Raisa Savkina - The system of state regulation of financial and economic processes in universities in modern conditions. Monograph
The concept, according to which the university is presented as a set of business processes, and the management of its activities - as business process management, was developed in the late 1980s. Since the late 1990s theoretical studies of the problem of using the principles of process-oriented management in relation to universities began to be carried out.
Under business process is understood as a specifically ordered set of works, actions in time and space with an indication of the beginning and end and a precise definition of inputs and outputs. An example of an educational business process is the graduation of specialists in a certain specialty and form of education, and a process instance is a graduation in a separate specialization. Business processes in the educational sphere include not only educational business processes, but also business processes related to R&D, consulting services, etc.
As we mentioned above, one of the main problems of managing a higher education institution in Russia at the present time is that it must turn from a “scientific and educational structure” into a commercial, financial, scientific and educational system. For the optimal interaction of financial, commercial and intellectual capital, special mechanisms are needed, the implementation of which should be carried out through the application of economic management methods.
In order to organize a system for analyzing and planning the financial resources of higher education (which is objectively necessary in a multi-channel financing system), adequate to the requirements of a market economy, it is necessary to create a modern financial management system based on the development and control of the implementation of a hierarchical system of university business processes. This allows you to establish strict current and operational control over the receipt and expenditure of funds, create real conditions for the development of an effective financial strategy.
The reorganization of the organizational structure of the university with the allocation of the financial subsystem, in which financial accounting centers should be allocated, the introduction of strategic planning, the transition from the functional orientation of the university management to the process orientation, in our opinion, will allow us to solve not only the complex problems of the survival of the university, but also improve the processes of development of a multichannel funding, develop the material and technical base to improve the level and quality of the educational process in accordance with international standards.
The practice of economic management has developed two types of decision making models. The first are optimization models. They are based on a detailed description of the situation and the use of special algorithms to select the best course of action. The second are models of "satisfaction" (as defined by G. Simon). They suggest focusing not on the best option, but on achieving results that exceed a certain satisfactory level.
With a significant uncertainty of the situation and a fairly wide range of approximately equal options for action and the imposition of the principles of project management, this approach turns out to be practically more effective. In addition, it is consistent with the theory of self-organization, which considers the nonlinear behavior of systems, and the university is a complex socio-economic system, and suggests that, in view of the large number of random factors, the behavior of such a system can change dramatically and the developed optimization model will be unsuitable for practical use. .
The adoption of operational financial decisions usually occurs when there is a lack of time and the impossibility of conducting a preliminary economic analysis. The most appropriate in this case is the use of pre-agreed management procedures.
- Priority funding. A similar method is used when there is a shortage of funds and an excess of demand for financing over the amount of incoming income. All flows of incoming and outgoing funds are controlled by one official. Upon receipt of the next portion of financial resources, the manager does not choose the direction of expenses, but appoints the first from the existing list. Financial management is replaced by control over the order of applicants for financing. Each new application for payment is inserted into the existing queue, taking into account its significance.
- Regulation of private balance sheets. With a large number of sources of incoming funds and areas of expenditure, it is possible to simplify the task of managing financial resources by allocating private balances. This particular balance stands out from the general problem, forming a simple financial problem.
- Regulation of the structure of the use of financeowl income. Any incoming amount, regardless of the source, is divided among the areas of expenditure according to a predetermined rule. In this case, the distribution of the incoming amount of funds is carried out by the accounting department without the intervention of management personnel. The expenditure of funds is carried out as a set of separate tasks and can be carried out by officials in charge of functional areas. For each of the directions of expenses, an internal personal account is allocated, which records the receipt and expenditure of finance.
- Regulation of the structure of the division of financialstreams. Any incoming amount of income is divided according to a predetermined rule between levels of management. The expenditure of funds is determined by each of the managers independently, taking into account his current tasks.
