Ведомости прикладной этики
Issue devoted to the analysis of applied morals at various levels, including professional training
Usually marketization is associated with the commercialization as the desire for recovery of the profit. This means replacing the educational functions to the provision of services, with all the unfortunate consequences. However, such an approach is superficial and emotional. The orientation of higher education on the client is very appropriate. Moreover, it is able to put a lot into place.
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.
In this paper the authors describe how they have developed and introduced into the university curriculum the course “Smart City – information infrastructure and management”, aimed to study values and principles of decision-making and technologies of creating Smart City with strong support of leading IBM IT-solutions.
The professions and professionalism are a set of institutional practices that have adapted and changed in face of societal and economic transformations. The managerialist responses to current economic and financial crises coupled with developments in science and technology have all impacted on work organizations and labour markets - regionally and globally – and challenged our understanding of the professions and professionalism. The professions continue to capture our interest, for they have adapted and extended beyond their traditional base predominantly within the welfare state to also apply to new occupations and careers, including information and communication technologies, media and culture and human services. The concept of professionalism has also been subjected to a revision with the emphasis now more on responsibility and less on the traditional assumption of autonomy. This newer approach has particular relevance to the issues of governance and regulation and for our understanding of contemporary developments in organizational leadership and management. These changes are happening globally, raising questions around global and local knowledge and power. These developments are shaping the research on the new as well as established professions and led to a rethinking of our understanding of the professions and professionalism. This Companion aims to provide a prestigious reference work that will offer students, researchers and educators alike an introduction to current scholarship on the sociology of the professions including their relations to work organization and management. The Routledge Companion to the Professions and Professionalism will provide the state-of-the-art compilation that will map out the current developments and debates globally. This will be underpinned with a comparative history of the evolution in the theory and practice of the professions and professionalism and provide the basis for conclusions as to the main elements for the future research agenda
Opening remarks of research advisor project of Russian humanitarian scientific fund no 14-33-01001 "habitus of faculty" and students socialization in university (the case of Lovachevsky state university of Nizhny Novgorod).
This article explores the question of emergence and transformation of liberal arts in European university tradition by taking a historical and comparative approach, looking at the histories of Newman and Humboldt university projects as they were evolved in Europe and assimilated in the United States of America. The article aims to analyze the current state of liberal arts education as well.
The paper analyzes the contents and objectives of ‘public social science’, the relationship between scholarly and popular knowledge, conventions governing the representation of scientific knowledge outside the academic context, and the transfer of scholarly knowledge from academic to media environment. Public science is treated as a specific type of judgment and practice, thus the analysis of ‘public science’ cover cognitive aspects as well as social ones.
In this work the problem of learning and development of creativity with a view to the position of reflexive psychology, akmeology and pedagogics in the context of the human capital analysis in the conditions of modern society globalization is raised. The theme is urgent from the practical point of view in demand of a creative personality under conditions of the economic crisis and at the same time it is actual, because it interprets creativity in a new way according to interdisciplinary approach. The author emphasizes that a reflexively-creative potential is considered to be the backbone factor of professional and innovative activity in modern social space. On basis of philosophical foundations' analysis of psychology of creativity we theoretically build the conceptual model of reflexive creativity and we also examine the precedents of its psychology-pedagogical development in the secondary and high education (in case of reflexive-psycological support).
Institutions affect investment decisions, including investments in human capital. Hence institutions are relevant for the allocation of talent. Good market-supporting institutions attract talent to productive value-creating activities, whereas poor ones raise the appeal of rent-seeking. We propose a theoretical model that predicts that more talented individuals are particularly sensitive in their career choices to the quality of institutions, and test these predictions on a sample of around 95 countries of the world. We find a strong positive association between the quality of institutions and graduation of college and university students in science, and an even stronger negative correlation with graduation in law. Our findings are robust to various specifications of empirical models, including smaller samples of former colonies and transition countries. The quality of human capital makes the distinction between educational choices under strong and weak institutions particularly sharp. We show that the allocation of talent is an important link between institutions and growth.