higher education institution- this is a single complex, which includes educational, research, production, socio-cultural, administrative and economic and other structural units with varying degrees of economic independence. The higher education institution consists of: administration; advice; faculties; general university departments; organizations, institutions, enterprises.
The administration includes the rector, vice-rectors, i.e. deputies of the rector, and the management apparatus (structural links of the administration).
Rector heads the institution of higher education and manages its activities.
Vice-rectors act in accordance with the duties assigned by the rector between them. The rector can delegate some of his management powers to them structural divisions university.
One of the collegiate governing bodies, headed by the rector of the university, is administration. The administration includes: the rector, vice-rectors, deans of faculties, heads of some structural divisions of the university. Rectorate carries out operational management university, coordination of activities of its structural divisions, solution of current issues of educational, financial and economic activities.
Academic Council- an elected collegial governing body of the university. The chairman of the Academic Council is the rector of the university, who carries out the general management of its activities. Current activities are provided by the Academic Secretary, elected by the Academic Council from among the members.
The university includes faculties. They are created with the aim of organizing the training of students, undergraduates, graduate students and doctoral students, retraining and advanced training of personnel for the relevant sector of the economy. The faculty consists of departments, laboratories and other structural subdivisions, which, in terms of the content of their work, correspond to the profile of the faculty.
Heads the faculty dean, who manages them. He, within his competence, issues orders that are mandatory for teaching staff, employees, students, undergraduates, graduate students and doctoral students of the faculty. Part of the faculty management functions is carried out by deputy deans and Academic Council of the faculty.
Academic Council of the Faculty- an elected collegial governing body of the faculty, formed under the dean in order to resolve issues of the faculty's activities. The Faculty Council consists of the Dean (Chairman of the Council), his deputies, heads of departments, teaching staff, representatives of the trade union and student organizations.
department is a structural educational and scientific subdivision of a university or faculty. It provides educational, methodological, scientific and educational work. The activity of the department is aimed at training specialists who have deep theoretical knowledge, skills and abilities, have a common culture and high moral character. The departments consist of the teaching staff: the head of the department, professors, associate professors, assistants, senior lecturers, teachers and trainee teachers. Postgraduate students, doctoral students and teaching and support staff are assigned to the departments. If there are relevant scientific and pedagogical personnel (doctors of science) at the department, postgraduate and doctoral studies can be created by the decision of the rector.
Departments are general university or faculty. General university departments work at all or a significant number of faculties, and are subordinate to the leadership of the university. The remaining departments are structural subdivisions of the faculties.
Department head carries out general management of the department, develops a work plan for the department for the academic year and submits it for approval to the head, participates in the work of all departments of the university, where issues of the department's activities are discussed and resolved, etc.
At the university, there are a large number organizations, institutions, enterprises, whose work is related to the profile of the university and contributes to its better performance of the main tasks and functions. For example, in the BrGU named after A.S. Pushkin: Laboratory sociological research; Center for Information Technology; IPK and PC.
Since the 60s of the twentieth century, some organizations began to face rapid changes in the external environment, so many of them began to develop and implement new, more flexible types of organizational structures, which, compared with traditional (vertical) structures, were better adapted to rapid change. external conditions and the emergence of knowledge-intensive and innovative technologies. Such structures are called adaptive because they can be quickly modified in accordance with changes in the environment and the needs of the organization itself. Adaptation is the process of forming a structure corresponding to a given environment. Successful adaptation leads to the survival of the organization. Adaptation of higher educational institutions occurs due to material, financial and human resources, market pressure, modern information technologies and state regulation through legal documents.
B. Sporn in his book "Structures of Adaptive Universities" gives detailed analysis adaptation to the socioeconomic environment of American and European universities. She believes that "the ideal academic organization operates on a change-driven mission, with a collegiate governance structure that provides faculty support for their adaptation." American researchers pay attention to the vulnerability and dependence of universities on the environment, universities are open systems and therefore are forced to change structures, limit the influence of academic autonomy, responding to the challenges of the time. On fig. 1 shows a model of the impact of the environment on the structure of the organization of higher education, from which it can be seen that the structure of the university is influenced by both external factors: legislative and political, economic, demographic, social and cultural, globalization and technology, and internal: mission, objectives, corporate culture, leadership, institutional environment, quality of education, cost of education, efficiency, access. Moreover, each of these factors is significant. For example, Senge P. considers important technological changes that provide an opportunity to build capacity, for the perspective of the development of the organization, in order to increase the intellectual assets of universities. Baldridge M. considers universities as academic organizations with unique characteristics that affect their ability to adapt due to the diversity of stakeholders, as well as tasks and goals, and corporate culture. Others define universities as loosely connected systems or organizational anarchies with weak regulation and control mechanisms that help it quickly adapt to market conditions.
"Not so long ago, the university was perceived by governments as a supplier of highly skilled labor and scientific knowledge". In this vein, the university administration worked, relying on internal culture and managerial collegiality and its own university professors. The globalization of the economy, information and communication technologies, the changing world put forward new tasks for universities: an increase in the number of students after school, lifelong learning, corresponding to the ever-increasing the percentage of people willing to study in different age groups, competition with other forms of learning, adaptation to new educational technologies, etc. These tasks have challenged the monopoly relations of public universities with governments in various countries Oh. In the United States, chambers of commerce, business associations, and, in general, those involved in the development of the territory are becoming new clients of universities. Therefore, in parallel, new opportunities arose in relation to university know-how and, in particular, to the regional environment. These tasks gave rise to the transformation of the organizational structure of universities, their adaptation.