The choice of a specific method depends on the professional and subjective choice of the university management, but the most general thing seems to be that there should be some rule, according to which the volumes of funds from various sources of financing are distributed between the centers of financial accounting. As we saw above, this can be the priority of the task, the proportion according to some principle, etc. The main thing is that this rule should be established or changed at some point in time after a thorough study of the state of the external and internal environment of the university. Then this point in time, after which the rule for the distribution of financial flows will be changed, will become a kind of bifurcation point, after passing which, the development of units - financial accounting centers - can have a different number of options. We will return to the interpretation of the business process management process from the point of view of the theory of self-organization, but for now we will consider practical tools that allow organizing this process.
As practice shows, the main principles of economic management of university business processes include: trust in a lower level of management; the right to make decisions on the allocation of resources to each level of management; division of management rights by levels with a ban on interference in the functions of a lower level; responsibility and transparency of performance results; personal responsibility of managers for the sphere of their management.
To implement economic management in practice, a basic set of specific elements has developed.
1. Job distribution of rights and responsibilities by levels of the management structure.
2. The presence of well-known policies, goals and strategies for the development of the university.
3. Planning and control of financial flows through the system of interconnected budgets of departments and the university as a whole.
4. Availability of a developed and publicly available system of informing about the status and results of activities.
5. The presence of a system of material and moral incentives for the results of the work of employees.
6. Economic evaluation of all significant management decisions.
The activities of the university, like any complex organization, affect the interests of several groups of people, which should be manifested in the consistency and complexity of individual decisions and actions of individual units. Such groups are: students, teachers, researchers, teaching and educational staff, managers, representatives of government authorities, teams of enterprises, consumers of the results of the university, the population represented by potential students and residents of adjacent areas. A balanced observance of the interests of these groups will be the policy and goals of a particular university.
Economic management provides for an accurate representation of the composition, amount of expenses and income from the activities of an individual employee, unit and individual event. In this regard, an obligatory element of the economic method of managing university business processes should be the financial flow reflected in the budget for each level of management in order to specify and guarantee the composition and amount of resources for the activities of the unit for the next planning period. Budget execution can act as a criterion for evaluating the effectiveness of management.
One of the tools for a generalized view of the state of the university and its environment is SWOT-analysis - an analysis of the strengths and weaknesses of the activity, favorable opportunities and potential threats to the university. The application of this method made it possible to formulate the main priorities of the university's strategic development.
As already defined above, the main priorities of the strategic development of the university may be its development as a higher educational institution of innovative research type, whose activities are focused on advanced scientific research, their decisive influence on the content of the educational process and an innovative approach to ensuring the sustainable development of the university, the activities of the university in the Russian and international markets for educational services and scientific products, etc.
Once development priorities have been selected, ways should be outlined to translate them into more specific indicators to be used in the development of the strategic plan. At the same time, it will be useful to consider some graphical representation of the intended goals, assuming that the implementation of each of the strategic priorities means a transition from some initial state of the university to the final state, which characterizes the achievement of the set strategic goal.
Figure 3.2 - Classification of university strategies
Among the main goals, it is necessary to select and identify the preferred one. The design of the goal is provided by the formulation of qualitative and quantitative indicators; achievement date; responsible executor; resource restrictions.
Subgoals in the context of business processes of intrauniversity organizational and economic relations lead to the main goal. Movement towards the main goal begins with the last sub-goal, and each transition requires the implementation of the previous one.
The first two stages of strategic analysis are the identification of the mission and goals, the next three are the study of the internal organizational environment of the university. Here practitioners face methodological difficulties. Taking into account the specifics of a higher educational institution, one will have to simultaneously go through an iterative path: an analysis of a number of aspects of the internal environment necessitates turning to the external environment, and, having studied some aspects of the external environment, one must turn to the internal one, etc. However, the experience of consulting work shows that it is more effective to start with the internal environment, and then get acquainted with its environment. Then the amount of processed information is sharply limited.
As a result of the analysis of the internal environment, an assessment of the strategic potential is derived within the framework of the goal: how much the university meets the target requirements in terms of the quantity and quality of resources, the state of functions and projects. Thus, we conduct an analysis of the actual and normative potentials (or compare ourselves with the main competitor if we evaluate our competitive advantages). At the end of the analysis, a picture of the strengths and weaknesses of the university becomes clear, and strengths are possible key success factors.
