Управление изменениями: принятие решений
The present paper summarizes a review of the best practices and models of academic development in foreign universities. It is argued that academic development as a domain of professional activity is developed as a response to the three interrelated processes: emergence of the new forms of public management, dissemination of 'entrepreneurial university' conception and life-long learning programs. Possible goals, professionalization problems and organizational models of academic development are elaborated in order to present heterogeneity of this phenomenon. We conclude by highlighting the most promising types of academic development programs which is possible to implement in Russian universities.
The manual contains materials on the main sections of the course "Managing organizational changes". The work focuses on the methodological foundations and specifics of conducting diagnostics of the need for changes in the company, developing and implementing the project of organizational transformations and consolidating the achievements achieved with the goal of increasing the efficiency and manageability of the business. The manual contains practical tasks, the implementation of which will allow students to apply and consolidate theoretical knowledge, turning them into professional competencies. For students of higher professional education who study under the program "Management" on March 38, 2002, as well as for students of all forms of training in the areas of preparation "Management" and "Economics".
The Global Academic Rankings Game provides a much-needed perspective on how countries and universities react to academic rankings. Based on a unified case methodology of eleven key countries and academic institutions, this comprehensive volume provides expert analysis on this emerging phenomenon at a time when world rankings are becoming increasingly visible and influential on the international stage. Each chapter provides an overview of government and national policies as well as an in-depth examination of the impact that rankings have played on policy, practice, and academic life in Australia, Chile, China, Germany, Malaysia, the Netherlands, Poland, Russia, Turkey, the United Kingdom, and the United Sates. The Global Academic Rankings Game contributes to the continuing debate about the influence of rankings in higher education and is an invaluable resource for higher education scholars and administrators as they tackle rankings in their own national and institutional contexts.
The distractive effects on attentional task performance in different paradigms are analyzed in this paper. I demonstrate how distractors may negatively affect (interference effect), positively (redundancy effect) or neutrally (null effect). Distractor effects described in literature are classified in accordance with their hypothetical source. The general rule of the theory is also introduced. It contains the formal prediction of the particular distractor effect, based on entropy and redundancy measures from the mathematical theory of communication (Shannon, 1948). Single- vs dual-process frameworks are considered for hypothetical mechanisms which underpin the distractor effects. Distractor profiles (DPs) are also introduced for the formalization and simple visualization of experimental data concerning the distractor effects. Typical shapes of DPs and their interpretations are discussed with examples from three frequently cited experiments. Finally, the paper introduces hierarchical hypothesis that states the level-fashion modulating interrelations between distractor effects of different classes.
This article describes the expierence of studying factors influencing the social well-being of educational migrants as mesured by means of a psychological well-being scale (A. Perrudet-Badoux, G.A. Mendelsohn, J.Chiche, 1988) previously adapted for Russian by M.V. Sokolova. A statistical analysis of the scale's reliability is performed. Trends in dynamics of subjective well-being are indentified on the basis the correlations analysis between the condbtbions of adaptation and its success rate, and potential mechanisms for developing subjective well-being among student migrants living in student hostels are described. Particular attention is paid to commuting as a factor of adaptation.