Институционализация бизнес-образования. Постановка проблемы
The article summarizes the experience of a summer project school at the faculty of pre-university training at the Higher School of Economics (HSE). Peculiarities of the project format of education during the school holidays are considered. An attempt was made to analyze such features of project implementation as choosing a project topic, forming teams to develop a project to the state of readiness for implementation, and concentrating on the subjective efforts of schoolchildren. When comparing subject-oriented school projecting with entrepreneurial designing, the following advantages are noted in the summer school. Holding a school in summer allows you to organize teamwork of students from different schools and different classes (5-6, 7-9, 9-10 classes); developers are united into teams when they select the actual topic of the project, which is based on a problem that is of interest for schoolchildren; entrepreneurial skills training takes place during communication between young people with a leading teacher (business coach), as well as within the team (self-training). Focusing on the projects development in a short time (40 academic hours) allows students to see the real result of applying their own knowledge and creative efforts. At the same time, holding a summer school in a project format is an educational project in itself, requiring a customer-oriented approach from the organizers (marketing efforts), when they should provide a comfortable learning environment for students, use (apply) and develop modern teaching and health-saving technologies.
The paper identifies and describes key stages in the development of business education in Russia, examines regional market of supplementary education, defines its main trends; the paper also presents results of the research on requirements structure among potential consumers of business education in Nizhny Novgorod region; it also analyzes key market players, provides industry analysis of the re-gional market of business education and suggests recommendations for strategic positioning of organizations in the local business education market.
In the current educational landscape, international accreditations are becoming an increasingly important tool of external evaluation of quality. Academia has ambivalent views on the role of international accreditations and points out the perils of bureaucratization and substitution of quality of outcomes with the quality of reporting. However, preparation for international accreditations stimulates self-reflection of faculty members with respect to their activities, definition development areas and problem-solving. The article discusses the potential of international accreditations in terms of engagement management in business schools and universities. The authors consider faculty engagement as a major development concept reflected in the missions of modern universities and requirements of international accreditations. The article presents a comparative analysis of standards, criteria and processes of international accreditations in business education: AACSB, ЕFMD и AMBA and makes a linkage to international accreditations and the development of faculty engagement. The case of HSE St Petersburg School of Economics and Management is provided as an example of managing faculty engagement in the context of international accreditations.