An analysis of the external environment of the university, performed in relation to the purpose and range of product business processes, allows you to assess the strategic climate or strategic conditions created by the external environment: assess opportunities and threats.
The analysis by no means ends with two steps. The third stage consists in a joint study of the potential and climate, or in assessing the strategic position of the university in space from two coordinates: a horizontal one, along which the value of the potential is plotted, and a vertical one, reflecting the state of the climate (attractiveness of environmental conditions). The product of potential (Pot) and climate (Cl) finally gives us the main result of the analytical stage - the value of the strategic position (Pos) of the enterprise: Pot x Cl = Pos.
Each stage of strategic analysis requires appropriate methodological support. In Table 3.2. the most commonly used set of tools is given - methods, models, cycle diagrams, concepts, graphs. Here, attention should be paid to the specifics of using the SWOT method, which summarizes a large amount of work on diagnosing a company's position. The following order is usually proposed: strengths (S), weaknesses (W), opportunities for moving towards the goal (O), threats from the environment (T) are identified, forces and opportunities for the formation of development strategies are coordinated.
The most important aspect of activity is the quality of the implemented strategy. As a product of activity, this strategy has consumer properties that correspond to the development goals, mission and purpose of a modern higher educational institution, the value orientations of management and staff, external and internal opportunities, and the depth of penetration into the current situation.
In our opinion, the transformation of intrauniversity organizational and economic relations plays a special role. Before presenting the essence of the proposed method for improving these relations, focused on solving the problem of giving flexibility to the activities of the university, we briefly characterize the content, elements and structure of intra-university organizational and economic relations.
Each subject of intrauniversity organizational and economic relations has its own set of economic interests. Insufficient inclusion of individual subjects in intra-university organizational and economic relations leads to the fact that their interests in the course of educational activities are not fully taken into account or are not taken into account at all, they are not fully coordinated with each other, and this can be considered as a factor that negatively affects the final results of activities. university.
Table 3.2
Characteristics of the stages of strategic analysis of the university
1. Analysis missions and goals |
2. Analysis internal environment |
3. Analysis external environment |
4. Analysis |
|
Identification missions and goals development |
Strategic capacity |
Strategic climate(conditions) |
Strategic positions; |
|
Instruments |
|
|
|
|
|
|
|
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Legend:
ZhTsizd, ZhTsTov, ZhTsTekh, ZhTsOrg, ZhTsOtr - schemes of the life cycles of educational products, technologies, universities, the educational industry;
BFR - Business processes of products - Functions by stages of the life cycle - Resources for the execution of functions;
SHZ - allocation of strategic business centers (Business Units, Strategic Production Units);
Porter's chart "profitability - the relative market share of the university";
analysis of the "field of forces" - according to Ansoff;
STEP-analysis (STEP) - analysis of the areas of the macro environment: Social, Technical, Economic, Political;
Ansoff's strategic zones: structuring the microenvironment of the university, its industry, the immediate environment into strategic management zones (SZH), resources (SZR), capital investments (SZK), technologies (NWT), strategic influence groups (SIG).
Based on this, the improvement of intra-university organizational and economic relations in order to improve the quality and efficiency of the university activities involves the transition to such a model of the university, within which it would be possible, on the one hand, to ensure flexibility as a key characteristic of its activities, and on the other hand, a full-fledged (adequate to interests) the inclusion of each subject in all elements of intrauniversity organizational and economic relations. Such a model should be based on a combination of the following basic principles:
Academic autonomy of the university;
Economic independence of the university;
Representing the purpose of the services provided by the university to a greater extent
In the demand function;
Organization and management of training in the specialty as organization and management of a business process;
Organizational decentralization of the university.
The first three principles are considered in sufficient detail in scientific papers; they are reflected in the regulations. Therefore, let us briefly explain the last two principles and consider how the change in intra-university organizational and economic relations will be expressed in the conditions of a university model based on the principles listed above, and how this will affect the final results of its activities.
The organization and management of training in a specialty as the organization and management of a business process means a transition from a functional orientation of university management to a process orientation. The reasons for this transition are, on the one hand, the inefficiency of a functionally oriented organization in the conditions of the modern market, and on the other hand, the changed possibilities of ways and methods of decision support, i.e., the availability of various means of information support for the activities of the university.