Rice. 1. The impact of external and internal factors on the structure of a higher educational institution
Table 1. Adaptation of universities to the environment
| N | university | Nature of activity | Challenges of the external environment | Answers |
| 1 . | New York University | One of the largest multidisciplinary private universities in the USA | Reducing government funding |
|
| 2. | University of Michigan - Ann Arbor | Large public multidisciplinary university in the USA | Multicultural integration |
|
| 3. | University of California - Berkeley | Large public, multidisciplinary university in the USA | Reduction of the state funding |
|
| 4. | Bokoni University | Small private specialized Italian university |
|
|
| 5. | Gallen University | Small public specialized Swiss university | Opportunities: higher education differentiation, market |
|
| 6. | University of Science - Vienna | Large state specialized | Crisis: Mandatory Organizational Reform |
|
Sporn B. as a result of a study of the multifaceted activities of American and European universities that have successfully adapted to the external environment in response to the challenges of the time, came to the conclusion that effective adaptation of universities to the environment can occur only if certain conditions are met:
- Universities need a crisis from outside to cause adaptation;
- Sources of funding that they can use at their own discretion;
- High horsefly autonomy;
- Transformational leadership that promotes the fulfillment of the vision by changing the environment and facilitates adaptation;
- Collegiate forms of decision-making for the successful implementation of adaptation;
- Professional management;
- Mission focused on change;
- Structuring the activities of universities aimed at the market;
- Decentralization of structures and decision making;
- High degree of differentiation of academic structures and disciplines.
Table 1 presents the universities studied that have effectively adapted to the environment.
Consider various modern adaptive structures of higher educational institutions: a matrix university, a university focused on the TQM process, a modern university, a technopolis university, an innovative-entrepreneurial university, which appeared in response to the challenges of the time, the rapidly changing external environment.
Matrix University
The matrix structure is optimal when the environment is highly variable and the goals of the organization reflect dual requirements, when both links with specific units and functional goals are equally important. The dual management structure facilitates the communication and coordination that is necessary to quickly respond to environmental changes. It helps to establish the right balance of power between the functional leaders of the unit and top management. The matrix structure of the organization is characterized by strong horizontal links.
In a matrix structure, horizontal teams exist on par with traditional vertical hierarchies. The Matrix University is a step towards a modern university. The departments become insufficient to perform the functions of teaching, research centers appear that carry out their activities, work on projects and where specialists of various profiles are needed, from various departments and faculties. These centers may be located within the same faculty or may be organized as university research centres. Therefore, in addition to communications, when information is exchanged vertically, along a hierarchical chain, there is a horizontal exchange of information, which makes it possible to overcome barriers between structural divisions, departments and provide the possibility of coordinating the actions of teachers and employees to achieve a common goal, for example, some kind of research project.
Rice. 2. The structure of the matrix university
The mechanisms of horizontal links are usually not depicted on block diagram organizations, but however, they are part of the organizational structure. On fig. 2 shows a diagram of a matrix university that implements a quality management system.
The matrix structure of the organization is characterized by strong horizontal links. SHIFT Toward more "flat" structures, horizontal, allows you to increase the level of horizontal coordination through the introduction of information systems, direct contact between departments.
The unique property of the matrix structure is that the heads of structural units have the same power in the organization, and employees are equally subordinate to both.
Strong and weak sides the matrix structure of the organization are given in table 2.
Table 2. Weak and strengths matrix structure of the organization
Strengths
|
Weak sides
|
Structure of organizations focused on the TQM process
Institutions operating in a traditional, hierarchical structure find it difficult to adequately respond to changes in the environment. Strict boundaries, barriers, and old-fashioned attitudes characterize such traditional institutions. One of their features is the lack of a common mission, power hierarchies and dependence on bureaucratic procedures. Such organizations have not developed an emphasis on customer satisfaction, their graduates are more often than others not noticed and not in demand in the market. The improvements that are made in such universities are usually aimed at reducing the cost of education, reducing costs, in order to attract applicants with lower tuition fees.
TQM offers an opportunity for educational organizations to adopt a different perspective, as opposed to the traditional bureaucratic model. Organizations that have implemented TQM integrate quality into their structures and ensure quality at every level and every stage. To achieve this, it is necessary to invest heavily in personnel, in their training and motivation, since they are a key figure in the quality of the organization and its future.
If a university intends to introduce TQM into an organization, then it must work synchronously, update itself, move on, see its mission in achieving the goal. He must be aware that quality will always provide them with a place and a niche in the market. The most important thing is that the leadership of the organization must convey the message to the faculty, staff and administrative and support staff, that it is the main partner in the educational process and scientific research. The stimulating force must come from the leaders constantly and the process must be constantly motivated and strengthened.
There are no standard forms for the organization of TQM, although under the influence of the introduction of a total quality management system, traditional structures are being transformed. The structure should match and facilitate the implementation of the TQM process. Opt suggests that with the development of TQM, the hierarchy disappears to a greater extent and one-level, matrix structures with strong horizontal relationships come to replace the hierarchy. These organizational forms are simple, flexible and built on strong teamwork. The development, strengthening of teamwork is a feature of TQM and reduces the need for a middle-level supervisory link. Instead, middle managers become leaders and champions of quality and take on the role of a supportive team. This new role for middle even managers is very important because teamwork can have a downside. Groups that are too isolated may work uncoordinated and inefficiently. The team management system should be simple but effective. It is important that teams understand the vision and vision of the university. This is one of the reasons why vision and leadership are so prominent in the TQM literature.
Organization, in terms of TQM. it is a system designed to serve consumers. To do this, all parts of the organization's system must be aligned. The success of each individual part of the organization affects the performance of the entire organization. The difference between a mature TQM structure and a conventional organizational form is that traditional organizations build their activities taking into account functions, while TQM - taking into account development goals, functions, management tools.
Rice. 3. Organizational structure total education quality management
Consider the structure of TQM on the example of Ivanovo State Power Engineering University (ISPU) (Fig. 3), which is focused on the implementation of the philosophy of total quality management of the university.
