π½Π½ΠΎΡΡΠ΅ΠΉ Π°ΠΊΠ°Π΄Π΅ΠΌΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΡΠΎΠ²Π΅ΡΡΠ΅Π½ΡΡΠ²Π°, ΡΠ°Π·Π²ΠΈΠ²Π°ΡΡΡΡ Π² ΡΠΎΠΎΡΠ²Π΅ΡΡΡΠ²ΠΈΠΈ Ρ Π³Π»ΠΎΠ±Π°Π»ΡΠ½ΡΠΌΠΈ ΡΡΠ΅Π½Π΄Π°ΠΌΠΈ, ΠΏΠΎΡΡΠΎΠΌΡ ΠΌΠΎΠ΄Π΅Π»Ρ ΠΈΠ½ΠΊΠ»ΡΠ·ΠΈΠ²Π½ΠΎΠ³ΠΎ ΡΠΎΠ²Π΅ΡΡΠ΅Π½ΡΡΠ²Π° ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠ° ΠΌΠΎΠΆΠ΅Ρ Π±ΡΡΡ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½Π° Π² ΠΏΡΠ°ΠΊΡΠΈΡΠ΅ΡΠΊΠΎΠΌ ΠΏΠ»Π°Π½Π΅ Π΄Π»Ρ Π²Π½Π΅Π΄ΡΠ΅Π½ΠΈΡ ΠΈΠ½ΠΊΠ»ΡΠ·ΠΈΠ²Π½ΡΡ
ΡΡΡΠ°ΡΠ΅Π³ΠΈΠΉ ΠΈ ΠΏΡΠ΅ΠΎΠ΄ΠΎΠ»Π΅Π½ΠΈΡ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎΠ³ΠΎ Π½Π΅ΡΠ°Π²Π΅Π½ΡΡΠ²Π° ΠΊΠ°ΠΊ Π²Π½ΡΡΡΠΈ ΡΡΠ΅Π±Π½ΠΎΠ³ΠΎ Π·Π°Π²Π΅Π΄Π΅Π½ΠΈΡ, ΡΠ°ΠΊ ΠΈ Π·Π° Π΅Π³ΠΎ ΠΏΡΠ΅Π΄Π΅Π»Π°ΠΌΠΈ Π² ΡΠ°ΠΌΠΊΠ°Ρ
Π½ΠΎΠ²ΠΎΠΉ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΠΎΠΉ ΠΈΠ½ΠΈΡΠΈΠ°ΡΠΈΠ²Ρ Π ΠΎΡΡΠΈΠΈ ΠΏΠΎ Π°ΠΊΠ°Π΄Π΅ΠΌΠΈΡΠ΅ΡΠΊΠΎΠΌΡ Π»ΠΈΠ΄Π΅ΡΡΡΠ²Ρ.The research was carried out with the financial support of the Russian Foundation for Basic Research (RFBR) in the framework of the research project No. 19-013-00373 Π βAcademic Mobility of Students with Disabilities in the Conditions of Higher Education Transformationβ.ΠΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠ΅ Π²ΡΠΏΠΎΠ»Π½Π΅Π½ΠΎ ΠΏΡΠΈ ΡΠΈΠ½Π°Π½ΡΠΎΠ²ΠΎΠΉ ΠΏΠΎΠ΄Π΄Π΅ΡΠΆΠΊΠ΅ Π Π€Π€Π Π² ΡΠ°ΠΌΠΊΠ°Ρ
Π½Π°ΡΡΠ½ΠΎΠ³ΠΎ ΠΏΡΠΎΠ΅ΠΊΡΠ° 19-013-00373 Π Β«ΠΠΊΠ°Π΄Π΅ΠΌΠΈΡΠ΅ΡΠΊΠ°Ρ ΠΌΠΎΠ±ΠΈΠ»ΡΠ½ΠΎΡΡΡ ΡΡΡΠ΄Π΅Π½ΡΠΎΠ² Ρ ΠΎΠ³ΡΠ°Π½ΠΈΡΠ΅Π½Π½ΡΠΌΠΈ Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎΡΡΡΠΌΠΈ Π·Π΄ΠΎΡΠΎΠ²ΡΡ ΠΈ ΠΈΠ½Π²Π°Π»ΠΈΠ΄Π½ΠΎΡΡΡΡ Π² ΡΡΠ»ΠΎΠ²ΠΈΡΡ
ΡΡΠ°Π½ΡΡΠΎΡΠΌΠ°ΡΠΈΠΈ Π²ΡΡΡΠ΅Π³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡΒ»
Recommended from our members
Northern Eurasia Future Initiative (NEFI): facing the challenges and pathways of global change in the 21st century
During the past several decades, the Earth system has changed significantly, especially across Northern Eurasia. Changes in the socio-economic conditions of the larger countries in the region have also resulted in a variety of regional environmental changes that can
have global consequences. The Northern Eurasia Future Initiative (NEFI) has been designed as an essential continuation of the Northern Eurasia Earth Science