Each educational business process has applicants as an input, specialists as an output, and its content is the organized training and education of students in a certain way. With this approach, the objects of intra-university organizational and economic relations are the development, implementation, management, institutional support of the educational business process; and the subjects are the university, labor collectives of departments, teachers, students, customer enterprises. Isolation of educational business processes, their analysis and improvement represent a significant reserve for improving the efficiency of the university. Among the main advantages is the ease of optimization of both the processes themselves, in terms of their organization, synchronization, mutual consistency, and the resources consumed by the processes, especially human resources. In addition, the starting point and end product of the educational business process is the result, so there is a natural reorientation of the organization and management towards the consumer, who evaluates the result. In fact, process-oriented management is already partially used in the educational activities of Russian universities: this is how the organization and management of educational processes are implemented according to the programs of the CIPS, when graduating specialists who receive a second higher education, and when preparing students for the FPC.
Changes in the organizational structure of universities and, in particular, organizational decentralization, have been described and analyzed in a number of publications in recent years. Organizational decentralization of the university involves the definition of a number of responsibility centers (faculties, departments), which themselves ensure the implementation of specific educational processes, and whose leaders assume responsibility for the results of activities, for the costs and (partially) income of their departments. The positive aspects of this approach are as follows:
Delegation of responsibility to a lower structural level contributes to the reduction of decision-making time;
Own budget serves as the basis for the system of material incentives for all personnel of the unit;
Each employee understands that his personal efforts to reduce costs will really affect the budget of the unit, which is difficult to achieve on the scale of the university;
Having established the value of the costs inherent in each of the departments, it is easier for the university administration to make corrective decisions.
Thus, organizational decentralization means delegating broader powers and responsibilities to departments in the implementation of educational business processes.
Let us characterize the changes in the main objects of intra-university organizational and economic relations - organization, management, institutional support, and the composition of these relations that will occur in the context of the implementation of a new university model.
Organization of the educational business process: its development and implementation. Deans are responsible for the development of specific educational business processes (hereinafter referred to as business processes) and their instances, which is based on the development of curricula for individual specialties and specializations. The dean appoints a leader for each instance of the business process, who directly develops it, bears operational responsibility for it and ensures its effective implementation. The business process is developed in accordance with the SES, the specialist model, and also taking into account the interests of the students themselves and customer enterprises. However, if the mechanism for taking into account the interests of the latter is currently worked out in the implementation of contractual training of specialists, for example, within the framework of the CIPS, then the creation of a mechanism for taking into account the interests of students is in its infancy and is associated with many problems.
Head departments, and not only graduating departments, but all departments involved in the implementation of specific business processes, participate in their development. The goals that are pursued are the protection of the interests of the departments and ensuring the quality of education. Specifically, the participation department in the development of a business process should be expressed:
In monitoring compliance with the basic principles of curriculum construction in relation to the disciplines taught by the department, in particular, the principle of continuity;
In providing for each discipline taught by the department, the same structure of teaching hours (the ratio of lecture and practical hours, classroom and extracurricular) for similar specialties. This will make it possible to more rationally use the labor and material resources of the departments, to organize a more efficient use of technical means, etc.;
In substantiation of proposals for the inclusion of new disciplines and special courses in the curriculum of the specialty.
Participating in the development of specific business processes, head. the department is the spokesman for the general positions of the department, in the development of which there should be, if possible, a complete coordination of the collective interests of the department and the individual interests of teachers. Having information about the total volume and structure of training hours for the entire set of business processes in the implementation of which the department participates, head. the department plans its optimal qualitative and quantitative composition, provides advanced training for its staff and checks its competence.
Teachers enter into contracts in one or more business processes of the university. They draw up detailed individual plans with deadlines for the completion of work, coordinate them with process managers, develop a complete set of methodological support for the disciplines taught, perform work in specific business processes, and monitor their professional growth.