This structure has two groups of elements:
- traditional for high school elements (Board of Trustees. Academic Council, services of the rector and vice-rectors);
- new elements focused on university management based on the philosophy of overall quality.
In the scheme shown in fig. 4, the unifying unit is the Education Quality Management Center, which is designed to influence all departments of the university through quality councils under each vice-rector.
Rice. 4. University quality management with a focus on customer satisfaction
To eliminate the duality of the organizational structure at ISUE, it is proposed to orient the weight of the main divisions (institutes, faculties, departments, centers, temporary creative teams) of the university towards the implementation of the mission and strategic goals of the university (Fig. 3). These points apply to both the vertical and horizontal structure of the organization. For example, the first two elements are a structural frame, that is, a vertical hierarchy, the third element is a diagram of interaction between employees of an organization. TQM. with its powerful ingredients, such as long-term strategic planning and the involvement of staff in continuous improvement, provides a means to overcome difficulties at every stage.
This remark is important, since it indicates that the services of the rector and vice-rectors should not function autonomously, shutting themselves up in their own structures. They should help the main divisions to carry out the mission of the university in a quality manner. This means that the rector, vice-rectors and their services should not interfere in the activities of the main departments after their short-term tasks have been determined and the necessary resources have been allocated to solve these tasks. That is, the management functions of the administration should be mixed into the areas of planning and analysis of the results of the implementation of plans, and the functions of the services of the administration - into the areas of high-quality implementation of standard processes (SDCA cycles) and processes of continuous improvement of their activities (PDCA cycles).
The new management style should be provided by the Rector's Quality Management Committee. Quality Councils under vice-rectors and the Center for Educational Quality Management (CMQE).
The main tasks of the Quality Management Committee:
- development of the mission and vision of the university;
- development of strategic goals of the university;
- development of medium-term goals of the university;
- approval of short-term goals and programs developed in the areas of activity of each vice-rector;
- analysis of the results of movement towards the set goals. Tasks Quality Council under the Vice-Rector are similar to the tasks of the Quality Committee and differ only in the specifics of the activities of a particular vice-rector:
- deployment of medium-term plans (goals and resources) for individual units:
- development of short-term plans and programs for individual units;
- analysis of the results of work and adjustment of plans.
In organizations aiming at TQM, the structure is based on the process, and the following are the necessary features of any quality organization:
Optimization of structural parts- every part, program and department must work productively and efficiently. Each area should have clear and preferably written quality standards that must be met.
vertical line- each member of the team should understand the institution's strategy, leadership and mission, although they do not need to know the details of the goals.
Horizontal line- there should be no competition between programs, departments and there should be an understanding of the goals and needs of other parts of the organization. Mechanisms must exist to deal effectively with border issues.
Table 3. Difference between an organization that has implemented TQM and a conventional one
| Organization that implemented TQM | Ordinary organization |
| Focuses on the client, consumer | Focuses on internal needs |
| Emphasis on problem prevention | Emphasis on identifying problems |
| Investments in PPS. employees, personnel | The approach to personnel development is unsystematic |
| Attitude to complaints as an opportunity to adjust plans and actions | Treating complaints as a nuisance |
| Definition of qualitative characteristics for all areas of the organization | Uncertain stance towards standards |
| Has a quality policy and plan | Doesn't have a quality plan |
| Top management manages quality | The role of management is to control |
| Each team member is responsible for the improvement process | Only the management team is responsible for quality |
| Creativity is encouraged - people are creators of quality | Procedures and rules are important |
| Roles and responsibilities are clear | Roles and responsibilities are not clear |
| Clear evaluation strategy | No scoring strategy system |
| Treating quality as a means to improve customer satisfaction | Attitude to quality as a means of lowering prices |
| Long term planning | short term planning |
| Quality is part of the culture | Quality is an annoying initiative |
| Develops quality in line with its own strategic imperatives | Quality testing in order to meet the requirements of external agencies |
| Has a left mission | Doesn't have a clear mission |
Quality management in an educational institution, all actions of which are focused on meeting the needs of the client, is illustrated in Fig. 4. It concerns the quality of the structure developed training courses, the quality of training and assessment carried out scientific research and advising students, human resource management, organization activities. All these factors are taken into account in strategic planning, which is aimed at meeting the needs of the client.
An educational organization that has implemented TQM is very different from a regular organization. Sallis in his work cites the differences between such organizations. Table 3 below examines the difference between an organization that has adopted a TQM philosophy and an organization that does not.
If the idea of total quality management has been adopted by an educational organization and it is looking for ways to work closely with its customers, then its stage of maturity can also be a stage of renewal.
The organization must periodically re-evaluate its goals and constantly critically analyze the actions of the institution. Structural reorganizations are necessary only if the quality of education is improved.
Commonly accepted modern university
The Common Modern University (CSU) has emerged as a result of requests for services from the faculty of the matrix universities in connection with the process of professionalization and specialization of the professorship, which creates a need for a growing number of services and resources.
Faculties are expanding, various centers are emerging and their needs are becoming more significant than those of the departments. Learning in general is incredibly difficult. The Matrix University needs services that go far beyond those provided by traditional bureaucratic arrangements. At the organizational level, normal horizontal services are already required by all learning programs, faculties and departments.
The organizational structure of the conventional modern university (OCU) is oriented towards what Mintzberg called it "a mixed professional bureaucracy." A mixed professional bureaucracy presupposes a powerful productive bureaucracy whose services are structured in a certain way. This is very noticeable in universities. To this well-structured professional bureaucracy must be added a mechanical bureaucracy that directs the individual aspects of teaching and research through a technological structure whose purpose is to guarantee services.
Internal services provided to students can be extended to the external environment.
