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6подключения к системе «Educon», участия в вебинарах, прохождения промежуточного и итогового контролей.
Таким образом, ЦДО — инновационное структурное подразделение ТюмГНГУ, развивается, реализуя передовые технологии как в подготовке специалистов по программам среднего специального образования и направлениям подготовки бакалавриата, так и преподавателей университета. В 2015 г. открыт прием в магистратуру по направлениям, которые готовы работать с магистрами в удаленном режиме, где созданы необходимые электронные ресурсы для обучения.
На основе проведенного анализа развития дистанционного образования в университете можно сделать вывод о возрастающей виртуализации взаимодействия субъектов заочного образования с использованием дистанционных технологий.
Для дальнейшего развития дистанционного образования в ТюмГНГУ представляется целесообразным поиск инновационных социальных технологий взаимодействия субъектов Интернет-партнерства в электронном образовании.
В ТюмГНГУ обучаются представители всей России и зарубежья, поэтому можно говорить о том, что тенденции и закономерности характерны для всего региона и Интернет-пространства России.
На современном этапе стратегия развития предполагает сетевое взаимодействие и консолидацию усилий по формированию качественной образовательной виртуальной среды, что является выгодным как с экономических, так и социальных позиций.
Список литературы
1. Федеральный закон «Об образовании в Российской Федерации» [Электронный ресурс]. - Режим доступа: http://www.ЪHp://минобpнауки.pф.
2. Mатеpиалы официального сайта Центра дистанционного образования ТюмГНГУ [Электронный ресурс]. - Режим доступа: http://www.tsogu.ru/distantsionnoe-obrazovanie/205432/.
3. Mайеp В. В., Mооp С. M. Инновационная обучающая среда «Educon» //Аккредитация в образовании. - Йошкар-Ола: «Вертикаль», - № 77. - 2015. - С. 46-47.
4. Mайеp В. В., Mооp С. M. Дистанционные технологии - новый аспект в организации учебного процесса // Вестник Челябинского государственного университета: Философия. Социология. Культура. - Челябинск: ЧелГУ. - 2014. - С. 95-97.
5. Mооp П. К. Опыт применения дистанционных технологий в очной и заочной форме обучения // Известия вузов. Социология. Экономика. Политика. - 2014. -№ 1 (40). - С. 95-96.
Сведения об авторе
Майер Владимир Викторович, д. с. н., профессор, проректор по учебно-методической работе, Национальный минерально-сырьевой университет «Горный», г. Санкт-Петербург, тел. 88123288457, e-mail: mayer-v-v@yandex.ru
Моор Светлана Михайловна, д. с. н., профессор, директор Центра дистанционного образования, профессор кафедры социологии, Тюменский государственный нефтегазовый университет, г. Тюмень, тел. 8(3452)256932, e-mail:moorsm @mail. ru
Mayer Vladimir Viktorovich,Phd in Sociology, professor, Pro-Rector for Academic and Methodical Affairs, St.-Peterburg, phone: 88123288457, e-mail: mayer-v-v@yandex.ru
Moor Svetlana Mikhailovna, PhD in Sociology, professor, Head of the Center for Distance Education, professor, Department of Sociology, Tyumen State Oil and Gas University, phone: 8(3452)256932, e-mail: moorsm@mail.ru
УДК 378.126
ТРУДНОСТИ В УПРАВЛЕНИИ ПРОГРАММАМИ АСПИРАНТУРЫ ЗА РУБЕЖОМ
COMPLICATIONS OF RUNNING A GRADUATE PROGRAM OFFSHORE
Рут МакКей, Рэнди Аппел, Фарзанех Хоссейни Неджад, Хоссейни Каземи
Ruth McKay, Randy Appel, Farzaneh Hosseini Nedjad, Hossein Kazemi
Key words: global; cross-culture; exporting education Ключевые слова: глобальный; кросс-культурный; экспорт образования
Управление программой аспирантуры за рубежом может быть одновременно как прибыльным, так и затратным. Кроме того, создание физического присутствия университета за границей и защита бренда университета это сложные задачи. Университеты, которые организуют такие программы, вкладывают значительные средства в строительство и поддержание отношений с организациями-партнерами и соответствующими заинтересованными сторонами в целях урегулирования разницы в подходах и снятия неопределенности. Настоящее исследование показывает, что изменения в организации-партнере может привести к разрыву отношений между партнерами. Эта статья
№ 4, 2015. News from higher educational institutions. Sociology. Economics. Politics.