During the development and implementation of the curriculum of the specialty as an educational business process, more effective working procedures are created, necessary changes in the work of teachers are identified, ways of using information technologies are determined, a motivation system is prepared, supporting information systems are developed.
The organization of training students in the specialty as an organization of a business process allows:
1) optimize the curriculum:
According to the criterion of quality due to more complete observance of the principle of continuity, elimination of duplication, accounting and harmonization of the interests of all subjects of the business process;
According to the criterion of costs due to the justification of the norms of the teaching load of teachers; establishing a lower limit on the number of study groups (it makes sense to set an upper limit, because otherwise, achieving optimization according to the cost criterion can negatively affect the quality of education); the possibility of combining lecture streams;
Figure 3. 3 - Model of the educational business process
2) improve the quality of student learning by moving from a “directive” to an “interactive” learning model, using modern teaching methods, ensuring interconnection and continuity in the study of disciplines, interdisciplinary links, building the learning process and educating students in accordance with the model of a specialist, using common methods of current and final control, point-rating system. In fact, when implementing a separate educational business process, teachers from various faculties and departments begin to work as a single team, united by common goals and objectives and bearing collective responsibility for the final result, which is fundamentally different from the practice of implementing the educational process that has developed in universities;
3) create a staff motivation system that generates interest in providing high quality education, developing new programs to attract new categories of students.
The development and implementation of educational business processes in the context of the organizational decentralization of the university implies the empowerment of departments with broader powers. At the same time, the difference between graduating and providing departments partly disappears, since all departments have the opportunity to participate not only in the implementation, but also in the development of business processes, and most importantly, teachers of all departments are interested in increasing the number of students and improving the quality of education in “ their" business processes and are financially responsible for the quality and efficiency of activities in their implementation. The latter is provided by an appropriate business process management system.
Educational business process management. As noted, the organizational decentralization of the university involves the transformation of educational, auxiliary and functional units into responsibility centers, which receive the right to independently conduct production activities, planning and accounting work within the university and have their own budgets. Management of the educational business process in the context of organizational decentralization, as well as the management of departments involved in its development and implementation, in our opinion, should be built on well-known principles of self-support: self-sufficiency, cost-benefit comparison, operational and economic independence, material interest and responsibility.
When managing a business process, the principle of self-sufficiency is realized in that for each instance of a business process, the dean and the process manager plan a budget, and all income associated with this business process in the form of state budget funding, tuition fees, etc., must be sufficient to cover the cost of its implementation.
The principle of comparing costs and results is embodied in the cost and results management system, which is expressed in their accounting, regulation, planning, control and analysis for each business process in order to make operational management decisions and coordinate the directions for the future development of the department, faculty and university as a whole .
The principle of operational and economic independence means that within the framework of the approved curriculum of the specialty, individual plans of teachers and the budget of the business process, the head of the process manages the labor and material resources placed at his disposal, and bears operational responsibility for them and the implementation of the process. The principle of material interest and responsibility is to establish a direct dependence of the level of remuneration of each teacher participating in this educational process on the quantity and quality of his work.
To solve the problems of adaptation, survival and development in new conditions, universities should not only constantly monitor the state of the educational services market and assess their position in this market, but also apply market development forecasting methods, develop alternative options for their future behavior depending on changes in the external environment, those. use strategic approaches in regulating their production and economic activities.
Today, almost all rectors understand the need to apply the strategic management of the university, but so far there are not only practical recommendations for the implementation of strategic management in the university, but also a comprehensive theoretical approach to solving these problems.
Modern approaches to the university management system require the creation of an information system and a database that facilitate decision-making in the event of various current situations. As a rule, the carriers of this knowledge are unsystematized documents and employees whose status may change, which will lead to the loss of information. In addition, the solution of complex problems involving many people is inevitably delayed due to their load with parallel work, various personal interests, etc. The presence of a knowledge base can significantly increase the efficiency and validity of making strategic and tactical decisions.
New management processes that flexibly respond to changes in the current situation in operational and strategic terms and use the entire available arsenal of information technologies for this should provide the ability to quickly analyze: ways to improve the organizational structure of university management; problems and conditions of sustainable development of the university; ways to optimize financial flows; infrastructure and investment opportunities of the university; extreme situations.
