Basic research. Features of management of economic processes in the university
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Nikolaev Andrey Viktorovich Management of a modern public high school as an integral system (Financial and economic aspects): Dis.... kand. ... cand. economy Sciences: 05.13.10, 08.00.10: Moscow, 2000 197 p. RSL OD, 61:01-8/231-8
Introduction
Chapter 1. Higher education institution as an integral system: external environment and main subsystems 7
1.1. The system of higher education as an external environment for the functioning of the university: general characteristics and national specifics 9
1.2. The concept, functions and structure of a higher education institution as a key element of the national higher education system 41
1.3. The main subsystems of a modern higher education institution 65
Chapter 2. Conceptual foundations and mechanisms for managing the financial and economic subsystem of a modern Russian state university 101
2.1. Goals, functions, structure, principles and methods of managing the financial and economic subsystem of a Russian state university 108
2.2. Tactical (current) level of management of the financial and economic subsystem 130
2.3. Strategic level of management of the financial and economic subsystem 143
2.4. Improving the management of the relationship of the financial and economic subsystem with other subsystems of a modern state university 163
Conclusion 172
List of used sources and literature
Introduction to work
The relevance of research. The current stage of development of the Russian economy is characterized by the increasing penetration of market relations into the sphere of higher education. At the same time, the state's ability to finance state universities is still far from being able to adequately meet the needs of a modern higher education institution. The result of this is an obvious and hidden outflow of highly qualified personnel from higher education, a drop in the level of material and technical support of universities and, as a result, the creation of prerequisites for a decrease in the quality of training. In such circumstances, state universities are forced to seek new opportunities and sources of funding for their activities. The current state of affairs poses a number of cardinal, vital and relevant tasks and activities for the university, such as maintaining and strengthening the positions of the university responsible for the reproduction of the national intellectual potential; creation of prerequisites for the stable functioning and development of the university as a socially significant institution in the conditions of the formation of market relations; and other tasks and directions that contribute to the stabilization of the university.
The indicated directions in relation to the university form an important national economic problem of great socio-economic importance, which can be formulated as follows: ensuring the stability of the state university as a socially significant institution in the conditions of the formation and development of market relations.
This problem implies the need for both theoretical research and the adoption of practical measures in the field of university management. This circumstance determines the relevance of the chosen study.
The problem posed, within which the dissertation was completed, determined the purpose of the study, which is to substantiate and develop a financial and economic mechanism for managing a modern Russian state university, taking into account foreign and first domestic experience.
To achieve this goal, the following tasks were set and solved in the dissertation:
Research of a modern state university as an integral system functioning in market conditions;
Formation of a basic complex of functional subsystems of a higher educational institution in order to analyze their impact on its development;
The study of financial and economic aspects of the activities of a state university in modern economic conditions and the development of organizational and economic mechanisms for managing its financial and economic subsystem.
The object of the study is a state higher educational institution as an integral system. The choice of a state university as an object of study is dictated, firstly, by the more complex structure of its management system compared to a non-state higher educational institution, and, secondly, by the relatively greater relevance of rethinking the principles of its financial and economic activity.
The subject of the study is the management of the financial and economic subsystem of a Russian state university, which is due to the key role of this subsystem in the framework of the activities of a modern higher education institution.
The methodological and theoretical basis of the dissertation were:
A systematic approach to the subject under study;
Key provisions of the management theory and works of domestic and foreign scientists and specialists in the field of higher education management and university administration. During the preparation of this dissertation research, both domestic and foreign (translated and original) sources and literature were used, covering a wide range of issues and problems under consideration1.
Conceptual approaches implemented in legislative acts of the federal, regional and local levels of the relevant normative and methodological documents of higher education, including standard and intrauniversity documentation.
As a factual and statistical base, materials were used from the Ministry of Education of the Russian Federation, the State Statistics Committee of Russia, UNESCO, as well as Russian and foreign state and non-state institutions and organizations dealing with the problems of higher education management; data and information contained in the worldwide computer network Internet (INTERNET); analysis of information on the subject of research, transmitted by domestic and foreign media. The paper uses materials in the field of the structure and functioning of American universities, received and collected personally by the applicant during a one-year internship at Murray State University.
The scientific novelty of the dissertation, related to the implementation of its formulated goal, is as follows:
The concept of a modern Russian state university as an economic entity has been developed;
A basic set of functional subsystems has been formed that determine the level of balance in the development of the university;
A financial and economic subsystem of a Russian state university has been formed and an organizational and economic mechanism for managing this subsystem has been developed.
The practical significance of the dissertation lies in the fact that its results allow using the developed approaches to form effective structures for managing the financial and economic activities of Russian state universities, namely:
Reasonably form the financial funds of the university and distribute the funds of the higher educational institution in accordance with the chosen strategy for its development;
Distribute responsibility between structural units for the development and final implementation of current and strategic plans for the development of the university. The materials of the dissertation can be used in the teaching of university special courses in the management of higher education, in the system of training and retraining of personnel for university administration.
Approbation of the results. A number of provisions of the dissertation and the management approaches proposed in it are embodied in the regulations of the Russian State University for the Humanities (RGGU), its branches and representative offices - the Regulation "On the Department of Regional Development and Centralized External Education" dated April 14, 2000, the Order of the Russian State Humanitarian University "On financing newly created branches and representative offices of the RSUH” No. 01-05-77/fin dated July 16, 1999, regulations on branches in Kaluga, Kirov, Kostroma dated 07/29/99 and some other organizational and administrative documents of the Russian State Humanitarian University, regulations on its structural divisions and individual areas of activity. The main provisions of the dissertation were reported by the dissertator and discussed at the scientific and practical conferences "Management in the XX century: results and prospects" (Moscow, 1998), "New information technologies in municipal management" (Moscow, 1997), the international conference "Problems of regional and municipal government » (Moscow, 1999). The applicant took part in meetings at the federal and regional levels, dedicated to university issues and financial and economic aspects of higher education in Moscow, Kostroma, Kursk, Novgorod, Yaroslavl regions.
The concept, functions and structure of a higher education institution as a key element of the national higher education system
This section proposes and explores the basic characteristics of a higher education institution within the North American, Western European, and Russian higher education systems. These characteristics include the general conceptual foundations of a higher education institution, its functions and structure. In addition, in the context of this work, when studying the conceptual foundations of a Russian state university, it is extremely important to form its concept as an economic entity. First, we define the conceptual apparatus used in further analysis.
When defining the conceptual foundations of a higher education institution, we were guided by the following characteristics and criteria: what type of activity is the university primarily focused on; how the university is perceived (and identified) by the state and the general public (society); and how this affects its financing by the state and private structures.
The proposed system of the main functions of a higher educational institution, in the opinion of the author, allows to objectively reflect the basic functional areas of the university. This classification includes the following types of functions: educational (educational); economic; scientific qualification; research; intellectual; additional and continuing education; cultural; "resource-strategic".
The educational function is understood as the organization of the educational process and the preparation of students in the relevant programs and areas.
The economic function is to train specialists for specific areas of the national and regional economy.
As part of the scientific qualification function, the professional growth of the teaching staff is carried out, postgraduate (doctoral) students are trained, scientific papers and publications are published.
The research function implies the implementation of scientific research that goes beyond qualification papers and is relevant to the entire scientific and educational community, which is important for national and world science as such. In some cases, the division of research and scientific functions is rather conditional, but in general this division is meaningfully substantiated.
The essence of the intellectual function is to increase the intellectual level of society (local community). This function is partly related to the function of continuing and continuing education described below, but implies a broader scope.
The function of additional and continuing education is realized through the organization of systematic programs for improving the skills of regional specialists; problematic and practical seminars in certain areas; special training courses aimed at constantly bringing the latest theoretical and practical developments closer to interested specialists working in the region.
The cultural function consists in raising the level of the general culture of both specific university graduates and the whole society (local community) as a whole.
The so-called "resource-strategic" function should be understood as the role of the university in the formation of a "strategic national reserve" of first-class specialists, i.e. in the formation of the national (regional) scientific and intellectual elite.
It is obvious that most of these functions are implemented to some extent by the absolute majority of higher education institutions within all the systems of higher education under consideration. However, in each national higher school and different types of universities, the implementation of these functions has its own characteristics and different priorities, which we will pay special attention to.
