Reorganization Of Universities Research Articles

Science at Universities – the Development Driver or Privilege of the Selected Ones

The research article considers an influence of university research funding on the development of different kind of universities. During last 10–15 years a lot of strategic documents regarding development of science and higher education mention an importance of intensive grow on research in universities. They should transform to research centers instead of just education facilities, lead a scientific field in Russia. Presumably such additions in science management practices as new evaluation, stimulation and efficiency improvement instruments and mechanisms will increase an influence of R&D departments on whole university development.The main purpose of current article is to analyze trends in shifts of research funding indicators for universities of different profiles and for higher education sector in general; to compare research funding volume with public indicators of university development; to evaluate the impact of research in higher education to higher institution development indicators. During the study our group has analyzed connections between research funding indicators and individual R&D efficiency indicators at universities. The analysis is based on statistics from Federal State Statistics Service, and annual monitoring of university activities for the period 2014–2020, from Ministry of Education and Science of Russia. The result of the study shows an insignificant effect of university research funding volume to university development indicators; high government participance in higher institutions research development; significant irregularity and historical inertia in reorganization of universities to large scientific and education centers.

The Communist University of the Toilers of the East. 1921– 1938: A Look through a Century

The article discusses the problem of creation and functioning in 1921–1938 of a higher education institution for immigrants from the East countries and for Eastern national minorities of the USSR: the Stalin Communist University of the Toilers of the East. Within the 100-year anniversary, the appeal to the history of the KUTV, called the “forge of personnel”, becomes particularly relevant. Under the conditions of socio-economic, political, and cultural transformations in the USSR in 1920s–1930s, the issue of attracting the natives familiar with traditions and everyday life to the authorities, administration, and courts demanded an urgent solution. Based on the analysis of the latest literature and materials of the Russian State Archive of Socio-Political History (RGASPI), the article considers the conditions of opening this educational institution. The authors pay special attention to university reorganization that happened under the influence of domestic and foreign political circumstances. The authors considered the conditions of admission to the university, the faculty, defined by the international nature of the KUTV and having the Soviet and foreign sectors. In both sectors, significant attention was paid to the disciplines forming the Marxist revolutionary worldview. Because of the problem in teaching cadets native languages at the university, the main emphasis was placed on Russian. An integral part of the curriculum was industrial practice at enterprises in Moscow and then in the regions. The foreign sector opening was prompted not only to export the revolution, but also to create, with future leaders’ help, a loyal environment of the world’s first socialist state. During the country’s development, the emergence of new state’s tasks, changes in national policy, in the system of party education led to a revision of the necessity for the KUTV. Due to the recognition of the inexpediency of its existence, the university was liquidated in 1938.

The Roles of Sensegiving Language and Context in Change Announcement Acceptance

ABSTRACT Do leaders use sensegiving language in organization-wide planned change announcements? Does sensegiving language prompt organizational support? What contextual factors influence the reception of change announcements? These questions were explored in an analysis of written reorganization announcements across three executive administrations within a university. We found that sensegiving language was used when the reorganization decision was discretionary and when it was inconsistent with the values of shared governance and campus autonomy. Sensegiving language was associated with acceptance of the announcements but only when it was appropriate for the organizational setting. Leadership style appeared to influence internal support independent of language. Our findings suggest that although discursive ability might allow leaders to craft persuasive statements, the delivery of a change message must be consonant with contextual elements that include culture, external environment, organizational atmosphere, and leadership style. MAD statement When leaders announce a major organizational change, they must build support for the decision by using language that convinces organizational members to commit to successful change implementation. Despite numerous models of change management, there is little research that identifies what language is most effective to do so. This study analysed three university reorganization announcements and found that executives received support for decisions when they used language that was congruent with organizational values and their leadership style. Ideal content by itself was not sufficient to inspire support, nor was it necessary when a planned change was in reaction to the environment.

