Structure Of Higher Education Research Articles

Study on the popularisation of higher education in China and Kyrgyzstan

Relevance. Globalisation and the rapid development of all sectors of the economy and production create a demand for highly qualified specialists, with the level and quality of higher education playing one of the most important roles in the successful and prosperous future of any country.Purpose. The purpose of this study is to investigate the process of popularising higher education in China and Kyrgyzstan in the modern era by examining and analysing the specifics of government strategies aimed at encouraging the younger generation to enrol in educational institutions.Methodology. Methods: system-analytical method, used to select and examine key features of Beijing�s and Bishkek�s education policies; statistical method, presenting the determining quantitative and qualitative indicators of the popularisation of higher education among young people.Results. The distinctive features and key characteristics of the formation of state policies in China and Kyrgyzstan in the field of higher education are covered; the main stages of transformations of national strategies for attracting more students to higher educational institutions are presented. The specifics of the Chinese education system, and the methods and tools for popularising university education, are analysed; data on the dynamics of changes in the number of students over the past decade are provided; the nature and trends of the educational process in Kyrgyzstan are presented; the main changes in the field of higher education in the country in the 21st century are shown.Conclusions. The structure of higher education in the studied countries is described, methods of popularising the field among young people are investigated, and general recommendations for improving activities in this area are presented. The results and conclusions obtained in this study can be used as a practical basis for future research on the subject, and for updating existing national strategies and plans in the field of higher education and science.

(Un)Doing performative decolonisation in the global development ‘imaginaries’ of academia

In Western academic spaces, more and more stakeholders are claiming commitments to ‘decolonisation’. Yet in environments shaped by rankings, impact factors, citation numbers and third-party funding figures, what claims to be decolonial scholarship can easily end up being as extractive and violent as the subject it is claiming to confront. In this article, we reflect on attempts to decolonise both the discipline and practice of ‘development’, especially with regard to knowledge ‘production’ in this academic disciplinary space. We are doing this from a particular situatedness that is itself contradictory, as we are both facilitators of an EU-funded network focused on ‘Decolonising Development’ and of Convivial Thinking, a non-institutional, transnational web-based collective. We argue that imperial forms of knowing and making sense of the world are deeply entrenched in the structures of higher education, both shaping and limiting the ways in which what we call ‘development’ is researched, taught and practised. By reflecting on instances of academic activism and institutional pushback in both aforementioned networks, we show how institutional violence limits scholarly imaginations in ways that make sure academic or dominant knowledge structures are not radically challenged, thereby making claims of decolonisation purely performative. Despite this, we also point to concrete openings in both networks where undoing the entanglements of decolonising narratives, ‘development’ and the imperatives of scholarship – and thereby dismantling the master’s house that sustains it – seems within reach.

Lebensraum, geopolitics and race—Palestine as a feminist issue in German-speaking academia

Palestine continues to be a contentious issue in and for Western higher education particularly in Germany and, by extension, in German-speaking academia. In this article we take figurations of Palestine as an analytical lens through which to trouble German-centric epistemologies, understandings of history and their applications inside academic structures. We specifically tackle the silence on and ideological erasure of Palestine in German-speaking academic environments and read this erasure as colonially constituted and stemming from a German Lebensraum ideology, ruling over space and race ‘through science’. We propose to understand contemporary erasures of Palestine through this transnational and transhistorical space-race-and-education-nexus. First, we delineate Lebensraum ideology and its policing barriers and apply it to today’s structures of higher education and the territorial exclusion of Palestinians from those structures by way of education. Within this epistemic nationalist framework—which evicts politicized Palestinians qua Palestinians as (too) political—we discuss how Palestine has become a central tool for the maintenance of white academia, and as such is a decolonial feminist issue relevant for the investigation of power structures in higher education and German political discourses. We finally discuss our theoretical approach vis-à-vis commentaries from and by Palestinians in German-speaking higher education. The authors situate their personal and professional experience on the inside, outside, and on the margins of German academia. In a political landscape that disavows BDS on campuses, brands solidarity with Palestinians as anti-Semitic, and a state doctrine that calls for an uncritical and ‘unconditional support of Israel’, this article is of crucial importance to understand modern knowledge production in Germany and Europe. Our methodology is based on literature reviews, new feminist theorization around issues of silence and solidarity, and preliminary (auto-) ethnographic explorations of Palestinians in and out of German-speaking academia.