The proposed classification and criteria for subdivision of functions are rather conditional, and the boundaries between functions are sometimes blurred. However, as I have already noted, in general, the proposed system gives some general characteristics of the functional activities of a typical university within the framework of the corresponding national system of higher education.
The issues of the structure of higher education institutions in the higher education systems under consideration are generally well studied in the professional environment, and therefore the author proposes an analytical review of the organizational structures and management systems of the relevant universities, since without it this section would not be logically completed.
The main subsystems of a modern higher education institution
Having studied the conceptual foundations that determine the functions and structure of universities within different systems of higher education, we can confidently identify three key areas of activity for almost any higher educational institution - educational, scientific, and financial and economic. Since each of these areas includes a significant set of hierarchical goals, objectives, principles, methods, structural divisions and is characterized by a certain integrity, autonomy and independence, we have every reason to call them subsystems. Thus, we single out three main subsystems of the university - educational, scientific, financial and economic (the composition of non-main subsystems may include administrative, economic, social and other subsystems - depending on the specifics and scale of the university's activities). Of course, such a classification is not indisputable and is open to criticism. However, when comparing the basic essential functions of the university (educational, economic, scientific, intellectual, etc.) that we have previously identified with the classification of subsystems proposed here, we can conclude that they are all implemented within the educational and scientific subsystems, and financial and economic the subsystem provides the very possibility and basis for the proper implementation of these functions and the organizational and economic activities of the university as a whole. Consequently, the proposed classification of subsystems includes all the main activities and functions of a higher educational institution as an educational and scientific institution, and in this sense it can be considered universal in relation to any Russian or foreign university. At the same time, it should be noted that if the allocation of educational and scientific subsystems is quite traditional for any university, then the formation of a financial and economic subsystem (FEP) as one of the key subsystems within a Russian state university requires justification. In this regard, the following main factors can be identified that determine the creation of FEP within the framework of a Russian state university: 1. The need to earn money in the context of a chronic budget deficit. 2. The need for a transition to portfolio management of investments in relation to a state university. 3. An increase in the amount and intensity of the movement of funds through the financial flows of the university. 4. The variety of market instruments used by the university to prevent inflationary threats. 5. Expansion of the scope of financial marketing. 6. The need for the growth of a specialized highly professional personnel corps engaged in managing financial flows. 7. The high responsibility of the specified personnel corps for the reliability, efficiency (profitability) of financial and financial-economic operations to the staff of the university. These factors predetermine: the formation of a specialized financial and economic subsystem in the university; instituting FEP in the form of some organizational structure (for example, the financial and economic department) in the overall structure of the university management. The main task of such a structure is to introduce a market arsenal of financial and economic management methods into the established financial practice of the university. Anticipating a comparative study and analysis of the functioning of the subsystems defined above within the North American, Western European and Russian universities, carried out with the aim of a more detailed study of the microenvironment of the university, the author considers it necessary to single out the financial and economic subsystem of the Russian state university as the subject of a separate chapter of this dissertation.
Accounting and reporting Accounting and reporting on the development of the material and technical base Accounting and reporting on the organizational and economic development of production Accounting and reporting on the social development of the workforce Accounting and reporting on production and sales Accounting and reporting on the efficiency of resource use Accounting and reporting on the quality of products and services
Analysis and evaluation Analysis and evaluation of the development of the material and technical base Analysis and evaluation of organizational and economic development Analysis and evaluation of the social development of the workforce Analysis and evaluation of the results of production and sales of products and services Analysis and evaluation of the efficiency of resource use Analysis and evaluation of the quality of products and services
Payment and incentives Payment and incentives for the labor collective for the development of the material and technical base Payment for incentives for organizational and economic development Payment for and incentives for the implementation of measures for the social development of the labor collective Payment for incentives for production and sales Payment for incentives for the efficient use of resources Payment for incentives for the quality of products and services determine the basic model of economic management of a higher educational institution. As a basis for such a model, the author adopted a functional-target approach, compiled on the basis of the materials set forth in [General economic theory (political economy) / Under the general editorship of acad. IN AND. Vidyapina, acad. G.P. Zhuravleva. - M: PROMO-Media, 1995].
The vertical of this matrix shows system-wide management functions, such as forecasting and planning, financing and lending, accounting and reporting, and others (see figure)1. At the intersection of the rows and columns of the matrix, particular sets of tasks are formed, including the following types of support: methodological, technological, informational, personnel, technical, legal, etc. The formation of each set of tasks is based on the principle: "the implementation of such and such a function in the name of achieving such and such a goal." This model, covering the main goals and functions of management, indicates the complexity of the systemic economic management of the university, which, in turn, orients us to an adequately complex management system1.
Tactical (current) level of management of the financial and economic subsystem
The main goals that are achieved at the tactical level of FEP management are to ensure the current financial income of the university, the implementation of economic projects (as well as non-economic projects with a significant share of financial and economic costs) and the optimization of the spending of incoming funding. We note right away that the line between the tactical and strategic levels of FEP management is largely blurred and mobile. Sometimes individual tasks, functions, problems and projects implemented within the framework of or with the direct participation of the financial and economic subsystem of the university may, to one degree or another, affect both the tactical and strategic levels of management of the FEP. On the other hand, some functions that seem to be strictly tactical in nature may, in a certain context, be of exceptionally important strategic importance, and vice versa. Nevertheless, with a comprehensive consideration of the financial and economic subsystem, one can definitely single out the tasks and functions related to the tactical or strategic levels of FEP management, operating with the conceptual categories "current, performance-oriented and relatively certain" and "promising, creative and creative and enough indefinite”, related to the first and second levels, respectively. In addition, based on the general provisions of management theory, the following distinctions can be made between the tactical and strategic levels of management of the FEP:
In this section, we study in detail how it is proposed to manage the FEP of a Russian state university at the tactical (current) level. Here we are dealing with two enlarged groups of tasks, which are also shown in the form of a small table for convenience: optimization of management mechanisms in the field of financial and economic activities of the university exclusively within the framework of such a formed environment and current areas of work. Thus, the essence of the tactical level of FEP management is to maintain and ensure the current activities of the entire university and to optimize certain aspects of functioning within the framework of an already established system.
In the previous section, we have already identified the main target tasks of the FEP of a state university and the corresponding functions. In this section, the tactical component of these tasks and functions is investigated and analyzed, which allows us to characterize the tactical level of management of the FEP.
Of the four allocated functional-target blocks of the FEP, three blocks contain functions related to the tactical level of its management. As part of the FEP target, which we formulated as providing funding for the university in the amounts necessary both to maintain current activities and for future development, the tactical level includes the following target functions:
Maintenance of current budgetary and extrabudgetary sources of financing and areas of financial and economic activity. This function is one of the key (if not the most important) at the tactical level of FEP management. Essentially, all the current activities of the university depend on its effective implementation, and almost all links of the financial and economic subsystem of the higher education institution are involved in its implementation. Within the framework of budget financing, the implementation of the function under consideration consists in maintaining constant contacts and information exchanges with the head ministry or body that provides such funding, coordinating with it the size and timing of all current and future receipts, systematic "lobbying" in it the financial interests of the university; adjusting estimates of budget revenues and expenses of the university, depending on the volume and timing of funding; etc. With regard to extrabudgetary sources of funding, the function in question is implemented through the correct regulation of financial flows; development of a well-thought-out policy to determine the size and mechanisms of payment for tuition by students of a paid form; conducting advertising events and campaigns highlighting paid educational services of the university; setting a competitive rent for the leased space to tenants; advertising services and activities of enterprises created with the participation of the university; etc.
Improving the management of the relationship of the financial and economic subsystem with other subsystems of a modern state university
The final section of this chapter is devoted to the study of the integration level of the FEP, the improvement of its role and place in the activities of a Russian state university, the relationship and interaction with other subsystems of a higher educational institution in the process of making managerial decisions. Without such a study and proposals for optimization, the analysis of the FEP of a state university would be incomplete and incomplete, since the FEP, as a subsystem that ensures the operation of other subsystems and the entire university as a whole, is not able to exist in an autonomous mode. On the contrary, the entire logic of its functioning and the content of the previous sections of this dissertation show the need for a multi-level and complex integration of the FEP with all subsystems, divisions and activities of the university.