For example, libraries, sports and cultural events can be organized by universities, and the rest of the community can be allowed to use and participate in them. Fundraising activities can be formalized if links between the university and its alumni are strengthened. In fact, the generally accepted modern university, through its hierarchy, is able to tightly manage its contributions to regional development- generally accepted contributions in support of territorial organizational measures. It is also able to provide significant support to laboratories to meet their needs.
The transition from the model of the matrix university to the model of the generally accepted modern university goes through two important organizational changes: the multiplication of in-demand and essential services and the inevitable clarification of the role of mechanical bureaucracy in the global functioning of this type of university. As a model of a generally accepted modern university, one can cite the structure of the Peoples' Friendship University of Russia. Separate structures of RUDN University with the status of a legal entity (Unicum Center, National Information Center for Academic Recognition and Student Mobility of the Ministry of Education of the Russian Federation, International legal institute) bring elements of a multipolar university into the organizational structure of the university.
Technopolis University (multipolar university)
The generally accepted modern university (OSU) is replacing the technopolis university (UT). arising from the growing needs of society. According to the classification of M. Meskon, such a university can be attributed to conglomerate-type organizations, in which a matrix structure can be used in one department, an entrepreneurial structure in another, and a functional structure in a third. Forty years ago Kerr K., former president of the University of California at Berkeley, celebrated the rise of the multi-university. which is a pluralistic organization in its structure.
The structure of the technopolis complemented the organizational structure of the generally accepted modern university with three elements.
- Independent organizations that often operate as separate legal entities. These independent organizations are needed to meet new social needs, such as continuing education, the creation of experimental testing centers, the organization of research, the recognition of academic qualifications, the creation of mixed centers cooperating with firms, companies and government organizations engaged in the creation and dissemination of information.
- Horizontal subdivisions necessary to guarantee horizontal links, or to achieve goals that can be provided by matrix organizations.
- The divisions of endogenous growth are nothing more than exploratory and service organizations . They arise as a result of the initiative of university personnel.
A new figure appears at the university - a "breakthrough" professor, an enterprising professor who is able to load the laboratory with his own projects and is able to lead research groups and create self-financing organizations. The "breakthrough" professor becomes a key figure in understanding the growth of the university's ability to promote regional development.
The traditional management systems of the mainstream modern university must be supplemented with new, much-needed services. The new university-technopolis is structured in the same way as a technology park or so-called new urban structures (the similarity between a university and a technopolis is too obvious. A technopolis is understood as a spatial urban system for which there is synergy to coordinate the actions of individual agents with different functions and requiring coordinated leadership The university-technopolis has a variety of functions: from purely urban to the means of production, research and education.Thus, the university-technopolis physically resembles a smaller Silicon Valley.National multidisciplinary American universities can be classified as such universities, in Fig. 5-7 the following are presented organizational structures: New York University School of Education, University of Arizona, Harvard University Harvard University can rightfully be classified as a technopolis university, it currently has 144 research centers and 10 colleges. The centers have a matrix structure of subordination, among them 35 scientific research centers are related to natural sciences and humanities, 13 centers work in the field of business, 37 centers in the field of medicine and health, 12 centers in research related to the government, 18 centers in the field of law, etc. Such a number of centers expands the existing and already extensive infrastructure of the university, which, on the one hand, makes it possible to conduct fundamental and applied scientific research in a wide range of areas, on the other hand, to train masters and Ph.Ds at the highest level. It is no coincidence that the ratio of bachelor's and master's degrees across the continent differs sharply from generally accepted standards. Usually, in universities, the main field of activity is the education of students in bachelor's programs, and only 15-25% study in master's and postgraduate studies, at Harvard, on the contrary, only 35% of all students study undergraduate programs, but 65% study master's and postgraduate programs.
Rice. 5. Organizational structure of the New York University School of Education
In a technopolis university, various organizational structures can coexist at the same time; here there is a correlation with the space where organizations are considered from the point of view of the complexity of their structure. The existence in space of various units of a dissimilar nature does not exclude either the reality of organization or the possibility of management and coordination. The university-technopolis is created through open structuring, when classrooms are connected with laboratories and other university spaces (institutes, horizontal centers, etc.). However, the role research activities acquires other aspects not only in relation to the "person-group" formula, but also from an organizational point of view, becoming the result of internal dynamics generated by the supply and demand ratio.
Rice. 6. Organizational structure of the University of Arizona
Units, fully or partially autonomous, multiply and demand an organizational response to their needs. Research becomes part of the production system, and the number of people whose activities are devoted to scientific research increases exponentially. There is a certain dependence that predetermines organizational adaptation to the required form of financing. The organization of research involves the distribution of professors by university. The multiplicity of points and subdivisions of data collection regulates the distribution of students in the three stages of education (student, graduate, postgraduate). In Kazakhstan, the existence of such universities is not yet provided, since the university cannot have independent legal entities in its structure, therefore, new legislative initiatives in higher education are needed that will expand the powers of universities and create conditions for the creation of such structures.
Rice. 7. Organizational structure of Harvard University
The following factors can be attributed to the features of US corporate universities:
- the multifunctionality of the university, or the ability to both generate and provide the transfer of modern knowledge;
- strong focus on research and development, primarily on basic research:
- availability of a system for training specialists with scientific degree(doctor, master, bachelor);
- orientation to modern areas of science, high tech and innovation sector in the economy, science, technology:
- a wide range of specialties and specializations, including natural Sciences, Social sciencies and humanitarian knowledge:
- high professional level of teachers hired on the basis of competitions, including international ones; the availability of opportunities to invite leading specialists from around the world for temporary work;
- a high degree of information openness and integration into the international system of science and education;
- receptivity to world experience, flexibility in relation to new areas of scientific research and teaching methodology;
- competition and selective approach in the recruitment of students;
- formation of a special intellectual environment around the university;
- the presence of corporate ethics based on the sciences, democratic values and academic freedoms;
- striving for leadership within the region, country, world and educational community as a whole.