Leadership and Effective Institutional Economics Design in the Context of Education Reforms

Nowadays, the most typical reforms in higher education are conducted through the reorganization of universities either in the form of a merger, acquisition, or new status attainment. As a result, universities which educate local leaders for their respective national economies and have a profound impact on the regional economic development, as well as the composition of the labor market and intellectual potential, often encounter negative economic outcomes. The reforms that are imposed by the policymakers “from above” often hamper the development of universities and prevent them from fulfilling their roles described above. The process of reforming higher education in Russia is in many ways similar to the changes in the higher education systems of other European countries, in particular in post-Communist transition economies. Firstly, this process went through the integration into the global market of educational services. Secondly, it proceeded with the rethinking of the role of the university as a self-sustainable business organization. Thirdly, it was concluded by an increase in the demand and accessibility of education using the advancements offered by the digital technologies. Our paper argues that focused and well-balanced economic institutional design might be required for the sustainable development of reorganized leading universities. The project perspective implies that it is necessary to develop an institutional design in relation to what the organization seeks to achieve (either as its regulator or reformer) and how it intends to achieve these goals. In connection with the foregoing, we propose the following principles of designing effective institutions for the sustainable development of reorganized universities: (i) preservation of education as a “mixed” good (i.e., one that has the features of both public and private goods); (ii) transparency of decision making; (iii) complementarity of institutional change; and last but not least (iv) reduction in transaction costs.

Analysis of “underdevelopment whirlpools” as a tool of managing the regional market of education in the conditions of Industry 4.0

Purpose The purpose of this paper is to determine the perspectives and to adapt the analysis of “underdevelopment whirlpools” to the current needs of state management of digital modernization of the regional market of educational services in the aspect of determination and assessment of its disproportions as a tool of managing the regional market of education and managing the process of reorganization of regional universities in the conditions of transition to Industry 4.0. Design/methodology/approach Analysis of “underdevelopment whirlpools”, adapted by the authors to the specifics of the regional market of educational services, is used. The statistical basis for this paper includes the information and analytical materials as a result of monitoring the effectiveness of activities of educational organizations of higher education and the materials of the Federal State Statistics Service of the Russian Federation. Findings “Underdevelopment whirlpools” of the Kirov branch of St. Petersburg University of the Humanities and Social Sciences are analyzed, and reorganization of this university is recommended. “Underdevelopment whirlpools” in Kirov Oblast are analyzed, and an increase of regulation of this market is recommended. Originality/value It is substantiated that the method of analysis of “underdevelopment whirlpools” could be a tool of managing the regional educational market and managing the process of reorganization of regional universities in the conditions of transition to Industry 4.0. The advantage of analysis of “underdevelopment whirlpools”, as compared to the existing similar methods of assessment of disproportions in the development of the regional market of educational services (e.g. comparative analysis and plan-fact analysis), is the possibility not only to evaluate the static underrun from the model/plan but also to study its dynamics (depth and speed of sucking into “underdevelopment whirlpool”), which allows achieving high precision of the results of assessment.

Universities and Business: Prospects of Development of Diffused Structures and Processes

Universities are in a state of active transformation both in the field of developing technologies for creating, storing and transmitting knowledge and in their organizational development. The globalization of education and research markets has formed a steady trend of universities' integration. The last decade sees the general process of institutes merging in many countries. Active reorganization of universities through their integration took place in theRussian Federationas well. Currently, the focus of organizational development of universities is shifting from intra-system restructuring to the formation of project and structural partnerships with key stakeholders, primarily belonging to the sphere of business. The impulse to searching new solutions in the universities' transformations originates from a whole range of state programs. Thus, in many regions of the Russian Federation 2017 saw the start of work on forming university centres of innovation, technological and social development of regions in partnership with enterprises and organizations. According to the results of the 2017 competitive selection, 51 universities received the status of such centres, including 22 key, 3 national research and 10 federal universities from 39 regions. Within the national technology development initiative, the project to create 15 research and educational centres puts forward theoretical and applied issues on designing a new type of universities' structural organization, which would represent diffusion, interpenetration of universities and their key stakeholders. This article aims at discussing the readiness of universities and their partners to create such structures, as well as at analysing existing practices, and institutional constraints. The study is new, as it introduces the term «dif- fuse structures» denoting a new type of weakly formalized universities with key stakeholders, and analyzes the level of maturity of such structures based on surveys. The purpose of the article is to study the attitude of regional stakeholders of universities to the formation and development of diffuse structures and processes that ensure effective interaction for solving the objectives of social and economic development of territories and industries.