We have already determined that within the framework of the activities of the university there is actually a financial and economic block of issues and tasks, which is directly dealt with by the FEP and its divisions. This block includes previously analyzed target tasks and functions of the FEP and the areas of activity arising from them. As has been repeatedly emphasized, the subsystem we are studying, even within this block, actively uses the resources and potential of other subsystems of the university, attracts external experts and often goes beyond the purely financial and economic sphere. At the same time, we also determined that financial and economic activity as such is not the main (priority) for a state university, but plays an important supporting role for the work of the university as a whole and the achievement of its educational and scientific goals. Now we will try to establish how the FEP should interact with other subsystems and departments of the university. First of all, let's highlight the main substantive types and forms of such interaction, which, in our opinion, look like this: Consulting departments of other subsystems. Coordination of certain projects and their adjustment. Imperative (permissive-prohibitive) conclusion on the possibility of implementing the relevant projects. Monitoring the implementation process of the relevant projects or their individual aspects. Initiating and stimulating the implementation of projects that lie outside the direct scope of the direct competence of the initiating subsystem, but which are important for the latter.
These types and forms of integration seem to us to be universal from the point of view that, firstly, they cover the maximum possible range of interaction between subsystems of the university, and, secondly, an “active” subject in any of the proposed interaction options can act as a FEP, and any other university subsystem interacting with it1. In this sense, we can talk about the totality of the proposed types and forms as a system of interaction between FEP and other subsystems of the university.
However, within the framework of this chapter, of key interest for us is the study of the interaction of the FEP with other subsystems in a situation where the FEP is the "active" subject of such interaction, since when studying the "passive" participation of the FEP, we will have to go beyond the topic of the dissertation and delve into the area of improving methods and mechanisms of integration management of other subsystems of the university, which deserves a separate extensive study. Now let's present our proposals on how and in what cases FEP is an "active" subject in each of the listed types of interaction with other subsystems:
In modern conditions, when market relations and economic categories have penetrated into almost all areas of activity of a Russian state university, the importance of the consultative participation of FEP in the activities of other subsystems of a higher educational institution is increasing. In this case, the FEP is assigned an exclusively expert-recommendatory, advisory role. Consulting can be both general in nature and relate to specific projects. As a rule, the projects and proposals sent for such “examination” of the FEP, as a rule, are almost completely related to other areas of the university’s activities, but contain a certain financial and economic component. At
It would seem that this proposal has little in common with the activities of the FEP, but this is not entirely true, since the rates of remuneration for teachers for conducting oral and written exams in some cases differ (especially when it comes to fairly common extrabudgetary rates and additional payments). The relevant departments of the FEP evaluate the possible financial losses and benefits of these proposals for the university and make their recommendations. Of course, for a large university, the financial factor of the proposed innovation will be insignificant in comparison with its educational and methodological justification, and in most cases the recommendations of the FEP units will simply be taken into account. However, if we are talking about a large university that has a network of branches, then the expert recommendations of the FEP become more important, since the conduct of written exams in the branches in the disciplines read by the teachers of the head university does not require the presence of these teachers (they will be able to check the written answers in the head university) and the written examination may be supervised by local faculty or even individual branch staff. Obviously, this already achieves significant savings in the costs of organizing and conducting exams due to the absence of the need to pay travel and related expenses, which is of particular relevance when branches, for example, a Moscow university are located in Siberia or the Far East, where the cost of only an air ticket one way is 4-8 thousand rubles. Here the question of profitability and financial and economic possibilities of the university is directly touched upon. In this case, the expert evaluation of the FEP can already be considered as an imperative conclusion on the feasibility of introducing the proposal of educational and methodological management, but this is already an extreme case, subject to consideration within the framework of the corresponding type of participation of the FEP in the activities of other subsystems of the university.
Often, projects, programs and proposals that arise within the framework of other subsystems of the university are characterized by a low degree of financial elaboration, and the recommendations of the relevant departments or expert (working) groups of the FEP can eliminate such shortcomings. For example, a research department may offer a program to stimulate the participation of teachers and students in scientific research, where the main emphasis is on the moral and professional stimulation of participants, but in particular, the possibility of financial incentives is stipulated. Such a program, being scientifically oriented, may not contain clear criteria for material incentives, which carries the potential threat of subsequent speculation on the part of the relevant teachers and students applying for rewards. In this case, the recommendations of FEP specialists can help the program developers to pay closer attention to individual details of the project and avoid various shortcomings.
Kafidov, Valery Viktorovich
3.2 Features of university management
The term "management of an educational institution" is designated as a mechanism for organizing and ensuring optimal conditions for the functioning of education at all levels, the "brain" of the system. A feature of the management of the modern education system is, first of all, the provision of leadership personnel for a certain educational institution in the context of the democratization of society, the transition to a new level of functioning of pedagogical macro- and microsystems.
This can be achieved only through the introduction of modern management technologies into the National Education System, appropriate scientific and methodological support, the creation of a new market economic mechanism, and the renewal of target, operational, technological and socio-psychological functions of leadership.
An education manager is a person who professionally performs the functions of pedagogical management at the level of any pedagogical system - from the Minister of Education, his deputies to an individual teacher.
The manager of the educational process is a teacher, a teacher who acts in the professional role of the subject of the educational and cognitive activity management system of those whom he teaches and educates. The manager of the educational process is the head of the educational institution (director, rector), his deputies, who act in the professional role of subjects of the system for managing the pedagogical activity of educators. The main principles of pedagogical management, which are used today by the heads of universities, are the principles of centralism and democracy, which in our society have long been understood one-sidedly. They are fundamental factors that ensure the effectiveness of the managerial activity of the head of the university, as a manager of the educational process. Democratic centralism in this case means a combination of collective forms of leadership (conference, teachers' council, meeting of the labor collective) with constant cooperation with public organizations. From this position, effective pedagogical management is based on a clear distribution of responsibilities between the head, his deputies, heads of departments, chairmen of cycle commissions, and teachers. Therefore, the unity of the principles of democracy and centralism in the university combines the work of the entire team and the collective form of leadership, collegiality and, accordingly, the collective form of leadership, personal daily responsibility of representatives of the educational institution, especially the director and his deputies.
The unity of the principles of democracy and centralism implies the existence in the university of an effective mechanism for monitoring and implementing decisions made by the authorities of laws, the qualitative functioning of each of the departments of the educational institution, the inadmissibility of self-will and incompetence in the activities of managers, as well as mandatory publicity regarding their managerial activities, providing opportunities for constructive criticism and self-criticism of all members of the teaching staff. Otherwise, the inaccuracy in defining the responsibilities of the subjects of the pedagogical management system, the lack of a mechanism that guarantees the interaction between the leading personnel and the teaching and technical staff of the university will lead to a loss of responsibility, a decrease in discipline, a low quality of leadership and, of course, to the low efficiency of the functioning of the entire educational institution.
The head of any rank in the system of universities at any level sooner or later thinks about the question of how to make the work of his university more efficient, to get the most out of each employee of the team at minimal cost. An analysis of the numerous scientific publications currently available gives a detailed idea of the concept and complexity of the structure of the portrait of a modern leader and his leadership style. Of course, the style of leadership, and as a result, the effectiveness of activities largely depend on the personal qualities of the leader, among which such traits as purposefulness, determination, flexibility, diplomacy, the ability to generate ideas, innovation, exactingness, originality, energy come to the fore. , ingenuity, assertiveness, intelligence, the ability to teach and educate, to create. The principle of humanization and psychologization used by a modern leader is extremely important, aimed at overcoming the style of absolute submission and authoritarianism in relations between people, achieving a normal positive moral and psychological climate in the team through respect for each member of the team.
It should be noted that improving the quality of education - the main task of the education manager - is directly related to the ability of teachers to engage in innovative professional and pedagogical activities. However, there is practically no system for their training and retraining, and the documents of the Bologna Declaration do not formulate this problem, leaving its solution to spontaneity. But today, most teachers are faced with a problem that they cannot solve on their own. We are talking about adapting them to the system of education, science, business and production, teaching in a new way and learning new things ourselves, and this is possible only with direct state support.