Partnership Initiative (NEESPI), which was launched in 2004. NEESPI sought to elucidate all aspects of ongoing environmental change, to inform societies and, thus, to
better prepare societies for future developments. A key principle of NEFI is that these developments must now be secured through science-based strategies co-designed
with regional decision makers to lead their societies to prosperity in the face of environmental and institutional challenges. NEESPI scientific research, data, and
models have created a solid knowledge base to support the NEFI program. This paper presents the NEFI research vision consensus based on that knowledge. It provides the reader with samples of recent accomplishments in regional studies and formulates new NEFI science questions. To address these questions, nine research foci are identified and their selections are briefly justified. These foci include: warming of the Arctic; changing frequency, pattern, and intensity of extreme and inclement environmental conditions; retreat of the cryosphere; changes in terrestrial water cycles; changes in the biosphere; pressures on land-use; changes in infrastructure; societal actions in response to environmental change; and quantification of Northern Eurasia's role in the global Earth system. Powerful feedbacks between the Earth and human systems in Northern Eurasia (e.g., mega-fires, droughts, depletion of the cryosphere essential for water supply, retreat of sea ice) result from past and current human activities (e.g., large scale water withdrawals, land use and governance change) and
potentially restrict or provide new opportunities for future human activities. Therefore, we propose that Integrated Assessment Models are needed as the final stage of global
change assessment. The overarching goal of this NEFI modeling effort will enable evaluation of economic decisions in response to changing environmental conditions and justification of mitigation and adaptation efforts
Academic mobility as a factor improve competitiveness of students with disabilities