Addressing the Barriers to Design-Thinking Driven Problem Solving in Higher Education

The Higher Education structure was believed to be established to protect itself from either internally or externally motivated change. As time has progressed, ‘change’ has begun to trickle into Higher Education Institutions, with the belief that individuals with characteristics synonymous with ‘innovators’ have spurred change in this space. For Design Thinking to become the primary mode for problem-solving in relation to curriculum and learning design, we must first understand current staff members’ experiences of making changes within Higher Education, and identify the behaviours, attitudes and structural processes involved in making change. This paper will address the following research questions: Through understanding the barriers to making change currently experienced by Higher Educations staff, what can we do to create an environment where the principles of Design and Design Thinking can be fully embraced by members of the Higher Education community? This paper presents the findings from a qualitative research project conducted by the authors, where 32 members of staff in a selected Higher Education Institution were interviewed to understand their experiences of making changes to their teaching and working practices. Emphasis is placed on understanding the barriers to making change, namely: the embedded conservatism in Higher Education and associated fear of change; committee structures; energy; the current institutional understanding of ‘collaboration,’ and; the Institution’s commitment to making change. Drawing on the findings of this research, three actionable insights will be presented which will help Design and Design Thinking methods become embraced in terms of further developing teaching, learning, and working practices in Higher Education.

Student training in pedagogical practice in subject “Methodology of Biology Teaching”

This article is devoted to the issues related to the student training in pedagogical practice in subject “Methodology of Biology Teaching”. Recently, a number of radical steps have been taken in the direction of improving the education system, substantial work has been done and is being done in the field of organizing a new education system that resonates with the requirements of the current era. This education system is based on national and international human values and democratic principles. From this point of view, several changes were made in the structure of higher education, curricula were updated, students' knowledge was assessed by means of a multi-point system, and the credit system was introduced. There is a great role of the correct organization of the pedagogical process targeted to the students' acquisition of their chosen specialty for being good, influential teachers and educators of the future; for having national-moral values, general and pedagogical culture, exemplary behavior, broad outlook, deep and comprehensive knowledge, skills, theoretical and practical training. The efficiency of the pedagogical process depends to a great extent on the effective establishment of teacher-student relations, the ability of the teacher to skillfully manage the educational process. At the same time, this allows students to grow up as individuals who are loyal to the traditions of freedom and democracy of our people, who absorb the spiritual, humanistic and cultural values of our nation, who love their native land and its inhabitants, who protect the honor of our country, who are able to think independently and creatively. The training of initial pedagogical personnel depends very much on the level and quality of teacher-student relations. In order to properly establish teacher-student relations, first, the teacher must acquire high moral qualities, behave in an exemplary manner, and justify himself/herself as a specialist, an employee and a human being. Methods: The article is based on the method of comparative analysis. Application importance: the material can be used in lecturers and seminars in higher education institutions (HEIs).

Diversification and division – ‘academic drift’ in Swedish teacher education in the aesthetic school subjects in a new higher education structure

ABSTRACT This study deals with the academisation or “academic drift” of teacher education in the aesthetic subjects in Sweden from the 1970s to the millennium shift. After long preparations that already began after the Second World War, TE, along with other vocational education, was integrated into the Swedish university system as part of the expansion of the higher education sector in 1977 (H77). The study’s aims were to describe and analyse how the conditions for teacher education in practical/aesthetic subjects changed in the new and diversified higher education sector. For the study, we drew on Official Reports of the Swedish Government (SOU), a type of authoritative policy text intended to influence an activity, but which govern less formally than “governing policy texts” like bills that are legislative in nature. Our study reveals that a division was made between the old, prestigious and discipline-based universities and the newcomers in terms of vocationally-based education. The entire teacher education ended up on the periphery of the new higher education sector. We establish that the absence of own academic structures and thereby power within the higher education structures has harmed the independent development of teacher education in the aesthetic subjects as part of the enlarged higher education sector in the process of them moving from school subjects to university-like disciplines.

Eastern Pedagogical Institute in the structure of Kazan higher education in the 1920s

In the paper the main features of the organization of higher pedagogical education in Kazan in the first decade of Soviet power are searched. The author examines the position of the Eastern Pedagogical Institute in the structure of higher education in the city, the features of the formation of the staff, the relationship of the university staff with authorities at various levels, structural changes that took place at the institute during the period under review.