What is a useful university? knowledge economies and higher education in late eighteenth-century Denmark and central Europe

Universities were an important site of Enlightenment improvement discourse and knowledge economies in the German-speaking lands and Scandinavia. Late eighteenth-century state building and scholars’ expectations of their own ‘usefulness’ regarding these processes were closely intertwined. The life and publications of the German-speaking Danish naturalist Johann Christian Fabricius (1745–1808) are used here to understand contemporary debates on the state of education, political economy and the development of the sciences in relation to ideas about economic and social progress. Fabricius was professor for ‘œconomics, cameral sciences and natural history’ at Kiel University for more than 30 years, from 1775 to 1808, and was one of the most outspoken writers on economic reform in Schleswig-Holstein and Denmark. Fabricius’ suggestions for improvement involved directly addressing social categories as well as the re-organization of universities in form and curricular content. Fabricius was engaged in debates on how to best achieve the specific knowledge and skills considered useful for the emerging nation-state. The essay analyses Fabricius’ interventions in these debates in the context of the contemporary development of the ‘research university’ around 1800.

University Mergers in Russia

This article is aimed at identifying distinctive features of the educational policy of university mergers—their main stages, types, and declared goals. We analyzed cases of university mergers and acquisitions (M&A) from the 1990s to the present, which allowed us to identify and describe four Russia-specific waves of educational policy. Based on the authors’ classification, basic characteristics are attributed to each wave: Universitization, Federal Universities, Optimization, and Flagship Universities. The grounds for classification include such possible forks as similarity of the academic profiles of institutions of higher education (IHEs), the formal hierarchy of the organizations being merged, remote geographical locations, and, importantly, the body that makes decisions about mergers. The article also introduces such concepts as “mobilization,” “optimization,” and “repositioning,” to describe the basic motives of university reorganization. We also show the prevailing motive behind each of the merger waves. The results of this research can be used in planning potential mergers and evaluating completed university reorganizations.

Reform and Closing Up: Thought Reform and the Institutional Reorganization of Shanghai's Universities

This article traces the history of Shanghai's higher education institutions during the early People's Republic. Initially, the Communists had many advantages in Shanghai's universities, but the early political campaigns of the new regime led to a radicalization of domestic politics that placed intellectuals and their past activities under greater scrutiny. After encountering difficulties and confusion in implementing the Thought Reform campaign, the Communist Party emphasized the Three Antis campaign against corruption to buttress the goals of self-criticism and ideological transformation. Afterward, institutional reorganization of universities along Soviet lines proceeded as planned, with the outward support of students and staff, but, recognizing this as feigned transformation, the party remained wary of and frustrated by Shanghai's intellectuals in subsequent years. Therefore, rather than representing the successful transition away from bourgeois ideology, the Thought Reform campaign instead signaled a new dynamic of mutual distrust between the party and intellectuals in Shanghai.

University Mergers: The Implications for Students

The “human factor”, i. e. the conflict and protest behavior of students and faculty, often becomes a key problem during and after university consolidations. This paper provides an insight into reorganization-related university transformations that are perceived as tangible and important by students, approaching the issue from the viewpoint of the radical organizational change theory. Four cases of Russian university mergers are investigated. Data btained from individual and group interviews with students who attended the universities during the reorganization is used to build clusters of “formal” and “informal” changes that the students tagged as the most important. It transpired that students cared most about changes in the perceived value of their graduate diplomas and their potential status as prospective graduates of a particular university. Meanwhile, the content of education programs and the objective university performance indicators were rarely mentioned by students when they were talking about the possible gains and losses that reorganization could bring about. Instead, they would often refer to changes in the educational process, formal and informal communication within the university, and the university culture and spirit. The findings reveal university characteristics which matter most to students in the case of university reorganization and which thus should be considered when planning and implementing university consolidations.

UNIVERSITY MERGERS IN RUSSIA: FOUR WAVES OF EDUCATIONAL POLICY

This article is aimed at identifying key peculiarities of such type of educational policy as university mergers -their main stages, types and declared aims. During the research we analyzed cases of university mergers and takeovers since 1990s to present moment which allowed for identifying and describing four Russia - specific educational policy waves. Based on the authors' classification, there are given basic characteristics for each of identified waves: «Universitization», «Federal Universities)), «Optimization», «Pillar Universities)). Classification grounds include such possible forks as similarity of university academic profiles, formal hierarchy of uniting organizations, remote geographical positions, and, importantly, subject of decision making concerning mergers. Besides that, the article for the first time introduces into the context of university merger research such notions as «mobilization», «optimiza-tion», and «reprofilization» describing basic motives of university reorganization. Prevailing motive behind each of the merger waves is also given. The research presented can be continued in the form of detailed analysis of university mergers process with particular attention to «human factor» of merger procedure and creation of new organizational culture in merged universities. The results of this research can be used in planning potential mergers and evaluating completed university reorganizations.