Π‘ΡΠ°ΡΡΡ ΠΏΠΎΡΠ²ΡΡΠ΅Π½Π° ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ ΠΏΡΠΎΠ±Π»Π΅ΠΌΡ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ Π°ΠΊΠ°Π΄Π΅ΠΌΠΈΡΠ΅ΡΠΊΠΎΠΉ ΠΌΠΎΠ±ΠΈΠ»ΡΠ½ΠΎΡΡΠΈ ΡΡΡΠ΄Π΅Π½ΡΠΎΠ² Ρ ΠΈΠ½Π²Π°Π»ΠΈΠ΄Π½ΠΎΡΡΡΡ Π² ΠΏΡΠΎΡΠ΅ΡΡΠ΅ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ Π² Π²ΡΠ·Π΅ Ρ ΠΏΠΎΠ·ΠΈΡΠΈΠΈ ΠΏΠΎΠ²ΡΡΠ΅Π½ΠΈΡ ΠΈΡ
ΠΊΠΎΠ½ΠΊΡΡΠ΅Π½ΡΠΎΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡΠΈ. Π Π°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°ΡΡΡΡ ΡΠΎΡΠΈΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΠΉ ΠΈ ΠΏΡΠΈΡ
ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΠΉ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄Ρ ΠΊ ΠΎΠΏΡΠ΅Π΄Π΅Π»Π΅Π½ΠΈΡ ΠΏΠΎΠ½ΡΡΠΈΡ Β«ΠΊΠΎΠ½ΠΊΡΡΠ΅Π½ΡΠΎΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡΡΒ». ΠΠ½Π°Π»ΠΈΠ·ΠΈΡΡΡΡΡΡ Π΄Π°Π½Π½ΡΠ΅ ΠΌΠΎΠ½ΠΈΡΠΎΡΠΈΠ½Π³Π° Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΡΡ
ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΉ Π²ΡΡΡΠ΅Π³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ ΠΏΠΎ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΠΈΠ½Π²Π°Π»ΠΈΠ΄ΠΎΠ², Π²ΡΡΠ²Π»Π΅Π½Ρ ΠΏΡΠΎΠ±Π»Π΅ΠΌΡ Π² ΡΡΠ΅ΡΠ΅ ΡΡΡΠ΄ΠΎΡΡΡΡΠΎΠΉΡΡΠ²Π° Π²ΡΠΏΡΡΠΊΠ½ΠΈΠΊΠΎΠ² Π΄Π°Π½Π½ΠΎΠΉ ΠΊΠ°ΡΠ΅Π³ΠΎΡΠΈΠΈ. Π ΡΡΠ°ΡΡΠ΅ ΠΎΠΏΠΈΡΡΠ²Π°ΡΡΡΡ ΠΎΡΠ½ΠΎΠ²Π½ΡΠ΅ ΡΠ°ΠΊΡΠΎΡΡ ΠΏΠΎΠ²ΡΡΠ΅Π½ΠΈΡ ΠΊΠΎΠ½ΠΊΡΡΠ΅Π½ΡΠΎΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡΠΈ Π²ΡΠΏΡΡΠΊΠ½ΠΈΠΊΠΎΠ². ΠΠ° ΠΎΡΠ½ΠΎΠ²Π΅ Π°Π½Π°Π»ΠΈΠ·Π° Π½Π°ΡΡΠ½ΠΎΠΉ Π»ΠΈΡΠ΅ΡΠ°ΡΡΡΡ ΠΎΠ±ΠΎΡΠ½ΠΎΠ²ΡΠ²Π°Π΅ΡΡΡ ΠΏΠΎΠ·ΠΈΡΠΈΡ Π°Π²ΡΠΎΡΠΎΠ² Π² ΠΏΠΎΠ½ΠΈΠΌΠ°Π½ΠΈΠΈ Π°ΠΊΠ°Π΄Π΅ΠΌΠΈΡΠ΅ΡΠΊΠΎΠΉ ΠΌΠΎΠ±ΠΈΠ»ΡΠ½ΠΎΡΡΠΈ ΠΈ ΠΊΠ°ΠΊ ΠΏΠ΅ΡΠ΅ΠΌΠ΅ΡΠ΅Π½ΠΈΡ ΡΡΡΠ΄Π΅Π½ΡΠΎΠ² Π² Π²ΡΠ·ΠΎΠ²ΡΠΊΠΎΠΌ ΠΈ ΠΌΠ΅ΠΆΠ²ΡΠ·ΠΎΠ²ΡΠΊΠΎΠΌ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΠΎΠΌ ΠΏΡΠΎΡΡΡΠ°Π½ΡΡΠ²Π΅, ΠΈ ΠΊΠ°ΠΊ ΠΈΠ½ΡΠ΅Π³ΡΠ°ΡΠΈΠ²Π½ΠΎΠ³ΠΎ Π»ΠΈΡΠ½ΠΎΡΡΠ½ΠΎΠ³ΠΎ ΠΊΠ°ΡΠ΅ΡΡΠ²Π°. ΠΠ΄Π½ΠΈΠΌ ΠΈΠ· Π·Π½Π°ΡΠΈΠΌΡΡ
ΡΠ°ΠΊΡΠΎΡΠΎΠ² ΠΏΠΎΠ²ΡΡΠ΅Π½ΠΈΡ ΠΊΠΎΠ½ΠΊΡΡΠ΅Π½ΡΠΎΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡΠΈ ΡΡΡΠ΄Π΅Π½ΡΠΎΠ² Ρ ΠΈΠ½Π²Π°Π»ΠΈΠ΄Π½ΠΎΡΡΡΡ ΠΎΠ±ΠΎΠ·Π½Π°ΡΠ°Π΅ΡΡΡ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅ Π² ΠΏΡΠΎΡΠ΅ΡΡΠ΅ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΠΈΡ
Π³ΠΎΡΠΎΠ²Π½ΠΎΡΡΠΈ ΠΊ Π°ΠΊΠ°Π΄Π΅ΠΌΠΈΡΠ΅ΡΠΊΠΎΠΉ ΠΌΠΎΠ±ΠΈΠ»ΡΠ½ΠΎΡΡΠΈ. ΠΠΏΠΈΡΡΠ²Π°Π΅ΡΡΡ ΡΡΡΡΠΊΡΡΡΠ° Π³ΠΎΡΠΎΠ²Π½ΠΎΡΡΠΈ ΡΡΡΠ΄Π΅Π½ΡΠΎΠ² ΠΊ Π°ΠΊΠ°Π΄Π΅ΠΌΠΈΡΠ΅ΡΠΊΠΎΠΉ ΠΌΠΎΠ±ΠΈΠ»ΡΠ½ΠΎΡΡΠΈ, ΠΊΠΎΡΠΎΡΠ°Ρ Π²ΠΊΠ»ΡΡΠ°Π΅Ρ Π² ΡΠ΅Π±Ρ ΠΌΠΎΡΠΈΠ²Π°ΡΠΈΠΎΠ½Π½ΡΠΉ, ΠΊΠΎΠ³Π½ΠΈΡΠΈΠ²Π½ΡΠΉ, Π»ΠΈΡΠ½ΠΎΡΡΠ½ΠΎ-Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΡΠΉ ΠΈ ΠΊΠΎΠΌΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΠ²Π½ΡΠΉ ΠΊΠΎΠΌΠΏΠΎΠ½Π΅Π½ΡΡ, ΠΊΠΎΡΠΎΡΡΠ΅ ΠΏΡΠ΅Π΄ΠΏΠΎΠ»Π°Π³Π°ΡΡ Π½Π°Π»ΠΈΡΠΈΠ΅ ΡΡΡΠΎΠΉΡΠΈΠ²ΠΎΠΉ Π²Π½ΡΡΡΠ΅Π½Π½Π΅ΠΉ ΠΌΠΎΡΠΈΠ²Π°ΡΠΈΠΈ ΠΊ ΡΠ΅Π°Π»ΠΈΠ·Π°ΡΠΈΠΈ Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎΡΡΠ΅ΠΉ Π°ΠΊΠ°Π΄Π΅ΠΌΠΈΡΠ΅ΡΠΊΠΎΠΉ ΠΌΠΎΠ±ΠΈΠ»ΡΠ½ΠΎΡΡΠΈ, Π·Π½Π°Π½ΠΈΠΉ, Π»Π΅ΠΆΠ°ΡΠΈΡ
Π² ΠΎΡΠ½ΠΎΠ²Π΅ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎΠΏΡΠΈΡ
ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠΉ Π³ΠΎΡΠΎΠ²Π½ΠΎΡΡΠΈ ΡΡΡΠ΄Π΅Π½ΡΠΎΠ², ΠΎΠΏΡΠ΅Π΄Π΅Π»Π΅Π½Π½ΡΡ
Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΡΡΠΈΠΊ Π»ΠΈΡΠ½ΠΎΡΡΠΈ, Π½Π΅ΠΎΠ±Ρ
ΠΎΠ΄ΠΈΠΌΡΡ
Π΄Π»Ρ ΡΡΠΏΠ΅ΡΠ½ΠΎΠΉ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ ΠΈ Π²Π·Π°ΠΈΠΌΠΎΠ΄Π΅ΠΉΡΡΠ²ΠΈΡ, ΡΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½Π½ΠΎΡΡΡ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΡΡ
ΡΠΌΠ΅Π½ΠΈΠΉ ΠΈ Π½Π°Π²ΡΠΊΠΎΠ², ΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡΡ ΡΠ°Π±ΠΎΡΠ°ΡΡ Π² ΡΠΈΡΡΠ΅ΠΌΠ΅ ΠΌΠ΅ΠΆΠ»ΠΈΡΠ½ΠΎΡΡΠ½ΡΡ
ΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΠΉ. Π ΠΊΠ°ΡΠ΅ΡΡΠ²Π΅ Π²Π΅Π΄ΡΡΠΈΡ
ΠΌΠ΅Ρ
Π°Π½ΠΈΠ·ΠΌΠΎΠ² ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ Π°ΠΊΠ°Π΄Π΅ΠΌΠΈΡΠ΅ΡΠΊΠΎΠΉ ΠΌΠΎΠ±ΠΈΠ»ΡΠ½ΠΎΡΡΠΈ ΡΡΡΠ΄Π΅Π½ΡΠΎΠ² Ρ ΠΈΠ½Π²Π°Π»ΠΈΠ΄Π½ΠΎΡΡΡΡ ΡΠ°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°ΡΡΡΡ: Π²ΠΊΠ»ΡΡΠ΅Π½ΠΈΠ΅ ΡΡΡΠ΄Π΅Π½ΡΠΎΠ² Π² ΠΏΡΠΎΠ΅ΠΊΡΠ½ΡΡ ΠΈ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°ΡΠ΅Π»ΡΡΠΊΡΡ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΡ, ΡΠ°Π·ΡΠ°Π±ΠΎΡΠΊΠ° ΠΈ ΡΠ΅Π°Π»ΠΈΠ·Π°ΡΠΈΡ Π°Π΄Π°ΠΏΡΠ°ΡΠΈΠΎΠ½Π½ΡΡ
ΠΌΠΎΠ΄ΡΠ»Π΅ΠΉ ΠΈ Π΄ΠΈΡΡΠΈΠΏΠ»ΠΈΠ½, Π² ΡΠΎΠΌ ΡΠΈΡΠ»Π΅ ΠΎΠ½Π»Π°ΠΉΠ½ ΠΊΡΡΡΠΎΠ² ΠΈ ΠΏΡΠΎΠ³ΡΠ°ΠΌΠΌ Π²Π½ΡΡΡΠΈΡΠΎΡΡΠΈΠΉΡΠΊΠΎΠ³ΠΎ ΠΈ ΠΌΠ΅ΠΆΠ΄ΡΠ½Π°ΡΠΎΠ΄Π½ΠΎΠ³ΠΎ ΠΎΠ±ΠΌΠ΅Π½Π°, ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΡ ΠΏΡΠΈΡ