Images of the Future in a Participatory Online Course – Empowering Student-Driven Projects for Higher Education Sustainability Transformation

To empower student-driven projects for sustainability transformation in higher education structures, the project ‘Students create sustainable universities in Northrhine-Westphalia’ by German NGO netzwerk n e. V. has developed an innovative digital program ( https://kurs.netzwerk-n.org/ ) using transdisciplinary and transformative learning elements in Education for Sustainable Development (ESD). Core objective of the 8-week massive open online course is to encourage and connect student promoters for sustainable university transformation. Its transdisciplinary learning methods encourage creation and reflexive discourse about alternative images of the future of sustainable institutions, processes and education, as well as human-nature-interaction and more-than-human futures. The integrated digital future workshop based on the participatory workshop method explores a novel approach to assess images of the future individually and collectively in digital space. This paper presents the conceptual background and methodological premises used for design and implementation of the online course as innovative method for student project development. Participants’ structured critique, utopia envisioning and specific project development provide valuable insights into the use of images of the future for higher education sustainability discourse and transformative action in student-driven sustainability projects.

Educational potential of problem-based learning as a pedagogic technology in the structure of higher education

The article considers the method of creating a problem-oriented environment in foreign language classes at a higher education institution as topical technology that develops students’ universal and professional competences, contributes to a deeper understanding of the studied material and the application of the knowledge in practice than in the experience of classical education. The questions of technological principles of this pedagogic technology are studied and the advantages and disadvantages of its implementation are analysed. The article aims to explore the theoretical side of the issue and exhibit the possibilities of this concept of making higher education classes with the possibility to conceptually change the learning process, namely radical rethinking of the teacher – student roles and the overall academic content of their collective activities.

КАДРОВЫЙ БАЛЛАСТ, ИЛИ ПОЧЕМУ СИСТЕМА ВЫСШЕГО ОБРАЗОВАНИЯ НЕ УСПЕВАЕТ ЗА ТРАНСФОРМАЦИЕЙ РЫНКА ТРУДА

The subject of the study is the training of personnel in the system of higher education in terms of meeting the needs of the national labor market. The purpose of the study is to determine whether the professional structure and content of higher education have time to adapt to the new needs of the Russian economy and to establish what steps are needed to improve the quality and structure of higher education. The scientific novelty of the research lies in substantiating the need to change the organization and improve the efficiency of the higher education system in the Russian Federation. The relevance of studies of long-term trends in the structure and dynamics of demand for labor and its supply, the timeliness of the creation of institutions, and the development of methods for science-based forecasting of the medium-term and long-term needs of the economy in personnel are argued. The results of the study allowed us to draw the following conclusions. There is a need for a systemic restructuring of the entire education system, from school to higher education. In this process, the role of the state should be significantly increased. It is necessary to change the approach to the organization of career guidance counseling: a transition from informing young people and parents about the situation in the labor market to determining personal inclinations and opportunities in relation to different groups of specialties, organizing a system for shaping young people's value and professional orientations in accordance with the new needs of the home economy. Career guidance counseling at school should be based on applicants' attitudes adequate to the realities of the labor market in terms of the further education process. At the start of higher school studies, “entrance testing” should be introduced, which will allow identifying groups (segments) among first-year students based on their internal motives and educational attitudes, which will become the basis for introducing variable approaches to learning. The aspects of the organization and working conditions of a teacher that negatively affect the quality of higher education identified in the course of the study and analyzed in this article form an information base for determining the main measures to improve the situation.

Educational standards and programs in higher education of Ukraine: research results

