Корпоративна культура в евалюації вищого навчального закладу

Abstract

У статті розглянуто роль культурного простору в евалюації вищої освіти. Сьогодні в університетах України відбувається активне впровадження ідеології корпоративізму, корпоративного управління та корпоративних відносин, яке викликає необхідність дослідження ролі корпоративної культури в евалюації вищої освіти. Історія виникнення, структура, форми комунікації, все, що утворює унікальну корпоративну культуру вищого навчального закладу, стає об'єктом евалюації. Такий інтерес значною мірою викликаний процесом модернізації вищої освіти в Україні, пошуком ефективних моделей, що дозволять українським вищим навчальним закладам бути конкурентоспроможними на європейському ринку освітніх послуг. Важливість евалюації вищого навчального закладу також зумовлена спільною політикою у сфері освіти Європейського Союзу, що полягає у зборі та поширенні інформації про програми та проекти різних університетів країн-учасниць. У цьому контексті евалюація стає частиною освітньої інформаційної мережі. В Україні зростає роль науково обґрунтованої та технологічно розвиненої евалюації у зв'язку з кризою довіри у суспільстві, кризою довіри у сфері вищої освіти та кризою довіри до системи оцінювання у сфері вищої освіти. Зокрема, критика вищої освіти з боку споживачів освітніх послуг стосується: а) цілей навчання; б) змісту навчання; в) методів навчання; г) організації навчання; д) професійної моделі. Оскільки, штучно запроваджені організаційні норми та цінності, які були ефективними в інших культурних середовищах, перебувають у конфлікті з реальним, тому, вони активно відкидаються багатьма університетами, не стають частиною їх корпоративної культури, якщо вони не включені у повсякденне життя університету. Евалюація корпоративної культури вищого навчального закладу включає в себе кілька моментів: 1. Оцінка якості корпоративної культури. 2. Оцінка нормативної бази розвитку корпоративної культури. 3. Оцінка програми розвитку корпоративної культури. Формування корпоративної культури вищого навчального закладу стає втіленням комплексу діагностичних та управлінських заходів, спрямованих на модернізацію вищої освіти, що робить евалюацію популярною.

This article explores the role of the cultural space in evaluation of higher education. It is defined that neglecting corporate culture in the management of high school is now the thing of the past. In universities of Ukraine there is active implementation of the ideology of corporatism, corporate management and corporate relations, which brings up to date the need of researching the role of corporate culture in evaluation of higher education. History, organizational structure, forms of communication, everything that forms a unique corporate culture of the educational institution, becomes an object of evaluation. This interest is largely due to the process of modernization process of higher education in Ukraine, the search of his models, which would allow Ukrainian higher education institutions to be competitive on the European market of educational services. Evaluation of institution of higher education is also important because the basis of a common policy in the field of education of the European Union is collecting and disseminating information about programs and projects of different universities of the participating countries. In this context, evaluation becomes a part of educational information network. In Ukraine, the role of scientifically based and technologically developed evaluation increases both due to the crisis of trust in society, a crisis of confidence in higher education and the crisis of confidence in the assessment system in higher education. In particular, criticism of higher education on the part of consumers of educational services concerns a) teaching objectives («it is not clear what we are taught for»); b) content of teaching («we are not taught what we need»); c) teaching methods («we are not taught properly»); d) the organization of teaching («everything is decided instead of us»); e) the model of professional («in the process of studying the needed competences are not formed»). Herewith, artificially introduced organizational norms and values that have been effective in other cultural environments are in conflict with real ones, and therefore are actively rejected by many universities, do not become part of their corporate culture, are not included in the habit of daily university life. Corporate culture of a higher educational institution is considered as specific, distinctive for a particular university system of connections, interactions and relationships, system of values, beliefs, views, rules, procedures and standards adopted by a majority of its members. Evaluation of corporate culture of higher educational institution includes a few points: 1. Quality assessment of the corporate culture. 2. Assessment of the normative basis of the corporate culture development. 3. Evaluation of the programme of corporate culture development. The author shows that formation of the corporate culture of higher education institutions can become its competitive advantage only under certain conditions. 1. Formation and adaptation of the corporate culture of higher education institutions to the new strategy. 2. Overcoming the negative effects of the mythologizing the assessment system, the introduction of anti-technologies of estimation, the crisis of trust to the assessment system in higher education. 3. Taking into consideration the interaction of different subcultures. Institution of higher education refers to the organizations in which there is a constant and a variable composition. At constant one are those who provide the learning process and the functioning of the institution (lecturers, subdivision staff, and at the variable one are those who get in the particular institution educational and other services (students). During evaluation it is important to determine the contribution of constant and variable composition of higher educational institution in the formation and development of the corporate culture, because the process of democratization of higher school increases the subjectivity of modern students, as reflected in particular in student-centered model of education. Contemporary higher education institution not only takes into account the needs, interests of students, but actively encourages the latter to take managerial decisions on important issues of intramural life. Nevertheless, the role of lecturers and students in the creation and development of corporate culture is different. Creating a system of student self-government as an element of the democratization of high school makes adjustments to the corporate culture of higher education. It is necessary to include student self-government in the process of evaluation. Evaluation of higher education institution is based on the increasing the role of trust in the corporate culture. Modern higher education institution functions as a multi-level system of mutual trust. Trust is the basis of most of the processes of university life, it is an important element of management and self-government at all levels. For example, trust in the system of evaluation of students’ knowledge includes, on the one hand, trust to the evaluation system (to the evaluation criteria, forms of control, the procedure and evaluation tools), and the other – trust to the lecturer (professor), confidence in its high professional competence, methodical literacy and personal responsibility for the providing educational services (lectures, seminars, consultations). Only a certain level of mutual trust allows communication and assessment system to take place. High culture of trust in the system of evaluation involves a) structural features that encourage trust; b) agential resources (readiness and willingness to take advantage of these opportunities); c) evaluating on the principles of science, transparency, objectivity. However, the culture of trust as a way of interaction between participants in the educational process, based on the concord is a problem that is not currently worked out neither methodologically nor methodical and practical aspects. Functions of the assessment system (regulatory, informative diagnostic, encouraging etc.) are implemented when there is trust to the system of evaluation and monitoring system as for following the principles of assessment. Optimization of the assessment system in higher education with the help of such means as a) improvement of the trust culture through the control system – between the internal and external evaluation; b) standardization, unification principles and models of evaluation in higher education and flexibility in assessment; c) focus on partnerships in higher education; g) the transition to mutual trust (student – lecturer etc.); d) scientific support of the process of technologizing evaluation. The elements of the model intramural assessment system primarily include these: 1. Evaluation of a student, which consists of: a) an external evaluation by the teacher and administration of a higher education institution; b) intra-group evaluation of a student by other students; c) co- evaluation of a student by the teacher and other students; d) self-evaluation, when a student gives self-esteem, being self-critical and demanding as for himself. 2. Estimation of the teacher (by the administration of the department, self-assessment). 3. Estimation of the achievements of particular professorial chairs, particular faculties and departments. Forming the corporate culture of an institution of higher education becomes the embodiment of a complex of diagnostic and managerial measures aimed on the modernization of higher education, which makes the evaluation popular.