In strategic management, the need to quickly process a huge amount of external and internal information requires the development and implementation of an information system in the management of the university, which will allow the rector: to receive a continuous, objective picture of the state of the university as a whole and its structural divisions; to identify trends in the development of the university, i.e. to understand what the university will come to in the future if there are no cardinal changes; get answers to the questions "what will happen if ..." and much more. The presence of an information system also makes it possible to formalize production processes and provide the ability to predict the movement of all types of resources, including material, energy, information, financial and labor flows; more clearly define the list of educational services and the behavior of market participants, ways to increase the volume of educational services, improve the image of the university; justify the need for structural changes.
The analysis of the external environment is based on the factors that have the greatest impact on the work of the university: customers, suppliers, competitors, financial organizations, etc. To answer the type of question “what will happen if ...”, the rector is provided with the means of modeling the activities of the university.
The theoretical basis for the creation of simulation tools are widely used mathematical schemes for describing dynamic processes (extended Petri nets, queuing systems, system dynamics models). A new approach to modeling dynamic processes, which also includes university processes, is proposed by the concept of resource transformation processes, synthesized on the basis of the above-mentioned mathematical schemes.
Under the process of transformation of resources (RRP), in our opinion, should be understood as a continuous or discrete process of converting input (resources required to complete the process) into output (products - the results of the process).
Rice. 3.4 - Resource Conversion Process
An element (component) of such a resource conversion process or the entire process can be represented as a structure that includes: input, trigger condition, transformation, conversion means, output.
In the process of resource transformation, there is usually a decrease in the volume of input and an increase in the volume of output. At the moment the trigger condition is met, the input resource is reduced and the funds are captured. At the end of the conversion, the output resource increases and funds are released. Thus, the process of transformation of resources allows us to describe most of the processes around us.
The tasks of the problem area of the PPR include:
Designing new and improving existing WEPs,
Organization and management of PPR,
Estimation of time and cost characteristics of the process,
Forecast of the state of resources and funds,
Evaluation of the dynamics of the use of resources and funds.
For example, the educational process of a university in the concept of PPR can be represented as follows: input (entrants/students), output (students/specialists with higher education, knowledge and skills), means (teachers, classrooms, laboratories, literature, special equipment, etc.) .), launch conditions (workgroup plans, curricula, class schedules).
An example of a specific calculation is the definition for the analysis of the economic stability of a university of such a concept as a “break-even point”, which determines the critical volume of product sales that covers costs.
The university's expenses for educational activities include a variable part that varies in proportion to the number of students, and an unchanged constant part.
Variable expenses include faculty salaries, social benefits, and other expenses. The fixed costs include remuneration of escort personnel, administrative and managerial personnel, taking into account the unified social tax, expenses for the educational process, business trips and trips, maintenance of vehicles, payment for communication services, utility costs, expenses for current repairs and maintenance, other current expenses, depreciation charges.
The break-even point of educational activities is determined by the condition of equality of the full costs of the university for educational activities to the total amount of income. At the same time, revenues from the budget and extra-budgetary funds received from educational activities should be included in the composition of income. This condition can be written as an equality:
C in N in + B \u003d S lane (N in + N b) + S post,
where Pv - the price of education of one student studying on a paid basis (basic, established);
N in - the number of students studying on a paid basis;
N b - the number of students studying on a budgetary basis;
B - budget funds allocated for student education;
S lane - variable costs per student;
S post - the total amount of fixed costs for student education.
Let us denote by С the number of contract students, at which, for the basic tuition price, all the university's expenses for educational activities are paid off.
Graphically, the calculation of the break-even point is shown in Figure 3.5.
Rice. 3.5 - Calculation of the break-even point of educational activities
Based on the formulated break-even condition, the number of students studying on a contract basis, which provides full reimbursement of the university's expenses for education, is as follows:
The considered method of calculation assumed a fixed level of the price of educational services.
When changing the base price P in the number of contract students, at which the break-even point is reached, will change. Accordingly, this number can be considered as a function of the price of contract training.