Innovative, Entrepreneurial University
New conditions for the functioning of higher education with low public funding for the majority state universities and fierce inter-university competition force public and private universities to work as a market enterprise. Thus, to ensure its self-development, the university must use the principles of work entrepreneurial organization. The main specialized markets of an entrepreneurial type university are the market educational services, the labor market and the market for science-intensive developments. Innovation management offers universities the implementation of a complete innovation cycle from obtaining new knowledge to their commercial implementation in the specialized market. New knowledge obtained in the course of fundamental and exploratory research is further implemented as part of the stages of a complete innovation cycle along various trajectories.
Clark B. notes the following character traits entrepreneurial university.
- Strong management core. The rector and his cadres work as a leading group, committed to the cause, standing firmly on their feet. A support structure is being restored to guide change and an "innovative" apparatus is being organized.
- Decentralization and incentive to create peripheral units (transformable and looking for rapid growth) . The concept of a “holding” university is being developed, while new research units are “invented” in addition to new sour cream enterprises, funds, etc. The autonomy of rapidly growing units is encouraged.
- Differentiation of funding sources. Support is provided for the Technology Transfer Center.
- putting pressure on the classical structural units (faculties and departments) to stimulate change. Are brought to life strategic plans across all departments.
- Entrepreneurial culture becomes common for all personnel.
The new culture predetermines the dialogue between all governing bodies. Budgetary relations between departments are changing.
However, progress towards an entrepreneurial university cannot take place unless the basic conditions are laid down, some of which are closely linked to the university charter:
- creating goals, concepts:
- transition from a vertical university to a technopolis;
- advocating for cultural change to spread the knowledge of the model to all communities through an innovation program.
The entrepreneurial structure, along with others, can be included in the general organizational structure of a university for a technopolis university, which is most typical for American universities.
European universities believe that the dynamic development of universities requires close and business relationships with business and expanded funding from a variety of sources.
Rice. 8. Links of the market of educational services and science-intensive developments with related markets
In connection with this position, in December 2003 the Gelsenkirch Declaration on Institutional Entrepreneurial Management and Entrepreneurial Studies in European Higher Education Systems was adopted. It set the following tasks for the transition of universities to entrepreneurial institutional management:
- professionalization of university management and staff, combined with strong executive leadership;
- diversification of income sources;
- study and integration of new market management methods, subject to careful attitude to key academic values;
- close ties with the business community and society:
- development of a proactive and innovative entrepreneurial culture: transfer of knowledge, founding of new production companies, continuing education and establishing contacts with alumni, including to raise funds;
- integrating academic and research units through the blurring of traditional disciplinary boundaries and the establishment of project initiatives that are in line with new methods of knowledge production and application.
Under the market model of economic relations, marketing plays an important role in the development of the market for educational and scientific services and in strengthening the competitiveness of an educational institution. On fig. Figure 8 shows that the scope of marketing for higher education institutions is not only paid education, but also the production of educational literature, the sale of patents, know-how, and science-intensive developments. "The target result of marketing activity is the most effective satisfaction of the needs of: the individual - in education; the educational institution, in the development and well-being of its teaching staff and employees, the training of specialists at a high level; society - in the expanded reproduction of the total personal and intellectual potential."
All over the world, great importance is attached to the creation of national innovation systems that link science and business, which largely determines the country's competitiveness in the international market. In October 2003, in Brussels, at a seminar
STRUCTURE OF VSUIT
- · Administration
- · Administrative departments
- o Property Management Department
- o Department of Contracts and Public Procurement
- o Public Relations Department
- § Newspaper "For Science"
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- o Technology Transfer Center
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- o Student Council
- o Center for Youth Initiatives
- o Student Brigade Headquarters
- o Clubs, circles
VSUIT ADMINISTRATION
The president
Bityukov Vitaly Ksenofontovich
Chertov Evgeny Dmitrievich
First Vice-Rector
Popov Gennady Vasilievich
Vice-Rector for academic work
Sukhanov Pavel Tikhonovich
Vice-Rector for Research and Innovation
Antipov Sergey Tikhonovich
Vice-Rector for General Affairs
Orobinsky Yuri Ivanovich.
FINANCIAL AND ECONOMIC MANAGEMENT
Financial and Economic Department is a structural subdivision of FSBEI HPE "Voronezh State University engineering technologies».
The planning and financial department as an independent unit was created by order of the Ministry of Higher and Secondary Specialized Education of the RSFSR in 1970, renamed the Planning and Financial Department and assigned to one of the main structural divisions of the university by order of the rector No. 568 of 12/29/92. In December 2008, by decision of the Academic Council, it was renamed into the Financial and Economic Department.
The Financial and Economic Department (FEM) was created in order to improve the organization of financial and economic activities and increase control over the observance of financial and staff discipline at the university.
The main tasks of the Financial and Economic Department are:
- · participation in long-term and current planning of the process of training specialists, bachelors, masters and other categories of students in the profile of the university;
- planning and organization of financial and economic activities of the university;
- · development of the Plan of financial and economic activities for the next financial year and planning period; annual draft estimates of expenditures from the federal budget, estimates of income and expenses from income-generating activities;
- · preparation of staff schedules for all categories of personnel within the budget allocations allocated for wages and extrabudgetary sources;
- organizing and conducting activities to improve the system of planning and financing the university, remuneration and incentives for employees, scholarships and other forms of material support for students, graduate students and trainees;
- · development of local methodological, regulatory and informational documents on financial activities;
- · Ensuring, together with the Department of Accounting and Financial Control and other units, the targeted and efficient use of budgetary allocations and funds from income-generating activities.
