RESEARCH AND EDUCATION CENTER AS A MECHANISM FOR DEVELOPMENT OF THE UNIVERSITY
Abstract
The article discusses the problem of integration of education and science, as embodied in the joint project, research, educational, organizational and methodological activities of the university educators. The article asserts that the local (at the level of faculties, departments, laboratories) communities, which are formed by educators may become the actors that ensure the overall development strategy of the university and vocational personal development of participants. The author characterizes the appropriate opportunities of the university scientific and educational centers. On the example of the scientific and educational center «Centre for Research and Innovation» of Sholom-Aleichem Priamursky State University there is represented a five-year experience of integrative activity based on actual multidisciplinary research. This allows to ensure training of highly qualified specialists, to develop and implement innovative educational programs. At the same time new stable collective subjects who are able to «get involved» in the process of overall development of the university have been forming.
References
1. Titova N.L., et al. (2008) Strategii razvitiya rossiiskikh vuzov: otvety na novye vyzovy [Strategy of development of Russian universities: Meeting the New Challenges]. Moscow: MAX Press Publ., 668 p. (In Russ.)
2. Tarabaeva V.B. (2007) Innovatsionnoe razvitie vuzov: problemy upravleniya konfliktami [Innovative development of universities: the problem of conflict management: a monograph]. Belgorod: BelSU Publ., 324 p. (In Russ.)
3. Selezneva N.A. (2008) Kachestvo vysshego obrazovaniya kak ob"ekt sistemnogo issledo-vaniya. Lektsiya-doklad [The quality of higher education as an object of systematic study. Lecture-presentation]. Moscow: Research Center challenges the quality of training under MISIS Publ., 95 p. (In Russ.)
4. Grinkrug L.S. (2014) [Design of update of the educational system of the university and the establishment of a dual system of governance]. Pedagogicheskoe obrazovanie i nauka [Teacher education and science]. No. 3, pp. 128–133. (In Russ.)
5. Grinkrug L.S., Fishman B.E. (2011) Chelovecheskii potentsial vuza: potrebnosti i vozmozhnosti razvitiya [Human potential of the university: the needs and opportunities of development: a monograph]. Birobidzhan: Far Eastern State Academy for Humanities and Social Studies. Publ., 226 p. (In Russ.)
6. Dezhina I.G. (2008) [Integration of science and education: evaluation of the scientific and educational centers at leading Russian universities]. Alma mater. Vestnik vysshei shkoly [Alma mater. Bulletin of the Higher School]. No. 7, pp. 20–23. (In Russ.)
7. Grinkrug L.S., Fishman B.E., Vasilenko V.S. (2011) Proektirovanie kompetentnostnoi modeli vypusknika: Uchebno-metodicheskoe posobie. Ch.1. Refleksivnyi analiz opyta [Design of graduate competence model: Training Toolkit. Part 1. Reflexive analysis experience]. Moscow, Birobidzhan: MISIS Publ., 78 p. (In Russ.)
8. Grinkrug L.S., Fishman B.E., Vasilenko V.S., Kuz'mina B.S. (2011) Proektirovanie kompetentnostnoi modeli vypusknika: Uchebno-metodicheskoe posobie Ch.2. «Portfolio» proekta [Design of graduate competence model: Training Toolkit. Part 2. "Portfolio" project]. Moscow, Birobidzhan: MISIS Publ., 78 p. (In Russ.)
9. Fishman B.E., Trukhina O.A., Merdeeva B.S. (2011) [Modeling of processes of self-improvement of teachers in the space of characteristics of "strategic goal-setting - competence"]. Sovremennye problemy nauki i obrazovaniya [Modern problems of science and education]. No. 3. Available at: http://www.science-education.ru/97-4708. (In Russ.)
Review
Views:
253
Email this article 