Each person should be considered not as an object of attention, but as the ultimate goal for which management activities are carried out at the university. This requires from the subjects of pedagogical management a high level of psychological competence and a culture of professional communication, a developed sense of tact and a tendency to prevent conflicts, stressful situations, the ability to look at individual phenomena through the eyes of another person, and the ability to model actions. One should learn to impartially take into account the professional features of the formation of student, technical and pedagogical teams.
The humanization of the educational process involves constant concern for the health of team members, the creation of normal conditions for work and leisure, medical care, nutrition, which requires the personal initiative of the leader as an education manager, non-standard decisions and unforeseen actions based on high personal responsibility. Of course, the principle of legal priority and legality, the principle of scientific character and competence, the principle of information sufficiency and the principle of analytical forecasting are also important in managing the activities of an educational institution. I would like to dwell specifically on one of the most important principles - the principle of operational regulation, which implies a clear organization of the work of each member of the team, the distribution of their functional and official duties, a well-coordinated system of interaction of all elements of management, the existence of a high-quality reserve for managerial positions. It ensures the optimal implementation of the decisions of our pedagogical councils, orders, annual and current plans. Each of us clearly needs to know what, where and when to perform, who is responsible for the organization and results of this or that work. Deputy Directors, departments, the chairmen of the cyclic commissions of the technical school have their own ways of influencing the team in the form of preparing management decisions, orders, orders, as well as holding meetings, conversations, attending teacher classes, meetings of various departments, checking labor discipline, observing the activities of educational, educational, financial , economic services. Therefore, the principle of operational regulation requires: everything that is planned must be carried out, everything that interferes must be eliminated.
The main direction of managerial activity of an education manager, regardless of his level, is the stable functioning of an integral pedagogical system: the organization of the work of student, pedagogical, technical teams, the effectiveness of which is determined by many factors, and the level of productivity can change even throughout the day. We are talking about the fact that in the field of functioning of a separate university, as a special socio-pedagogical system, the quality of the educational process is aimed at fulfilling the social order of society and depends on professional competence, erudition, general culture and creative attitude to their work of the main subjects of this process. - teachers.
In modern conditions, the organization of labor of the subjects of the pedagogical process implies a real desire of each member of the team to satisfy their material and spiritual needs by saving energy and time, which requires the education manager, first of all, to realize the ability to rationally distribute duties and delegate authority to subordinates. Stimulation of creative searches in the field of pedagogical activity involves the constant orientation of the staff of the educational institution to the creation of experimental sites and workshops, the search and implementation of pedagogical innovations, best practices and personal achievements of the national pedagogical heritage in their own activities.
Forming a team of like-minded people devoted to the interests of a promising educational institution, leaders should not level the bright individuality of individual members of the team, but create conditions for creative development and their productive self-realization. At the same time, they are obliged to take care of the recognition by each member of the teaching staff of the general goal and specific tasks facing the university, in turn creating the necessary conditions for work based on an objective assessment of the performance of each teacher, supporting this with moral and material incentives.
When developing programs for the use of computers and information technology in the management of the university, it is necessary to take into account the following features in the activities of educational institutions.
1. when managing a university, it is necessary to enter, process and transfer large amounts of information. The number of applicants and students is tens of thousands of people, hundreds of indicators are taken into account for each of the students during their studies, state documents are formed, and tuition fees are recorded. No less complex are the databases for accounting for university employees, payroll, as well as for accounting for material assets, etc.
2. the university conducts complex office work, issues orders and orders for the admission and dismissal of employees, enrollment, transfer and expulsion of students.
3. when organizing the educational process, a large amount of information is processed - curricula and programs, workload, teaching materials. It is difficult to automate the scheduling of classes.
To the above, we can add information flows related to the research work of teachers and graduate students.
Participants in the information process are almost all students and teachers, most of the university staff. These users, as a rule, enter into complex relationships with each other, when the information entered by one user is processed by another, who passes it further along the information chain: 1) the selection committee enters information on applicants; 2) the personnel department, on the basis of the decision of the commission, prepares orders for the enrollment of students; 3) the accounting department accepts tuition fees from them; 4) customer service controls tuition fees and admission of students to classes; 5) dean's offices form groups of students, control their implementation of all stages of the educational process.
Similar work is carried out not only in the head office, but also in its branches. Any mistake when entering information will disrupt the activities of subsequent services. Therefore, information systems in which information is represented by complexly organized flows in the form of branching chains should have the appropriate capabilities to find and eliminate errors when entering, transmitting, processing information and supplementing it. These information chains form a single information network, for the functioning of which local computer networks are created. The most responsible is the determination of the types of user interactions in the nodes of the information network. It depends on this whether the information system will be effective or whether its use will create so many difficulties that it will be easier to solve the problems that arise without the use of computers.
Given these and other existing problems, for the effective use of information technology in the management of higher education institutions, it is necessary to be guided by the following principles and approaches.
A preliminary stage in the development of information systems is a thorough analysis of information flows, technologies for their processing and use, with the allocation of information chains and information networks. If this stage is performed poorly, then the integrated system will be impossible to develop.
The second step should be the structuring and unification of all documentation, the development and adoption of regulatory documentation, clear proper instructions for collecting, analyzing and processing information on each information chain and on the information network as a whole. Any mistake at this stage will not allow you to create an effective information system.
After the implementation of the first stages, it is possible to start developing the concept of creating an information system, highlighting the relevant blocks, their interactions with each other, requirements for the format of input and output information, protocols for exchange, processing and its use.
Then the order of development of information system blocks is determined, on the basis of which the selection, adaptation, modernization of software and hardware and hardware is carried out. At all stages, users participate in the development of information systems; in applied aspects, their word is decisive.
After the development of the corresponding block of the information system, user training and trial operation of the system are carried out. Based on the results of trial operation, the system is being finalized and modernized. After acceptance into permanent operation, developers maintain the software, and users are responsible for compliance with established standards and requirements for working with information.
Unfortunately, the formation of information systems often begins with the development of individual fragments, which at subsequent stages have to be coordinated with each other, which reduces the efficiency of the systems. Ideally, programmers should be given technical specifications for the development of all blocks of the information system. But, as a rule, users cannot correctly formulate technical specifications, and endless software improvements on the oral orders of users lengthen the time for creating information systems and reduce their quality.
Real life is such that it is necessary to simultaneously operate the previously created blocks of the information system and software, modernize them in accordance with new requirements and develop new systems. In this case, everything should be created on the basis of a carefully formulated concept, taking into account a systematic approach, which will avoid numerous mistakes.
Automated information system "Management of universities"
Modern colleges and universities operate in rather difficult conditions, in which success is a very, very difficult task. At the same time, each university, first of all, seeks to organize its work in such a way as to provide students with the highest quality education. However, there are many difficulties...
The needs of universities today are very diverse, however, the main idea can be formulated as follows: universities need efficient back-office systems and reliable business processes that would allow them to ensure the correct functioning of complex environments within the available budget.
What is meant by educational institution management?
HP defines an institution's governance system as the sum of the institution's functions to ensure student success, as well as managing academic and financial data (grades, performance, tuition fees, student loans, student e-commerce, etc.). School administration often spans the entire life cycle of a student: application acceptance, enrollment, graduation, and finally relationships with alumni. An administrative system (scheduling management, collaboration management, classroom usage, etc.) can also be used to manage the institution and student data, which supports the management of the institution's life and reporting.
Ideally, an educational institution management system should combine a certain number of completely heterogeneous systems into a single infrastructure that supports educational and administrative functions and provides access to resources and information within all branches and departments of the university.
The HP Campus Administrative Solution for AIS incorporates the best technologies and services from Hewlett-Packard and takes advantage of HP alliances with world-class application developers such as Oracle/PeopleSoft, Datatel, Microsoft, SAP and more Our solution provides colleges and universities with advanced collaboration and improved access to better manage student data, comply with regulations, and measure educational and business processes.
HP AIS "University Management" is part of the HP Managed Learning Environment for higher education. The administrative systems that govern day-to-day operations are sometimes considered the "necessary evil" of education. However, without first solving the problems of registration control, attendance and mandatory reporting, even the most noble of educational goals will be difficult to achieve. HP AIS "University Management" is based on cost-effective technologies and based on industry standards. This solution integrates easily into existing environments and scales flexibly to support many thousands of users.