The article summarizes the results of research on the modernization of the structure and content of higher education through the introduction of modern levels and degrees, the list of specialties, the development and implementation of new standards of higher education, educational (educational-professional, educational-scientific, educational-artistic) programs in the process of implementing the Law of Ukraine «About higher education». The state of normative-legal, organizational-methodical support and informative-analytical activity of state management bodies in the field of education and science, their subdivisions and public structures responsible for the development of domestic higher education in modern conditions is analyzed.
 Since September 2014, when the Law of Ukraine "On Higher Education" entered into force, a new stage of reforming the higher education system began, aimed at improving the quality and competitiveness of domestic higher education on the European market of educational services. Having concluded an association agreement with the European Union and received the status of a candidate for joining it and, thus, effectively joining the European educational and scientific community, Ukraine must adapt its own legislation in the field of higher education to European ones, reform the system of higher education, modernizing all its components , applying common European principles and mechanisms. First of all, it is about the modernization of the structure and content of education through the adoption of a system of easily understandable and comparable degrees of higher education; the new structure of higher education, which is based on three cycles (bachelor, master, doctor of philosophy), modern standards and educational programs. It is emphasized that these processes are carried out according to European criteria and are essential steps towards improving the quality of Ukrainian higher education on its way to the European educational community.
 The timeliness and completeness of the adopted decisions and implemented measures are assessed, as well as their compliance with the quality criteria of the EAHE. The reasons for the slowdown of individual processes are outlined, the debatable nature and ambiguity of a number of adopted decisions are noted, and approaches to their avoidance are proposed. It is noted that in the conditions of martial law declared in the state, the mechanism and conditions of accreditation of educational programs have been temporarily simplified, the validity periods of accreditation documents and the term of authority of personal staffs have been extended sector of higher education and scientific and methodical commissions.

If Anti-Racism Is the Goal, Then Anti-Oppression Is How We Get There

Many schools of social work around the United States of America wrote anti-racism statements because of the recent murders of Black and Brown people. In this contribution, the authors describe a challenging and tense discussion of racism and anti-racism leading to a group process about oppression and anti-oppression in the social work profession. For some, the urgency to address racism led to tactics and strategies that got in the way of social workers engaging in anti-oppressive practices. While the structure of higher education often reinforces traditional hierarchies of power, the profession of social work calls us to promote our core values of social justice, integrity, and the importance of human relationships as we strive for an anti-oppressive future. Consequently, social work faculty may experience role conflict as we navigate these tensions. We believe it is important to harness and process such discomfort as we critically examine the power dynamics within our own department, and our own profession. This voluntary, ad hoc group, composed of a diverse group of faculty members, provides space for ongoing mutual aid, consciousness raising, appropriate discomfort, and accountability. If anti-racism is the goal, then anti-oppression is how we get there.

Implementing gender-based violence policies in the neoliberal university: challenges and contradictions

PurposeUndertaking feminist inquiry calls for scholars to challenge the powerful hegemonic, masculinist, taken for granted values and gender injustices that continue to underpin institutional life (Wickstrom et al., 2021). A root cause of gender injustice is misogynistic and neoliberal institutional practices. Gender injustices range from micro-aggressions to workplace bullying (Mavin and Yusupova, 2021), as well as the perpetuation of sexualized and gender-based violence (GBV). The purpose of this paper is to consider the challenges with policy implementation of GBV policies. Specifically, the authors discuss the barriers three senior women leaders at one Canadian university face in their efforts to change institutional culture, with the intention of minimizing GBV on campus. By attending to the lived experiences of women leaders involved in trying to effect institutional change, the authors learn that GBV is not an unusual event. Rather, it is an everyday occurrence perpetuated by hierarchical cultures that resist those women leaders who think and act differently. Put simply, trying to lead differently is not without risk, especially for those women courageous enough to speak out against gender injustices in the workplace. The risks associated with speaking out are at the individual level (personal identity) and interactional level (social ties) (Khan et al., 2018). Furthermore, these findings suggest women leaders willing to speak out may experience isolation. Over time, this isolation can lead to a lack of support and burnout (Zumaeta, 2018).Design/methodology/approachBuilding upon the work of Ahmed (2014; 2015; 2017; 2019; 2021), this paper seeks to explicate the interconnections between gender and structural inequities in the neoliberal academy. The authors use a theoretical and methodological approach that draws upon Ahmed’s (2014) notion of “practical phenomenology.” This approach can highlight valuable insights from the experiences of those involved in the act of “doing,” which, in this case, refers to three women leaders engaged in the implementation of a GBV policy. Using this approach helps to weave theory and praxis together to comprehend the difficulties women leaders experience in putting policy into practice to enact institutional change to eradicate gender inequities.FindingsThe findings of this paper indicate the challenges women leaders in academia have in putting policy into practice. Four interconnected themes emerge: the insidious institutional roots of GBV; naming or lack thereof; pockets of resistance; and balancing contradictions. These findings also indicate that leading this type of institutional policy change requires determination and courageous action to combat organizational sexism (Ahmed, 2021). This action is not without challenges to the careers of those willing to speak out against gender injustice in the workplace.Research limitations/implicationsResearch limitations are that this is a small study undertaken at one university in Canada. As such, these findings cannot be generalized. That said, learning from women leaders' practical experiences can help feminist scholars understand the difficulties in effecting institutional change, especially in regards to turning GBV policy into practice. In turn, this learning adds value to the gender and management literature.Originality/valueThis paper’s originality is twofold. First, this paper lies in the practical phenomenological approach the authors engage in to consider gender inequities relating to the difficulties of effecting institutional change in higher education institutions. Engaging in this critical approach helps to learn from the experiences of “expert knowers,” which, in this case, refers to those senior women leaders at the forefront of trying to effect institutional change by putting GBV policies into practice. Second, this paper adds to the literature critiquing how masculinist structures in higher education operate to shore up institutional sexism.

