Полевые исследования: проблема, задачи, возможности. Часть 2

For more than a century, the state of psychology has been characterized as a crisis (crisis of methodology). The present state of social objects, acting for us as subjects of research, is characterized by increasing dynamism, variability. Modernity – in its typical objects, the circumstances of conducting research work (NIR) by ordinary researchers – is more often left out of the field of attention of methodologists and historians of science. Changes in the conditions for conducting research in modern organizations, which are already growing into a serious scientific and scientific-practical problem, we conventionally call «methods and methodology of field research». This problem is still masked and greatly smoothed out by the dominance in the domestic psychology of research on the model of educational groups (schoolchildren, students), that is, in relatively simple conditions. But the range of research and practical tasks is muchwider; obvious shift to surveys of mainly educational groups – displacement into spaces of «accessibility and comfort» leads to erosion of discipline. The purpose of our research is a historical and theoretical analysis of the methodological, methodological and organizational aspects of research in a modern organization. Methods are an analysis of scientific literature, psychodiagnostics, reflection of the experience of scientific and practical work of research institutes in modern organizations. It is summarized that (1) the state of the discipline methodology, the understanding of its method, subject and technology of conducting relevant scientific research, explanations of the results obtained are interconnected; 2) even under strictly specified diagnostic conditions, if administrative resources are available, methodological and methodic problems are preserved and reproduced; 3) diagnostics issues in the space-time of modern organizations transfer these difficulties into the status of «problems square», «problems raised to the third power»; 4) one of the least developed issues of psychodiagnostics is the question of «situation»

The ability to manage knowledge becomes an increasingly important strategic activity in today's so-called. knowledge economy. To prioritize the preservation and improvement of intellectual capital, creating and disseminating knowledge within a modern organization, is becoming an increasingly decisive factor in achieving and maintaining its competitive advantage. The only viable advantage of a modern organization comes from what the company knows and how effectively is used what it knows and how quickly it acquires and uses new knowledge. There is a positive relationship between the intellectual capital and the performance of an organization. Intellectual capital is in correlation with the organization's future performance, and the growth rate of intellectual capital is in a positive relationship with the organization's performance, while the contribution of intellectual capital to improving the organization's performance varies, and is the result of strategic management of the organization itself. In this context, only the learning organization, which is constantly looking for new, innovated and / or enhanced knowledge in the field of activity, has the conditions, chances and opportunities to move forward in the real world. In the modern world, the world of a knowledge-based economy, a competitive advantage that is sustainable on the narrow paths, can only be achieved if the organization takes a lasting commitment to learn, invest in people and their intellectual potential, to support the need of people to continuously explore, learn and accept new, more complete and applicable knowledge. Regarding this, investing in the intellectual capital in the short term may be a significant cost to the organization, but in the long run, any investment in the development of intellectual capital - new knowledge - both scientific, general theoretical, and practically applicable will have a multiplier positive effect on the future business of the organization. The experience of organizations from the world of work has unambiguously confirmed this. Namely, companies that base their business on exactly human cognitive and scientific potentials have the advantage, that is, the world's leading companies are in terms of profit. First of all, these are companies in the field of low-tech technologies, and they are not quite necessary because they are notorious. But, from the experience of such organizations, they can and / or have to learn all the organizations they intend to succeed in a modern, very turbulent business environment. This is especially important for those organizations that intend to be leaders in an area or branch of business. Today, leadership is not realized solely on the basis of the number of pieces produced by a product or on the basis of the number of transactions with the environment, on the contrary, the leader is the organization of work that is imposed as an organization where the intellectual, and parallel with it, also the human capital prevails. Because, it is known, also in practice, that only when people feel in a certain organization friendly, only then do they give their maximum contribution. Only in conditions of complete freedom, some seemingly lucid ideas become "full of hits" in realizing and meeting the needs of the market and people who market it.

Inventories are one of the most important assets for modern healthcare organizations, as well as for many organizations in other areas of activity (both Russian and foreign). In this regard, high-quality formation of accounting and reporting information on the above-mentioned assets is especially relevant. This article analyzes the practice of presenting such information to users by modern organizations: both healthcare and other areas of activity, both domestic and foreign, forming reports according to various accounting standards. In carrying out the research, such methods as analysis and synthesis, grouping method, comparison, analogy method, logical approach, systems approach were used. As a result of the conducted research, the main features of the modern practice of reflecting information on inventories and their valuation in the reports of organizations both healthcare and other areas of activity were identified, the most important problems in this area were determined and proposals for their solution were presented. The results obtained in this work will be useful to a wide range of readers interested in various problems of modern accounting and reporting, including improving the quality of reporting information. The provisions substantiated in this article can be applied in the educational process of higher educational institutions, as well as in the practical work of accounting departments of modern organizations, both in healthcare and other areas of activity.