HP's solution is modular and built on open standards. These features allow it to maintain a high degree of customization to meet specific requirements. We would not be able to provide such a solution without forging strategic alliances with world-class manufacturers (who in turn rely on our infrastructure and services).
The HP AIS “School Management Solution improves learning efficiency, empowers students, frees faculty from time-consuming administrative tasks, and empowers IT staff to use consolidated systems. All this contributes to a high return on investment in IT, allows you to stay within the existing budget and successfully teach new generations of students.
At the beginning of our study, we set a goal - to study the socio-historical experience of managing educational institutions. In accordance with the tasks set, we
1. gave a definition of the concept of "organization" - a social community that unites a certain set of individuals to achieve a common goal, which act on the basis of certain procedures and rules;
2. identified the most important characteristics of the organization;
3. considered the importance of organizational technologies;
4. studied the management structure;
5. reviewed the principles and objectives of management;
6. studied the laws of management;
7. gave a definition of the concept of "pedagogical management" - a set of principles, methods, organizational forms and technological methods of managing the educational process, aimed at improving its effectiveness.
8. considered the features of pedagogical management and its connection with the learning process;
9. studied the principles on which pedagogical management is based;
10. traced the history of the emergence and development of the school and preschool education system;
11. determined the features of the management of a general educational institution;
12. considered the features of the management of preschool educational institutions;
13. studied the history of the emergence and development of higher educational institutions and the historical experience of managing them;
14. determined the features of the management of universities.
Thus, we have come to the following conclusions:
· For the successful functioning of the organization, it is necessary to comply with existing laws and management principles.
· The management of educational institutions is subject to the general laws of management, but at the same time has its own characteristics associated with the educational process;
· The problems of training, education and management at this stage of development of an educational institution are among those whose development requires a systematic, activity-based and student-oriented approach. The system-forming factor of the pedagogical system is management, and the art of managing the learning process and, in particular, the educational and cognitive activities of students is pedagogical management, i.e. a set of principles, methods, organizational forms, technological methods of managing the educational process that contribute to improving its efficiency and quality.
· The learning process is a purposeful humanistic system of interaction between a teacher and students, which ensures the assimilation of social experience, the values of world civilization and culture by a person. The organizer of educational and cognitive activity is the teacher - the manager of the pedagogical process.
Having studied the process of formation and development of general education and preschool institutions, we came to the conclusion that the management system of these educational institutions was formed along with their development. The foundations of the modern school system were laid in the 19th century, when the interest of society and the participation of the state determined the general direction of this process, which in each country had specific features. What was common was the expansion of the state's participation in the school business: its management, the relationship between private and public schools, and resolving the issue of separating the school from the church.
The fate of school reform was determined by three interconnected spheres - legislative, executive and financial. At this time, there was a separation of education from the church and the establishment of state control over education, which served as the development of modern methods of managing educational institutions.
The management of the educational process and, as a result, the educational institution, passed into the hands of the state, as evidenced by the development and implementation of school legislation.
The organization of school management in Western countries took place with the interaction of two main trends: centralization and decentralization.
All school systems in the West have had private schools that were in one way or another under state control. The position of private schools in different countries evolved in different ways.
Thus, the development of the secondary school in the West during the 19th century was expressed in the creation of educational institutions of classical and modern education. The latter were becoming more and more widespread, being a sign of the new time, therefore, we can say that during the XIX century there was the emergence and development of modern methods of managing general educational institutions.
In Russia, the theory of education management was originally developed as school science. After the October Revolution of 1917, a centralized state system of educational institutions was created, but in the specialized literature, management issues were considered mainly in relation to the field of general education.
Having studied the process of formation and development of the management system of educational institutions, we came to the conclusion that the management of the educational system is a special type of social management that supports the purposefulness and organization of educational, innovative and supporting processes in the education system. Obeying the general laws of social management, it has specific features due to the ways of setting and achieving socially significant goals in the specific conditions of an organized educational process.
By analogy with the development of the school management system, the management system of a preschool educational institution was formed.
Thus, at present, the school management structure is as follows:
Headmaster level;
Deputy director level;
Level of MO leaders;
The level of teaching staff.
At each level, its own structure of organs unfolds horizontally, which are interconnected with subjects vertically and horizontally. The organizational structure includes both professional leaders /deputy directors, heads of methodological associations/, and various public entities /chairman of the trade union committee, chairman of the school council/, which is necessary for the effective management of the school. In the structure of school management, the relationship of one or another subject of management to a certain one is characterized by coordination and subordination links both vertically and horizontally.
Having studied the management features of general education and preschool educational institutions, we can conclude that they are characterized by the specifics of the learning process, the age characteristics of the students, the specifics of the educational institution, the level of development of all participants in the management system.
The management of universities initially had distinctive features from the management of schools and preschool educational institutions. This is determined by the difference in the structures of educational institutions and the fact that initially higher educational institutions had a kind of autonomy and greater freedom in management.
Thus, the study of the socio-historical experience of managing educational institutions gives us a clear picture of the development and specifics of this type of management, reveals features and shortcomings in the development of pedagogical management, which contributes to the further development of this area of management.
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Appendix
LEVELS OF SELF PRESERVATION
| Level | Range of values, % |
Raisa Savkina
The system of state regulation of financial and economic processes in universities in modern conditions: monograph
Introduction
The relevance of the study is determined by a number of reasons:
Changing the conditions for the functioning of universities, taking into account the increase in their responsibility and independence for the results of financial and economic activities in accordance with the Federal Law "On Education" No. 273-FZ of December 29, 2012, as amended. dated November 25, 2013, as well as the Law of the Russian Federation No. 83-FZ dated May 8, 2010 “On Amendments to Certain Legislative Acts of the Russian Federation in Connection with the Improvement of the Legal Status of State (Municipal) Institutions”;
Transformations to enlarge universities and monitor universities for their effectiveness;
The need to modernize universities and the education system on an innovative basis and increase the role of universities in shaping the conditions for the transition to an innovative type of economic development;
Reducing the budgetary funding of universities and the need to create competitive advantages in the provision of educational and other services;
Processes of changing the type of state educational institution from budget to autonomous in accordance with the Federal Law "On Autonomous Institutions"
Self-development of the university as a business and management entity, improvement of various aspects of its activities should be comprehensive and continuous. The most adequate mechanism that implements the promising directions of the development of the university is a comprehensive modeling of financial, economic and organizational processes, taking into account the consequences of decisions made by the state, the founder and the university both to improve the efficiency of the university and their impact on the economy of the region, industry, state.
The degree of development of the problem. In the scientific literature in recent years, quite a lot of attention has been paid to the issues of improving the management of the university. These issues are considered both at the state level and at the regional level; both in power structures and in public bodies (boards of trustees and supervisory boards). In recent years, a number of fundamentally new regulatory and legislative acts (Federal laws, decrees of the Government of the Russian Federation and regions) have been adopted that have changed the conditions for the functioning of universities. The consequences of these transformations had a diverse impact on the activities of universities for a number of reasons. In particular, the transformations are local, point-wise, not always consistent, and their effectiveness is often negative. In accordance with this, the problem of state direct and indirect regulation of the economic and financial activities of the university is relevant and urgent in a crisis and recession of economic development.
The purpose of this study is to develop a mechanism for the most effective state regulation of the economic and financial activities of the university in terms of increasing its independence and financial responsibility.
Realization of this goal involves setting and solving the following tasks:
Generalization of regulatory and methodological documents characterizing the interaction of universities with government agencies, the founder, consumers of educational services;
Identification of key changes in the conditions of functioning of state universities as property complexes;
Development of a system of economic and organizational forms of management, providing an increase in the innovative activity of universities;
Substantiation of effective methods of university management in the context of changing the type of institution.