ΠΎΠ»ΠΎΠ³ΠΎ-ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΡΠΎΠΏΡΠΎΠ²ΠΎΠΆΠ΄Π΅Π½ΠΈΡ Π²ΡΠΏΡΡΠΊΠ½ΠΈΠΊΠΎΠ² Ρ ΠΈΠ½Π²Π°Π»ΠΈΠ΄Π½ΠΎΡΡΡΡ Π² ΠΏΡΠΎΡΠ΅ΡΡΠ΅ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΠΈ ΡΡΡΠ΄ΠΎΡΡΡΡΠΎΠΉΡΡΠ²Π°.The article presents the study for the problem of students with difficulties academic mobility formation in the process of university studying in order to increase their competitiveness. There are sociological and psychological approaches to the definition of the concept of Β«competitivenessΒ». The authors analyze the monitoring data of the higher educational organizations activity for training disabled people. The article states the problems in the sphere of graduatesβ employment and describes the main factors for increasing the graduatesβ competitiveness. From the analysis of the scientific literature the author's position about the academic mobility awareness as the studentsβ transfer in the university in intercollegiate educational space as an integrative personal quality. One of the significant factor for competitiveness increasing for students with disabilities is the formation their readiness for academic mobility in learning. There is a structure of student's readiness for academic mobility, which includes motivational, cognitive, personality-active and communicative components. They assume a stable internal motivation to realize the opportunities for academic mobility, knowledge, which is the base of socio-psychological readiness, personal characteristics, which are necessary for successful activity and interaction, the formation of social skills and abilities, the ability to work in the system of interpersonal relations. The leading mechanism for the formation of academic mobility for students with disabilities are is the inclusion of students in the design and research activities, the development and implementation of adaptation modules and disciplines. The importance to include on-line courses and programs of domestic and international exchange, the organization of psychological and pedagogical support for graduates with disabilities in the process of training and employment