The use of fair value in goodwill valuation is required when preparing financial statements under various accounting standards, including Russian and International ones. At the same time, goodwill itself is a significant accounting item for many organizations in both healthcare and other areas of activity. As a result, the issues of applying fair value in goodwill valuation are of particular importance for many modern organizations. These issues are analyzed in this article. The following methods were used in the research: analysis and synthesis, grouping method, comparison, analogy method, logical approach, systems approach. The results obtained in this work will be useful to a wide range of readers interested in various problems of modern Russian and foreign accounting and reporting of various economic entities. The provisions substantiated in this article can be applied in the educational process of higher educational institutions, as well as in the practical work of accounting departments of modern healthcare organizations, as well as economic entities operating in other areas.

Despite the widespread use of synchronous technologies in online and distance learning environments, it is still challenging for distance educators to use effective pedagogical strategies and ensure the best possible interaction for undergraduate students. Within science disciplines, teaching and learning are particularly challenging due to not being co-located with actual experimental equipment in laboratory or field settings. Compared to face-to-face practical work, socio-emotional challenges can exist in distance practical work. For instance, face-to-face settings make feedback, rapport and relationship-building more readily available whereas interaction and support may be hampered, delayed, or require frequent fostering in an online or distance learning environment. Several interactive learning environments can mitigate these challenges. For example, students and lecturers can converse in real-time using webcasting technologies as a way to observe practical work and enhance cognitive and affective engagement. Team-teaching and effective communication strategies can provide pedagogical and social synergy as well as increased student interaction and engagement. This study investigates the teaching roles and communication strategies teaching teams used in interactive web broadcasts across five undergraduate practical science and technology modules at a distance-learning university. Using a qualitative approach, the study used interaction analysis methods to analyse 14 web broadcast transcripts and text-chat logs. Focus groups, semi-structured interviews and questionnaire data from the teaching teams and students were conducted to gain a fuller picture of experiences using and engaging with web broadcasts. Results show that affective communication strategies predominated the web broadcasts although the most frequent was a cognitive strategy. The use of these strategies varied depending on the role that the teaching team occupied during the web broadcasts. Triangulation, which was applied to confirm the results from various methods, showed that the strategies used satisfied the interests and expectations of the students. The results are applicable to other distance and conventional campus-based institutions that offer courses in practical science and technology as well as those that deliver courses via synchronous delivery methods with a focus on student engagement and practical work.

The development of crime and the emergence of new criminal threats make it necessary to involve new subjects of prevention into the sphere of crime counteraction. The influence of technological progress on the character and degree of the society’s criminalization determines a need for a large-scale involvement of modern scientists, primarily, those with a knowledge of criminology, not only in the development and implementation of practical measures of crime counteraction, but also in the formation of criminological policy. It is shown that scientific schools should be singled out as one of the subjects of developing criminal policy and counteracting crime. It is the representatives of criminological science who are capable of forming the criminological policy of the state and of contributing to its implementation through the organization, coordination and practical work of counteracting crime. The authors examine the role of a scientific school as a subject of developing criminological policy and counteracting crime. This role is based on the fact that, by producing new criminological knowledge on the basis of existing research and practical experience, as well as creative innovative potential, the criminological scientific school is making a considerable contribution to the enrichment of criminological science and practice, it offers to the community of practical specialists model problems and solutions in the sphere under consideration, trains research personnel, including both working and future practical specialists, popularizes scientific knowledge as a methodological basis of practical work in the sphere of crime counteraction.