Research results. The study of the problems of higher education management allowed us to propose a number of measures to improve the interaction of the state as a power structure and the founder of state universities with universities as an object of management. In particular:
The conditions and measures of state regulation of the educational, economic and financial activities of universities are outlined;
Proposed measures for the formation of the state task for universities;
The mechanism of interaction between the founder and the university during the transition from a budgetary to an autonomous institution has been clarified;
Substantiated are proposals for the creation of a system of state regulation of pricing in federal state institutions of vocational education, which implies a differentiated approach according to the levels of education and the priority of educational programs being implemented;
Proposals are given on the formation and priority use of investments in universities;
The necessity and directions for improving the management of universities based on integration with scientific and advanced manufacturing enterprises and the creation of an innovative holding are substantiated.
Conditions and format of state regulation of universities
1.1. Characteristics of the conditions for the functioning of the university as an object of management
The modernization of higher education, declared in legislative and regulatory documents, changes the conditions and nature of management, both within the university and on the part of the founder and the state.
The modern Russian economy in the context of globalization is subject to the objective economic laws of development in force in the world. In accordance with this, the transition to an innovative type of development is an objective process that requires an integrated approach to the formation of the conditions for such development. The nature of the transformations and their consequences suggest that qualitative changes in the transition to an innovative economy cannot occur without improving the system of vocational education (both basic and additional). The State Program of the Russian Federation “Economic Development and Innovative Economy” (approved by Decree of the Government of the Russian Federation of March 29, 2013 No. 467-r) determines that one of the objectives of the program is to create an “economy of knowledge and high technologies” . In 2013 alone, more than 122 billion rubles were allocated for the implementation of the program (its duration is 2013-2020). Unfortunately, no funds are provided for investment support for universities (primarily state ones) (the main indicator of achieving the goals of the program is the improvement of Russia's position in the World Bank's Doing Business ranking from 120th place in 2012 to 20th place upon completion of the program) . In other Programs related to the development of education, there is no clear position of the Government of the Russian Federation (and in particular, the Ministry of Education and Science of the Russian Federation) how and at what expense state universities will be developed (including educational technologies). At the same time, the knowledge economy is based on high professionalism and innovative activity of employees. Therefore, the search for mechanisms and sources for the formation of investments sufficient for a deep modernization of higher and postgraduate education is one of the main tasks for the sustainable and effective development of universities.
In accordance with the goals of the development of society, the conditions for the activities of universities are formed as subjects of economic relations that implement the function of the qualitative reproduction of knowledge transmitted in the learning process. At the same time, innovations should cover both the system of knowledge accumulation and their transfer. Thus, the university, as a store and carrier of knowledge, must form an environment for their reliable transfer through educational technologies and programs.
Being a conductor of innovations, the university, first of all, must ensure a comprehensive and advanced character in its development. A university that does not use innovations in its activities cannot be a serious seller of innovations for practitioners (only 20% of universities confirm the status of innovative, which indicates a serious problem of the quality of knowledge, their innovativeness). Therefore, university graduates often have outdated knowledge, they do not have experience in searching for "know-how" and methods for introducing innovations into the practice of enterprises. And this, in turn, leads to low rates of innovative transformations in the economy (only 8% of enterprises in the Russian Federation are innovatively active, while in the EU countries this figure is more than 50%, in Japan - more than 80%). This is unacceptable in the current crisis conditions (2014-2015). The financial resources allocated in 2015 to support 5 leading universities (in the amount of 5 billion rubles) set rather image goals for these universities to enter the top 100 leading universities in the world
The current management system of the university is quite conservative and took shape in the 1960s and 1970s. 20th century, practically unchanged over the following years. At the same time, market relations, innovative transformations (including in management) are perceived by universities as external, often negative, factors from the point of view of the stability of the functioning of the university. Measures to modernize education generally do not affect the university management system. Conservatism in the management and evaluation of the activities of the university does not stimulate the university to adequately respond to the need to comprehensively apply innovative technologies both in teaching and in management, which leads to a lag in the educational service from the needs of practice ("catching up" education instead of "advancing").
In a modern university, information becomes one of the mandatory components of management processes, since its production, transfer and consumption forms a kind of “foundation” for the effective functioning of all spheres of society. The result of the activity of any modern social institution, and especially the education system, largely depends on the correctness of the formation and adequacy of the use of information flows. To date, Kazakhstan has not yet fully formed ideas about the optimal composition of such systems, their architecture, the functions that they implement, and approaches to ensuring data security, taking into account the specifics of educational institutions, have not yet been developed. In addition, almost all systems of this type existing on the market are commercial, and quite expensive, which makes their use almost impossible for most universities in Kazakhstan, especially in the transition period, when the list of reports or the structure of information flows is constantly changing. In this connection, the problem of informatization of the management circuit of higher education in Kazakhstan is one of the most acute, since it lacks well-thought-out implementation concepts. Informatization of higher education in Kazakhstan has a heterogeneous character, in particular, it concerns the purchase of equipment for universities, often chaotic and unsystematic information support of educational institutions, to which the concept of "standardization" cannot be applied. As a rule, this is partly outdated, partly written in-house software, incompatible information platforms. All this leads to problems of docking information systems of various educational institutions. The situation is not much better with the automation of the university management information system. The most widespread among Kazakhstani universities are inconsistent and link automation strategies that are not able to meet the needs of modern educational institutions, in contrast to a comprehensive strategy, in which an iterative and connected construction of an information system takes place as an environment for information interaction in the management of universities. One of the reasons for the refusal of universities in Kazakhstan from a comprehensive information strategy is the lack of a detailed description of the functional characteristics of the information system of an educational institution in the domestic scientific literature, which makes it possible to direct the iterative process of its consistent construction. In general, it can be noted that the problems of using information systems in the management of higher education institutions in Kazakhstan are associated with:
* increasing the personnel potential of higher education;
* awareness of structural divisions, which affects the coherence of the functioning of the university as a whole;
* the formation of an electronic document management system in the administrative apparatus and the organization of access to it;
* the need for retraining of employees of educational institutions involved in the information service of business processes;
* building the correct information environment of the university and automating all business processes of the educational institution;
* the creation of a multi-complex corporate information system of the university on a single project. The prospect of using information
management systems (MIS) and information and communication technologies (ICT), as well as the increased attention of local authorities to the informatization of society, have affected the increase in recent years of enterprises using ICT (table 1). If we analyze the data of the Agency of the Republic of Kazakhstan on statistics for the period 2005-2011, then the costs of information technology have increased by more than 8 times. Including, for the purchase of computer equipment - more than 10 times, for software - 5 times, for payment for communication services - 9 times, payment for services of third-party organizations and specialists related to information technology - more than 7 times and other (independent software development within the organization, rental of ICT tools, etc.) costs - more than 7 times. The cost structure has also changed over the years. If in 2005 the share of costs for the acquisition of software was 17.8%, in 2008 - 30.4%, then in 2011 it was 11.1% of all costs. Also, the share of expenses for training employees in 2005-2006 was 1.6-1.8%, and since 2009 - an average of 0.7%. The share of expenses for the acquisition of computer equipment for 2005-2008 was one third of all expenses. This is, in a way, updating and supplementing the computer equipment park, and in 2010-2011 this figure approached 40%. The positive consequences of the use of MIS are emphasized in the works of many specialists, since, in the general case, the introduction of a management information system in an organization allows:
ensure a higher level of managerial control over the activities of the organization;
minimize errors in the work of management personnel;
expand the possibilities of strategic planning and qualitative analysis of management decisions;
ensure the processing and analysis of large volumes of management information;
reduce the time spent on making managerial decisions;
reduce the cost of decision-making processes;
increase the productivity of management personnel.
It is obvious that the system of higher education is gradually moving from sectoral to predominantly regional development. There is a regionalization of higher education - the process of mutual influence of the elements of the system of administrative-territorial education with its specific features and institutions of higher professional education located on its territory, causing, on the one hand, various opportunities for the development of universities, on the other hand, the socio-political, economic potential of the region , which contributes to the emergence of mechanisms for managing this interaction at the regional level and does not lead to the destruction of the unified educational space of Kazakhstan. The creation of an information management system for a higher educational institution closely intersects with the problem of informatization of the state educational sphere and is part of a single educational space based on ICT. Based on this, we propose to divide the process of informatization of university management into the following levels: regional - characterizes a single educational environment /; personal - reveals the features of using IT for managerial, administrative, scientific purposes.