Introducing CREATING, a plan for dental higher education in Saudi Arabia.

“Throughout history, power has attached itself, after God, to science. And the Islamic nation knows too well that it will not be powerful unless it depends on, after God, science.” These words from a 2009 speech by King Abdullah at the King Abdullah University of Science and Technology best exemplify the ideas of the authors of the CREATING (Communication, Research governance, Education planning, Accreditation, Translational practice, Implementation, Networking, Growth) plan for dental higher education in Saudi Arabia. Science, and therefore research, is indissolubly linked to all aspects of society. The ability to resolve the dualism between teaching and research and the promotion of a modern model of higher education will be the key determinants of international recognition of Saudi universities as academic institutions de facto, especially in the biomedical field. Higher education, including that in the dental and biomedical fields, is acquiring increasing importance worldwide, including in the Kingdom of Saudi Arabia (KSA). In line with its pioneering role, the national government of the KSA has set rising expectations for higher education. The vision has been supported by strategic measures, including the establishment of new universities, colleges, and centers of excellence (Telmesani et al., 2011). A central element of the new national plan is to stimulate quality and performance in higher education through the agency of the National Commission for Academic Accreditation and Assessment (NCAAA) in self-studies, strategic planning, and accreditation (NCAAA, 2008, 2011). Responses of Saudi universities to these demands have been mixed, and most higher education institutions (HEIs) are still in the process of finding ways to meet the criteria set by the government. We recently set up a collaborative working group of executives and academics from across the world, including Abdulmonem Al-Hayani and Emad Al-Shwaimi from Saudi Arabia (King Abdul Aziz University and University of Dammam, respectively), Stephen Prime from the UK (Queen Mary University of London), and myself from Australia (University of Melbourne). This group has analyzed the crucial issues faced by HEIs and developed a sustainable plan for Saudi universities, especially in the dental and biomedical fields, that was named CREATING. The first phase of this plan is being published (Cirillo et al., 2014), and we feel that we should achieve widespread consensus among academics and policy makers on phase II. The aim of the group is thus to broaden the current network to involve executives and academics from as many universities in Gulf countries as possible. The plan elaborated in this collaborative document represents an attempt to share some common practices of modern higher education among dental and medical colleges in Saudi Arabia. Phase I principally involves reorganization of universities’ on-going activities in a well-structured manner and reinforcement of the fundamental principles of modern higher education. We suggest that these goals are not necessarily to be achieved by major investments, but, rather, by implementation of a more imaginative and organized work plan. This solid grounding will lay the foundation for the next step, phase II (Translational practice, Implementation, Networking, Growth), in which dental and biomedical HEIs will be expected to invest in new strategic resources to establish strong reciprocal links with industry and fair international academic partnerships, and to shift their attention to hot topics and current academic challenges, thereby ultimately becoming truly world-leading universities. We propose that the following key aspects are crucial to succeed:

The Chair's Changing Role After University Reorganization: Is a Flat Organizational Structure Viable at a Small University?

The Chair's Changing Role After University Reorganization: Is a Flat Organizational Structure Viable at a Small University?

Do estado da universidade: metida num sarcófago ou no Leito de Procrustes?

Este ensaio chama a atenção para a grave doença que atingiu a Universidade nos nossos dias. O recurso à metáfora do 'sarcófago' e do 'Leito de Procrustes' visa: acentuar o facto de que a Universidade está a abandonar a sua missão tradicional e a sofrer transformações perigosas; expressar a esperança de que ela se liberte das forças que a constrangem e consiga ressuscitar numa forma nova. Com efeito, a Universidade está sendo capturada pela ideologia, pelo pensamento, pela terminologia e pelos interesses do neoliberalismo e do mercado. Consequentemente, ela perde autonomia e voz e deixa de ter identidade, linguagem e pensamento próprios. Em vez de ser uma instituição ao serviço da Humanidade, da sociedade, da cultura, da democracia e da liberdade, a Universidade torna-se um fator e instrumento de propagação das doutrinas e receitas dos potentados financeiros e 'mercadológicos'. Tudo isto é bem visível no 'reformismo' e nas orientações da sua reorganização e governação, na oferta e no perfil dos seus cursos. Tal como o mercado, a Universidade já não oferece nada; só vende. Assim, a Universidade é cúmplice e corresponsável pela crise civilizacional, cultural, ética, moral e social que grassa no mundo. Em conclusão, a Universidade está a tornar-se uma instituição humana e socialmente irrelevante, sem capacidade de irradiar influências exemplares e positivas. Para reverter a situação, os protagonistas da Universidade têm que a tirar do 'sarcófago' ou do 'Leito de Procrustes', no qual, por ação ou omissão, a deixaram aprisionar.