The article is devoted to a comprehensive historical and pedagogical analysis of the phenomenon of scientific schools within the system of higher pedagogical education in Ukraine during the post-war period (1945–1991). The relevance of the study is determined by the need to comprehend the historical and scientific experience of pedagogical universities in the context of contemporary transformations of the national education and science system, the challenges of wartime and post-war national development, as well as the preservation of academic memory and continuity of scientific traditions. Scientific schools are considered as an important sociocultural and institutional phenomenon that ensured the training of academic and pedagogical staff, the integration of research into the educational process, and the sustainable development of university science. The purpose of the article is to identify the essential characteristics and organizational features of the formation and functioning of scientific schools in Ukrainian pedagogical universities during the post-war period through a retrospective analysis of the scientific school of organic chemistry established by Professor Andrii Potapovych Karyshyn at the Poltava Pedagogical Institute (now Poltava V. G. Korolenko National Pedagogical University). Within the framework of the study, a scientific school is interpreted as a stable community of researchers united by a common methodology, research topics, a mentoring model of academic training, and generational continuity. The methodological framework of the research is based on a combination of general scientific, theoretical, and special historical methods. The problem-chronological approach made it possible to trace the dynamics of the formation of scientific schools in the context of post-war reconstruction and ideological regulation characteristic of the Soviet period. The biographical and personal approach was used to analyze the scientific and organizational activities of A. P. Karyshyn, while the historical-systemic approach enabled the consideration of the scientific school as an integrated institutional entity with its own structure, communication mechanisms, and systems for reproducing academic staff. The study demonstrates that during the post-war decades Ukrainian pedagogical institutes evolved from primarily teaching institutions into full-fledged educational and research centers where stable scientific schools were formed. Using the example of A. P. Karyshyn’s school, the article identifies a typical organizational model of the second half of the twentieth century known as the “department–laboratory” model, which ensured close integration of fundamental scientific research with the professional training of future teachers. A characteristic feature of this school was the combination of theoretical research in the field of organic synthesis with an applied orientation toward the needs of the regional economy and educational practice, which strengthened the social significance of research results and contributed to institutional support. For the first time, based on biographical materials, the 'department–laboratory' model is characterized as an effective mechanism for integrating fundamental science and professional teacher training under the resource constraints of the post-war period. It is substantiated that the sustainability and long-term viability of scientific schools were ensured by a mentoring model of training academic and pedagogical staff, systematic publication of research results, active involvement of young researchers in real scientific projects, and the development of scientific communication. These factors facilitated the transformation of individual departmental initiatives into integrated scientific communities with a lasting influence on the development of university science and professional pedagogical training. The retrospective analysis of the organizational experience of scientific schools in Ukrainian pedagogical universities in the second half of the twentieth century confirms the expediency of preserving and developing this model under the conditions of contemporary post-war recovery. Scientific schools are regarded as an effective means of consolidating intellectual resources, ensuring continuity in the training of academic and pedagogical staff, and enhancing the competitiveness of Ukrainian university science.

Current theories of knowledge management postulate a cycle of knowledge creation, refinement, and implementation that hinges on the transformation of tacit, or practical, into explicit, or discursive, knowledge. Using field research in Denmark and Japan as illustration, the authors argue for a richer view of knowledge than simply the conversion of individual knowledge into a form susceptible to transmission. Knowledge, they show, is relative to what Lave and Wenger call communities of practice. The key to understanding the generation and sharing of knowledge, the authors argue, is the role of text as both knowledge representation (product) and the means by which communities sustain organization (process). The modern organization, because it is characterized by diverse local practices, and by the increasing salience of professional work, is thus a complex mosaic of situated knowledge, grounded in process. The authors consider the implication of this diversity for managerial practice in a knowledge-based society.

Information systems educators, professionals and students can best learn from the experience of others. The successes and failures of others can help the information systems community to further develop and flourish. An effective means of conveying these experiences and lessons learned is through case studies. This is a compilation of original cases that describe information technology experience in both domestic and international organizations. Each case has been carefully structured to provide background information, project description, current status of the case/project, successes and failures, epilogue and lessons learned, and a series of questions for discussion. This should be useful as a case book for undergraduate MIS courses or for introductory MIS courses at the MBA or MS level.

The article gives the description of history, organization experience and conducting educational learning trips to Bulgaria for the students of TvSU. This practical work was being conducted during decade from 2003 to 2012. The author gives the number of participants, names factors promoting practical work, points routs and visited objects, names people who helped to conduct practical work. The results of such practical work is highly appreciated

The article considers particular key methodological aspects of problem of scientific clinical school in national medicine. These aspects have to do with notion of school, its profile, issues of pedagogues, teachings and followers, subsidiary schools and issue of ethical component of scientific school. The article is a polemic one hence one will find no definite answers to specified questions. The reader is proposed to ponder over answers independently adducing examples of pro and contra. The conclusion is made about necessity of studying scientific schools in other areas of medicine and further elaboration of problem.