также рассматривает, как изменения влияют на контингент студентов, организацию учебного года и организации-партнеров.
Operating an offshore graduate program can be both rewarding and taxing. Additionally, creating a physical presence for the university in the foreign location, and protecting the university brand, is challenging. Universities that run such programs invest heavily in building and maintaining relationships with partner organizations and relevant stakeholders in order to resolve differences and handle uncertainty. The present paper investigate show changes in the partner organization can lead to a disconnect between partners. This paper also considers how changes impact an in-session cohort, student representatives, and the partner organizations.
Many universities are seeking to increase their reach globally by offering their domestic business programs in foreign countries. According to a 2011 Association to Advance Collegiate Schools of Business report (AACSB) «At no other point in history have business schools invested so much energy into seeking new means of expanding their international networks, incorporating international perspectives into learning experiences and faculty research, and establishing (or maintaining) a globally recognized brand. The motives for this heightened initiative are numerous and include the pursuit of revenue, reputation, access, impact, and influence» [1]The report also notes there are «Large gaps» in business school's knowledge of the globalization of management education and the risks resulting from the complexity of the global environment. One such risk highlighted in the report is the potential for «abrupt regime changes in partner institutions». This paper will examine how a change in the partner organization of an international MBA program impacted the effectiveness of a program.
International programs have been able to attract large numbers of students because of the «perception that an overseas qualification was better than a local one, difficulties in gaining entry into domestic educational institutions and a desire to learn about other countries and migrate there» [2]. Domestically situated international programs are also attractive to students since they offer unique advantages while removing the need to reside in a foreign country. For exporting universities (universities taking their programs to other country locations), such programs providean opportunity for faculty to travel and immerse themselves in another culture, and for the university to expand their reach and reputation to new countries. For students in the host country (country hosting the international program), experiences with foreign faculty are advantageous since host-country cohorts can be exposed to the ideas, research, experiences, culture and knowledge of academics from another country.
Global academic programs, if run effectively, can also produce additional revenue for the exporting university, host-country university and the faculty that participate in the program. Such programs often attract new students because of the unique nature and location of the program and the perceived benefits associated with learning from foreign faculty in a globally respected organization. As a result, universities may find they can charge more for foreign-based university programs by capitalizing on their faculty's research, teaching or consulting expertise. Teaching in another country also offers altruistic opportunities for faculty to share their knowledge and passion with others who may not have ready access to higher education or a globally based education.
There are also risks in running an international program. There may be different standards for measuring admission requirements between the two partner organizations such as in language competence. Secondly, if the courses are taught in part by local faculty in the host university, there is the challenge of ensuring a quality standard comparable to the exporting university program.
Thirdly, there is the issue of division of tuition revenue between the exporting and host universities. A related issue is currency fluctuation. If a contract is signed based on a set tuition, but inflation or exchange rates change this could impact the financial viability of the program. Finally, the partnership is dependent on both parties being willing and able to work together. If the relationship deteriorates, students might face difficulty finishing their program.
This paper begins by examining the relations and communication between partners in an offshore MBA program. Next, we discuss the emergent lines of communication with student representative that develop out of necessity when relationships between the two partner organizations begin to falter. The paper will conclude with a summary of lessons learned.
PROGRAM EXPERIENCE
The master's program discussed in this paper began in 2001. The location, university name and participant names will remain disguised to protect the confidentiality of the individuals involved. The program was jointly run by the degree-granting university (the university, XXX University or exporting university), situated in North America and the partner organization (partner, partner organization, host university), situated in the host country. The teaching responsibilities and administration of the program were a shared responsibility between the two partners. University faculty flew to the host country for one to two weeks at a time to deliver a course. The partner
organization arranged accommodation, transportation, food and local sightseeing opportunities for the visiting faculty.