The higher the price level, the earlier (with smaller numbers) the break-even of educational activities is achieved. The nature of this dependence is shown in Fig. 3.5., which shows the position of the break-even point for various values of the price of education. Almost any university has the opportunity to train a limited number of students. The maximum number of students can be limited by the classroom fund, laboratory facilities, the number of teaching staff, library funds, the ratio of the number of contract and budget students established by the university, etc.
Any of the most common simulation modeling (IM) graphical packages can be used as PPR modeling tools: Arena, Powersim, iThink, ARIS, ReThink and the new BPsim package, oriented directly to PPR modeling. A detailed review of these funds is beyond the scope of this study.
The inclusion of a simulation model in the strategic management information system of the university will provide an opportunity to obtain a forecast of the movement of internal resources, including material, energy, information, financial, labor, in certain environmental conditions. The university management will receive a decision support tool in determining ways to increase the volume of educational services and research work, improve the image of the university, carry out infrastructural changes, etc.
After describing the practical procedures for managing university business processes, we can return to interpreting this process from the standpoint of the theory of self-organization. If you try to imagine a graphical interpretation of changes in the volume of funds, firstly, from different sources of financing, secondly, for different divisions - financial accounting centers, and, thirdly, over time, then a three-dimensional model will look more visual, shown in Fig. 3.6.
Plane A illustrates the change in two quantities - the time and magnitude of financial flows of different types, i.e. from different sources of financing. Plane B reflects the distribution of financial flows of various types by units - financial accounting centers.
Rice. 3.6- Spatial interpretation of changes in the values of financial flows from different sources of funding for various departments over time
Theoretically, we do not need plane C, since the division into accounting centers conditionally does not change with time, but using it in modeling, we better see non-linear “surfaces” - financial flows that change in two directions - both in time and in accounting centers.
The “cut” along the lines corresponding to the values of time t 1 and t 2 can illustrate exactly the moment when the rule distribution of financial flows. The behavior of the "surfaces", symbolizing financial flows, at these points, which we described earlier as bifurcation points, changes, they get "bends" in different directions. They resemble non-linear surfaces - "landscapes" studied by the theory of catastrophes, and illustrate the general global non-linearity of economic processes.
The value of this model lies in the fact that it shows the importance of choosing both the very rule for the distribution of financial flows and the moment of its change. Departments must constantly take care to ensure that funding from various sources is maximum and continuous, that is, to conduct a kind of intra-company competition based on intra-company self-organization. This means that they must compete with each other with a high degree of freedom to bring the entire university system into a new qualitative state. The best desired quality state for a university is innovative university, therefore, it would be quite logical to assume that divisions should develop competitive advantages based on innovative strategies. They form the portfolio of innovative strategies, the implementation of which will allow the university to win the title of innovative. It seems necessary to consider them in more detail.
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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 assessing 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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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 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 particular 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 features. 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 country's development, etc.), but poorly reflects the dynamics of changes in environmental factors of direct impact, including the needs of the regions in which they are located 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"
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 system for managing the educational and cognitive activities 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, the personal daily responsibility of the representatives of the educational institution, especially the director and his deputies Polag E.S., Bukharkina M.Yu. Modern pedagogical and information technologies in the education system, - M., ed. in Academy 2007, S.: 365.
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 subordination 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. 2006, C: 392.
It should be noted that improving the quality of education - the main task of an 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 Sazonova Z. Engineering education in the third millennium (European trends and Russian realities) / / Higher education in Russia (M.). - 2006 - №1 - p. 36 - 41..
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 performance of all stages of the educational process Trainev V.A., Trainev I.V. Information communication pedagogical technologies (Generalizations and recommendations), - "Dashkov and K Publishing House", 2007, C: 280.
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 begin 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 are involved 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 terms of reference, and endless software improvements on the oral orders of users lengthen the time for creating information systems and reduce their quality Innovative University: a new approach to management, - Higher professional education and personnel policy in modern Russia 25 2006.
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, Compliance, and Measure Educational and Business Processes 25 2006.
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.
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 between all elements of management, and 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 begin 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 are involved 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 government 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 in terms 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").
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