The article presents generalizations, in line with world and domestic educational processes, ideas and forms of development of scientific and pedagogical school “Aesthetic culture in the preparation of future educators” by Professor V. Tytarenko. The method of historical-retrospective analysis revealed the progressive achievements of the scientific school as a research center and a collective form of scientific creativity in the field of technological education on theoretical and methodological aspects of technological education of students by means of aesthetic culture and design. The study of the laws of formation of aesthetic culture of pupils and students by means of Ukrainian folk crafts began with the search and study of samples of Ukrainian folk embroidery, description of its techniques, distribution in different areas of certain ornaments, colors, traditions. The result of this work were her books “Ukrainian towel as a means of national education and a work of folk decorative and applied arts”, “Poltava traditional embroidery: past and present”. V. Tytarenko is one of the first initiators of conducting comprehensive research and experiments in Ukraine in the field of decorative and applied art, as well as the methodology of scientific and pedagogical research in this field of knowledge. The scientific interests of Valentyna Tytarenko’s scientific school are focused on the study of the laws of formation of the aesthetic culture of pupils and students by means of Ukrainian folk crafts. The creative team of like-minded people has successfully carried out research in recent years, funded by the state budget on “Theory and methods of forming the aesthetic culture of future technology teachers in the process of personality-oriented training”, and today completes research on “Theoretical -methodical aspects of technological education of pupils and students by means of culture and design”. Continuation of basic and applied research on this topic is implemented in the Poltava regional special research group of teachers of labor training and technology “Design as a method of cognition in the educational field of technology”, which works under the leadership of Professor V. Tytarenko. The formulated results of its activity on theoretical and methodological aspects of technological education of pupils and students by means of aesthetic culture and design which we can observe as a result of opening of ways of use of the maintenance and a technique of preparation of future teachers of labor training and student’s youth for training of the Ukrainian national crafts confirm their full conformity. data presented in the materials of dissertation research of representatives of the scientific school.

This research investigates the professional competencies of primary school English language teachers, emphasizing the impact of their academic and scientific experiences. Given the critical role teachers play in fostering students' linguistic abilities, their professional qualifications are fundamental to achieving educational excellence. The study explores the pedagogical, cognitive, and practical skills of English language teachers, highlighting the extent to which scientific expertise contributes to improving their instructional performance. Adopting a descriptive-analytical methodology, data were collected through structured surveys and in-depth interviews with a randomly selected sample of primary school teachers. The findings reveal a significant positive correlation between teachers' scientific experiences and their ability to implement effective teaching strategies, develop lesson plans, and promote interactive classroom environments. Based on the results, the study advocates for continuous professional development programs and training initiatives aimed at enhancing teaching practices and advancing educational outcomes.

This paper presents the findings from a detailed study investigating UK undergraduate students’ experience of practical science in their post-16 studies during the COVID-19 pandemic. It also examines their perceived confidence and preparedness in relation to areas of practical science skills at the start of their undergraduate courses. The study employed an exploratory sequential mixed methods design. Findings from student focus groups held at the end of their post-16 studies were used to support the development of a comprehensive skills audit and quantitative survey for incoming undergraduate students. Survey data were collected in September and October 2021 from 275 students commencing Biosciences, Chemistry, Physics and Natural Science degrees at two universities in England. The research is important because although almost all students had the opportunity to undertake practical work as part of their post-16 studies during the COVID-19 pandemic, there was considerable variation in students’ experiences. The data indicate that COVID-19-related closures of post-16 education establishments, ongoing social distancing requirements and the consequent removal of the assessment criteria for students to have ‘routinely and consistently’ undertaken each of the practical assessment requirements had implications for the development of students’ self-efficacy in relation to practical science. The research presents important considerations which are relevant for educators supporting students’ transition from post-16 to Higher Education and have the potential to impact on incoming students over many years to come.

The article examines the specific features of hybrid teams functioning in modern organizations and their impact on the effectiveness of management processes in the context of business digital transformation. It has been proved that the hybrid work format represents an evolutionary stage in the development of organizational models, combining the flexibility of remote interaction with the advantages of offline teamwork. Key trends in the development of hybrid formats are analyzed, as well as managerial, communicative, and socio-psychological aspects influencing enterprise performance. The main advantages are identified, including increased labor productivity, broader human potential, higher innovation capacity, and employee satisfaction, along with challenges related to coordination, digital overload, and risks of losing team cohesion. Particular attention is paid to the role of the manager as the key link in managing hybrid teams, whose function transforms from controlling to coaching. The manager acts as a facilitator of organizational change, creating an adaptive environment capable of quickly responding to external challenges and ensuring sustainable development. The managerial competencies required for the successful leadership of hybrid teams are defined, such as strategic flexibility, communication sensitivity, digital literacy, emotional intelligence, and leadership skills. A structural and functional model of adaptability and flexibility of hybrid teams is proposed, illustrating the interrelation between managerial decisions, behavioral mechanisms, and the organization’s strategic effectiveness. It is demonstrated that effective management of hybrid teams is based on the integration of digital tools, trust, flexible communication practices, and corporate culture development. Special attention is given to adapting corporate culture, fostering team identity, and developing motivation systems that consider the individual needs of employees in a hybrid environment. The obtained results can be applied to improve personnel management systems, develop strategies for organizational resilience, and implement innovative models of human resource management in a hybrid work environment.