At the “regional” level, informatization is aimed at integrating localized resource systems of Kazakhstan universities into the general information space of education. To solve this problem, it is necessary to adapt the “connection interface” (a package of information resources, legislative acts, methodological materials), with the help of which information interaction is established and the process of integrating university resources into a common information space takes place.
At the level of a single educational institution (personal), management informatization involves the optimization of management processes, the automation of basic functions: planning, organization, control, etc. The use of IT in the management processes of universities affects their organizational structure through the creation of faculties, departments. For further decomposition of the educational institution management information system, it seems appropriate to detail its functional structure to the level of business tasks.
The decomposition is based on products, resources and phases of the information cycle. According to this, the business processes of the university are divided into main, auxiliary and managerial. The main processes provide services or products and are aimed only at fulfilling the mission of the institution. Auxiliary processes carry out resource provision of the main processes. Management processes are aimed at coordinating conflicts of interaction between the main auxiliary processes in the allocation of resources. The products of the university are educational services, scientific research, printed materials. Resources, in turn, are divided into labor, financial, tangible and intangible. In accordance with the presented decomposition, the university management information system can be represented as follows: IS =
In turn, the structure of the set R does not mean the presence of the following functional complexes:
* R1 - human resource management;
* R2 - management of relations with consumers of educational services;
* R3 - management of financial and economic activities;
* R4 - management of administrative and economic activities;
* R5 - business process information management.
The set S covers the functional complexes associated with:
* S1 - management of educational work;
* S2 - management of research work;
* S3 - management of editorial and publishing work.
Information support of an educational institution - G, should be based on functional complexes, including:
* G1 - organization of the system and management processes;
* G2 - support for making managerial decisions;
* G3 - management of the development strategy of the university. Taking into account the peculiarities of the current situation of the educational system of Kazakhstan, the existing developments and "bottlenecks" in the information support of the process of managing the universities of the republic, as well as the decomposition formulated in the work, we propose to use a "lightweight" model of the information system for managing educational institutions to improve the management processes (see figure one). The “Coordination of income and expenses” system is designed to solve both operational tasks, the essence of which is to immediately respond to the current situation, and strategic ones - based on the analysis of information from the internal and external environment of an educational institution, inconsistency of income and expenses, restrictions and a variety of solutions. The "Finance" system provides the management circuit with primary accounting data, which allows you to display a complete and accurate picture of the functioning of the university. The use of the developed model in a higher educational institution will be effective only when it is operational. It is not enough just to issue the right orders. It is also necessary to constantly monitor the status of their implementation, notice the backlog from the plan in time and respond promptly to the current situation.
Thus, we came to the conclusion that the result of the activity of any modern social institution, and especially the education system, largely depends on the correctness of the formation and adequacy of the use of the information system in the management process. In higher educational institutions of Kazakhstan, the formation of an information management system is a problematic area today. The success of using information systems in universities depends on the political, economic and social situation in the country, international and treaties, the internal policy of the institution itself, the level of development of scientific and technological progress and the competitiveness of a particular institution. It is impossible to achieve effective use of IT in the management level by solving disparate tasks at the middle level (dean's office, accounting department, library, department, department), creating local databases and introducing separate educational technologies. This is a systemic task that requires organizational restructuring of management and covers all components of the structure of the university.
This article is devoted to the identification and study of the approach to the management of universities at the present stage. Studied: a methodology for evaluating the effectiveness of universities, proposed by the Ministry of Education and Science of the Russian Federation, based on the use of a monitoring tool; the main aspects of the process approach to the management of universities by the Ministry of Education and Science. In order to identify the approach to the management of universities within the methodology used by the Ministry of Education and Science of the Russian Federation for assessing the effectiveness of universities, a synthesis of the main management functions and components of the process approach to managing the main and auxiliary processes in universities is shown. The authors present a scheme and model of the process management of universities by the Ministry of Education and Science of the Russian Federation using the performance monitoring tool. Conclusions are drawn that the Ministry of Education and Science of the Russian Federation implements a process approach to the management of universities, including resource management processes, measurement and improvement processes. However, within the framework of this approach, elements were found that do not allow for the full implementation of the process management of universities: the processes of managing the “distribution of finished products” and strategic management of the development of universities are not implemented.
university management
identification
process approach
monitoring
management model
the needs of the region
demand for graduates
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8. Bobko T.V., Petrova T.V. Analysis of factors influencing the achievement of threshold indicators for monitoring the effectiveness of universities // Bulletin of the Siberian State Industrial University. - 2016. - No. 17. - P. 72–78.
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The management of economic systems at each stage of their development undergoes changes. This fully applies to the Ministry of Education and Science of the Russian Federation and higher educational institutions (hereinafter referred to as universities) of our country. During the period from 1985 to 2013, the number of universities in the country increased fivefold, from 502 to 2451 universities and branches, while the population of the country decreased by 3% over the same period, from 147.4 million people to 142.9 million people. The presented statistics confirm the complexity and inconsistency of the state of demand for education in the modern world. On the one hand, the demand for education in the late XX - early XXI century has become one of the important directions in the development of the country's population, and on the other hand, the expansion of the education sector has led to an aggravation of the problems accumulated in it, among which two main ones stand out:
1) decrease in the quality of education;
2) inconsistency of the structure of professional training of graduates with the needs of the country's economy.
In order to overcome the negative phenomena in the field of higher education, the Ministry of Education and Science of the Russian Federation began to carry out radical changes and form a new educational system that allows changing the structure of training areas in accordance with the requirements of the sectors of the country's economy, increasing the efficiency of higher education institutions and the quality of education of bachelors, specialists and masters in universities. The course of the process of forming a new educational system depends on the nature of education management.
The essence of any management lies in the development of a management approach and the establishment of relations between the subject and the object of management. In this case, the subject of management is the Ministry of Education and Science of the Russian Federation, and the objects of management are the country's universities.
Relations between the subject and the object of management are formed within the framework of the developed approach, which is based on the principles, methods and forms of influence on the activities of the objects of management in order to increase the efficiency of the final results of their activities.
In modern management theory, there are four main approaches to enterprise management - situational, systemic, function-oriented and process-oriented approaches.
The purpose of the article is to identify the approach to the management of universities at the present stage of the development of society.
As noted above, the main goal of the Ministry of Education and Science in managing universities is to improve their activities to improve the quality and relevance of higher education.
The main directions for improving the quality of education are set out in such strategic documents as the Federal Law of the Russian Federation of December 29, 2012 No. 273-FZ “On Education in the Russian Federation” and “The National Doctrine of Education in the Russian Federation until 2025” .
TQM (Total Quality Management) is considered a modern approach to managing an organization, aimed at achieving long-term success by satisfying consumer needs and benefiting all members of the organization and society. One of the eight principles of Total Quality Management underlying the ISO 9000 series of standards is the process approach to managing an organization. According to this principle, the desired result is achieved more efficiently when activities and related resources are managed as a process.
The essence of the process approach is the presentation of the organization's activities as a set of interrelated business processes. The fundamental difference between the process approach and others (for example, situational) is the focus on the result and the optimal way to achieve it. The allocation of a part of the activity as a separate object - a business process - makes it possible to manage this object: plan, regulate, analyze, optimize and control the performance and efficiency indicators of the process.
The process approach can use a large number of tools and methods within any management system, including education management systems.
Therefore, the process approach to education management is the subject of research in this article.
The Ministry of Education and Science of the Russian Federation focuses on the internal environment of higher educational institutions - their process system.
At the present stage of development of society, the evaluation of the effectiveness of the activities of universities is carried out using a system of indicators for evaluating the main and auxiliary processes implemented by universities. Activity monitoring was chosen as the main instrument for collecting initial information. The effectiveness of the implementation of the main and auxiliary processes taking place in universities is reflected in seven groups of indicators:
1) educational activities;
2) research activities;
3) international activities;
4) financial and economic activity;
5) activities on the use of the infrastructure of the university;
6) activities related to the material motivation of the main staff (salary of teaching staff);
7) activities for postgraduate support of graduates (employment of graduates).