Stigma and spoiled identities: rescripting career norms for precariously employed academic staff

Despite the fact that precarious modes of employment have become increasingly common in academic careers, studies have shown that precarious contracts are often hidden and masked within higher education structures. This has important implications for the identities of those on such contracts. This paper uses Goffman’s work on stigma, ‘spoiled identities’, and identity management, and Archer’s concepts of morphostasis and morphogenesis as heuristic devices to examine the ways in which precariously employed academic staff experience their work and think about their identities. In doing so, the paper maps out the complex relationship between structure, agency, and identity in precarious academic careers and the ways in which participants reproduced embedded career norms and dominant career scripts through the process of masking the stigma of their precarity.

WBS-Based Method in Teaching Management Information Project

In modern times, with the development of industrialized society and the invention of clocks and watches, people have become more and more concerned about institutionalization, and higher education time and space have also shown the characteristics of institutionalization. In modern times, educational informatization has brought challenges and opportunities for educational reform and development. The vigorous development of education informatization has also produced changes in higher education spatiotemporally. For example, the rise of catechism and online learning, the importance of fragmented time, the development of space toward virtualization, and the expansion of interactive space for interpersonal interactions. In addition, the enrichment and sharing of educational materials, the informatization, and big data of educational management also contribute to the improvement of time efficiency and optimization of time structure in higher education. With the background of education under the new normal, this paper briefly analyzes the current situation of education informatization construction in colleges and universities from the perspective of education managers, and addresses the current situation and problems of teaching management informatization construction, such as organizational structure dominated by pyramidal functional departments, inefficiency, inability to connect work, difficulty in work gap, difficulty in horizontal coordination, and closed information. A work breakdown structure (WBS) based project management theory and work structure decomposition method are proposed. This paper finds that the improved association rule mining algorithm can improve the efficiency of teaching management practice in colleges and universities by more than 14.58%, which is an important reference value for college management informatization.

The tyranny of meritocracy and elite higher education

In The Tyranny of Merit, Michael Sandel argues that the American society is not meritocratic, that belief that it is causes various social harms, and that some of those harms –in particular, the costs to social solidarity – would be caused even if society actually were meritocratic. He also explores the way that the structure of higher education is implicated in the ‘ethos’ of meritocracy. This article explores just how the ethos of meritocracy might undermine solidarity, argues that the structural changes needed to achieve actual meritocracy would be benign, even though meritocracy itself is not very valuable, and identifies ways in which changes to the structure of public funding for higher education may inadvertently have undermined solidarity.

Conceptualizing a Proposed Model for Re-Orienting Career Centers for Immigrant College Students

Immigrant college students often encounter daunting tasks and obstacles when exploring career paths, seeking employment and experiential learning opportunities aligned with their interests within the dominant US higher education structure. Considering that there is a career services and development literature gap on immigrant students (who comprise a large swath of the college-going population), it is critical to develop meaningful frameworks that support research and practice in this emerging, needed space. This conceptual paper bridges a critical theory of love with funds of knowledge to re-orient the ways in which immigrant students are served at college career centers. Four guiding principles (rooted in the frameworks) are outlined that can support a more collaborative and inclusive experience for immigrant students toward gaining meaningful support at college career centers.

