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Академический руководитель образовательной программы: роль, функции, эффективность. Кейс-стади
The Russian Higher education is a turbulent environment. We can find the main challenges facing modern higher education, such as reducing government funding, integrating Russian universities into the international system of higher education, and changing the structure of competition for teachers and students in the global market. These modern trends are complemented by such factors as the transition to the Bologna process and a significant change in the format of studies in undergraduate and graduate programs. In addition, employers are actively involved in the educational process, who are increasingly making demands on the preparation of "ready-to-work" graduates, which also imposes certain duties on universities. As an additional challenge to modern higher education, we would like to note a change in the requirements for teachers who must combine teaching with research, and not just translate other people's achievements to a student. Also, the format of educational services provision is significantly changing due to introduction of modern technologies, the informatization of the educational process, the active involvement in the educational process of online courses or blended format disciplines. All these changes should be taken into account in the activities of the educational institution. This article examines the issues of organizational culture, leadership and behavioral skills of teachers in the position of programme academic supervisor. The study is based on the analysis of the HSE, the study involved 77 programme academic supervisor of undergraduate and graduate educational programs, which is 34.5 % of the total number of programs (at present, 72 educational programs of undergraduate and 151 graduate programs are being implemented at HSE. Research question. Since 2014, the HSE has been implementing a training model for educational programs, headed by a programme academic supervisor. However, this function is written in documents in a generalized form and, most likely, is understood differently by each of the managers. Accordingly, the purpose of the study is to evaluate the practice of introducing the functionality of a programme academic supervisor using the example of HSE, identify problems and determine the role models of programme academic supervisors based on the model of integrated competing values. Accordingly, the purpose of this study is to evaluate the practice of introducing the functionality of a programme academic supervisor using the example of HSE, identify problems and determine role models of programme academic supervisor based on the model of integrated competing values. As a novelty, it is necessary to highlight the adaptation of the concept of competing values in the development of the role model of the programme academic supervisor of the educational program based on a study of its functionality, resource support and degree of involvement in management processes.