DEPARTMENT OF ACCOUNTING AND FINANCIAL CONTROL
The Department of Accounting and Financial Control (UBUiFK) is a structural subdivision of the Federal State Budgetary Educational Institution of Higher Professional Education "Voronezh State University of Engineering Technologies", which maintains accounting records in accordance with the requirements of the current legislation of the Russian Federation and regulatory legal acts.
UBUiFK has existed since the establishment of the University and is assigned to one of the main structural divisions of the university by order of the rector No. 568 of 12/29/92.
UBUiFK carries out accounting for the expenditure of funds received from various sources of financing, inventory of property, is responsible for compiling accounting, tax and statistical reporting, and performs other types of accounting work.
The main tasks of UBUiFK are:
- formation of complete and reliable information about the activities of the University and its property status, necessary for internal and external users of financial statements;
- · prevention of negative results of economic activity, identification of on-farm reserves and ensuring financial stability;
- Promoting the most efficient and rational use budgetary and extrabudgetary funds to ensure the strengthening of the material and technical base of the University.
LEGAL DEPARTMENT
The legal department is a structural subdivision of the Voronezh State University of Engineering Technologies.
The legal department as an independent unit was created by the order of the rector of VSUIT dated October 31, 2013.
The department was created to provide legal support for the activities of the University.
The main tasks of the legal department are:
- · Strengthening the rule of law in the activities of the University;
- protection of the rights and legitimate interests of the University, employees and students of the University;
- internal rule-making (internal orders, orders, endorsement of draft orders), including legal expertise local acts;
- · advising employees on legal issues related to the activities of the university.
FACULTY OF ECONOMICS AND MANAGEMENT - COMPARISON CHOOSE US!
The Faculty of Economics was founded in 1998 and is currently the largest faculty in the university. This is a friendly team of teachers and, of course, students.
The dean's office employs:
- · dean - professor, doctor of technical sciences Rodionova Natalya Sergeevna;
- · Deputy Dean for Academic Affairs - Associate Professor, Ph.D. Leontyeva Ekaterina Vladimirovna;
- · Deputy Dean for Educational Work - Associate Professor, Ph.D. Veretennikov Anton Nikolaevich;
- engineer Skvortsova Anna Vasilievna;
- engineer Shitakova Elizaveta Viktorovna.
Faculty personnel:
- · 19 - professors;
- · 59 candidates of sciences;
- 87.1% of teachers have degree, 46% - academic title.
Faculty departments:
- Department of management, organization of production and sectoral economics
- Department of service and restaurant business
- Department of tourism and hotel business
- Department of Theory of Economics, Commodity Science and Trade
- Department of economic security and financial monitoring
- Department of Accounting and Budgeting
Direction of training of specialists:
· 080101 Economic security
Directions for the preparation of bachelors:
- 080100 Economics
- 080200 "Management"
- 100700 Trade
- 100800 "Commodity"
- 100100 "Service"
- 100400 "Tourism"
- 101100 "Hotel business"
- 260800 "Technology of products and organization of public catering"
Directions for the preparation of masters:
- 080100.68 Economics
- · 080200.68 Management
- · 260800.68 Product technology and catering
- · 100100.68 Service
- · 100800.68 Merchandising
Our graduates work at enterprises in Russia, CIS countries, Asia and Africa.
In the process of learning, students participate in conferences, forums, competitions, attend professional exhibitions. Training excursions around Russia and abroad are regularly organized, master classes, professional seminars, practice are held at large industry enterprises, banks, insurance companies, restaurant industry and hotel business enterprises not only in Voronezh and the region, but also in Moscow and St. Petersburg , Sochi. Students receive certificates of additional education.
DEPARTMENT OF ECONOMIC SECURITY AND FINANCIAL MONITORING
The department was founded in 1961 and is a graduating department Faculty of Economics. The highly qualified staff is headed by the Honored Worker of Science, Doctor of Economics, Professor A.I. Horev.
At present, the main trend in the development of society is the strengthening of the role of socio-economic processes, both at the state level and at the level of an individual enterprise, which leads to a high demand for professionals in this field in the labor market. However, in the context of the global economic crisis, it is easy to be a good specialist not enough, it is necessary to be the best, competitive, look ahead, plan the future in the present. It is these professionals that are trained by the Department of Economics, Finance and Accounting of VSUIT.
The department prepares graduates for the following educational programs:
- specialty 080101 "Economic security"
- o specialization "Economic and legal support of the economic security of the organization"
- Bachelor's degree 080100 "Economics":
- o profile "Finance and Credit"
- magistracy 080300 "Finance and Credit"
The achievement of a high level of professionalism in these areas of training is facilitated by the symbiosis of theoretical training and the possibility of implementing the acquired knowledge empirically, during the passage of educational, industrial and undergraduate practitioner more than 40 enterprises of the Central Chernozem Region of the Russian Federation, many of which subsequently invite graduates of the department for further cooperation and employment.
The pride of the department is its graduates - talented managers, professionals and leading experts in economic issues in state, regional, municipal government, in the field of the state budget and non-budgetary structures, institutional structures of the financial market, tax structures, the system of social protection of the population, financial, economic, analytical , foreign economic divisions of enterprises and institutions in positions requiring higher economic education: O.P. Korolev - Governor of the Lipetsk region, V.I. Stefan - Deputy General Director of OJSC "Concern Constellation", I.A. Butovetsky - Deputy Director for Finance of ZAO Rikonenergo, A.N. Astanin - Deputy General Director for Marketing and Sales of Kalacheevsky Meat Plant OJSC, E.R. Trufanova - head of the marketing and advertising bureau of OJSC "Voronezh Confectionery Factory", A.A. Denisov - General Director of Vkladbank LLC.