‘It’s Backdoor Accessibility’: Disabled Students’ Navigation of University Campus

Abstract This article shares disabled students’ experiences of ableism, discrimination, and exclusion while navigating university life. Drawing upon these experiences, we argue that many of the ordinary systems and assumptions that govern university life often materialise as barriers for disabled students. Introducing the concept of ‘backdoor accessibility,’ this paper examines exclusionary practices and systemic ableism to propose that disabled students are routinely offered a lesser quality service that is argued to be ‘better than nothing.’ In order to navigate these barriers, many students reported the additional expenditure of time, resources and energy. In this article, we explore these barriers and strategies within the framework of affect theory and pay attention to the diverse ways that university life can limit or enhance the affective possibility of disabled students. In conclusion, this article makes some recommendations as suggested by disabled students as potential avenues to overcome disabling structures in higher education.

Turning the Pages of History

The article highlights the experience of the first years of the creation of Soviet science in the conditions of revolutionary upheavals and Russian civil war. It is noted that, despite the difficult internal and international situation of Soviet Russia, in the early 1920s 33 new research institutes were already operating, including those that would become the glory of Russian science in the future - the Institute of Brain and Mental Activity, the Institute of Experimental Biology, the Institute for the Study of the North. Along with laying the foundations for Soviet science, there was an intensive formation of a new - Soviet - scientific and technical intelligentsia, which was achieved through a radical change in the structure of higher education, the classand national composition of students, training personnel for work in various sectors of the national economy, science, culture. It is with the activity of Soviet scientists that the creation of such branches of the national economy that ensured the autonomy and independence of the USSR economy from world capitalism is connected: mechanical engineering and machine tool building, aircraft building. The most direct participation of scientists was manifested in the creation of a metallurgical complex in the Urals (Magnitogorsk), the coal mining industry (Kuzbass), in the creation of automobile factories in Moscow and Nizhny Novgorod, tractorfactories in Stalingrad, Chelyabinsk, and Minsk. Thus, the Soviet experience of creating a scientific and technological sphere in the most difficult conditions of the revolutionary crisis and civil war turned out to be successful. It was precisely the understanding of the role and significance of science for solving current and especially promising tasks that became one of the foundations for the victory of the socialist transformation of the country.

МІЖНАРОДНІ ПРОЦЕСИ ІНТЕГРАЦІЇ ОСВІТИ І НАУКИ З ПІДПРИЄМНИЦЬКОЮ ДІЯЛЬНІСТЮ

The article reveals the current trends of innovative development of universities, features of integration in the system "education - science - production - business", considers the formation of innovative organizational structures in higher education. It is substantiated that building a modern competitive economy in Ukraine on the basis of innovation is possible only with the functioning of a full-fledged infrastructure, which should include institutes, universities, technology and science parks, innovation centers, business incubators, technology transfer centers, investment and venture funds, etc. Such structures most effectively ensure the integration of education, science and industry, promote the rapid implementation of advanced discoveries and scientific developments. The integration of science with entrepreneurship ensures the passage of the innovation cycle: a new idea – a prototype - patenting - implementation in production. The analyzed experience of developed countries shows that international processes of integration of education and science with entrepreneurship are very relevant, the dominant role in creating innovative structures belongs to leading research universities, where along with training highly qualified personnel research and innovation are implemented. Analysis of the existing infrastructure of innovation activity in Ukraine on the basis of higher education institutions shows imperfection, if not a practical lack of commercialization of knowledge and technology. This necessitates the formation of an appropriate part of the innovation infrastructure in the university. It is determined that the strategic goal of formation and functioning of technology transfer centers in Ukrainian universities, institutes and research institutions is to create a permanent system of commercial use of science-intensive products - objects of intellectual property as a result of research work of the university in domestic and foreign markets. mutual relations of universities with industry and regions, modern information technologies. To achieve this goal, university technology transfer units need to solve a number of tasks: first, to provide a systematic approach to the analysis of scientific potential of the university, expert analysis of all outstanding publications and R & D contracts "to order"; secondly, to create a bank of current developments; third, to promote the development of the infrastructure of small research and innovation firms; to organize monitoring of inquiries of enterprises, branches concerning science-intensive products; to form innovation-oriented topics of research and development in accordance with the requests ("feedback" with consumers), etc. In addition, the need to spread the practice of CTT on the basis of research universities requires further legislative support for the interaction of innovation actors, government support and encouragement to involve its participants in cooperation, creating mechanisms to intensify innovation companies and private capital.