Despite efforts to improve the program design, faculty experience and communication between the two organizations, there were regular challenges facing the program organizers. For example, over the years admission standards at the exporting university had been raised, English expectations had been increased, geopolitical tensions in the area where the classes were being held sporadically flared up, program support within the exporting university was inconsistent, and resources were often stretched. There were also cultural differences between the administration, faculty and students of the organizations.
From the start of the program until the point the program stopped in September 2013 the program ran one cohort of up to 40 students per year. Each cohort ran for two years in length. The majority of the program courses were taught by the degree granting organization, XXX University. Tuition revenue was shared between the partner organizations. For the students, the program offered a North American style program taught in an English learning environment. The price of the program was more than a similar degree offered domestically in the host country but competitive internationally.
In running and facilitating the program there were seven key stakeholders: XXX University, faculty from XXX University, faculty in the host country, the partner organization administration and management, the cohort of students, the embassy of the country of XXX University and the Ministry of Education in the host country. Running the program smoothly and successfully depended on the communication and overlapping goals of these stakeholders. The halt in the program in 2013 occurred in large part as a result of changes in management in the partner organization and the communication breakdowns that ensued. After communications broke down between XXX University and the partner organization, students took initiative by creating new more direct lines of communication with XXX University in order to remedy the challenges they faced and complete their degree.
THE SEQUENCE OF EVENTS
The turnover in the directing of the master's program in the university and in the partner organization posed particular challenges for the program. For both organizations these individuals would periodically be replaced, sometimes without notice. In the case of the partner organization when the individual directing the program was replaced many of the support staff were also replaced. This led to a time when there was a loss of knowledge about processes and procedures. In most cases the transfer between individuals directing the programs was done amicably but this was not always the case. These changes, whether amicable or otherwise, created confusion for XXX University, the partner organization, and students. Even in the ideal transition, knowledge about process and program history was lost.
In September of 2010 a new cohort began with an orientation in the host country run by the XXX University program director. At the time there was some tension between the university and the partner organization regarding an outstanding tuition payment from the partner organization to the university as well as issues around accommodation of the faculty in the host country. The partner organization had gathered the first tuition installment owing at the time but had not forwarded XXX University its portion. An accommodation issue arose because the director of the partner organization had a falling out with the manager of the hotel the faculty had traditionally stayed in while teaching in the host country. This resulted in relocation to a less desirable hotel. After a year and much discussion, the partner organization located new accommodation in apartments in a favourable part of the community. Despite finding new accommodations, the move to the apartments was delayed as appliances, furnishings and internet services were still being acquired.
According to the program design the credit courses were preceded by preparatory courses. XXX University expected only students with all required documents (such as a graduate certificate and proof of an adequate grade point average) would be allowed to participate in the preparatory courses and expected the partner organization to follow this procedure. The partner organization was less concerned with firm rules regarding admission standards and allowed students into the preparatory courses without full documents expecting the students to gather these and submit them to the partner organization while taking the preparatory courses. Students were also allowed to join the preparatory courses after they had started in order to increase cohort size. For the students the result was an unclear process around submitting documents and attending the preparatory courses.
Student Representative A: «In the website the prep courses should have been maximum three months and the rest of the program was supposed to be finished within 15 months so all together 18 months but after seven or eight months we were still just doing all the prep courses. We were also having problems with the payments being made to the (partner organization). We were required to pay the next tuition instalment but classes had not started...so students were getting a little bit frustrated and asking questions and (those in the partner organization) were all saying you know what we are working with XXX University, ... Just do your things, you will finish on time».
№ 4, 2015. News from hisher educational institutions. Sociology. Economics. Politics.
As the cohort was still at the stage of completing the preparatory courses, making payments and submitting documents for admission the communication for the students was only between the students and the partner organization. The communication between the students and the university normally began once preparatory courses had been completed and credit courses commenced. This initial disconnect between the students and XXX University and the delay in starting created challenges of miscommunication, distrust and uncertainty in the program. In an effort to navigate the confusion, the students rallied together to establish class representatives who would negotiate on behalf of the students with the director of the partner organization (Dr. YYY).
