Educational Migration Management: ˋˋResponsive University'' Strategy Prospects for Transitive University

This article considers a regional university management model in the light of its uncertain position in the hierarchy of Russian universities and a specific social and economic situation in Russia’s regions. Such uncertainty leads to the decline in popularity of regional universities among high school graduates, increasing outgoing migration from the region. University becomes a transit education zone on the way to further educational mobility to central regions with better educational and career prospects. In order to strengthen the position of a university in the region and enhance its attractiveness for strong applicants, the transformation of university management strategies is needed. The concept of Responsive University has been analyzed as one of the solutions. Methodologically, the given research is based upon the concepts of transitive university and self-organization of complex social systems. Within the framework of the Responsive University concept, a regional university is considered as a self-organizing system, able to quickly respond to both individual and societal demands through internal structural changes and transformations of external links. The transit character of a regional university is viewed as a resource for its transitive transformations aimed at meeting the societal and individual needs in the means and conditions for multi-tiered transits. The research examines the features of continuing education as an organizational condition to meet university students’ demands for educational and professional transits. The research has also analyzed the changes in a regional university management — from vertical configuration to horizontal one through transforming its organizational structure and involving the teaching staff into decision-making process. These transformations in management of a regional university are expected to increase its popularity among high school graduates, attract educational migrants, provide the regional labour market with qualified staff, and reduce migration outflow from the region. Keywords: Responsive University, professional and educational transit, educational mobility, university management, transitive universit

Digital university: rethinking the model framework within stakeholder theory

The COVID-19 pandemic, which triggered an avalanche-like transition of universities to a remote work format, not only identified new conditions for organizing pedagogical and administrative processes in universities, but also updated the topic of digital technologies in research projects and publications. The framework of the “digital university” model, for the implementation of which the state provides subsidies, consists of four blocks: management systems based on data; digital educational technologies; individual educational trajectories; competence of the digital economy. In general, the development of a framework for a digital university model is aimed at solving specific problems that are fully justified, and their solution seems to be extremely necessary, but in a sense they can represent only the first stage in the development of a digital university as a phenomenon of a new era. The introduction of technological innovation into the ritualized practices of universities is, in fact, a response to past challenges. To rethink the framework of the model, its enrichment and refinement, the theory of stakeholders (stakeholders) was used. The main stakeholders are: the state; University management; administrative staff; teaching staff; researchers and laboratory assistants; educational support staff; technical staff; students; parents and legal representatives of students; applicants; parents and legal representatives of applicants; foreign universities and their representatives in the university administration; foreign faculty; foreign students, graduate students and doctoral students; employers; investors; mass media (primarily regional); public organizations. The needs of stakeholders are considered, as well as possible digital solutions. The article substantiates that the traditional use of a digital device without the actual use of innovative digital technologies does not make higher education digital in the literal sense of the word

Reliability Estimation of Educational Software

This paper proposes both new metrics to estimate reliability of educational software, and a modified method of software reliability evaluation under the standard 28195-99. The proposed metrics extend the existing framework of metrics under ISO/IEC 25023-2016. They cater for more exact estimation of the reliability of educational software. The modified software assessment method proposed in this paper allows automating the reliability evaluation

Transition to distance learning under COVID-19 in assessments by professors

The problem of research. The measures taken to prevent the spread of coronavirus infection COVID-19, necessitated an immediate transition to distance learning. The article presents the assessment by the teaching staff of the readiness of the transition to distance learning, the current situation in terms of the organization of the learning process and its results. Materials and research methods. The purpose of the study is defined as clarification of the features of the work of the teaching staff in the context of an extreme transition to a distance learning format. An anonymous Internet research was conducted on the university portal of the Integrated Information and Analytical System of UdSU on April 7-19, 2020. 169 respondents took part in the survey. The algorithm ruled out the possibility of re-passing the survey by one teacher. Results and discussion. The study showed that most teachers quickly switched to distance learning: 23% “were completely ready”; 60% "were ready, but completed "on the go". To organize the learning process, teachers mainly used e-mail, the social network Vkontakte, various messengers, the university's information and analytical system, Moodle, Zoom and other resources. 77% of respondents said that their workload increased, 56% - they wanted the university to compensate for their personal expenses for communication services, providing technical support, since more than a third of students and teachers did not have sufficient technical equipment for full-distance distance learning. A third of the teachers noted that there were claims against the employer regarding violations of the legal transition to bunkering. Respondents identified the classroom interaction with students as more effective and rated the quality of the distant learning process as a whole satisfactory: “quality is improving in some ways, in some ways” - 42%, “quality is decreasing in something” - 27%, “quality is declining overall” - 27%, “quality is improving overall” - 2% of respondents. Findings. The hot pursuit survey provided an opportunity to draw a number of preliminary conclusions. Firstly, the load of teachers in the distance learning mode has increased significantly, which requires a review of the conditions for the organization and remuneration of teachers. Secondly, it is obvious that universities to stabilize the situation and ensure the quality of the educational process will be forced to expand the staff associated with the technical support of distance learning, which, in turn, will lead to an even greater imbalance in the rates between teaching support staff and teaching staff. Thirdly, - universities do not compensate for communication and software costs, do not offer an adequate alternative, essentially reducing the costs of the distance learning process at the spending of teachers' personal expenses. Fourthly, a review of the regulatory framework of the educational process itself is necessary, which requires the operational multi-level administrative participation of the university leadership