NEW PROMISING SPECIALTY - 080101 "ECONOMIC SECURITY"
Specialty 080101 "Economic security" - higher economic education in the best domestic traditions.
There are very few specialists in the field of economic security, as well as specialties in Russian universities.
In the process of learning, students receive fundamental training in the field of economics and law, acquire practical skills in economic, law enforcement, auditing, information, analytical and management activities. The educational process provides for professional and scientific seminars on criminology and forensic science, forensic economic expertise, insurance, the securities market, etc.
Graduates of this specialty are in demand in state structures that carry out control and supervisory functions in the financial and economic spheres of activity, in internal control services of state and commercial companies that ensure the financial and economic security of the enterprise.
Practice - in tax authorities, audit firms, banks, insurance companies, leading industry enterprises.
BACHELOR 080100 "ECONOMY"
PROFILE "FINANCE AND CREDIT"
Professionally important qualities:
developed logical memory, intellectual performance, the ability to work with large amounts of information, the presence of abstract symbolic thinking, a tendency to research activities.
An economist (financier, loan officer, insurance broker) must be able to:
- · freely navigate in the field of finance, money circulation, banking, the securities market;
- Calculate the financial performance of organizations;
- determine the level of creditworthiness and profitability of enterprises;
- to be guided in bases of the organization of insurance business;
- · analyze the advantages and disadvantages of currency regulation and currency control.
Bachelor must have: high level training in the basics of mathematics, information technology, monetary circulation, financial management.
The profile "Finance and Credit" is one of the dynamically developing and relevant, allowing you to gain knowledge in the field of financial management, finance and credit, banking and insurance, money circulation, the securities market, and taxation.
The department has been preparing graduates since 2001 on a full-time and correspondence forms learning.
The development of this profile involves the study of the processes of formation and execution of budgets of different levels, the procedure for planning, accounting and reporting in organizations, organization and management cash flows. Specialists in the field of finance carry out professional activities in institutions of the financial and credit system, including the foreign economic sphere, are able to successfully work in positions that require an analytical approach, solve non-standard tasks, predict economic processes in the sphere of monetary, financial and credit relations. Graduates of the profile "Finance and Credit" can work in industrial organizations, banks, investment funds, stock exchanges, insurance companies, consulting firms and other organizations.
Currently modern system higher education is undergoing major changes. Transition of major Russian universities to autonomous management leads to an urgent need to choose the optimal organizational structure for university management, which would allow it to successfully function, compete and develop in the market of educational services. The main idea of creating an autonomous institution is to provide the university with significantly greater financial and economic opportunities compared to budgetary institutions for self-development, and at the same time increasing the responsibility of autonomous institutions for obligations, changing the principles of their financing by the state. Since this type of state (municipal) institutions has significant differences from a budgetary institution, changes in the management system are inevitable, as well as a collision with new problems and risks.
The organizational structure is the skeleton of any organization and further development depends on its structure. And knowing the structure, its advantages and disadvantages, one can purposefully influence individual elements of the management system, bringing it into line with changing conditions. Based on this, the requirements for the modern organizational structure were formed:
1. Optimality. The management structure is recognized as optimal if rational connections are established between the links and management levels at all levels with the smallest number of management levels.
2. Efficiency. The essence of this requirement is that during the time from the decision to its execution, irreversible negative changes do not have time to occur in the controlled system.
3. Reliability. The structure of the control apparatus must guarantee the reliability of information transfer, prevent distortion of control commands and other transmitted data.
4. Profitability. The task is to ensure that the desired effect of management is achieved at minimal cost to the administrative apparatus. The criterion for this can be the ratio between the cost of resources and the useful result.
5. Flexibility. The ability to change in accordance with changes in the external environment.
6. Stability of the management structure. The invariability of its basic properties under various external influences, the integrity of the functioning of the control system and its elements.
In connection with the selected criteria of the modern organizational structure, it is necessary to trace how the current requirements meet these requirements.
The most common classes of university management organizational structures are mostly hierarchical and sometimes adaptive.
Hierarchical management structures are characterized by a clear division of labor, the use of qualified specialists in each position; hierarchical management, in which the lower level is subordinate and controlled by the higher; the presence of formal rules and norms that ensure the uniformity of the performance of their tasks and duties by managers.
I would also like to note that at the moment there is such a problem as the artificial inflation of the bureaucratic apparatus of power, which manifests itself in the slow speed of decision-making. And while the decision is approved by all levels of government, it may lose its relevance, thereby having negative consequences.
The antipode of hierarchical structures is adaptive ones, they are more flexible types of organizational structures, which, in comparison with hierarchical ones, are better adapted to a quick change in external conditions, but they are rarely used in university management. The adaptive management structure is characterized by decentralization and participation of specialists in decision-making, broadly defined responsibility in work, flexibility of the power structure, a small number of levels of hierarchy, the distribution of work between employees is determined not by their positions, but by the nature of the problems being solved.
Today, a feature of the organizational structure of university management is that the process of updating the university should be constant. The change in the external environment for the functioning of universities has led to the need for their organizational transformation. External environment, which is in constant motion, does not allow the university to remain on a bureaucratic method of management. Modernization should lead to an adaptive management system for the organizational structure of the university.
Bibliography
The university has faculties and departments that specialize in the training of specialists, bachelors and masters.
The faculty is a structural subdivision that unites a group of departments related in the direction of activity or the composition of the disciplines served. The faculty may include departments, laboratories, centers.
The faculty has its own name, symbols, service documentation forms, seal.
The faculty has property, premises, equipment assigned to it by the leadership of the university. The activities of the faculty are organized and carried out in accordance with the plans for the main events of the university, the plans of the faculty, approved by the dean; plans of educational work of students. The structure and staff of the faculty are approved by the order of the rector of the university.