The previously published article “Analysis of Factors Affecting the Achievement of Threshold Indicators for Monitoring the Efficiency of Universities” reveals the predominant influence of external factors on the achievement of threshold values for monitoring indicators of universities. These environmental factors impose some restrictions on the activity of the object of management, in this case, the university. Such restrictions on the activities of the university include:
Criteria for assessing the achievement of the result of the activity, set by the external environment;
Principles of educational activities of federal and regional universities;
Conditions of activity, including the “quality of training” of applicants, the solvency of the population, the intellectual potential of the region, the allocated number of budget places, and others.
Structural components of the organization's activities, taking into account the influence of the external environment on it, according to management theory, are presented in fig. one.
It is known that management activities are implemented through general and private management functions. Management theory considers the essence of the process approach to management as a continuous series of interrelated management functions. Currently, the use of monitoring the effectiveness of the main and auxiliary processes of universities, as a tool for collecting and analyzing information, is based on the main management functions, which are manifested as follows:
1. Planning - on the basis of the goals set by the Ministry of Education and Science of the Russian Federation, universities set specified standards or restrictions, below which their activities will be considered as inefficient, and predictive values are formed.
2. Organization - during and after the end of the established reporting period, the accounting system collects and processes data for each university, and generates reporting information.
3. Control - reporting (recording) data are checked for timeliness and reliability of the information provided by the university.
4. Motivation - getting into the list of effective universities and further successful activities.
5. Coordination - adjusting the norms for the activities of universities, which will be used in the future when planning performance indicators for the future period.
The structuring of the above indicators for assessing the main and auxiliary processes in three management subsystems corresponds to the private management functions:
Resource management (financial and economic activity, personnel, infrastructure);
Process management (educational, research and international activities);
Results management (statistics of employment of graduates). It should be noted that the actual management of the results is not carried out, the result is stated through the collection of information.
Rice. 1. Structural components of the organization's activities, taking into account environmental factors
Rice. 2. Synthesis of the main functions of management and the process approach to managing the main and auxiliary processes in universities
Process management is based on the assumption of repeatability of actions. The rules of the game are set by the "template" of the business process (administrative regulations), and in accordance with it, work is carried out within the framework of each specific type of process in universities.
The synthesis of the main functions of management and the process approach to the management of the main and auxiliary processes in higher education institutions is presented in fig. 2.
Monitoring of the activities of universities by the Ministry of Education and Science of the Russian Federation is also carried out as a business process - a regularly repeated sequence of operations that create a certain result that is valuable for the consumer, which is the organizations of the regions and sectors of the Russian economy. The scheme of process management of universities with the help of monitoring was developed by the authors of the article and is shown in fig. 3.
The modern model of university management with the help of the activity monitoring tool was also compiled by the authors and is presented in fig. 4.
As can be seen from fig. 4, the university is a controlled system that accepts various types of regulated resources as input. The subject of management, which is the Ministry of Education and Science of the Russian Federation, determines the number of budget places and finances them in the areas of training chosen by them. From the external environment comes information about the priority areas for the development of the country's economy, and the Ministry of Education and Science of the Russian Federation, taking into account the strategic guidelines for the growth of industries, forms a state order for university graduates. Also, from the external environment (schools, colleges, etc.), applicants enter universities in accordance with their interests. In this model, attention is focused on two main types of resources entering the managed system: 1) human - applicants and 2) money - financing the number of students who have taken state-funded places. Thus, the quantitative value of resources in the form of applicants at the entrance is regulated by the number of allocated budget places (state order). The main result of the output is the release of demanded qualified bachelors, specialists and masters required for the formation of human resources and the development of the innovative economy of our country. However, this parameter is not regulated taking into account the opinion of employers, and the state of the managed system in terms of the “quality result” of its activity is assessed by the subject of management based on information about the employment of graduates in the regional labor markets.
Rice. 3. Scheme of process management of universities with the help of monitoring. Note: Developed by the authors
Rice. 4. University management model based on performance monitoring. Note: Compiled by the authors
Thus, the management of universities by the Ministry of Education and Science of the Russian Federation is carried out:
1) on the basis of interrelated management functions;
2) using well-developed methodological techniques (regulation of processes);
3) according to the control of the current performance of the results of the activities of universities (performance monitoring);
4) in accordance with the repeatability of the sequence of actions.
These features of management refer to the distinctive features of the functioning of business processes, so the approach to managing universities of the Ministry of Education and Science can be identified as a process one.
Meanwhile, when applying the process approach to the management of universities, the following aspects, which are mandatory for the process approach, have not been implemented.
First, the participation of the end user in the management process (Fig. 1). The process approach implies achieving the goal of demand for higher education by the end user. However, the environmental conditions related to the components of the activities of universities, indicated in Fig. 1 are not taken into account in full. It is necessary to pay attention to the fact that the customer (the Ministry of Education and Science of the Russian Federation) is not the end consumer of the results of the activities of universities, since it does not provide employment for graduates. Universities are not informed about the demand for university graduates, for example, how many builders, mechanics, physicists, etc. are required, for which industries, in which regions of the country, with what level of average wages, etc.
The category of consumers of university graduates includes state and commercial organizations whose activities form the need for labor resources. They are classified by sectors of the economy, forms of ownership, scale of activity and other characteristics. Therefore, the purpose and content of all processes occurring in the university should be determined by the consumer for whom this product is intended.
Therefore, it is necessary to determine the products and categories of consumers of the products of universities. The products of universities are university graduates with the competencies required to meet the needs of consumers. At the same time, each category of consumers requires a specific set of graduate competencies.
Secondly, it is necessary to take into account the influence of the external environment of direct impact. Shown in Fig. 4, the university management model takes into account changes in factors of indirect environmental impact (targets of the President and the Government of the Russian Federation, general economic trends in the development of the country, etc.), but poorly reflects the dynamics of changes in environmental factors of direct impact, including the needs of the regions in which universities, and industries for which these universities train qualified personnel.
The external environment is dynamically changing. The modernization of the Russian economy is accompanied by a simultaneous reduction in inefficient jobs and the emergence of new areas of employment. Under these conditions, universities should work ahead of the curve: change the areas of training of bachelors, specialists and masters, modernize teaching technologies, retrain teaching staff, etc. The planned indicators for monitoring universities should take these changes into account even earlier.
Thirdly, as noted above, when managing universities, the Ministry of Education and Science of the Russian Federation uses a monitoring tool as part of the process approach (Fig. 3 and 4). The peculiarity of monitoring is that it does not imply the coordination of the actions of the managed subsystem. The subject of management controls the efficiency by collecting information that makes it possible to evaluate the effectiveness of the processes carried out by the management object, and intervenes only in the event of situations unforeseen by the procedure for managing universities by the Ministry of Education and Science of the Russian Federation. Therefore, it is obvious that the use of monitoring alone is not enough in modern conditions, since the set of monitored performance indicators is static and, when numerical values change, does not take into account the multifactorial and sometimes contradictory influence of the changing external environment on the activities of universities.
Fourthly, the monitoring of the activities of universities does not take into account the strategic guidelines for the development of individual universities. For example, Decree of the President of the Russian Federation No. 599 dated May 7, 2012 “On Measures for the Implementation of the State Policy in the Field of Education and Science” contains one of the topical initiatives: by 2020, at least five Russian universities will enter the top hundred leading national universities according to world university rankings. As part of solving this problem, it is necessary to search for additional incentives and new forms of motivation for universities to increase the efficiency of using the internal resources of universities to ensure the high quality of training students, as well as to search for new approaches that ensure the modernization of university management, in accordance with modern conditions and trends in the development of the country's economy. .
Based on the foregoing, it can be concluded that the Ministry of Education and Science of the Russian Federation is implementing a process approach to the management of universities, including resource management processes, measurement and improvement processes.
However, within the framework of this approach, the processes of managing the “distribution of finished products” and strategic management of the development of universities are not implemented.
Bibliographic link
Bobko T.V., Petrova T.V. IDENTIFICATION OF THE APPROACH TO MANAGEMENT OF HIGHER EDUCATION INSTITUTIONS AT THE PRESENT STAGE AS A PROCESS APPROACH // Fundamental Research. - 2017. - No. 9-1. - P. 127-133;URL: http://fundamental-research.ru/ru/article/view?id=41716 (date of access: 03/31/2019). We bring to your attention the journals published by the publishing house "Academy of Natural History"
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