Subjective Representation Study of University Teachers About the Significance of Changes in Higher Education

Abstract

The effectiveness of innovative processes in higher education largely depends on how these innovations will be accepted by those who depend on their direct implementation. The aim of this article is to study the subjective attitude of teachers of higher education to some changes and innovative processes taking place in the system of higher education. The following changes are highlighted for analysis: introduction of competence approach, reduction of the share of classroom time, technologization of training, introduction of an effective contract for teachers, increase of the share of distance learning, and tightening of discipline. The study was conducted using the author’s methods. Of particular interest are the results of a pilot study of subjective attitude of university teachers to changes in modern higher school. The article assesses the impact of these changes in three directions: on content, effectiveness, and specifics of work. The empirical data obtained in the course of the study may be of interest to direct managers in the system of higher education (heads of departments or heads of educational programs), as well as for the administration of universities for development and implementation of personnel management programs in the educational organization.