The use of the Psychiatric Electroencephalography Evaluation Registry (PEER) to personalize pharmacotherapy

Dan V Iosifescu,1 Robert J Neborsky,2–4 Robert J Valuck5–7 1Adult Psychopharmacology Program, Psychiatry and Neuroscience, Icahn School of Medicine at Mount Sinai, New York, NY, USA; 2School of Medicine, University of California, San Diego, CA, USA; 3University of California, Los Angeles, CA, USA; 4Medical Corps, US Navy, USA; 5Pharmacy, Epidemiology, and Family Medicine, University of Colorado, Denver, CO, USA; 6Center for Pharmaceutical Outcomes Research, University of Colorado, Denver, CO, USA; 7Colorado Consortium for Prescription Drug Abuse Prevention, Denver, CO, USA Purpose: This study aims to determine whether Psychiatric Electroencephalography Evaluation Registry (PEER) Interactive (an objective, adjunctive tool based on a comparison of a quantitative electroencephalogram to an existing registry of patient outcomes) is more effective than the current standard of care in treatment of subjects suffering from depression. Patients and methods: This is an interim report of an ongoing, 2-year prospective, randomized, double blind, controlled study to evaluate PEER Interactive in guiding medication selection in subjects with a primary diagnosis of depression vs standard treatment. Subjects in treatment at two military hospitals were blinded as to study group assignment and their self-report symptom ratings were also blinded. Quick Inventory of Depressive Symptomatology, Self-Report (QIDS-SR16) depression scores were the primary efficacy endpoint. One hundred and fifty subjects received a quantitative electroencephalography exam and were randomized to either treatment as usual or PEER-informed pharmacotherapy. Subjects in the control group were treated according to Veterans Administration/Department of Defense Guidelines, the current standard of care. In the experimental group, the attending physician received a PEER report ranking the subject’s likely clinical response to on-label medications. Results: In this post hoc interim analysis subjects were separated into Report Followed and Report Not Followed groups – based on the concordance between their subsequent treatment and PEER medication guidance. We thus evaluated the predictive validity of PEER recommendations. We found significantly greater improvements in depression scores (QIDS-SR16 P<0.03), reduction in suicidal ideation (Concise Health Risk Tracking Scale-SR7 P<0.002), and post-traumatic stress disorder (PTSD) score improvement (PTSD Checklist Military/Civilian P<0.04) for subjects treated with PEER-recommended medications compared to those who did not follow PEER recommendations. Conclusion: This interim analysis suggests that an objective tool such as PEER Interactive can help improve medication selection. Consistent with results of earlier studies, it supports the hypothesis that PEER-guided treatment offers distinct advantages over the current standard of care. Keywords: EEG, depression, antidepressant, suicide, predictive analytic

Оценка надежности обучающих программных средств

This paper proposes both new metrics to estimate reliability of educational software, and a modified method of software reliability evaluation under the standard 28195-99. The proposed metrics extend the existing framework of metrics under ISO/IEC 25023-2016. They cater for more exact estimation of the reliability of educational software. The modified software assessment method proposed in this paper allows automating the reliability evaluation.В статье предлагаются новые метрики для оценки надежности обучающих программных средств, а также модификация метода оценки надежности по ГОСТ 28195-99. Предлагаемые метрики расширяют набор существующих метрик стандарта ISO/IEC 25023-2016 для более точной оценки качества по критерию надежности. Предлагаемая модификация метода оценки надежности программных средств позволяет автоматизировать процедуру оценки на основе предложенных метрик надежности обучающих программных средств