The Life of John Wishart (1850–1926): Study of an Academic Surgical Career Prior to the Flexner Report

BackgroundThe 1910 Flexner Report on Medical Education in the United States and Canada is often taken as the point when medical schools in North America took on their modern form. However, many fundamental advances in surgery, such as anesthesia and asepsis, predated the report by decades. To understand the contribution of educators in this earlier period, we investigated the forgotten career of John Wishart, founding Professor of Surgery at Western University, London Ontario.MethodsArchives at the University of Western Ontario, University of Toronto, London City Library, and Wellington County Museum were searched for material about Wishart and his times.ResultsA fragmented biography can be assembled from family notes and obituaries with the help of contemporary documents compiled by early 20th century medical school historians. Wishart assisted Abraham Groves in the first reported operation for which aseptic technique was used (1874). He was considered locally to perform pioneering surgery, including an appendectomy in 1886. Wishart was a founding member of the medical faculty at Western University in 1881, initially as Demonstrator of Anatomy and subsequently as its first Professor of Clinical Surgery, which post he held until 1910. Comprehensive notes from his undergraduate lectures demonstrate his teaching style, which mixed organized didacticism with practical advice. The role of the Flexner review in the termination of his professorship is hinted at in minutes of Faculty of Medicine meetings. Wishart was a foundation fellow of the American College of Surgeons and a founding physician of London’s Catholic hospital, St. Joseph’s, despite his own Protestant background.ConclusionsWishart’s career comprised all the elements of modern academic surgery, including pioneering service, research, and teaching. Surgery at Western owes as much to Wishart as it does to university reorganization in response to the Flexner report.

Free Inquiry and Public Mission in the Research University

Suppose we thought of free inquiry as a social matter, a public good. We might ask not only whether individual scholars are free from illegitimate, especially external, censorship or attempts to control their work. We might ask also how much the university as an institution contributes to overall freedom of inquiry. To answer the second question would require assessing (among other things) how well universities educate students to be participants in free inquiry, how well researchers communicate their work to raise the quality of public discourse, and whether the results of scientific inquiry are made freely available to advance further inquiry or controlled as private property. It would require asking whether the specific structures and practices through which we organize academic work - from disciplinary departments to evaluation procedures to publication systems - do more to facilitate or obstruct free inquiry. This article will fall short of answering all these questions, but I hope it will put them on the agenda. I present them in the context of two successive transformations - the late 19th century reorganization of universities by disciplines devoted to the production of new knowledge and the dramatic 20th increase in scale and cost which challenged the internal integration of universities. These shifted the constraints and conditions under which students and faculty could take up the project of free inquiry. Appreciating the impact of these transformations is also basic to projects of renewing the university and free inquiry today

学生を能動的学習者へと導く講義型授業の開発 : 学生の内面世界のダイナミックスをふまえた教授法的視点( 「教育」問題としての大学改革)

学生を能動的学習者へと導く講義型授業の開発 : 学生の内面世界のダイナミックスをふまえた教授法的視点( 「教育」問題としての大学改革)

ヴィルヘルム・フォン・フンボルトとベルリン大学創設の理念( 「教育」問題としての大学改革)

ヴィルヘルム・フォン・フンボルトとベルリン大学創設の理念( 「教育」問題としての大学改革)

大学院改革の動向 : 専門職大学院の整備と拡充( 「教育」問題としての大学改革)

大学院改革の動向 : 専門職大学院の整備と拡充( 「教育」問題としての大学改革)

教員養成学部・大学の再編をめぐる諸問題 : 秋田大学教育文化学部の改革( 「教育」問題としての大学改革)

教員養成学部・大学の再編をめぐる諸問題 : 秋田大学教育文化学部の改革( 「教育」問題としての大学改革)