The faculty is headed and organized by the dean. Deputy deans are responsible for organizing certain aspects of the faculty's activities and assist the dean in the performance of his functions.
The main task of the faculty is to provide, together with other structural divisions of the university, the training of graduates, bachelors and masters.
Planning and organization of the educational process at the faculty
is carried out in accordance with the federal state educational standard in the specialty (direction), curricula and other regulatory documents regulating the educational process in educational institutions of Russia.
The governing body of the faculty is the Academic Council of the faculty, chaired by the dean. Members of the Academic Council of the faculty are elected by secret ballot at the meeting of the faculty staff.
The positions of the dean of the faculty and the head of the department are elective.
The procedure for electing the Academic Council of the faculty is similar to the procedure for electing the Academic Council of the university. The term of office is up to 5 years. Its early elections may be held at the request of more than half of its members.
The composition of the Academic Council of the faculty, on the proposal of the dean, is approved by order of the rector of the university.
The faculty is managed by the dean, who is elected by the Academic Council of the university.
The dean is elected for a period of 5 years by secret ballot at the Academic Council of the University from among the most qualified and authoritative specialists of the relevant profile, having higher education, academic degree or title, work experience in organizational, administrative, educational and teaching activities.
The elected dean is approved in the position by the order of the rector of the university.
The dean is personally responsible for the state of affairs at
Faculty and performs the following:
1) directly supervises the educational, educational, scientific work, the practice of students and supervises them;
2) manages the organization of the transfer of students from course to course, allows students to pass the next session, as well as to pass state exams or defense of final qualifying works;
3) assign scholarships to students in accordance with the existing Regulations;
4) manages the preparation of the schedule of studies, curricula, programs and monitors their implementation;
5) supervise the preparation of postgraduate students and the work to improve
qualifications of the teaching staff;
6) carries out general management of the preparation of textbooks, educational and methodological manuals on the subjects of the departments that are part of the faculty;
7) organizes and conducts inter-departmental, scientific and methodological meetings and conferences;
8) organizes and constantly maintains contact with students who have graduated from the faculty;
9) develops measures aimed at improving the training of specialists graduating from the faculty.
The dean of the faculty may be a member of the state examination committee.
department – is a structural unit within a faculty, center or institute. It carries out educational, methodological and research activities. The department, together with other departments of the university, trains students, graduate students and doctoral students, participates in retraining and advanced training of employees of other enterprises and organizations.
The department is created on the basis of the presentation of the dean of the faculty, the decision of the Academic Council of the university and the order of the rector.
The department is headed by the head, elected by the Academic Council of the university on a competitive basis from among the teaching staff, as a rule, with the title of professor or associate professor, for a period of 5 years. The election of the head is carried out taking into account the opinion of the department by secret ballot at a meeting of the Academic Council of the university.
The departments include faculty, graduate students, senior and junior researchers, teaching support and administrative staff, established by the staffing table.
The department can have the status of a graduate (responsible for the preparation of a specific group of students in a specific specialty) and a non-graduating one (responsible for teaching a specific discipline).
The main tasks of the department are:
- creating conditions to meet the needs of students in raising the level of professional and cultural knowledge;
– training of highly qualified specialists with deep theoretical and necessary practical knowledge;
– advanced training of the staff of the department;
- improving the quality of methodological support of the educational process;
– development of new learning technologies;
– meeting the needs of enterprises and organizations in improving the skills of their personnel;
– organizing and conducting scientific research on the orders of enterprises and organizations and carrying out
experimental design work;
– dissemination of scientific, technical and cultural knowledge among the population.
The department is not a legal entity, but within the framework of the university it has a separate territory, property, educational support, scientific and teaching staff.
student group
A student of a higher educational institution is a person enrolled in the established order in a higher education institution for study. The student is issued a student card and a record book.
The student is obliged to be polite to all employees of the university, its administration, teachers, staff, and peers. Only in this case he has the right to count on mutual respect. The main duty of the student is to actively acquire knowledge. While within the walls of the university, the student must comply with the standards of conduct that the university considers necessary for its students.
In the learning process, the student is a partner in joint activities in relation to the university, and, recognizing this partnership, the student undertakes to resolve all emerging problems in the spirit of respect for the interests of the university staff. The university, for its part, seeks to form in the mind of the student such moral values as disinterestedness in the search for truth, honesty and mercy.
Students are united in student groups. The team of the group has the right:
- elect the headman, decide on his release from duties and apply to the dean's office with a proposal to approve the decision adopted by the meeting of the group;
- make proposals and make inquiries to the university administration on all issues of the group's life;
- nominate candidates for assignment scholarships;
– apply to the scholarship commission for the award of scholarships to members of the study group;
- submit proposals to the dean's office on the encouragement and punishment of students of the group;
- make proposals to the student council of the hostel about the accommodation and placement of group members in rooms and buildings.
During the learning process, the student has the right to:
- choose optional and elective courses from among those offered, participate in the formation of their education, subject to the requirements of federal state educational standards, master others academic disciplines taught at the university, in the manner prescribed by its charter;
– participate in the discussion and resolution of the most important issues of the activity of a higher educational institution, including through public organizations and university management bodies;
– appeal against orders and orders of the university administration in accordance with the procedure established by the legislation of the Russian Federation;
– free use of the university library;
- take part in research activities.
The student has the right to be reinstated in higher educational institution within five years after being expelled from it voluntarily or for a good reason.
The student is obliged to possess knowledge, to carry out all types of classes provided for by the curriculum and training programs within the established time limits, to comply with the charter of the university, internal regulations and the hostel. For violation of the obligations stipulated by the charter and internal regulations of the university, disciplinary sanctions may be applied to the student, up to and including expulsion from the university.