At this time Dr. YYY was himself frustrated with XXX University because based on the way the previous cohort was admitted he and his staff were doing what was required. The difficulty was that changing policy and changing administration at XXX University meant more adherence to the regulations was required than had been observed with the past cohorts. Getting full documents to the partner organization and therefore to the XXX University was being pushed by XXX University. As a result of these changes, students had to submit more complete documents before being fully admitted. Therefore, the process of commencing the cohort was delayed. At the same time there was political unrest in the host country. This added to the wariness of the students in terms of the commitment by XXX University.
In April 2011 there was a sudden change in the director of the partner organization. The previous director was unceremoniously removed and the new director took over. The previous director was upset by the way he was treated, and this led to very little knowledge being transferred between directors. Under the new management requests by XXX University and students were either poorly attended to or ignored.
The students were surprised the new director from the partner organization had not visited the class for a formal introduction. Historically, as with the previous director, the students had maintained communication with the director throughout the program. The class representatives decided to take the initiative to introduce themselves to the new director. It was through this undertaking that they realized how disconnected and disinterested the new director was in his role.
The student representatives recognized the new director of the partner organization had no interest or intention to meet with them. Relations between the students, the new director of the partner organization and staff remained distant and strained. The staff adopted the attitude and indifference to the students that the director displayed. Arranging class details or exams became tense and complicated issues for students. XXX University was almost completely cut off from communication with the partner due to a language barrier and the disinterest of the partner organization. The university tried speaking to the one person in the partner organization that spoke English. However, she was a low ranking employee so when she forwarded XXX University concerns the concerns were given low priority.
It was through the conversations with the class representatives that XXX University program director was becoming more aware of the problems faced by the university faculty when they were teaching, and the issues students were having regarding their courses and exams. The student representatives eventually filled in the role of the partner organization out of necessity. With the director of XXX University and student representatives in communication many problems were resolved. The most demanding issue the director of the university program and the students navigated was putting pressure on the partner organization to submit the last payment of student tuition to the university. This payment represented almost half the cohort tuition. The partner organization held onto the payment for over 12 months. In the end the university director worked with the class representatives to put the necessary pressure on the partner to make the payment. When the payment was received and the courses completed, the relationship with the partner organization ended and the program was halted.
The program and the partnership had operated relatively smoothly for almost nine years before problems arose due to the change in the director of the partner organization. This experience led to a number of lessons learned from the final cohort:
1. Have all policies and procedures related to the program documented and accessible to all stakeholders.
2. Policies and procedures must be part of the contract between the university and partner organization.
3. Provide a list of expectations and responsibilities for the students.
4. Have students pay their tuition directly to the degree granting university or through a third party.
5. Establish communication with students through class representatives.
6. The contract should explain responsibilities of the partners and provide a program history.
7. Networking with stakeholders in both the home country and the host country to avoid isolation.
References
1. AACSB International Globalization of Management Education Task Force, Globalization of Management Education: Changing International Structures, Adaptive Strategies, and the Impact on Institutions (AACSB International, Tampa), 2001; page 1.
2. Mazzarol, T., &Soutar, G. N. x. Revisiting the global market for higher education. Asia Pacific Journal of Marketing and Logistics, 24(5), 717-737, 2012: page 214.
Сведения об авторах
Рут МакКей, доцент, Университет Карлтон, Оттава, Канада, тел. (613)5202600 Ext 6013, ruth.mckay@carleton.ca Рэнди Аппел, докторант, Университет Конкордиа, Монреаль, Канада, тел. (613)5202600 Ext 6013, je. appel@gmail.com
Фарзанех Хоссейни Неджад, аспирант Университет Карлтон, Оттава, Канада, тел. (613)5202600 Ext 6013, farzaneh78hosseini@gmail.com,
Хоссейни Каземи, аспирант Университет Карлтон, Оттава, Канада, тел. (613)5202600 Ext 6013, h.kazemi48@gmail.com
Ruth McKay, Associate Professor, ruth.mckay@carleton.ca, Carleton University, 1125 Colonel By Drive, Ottawa, On, K1S 5B6, Canada, Ph (613) 520-2600 Ext 6013
Randy Appel, Ph.D. Student je.appel@gmail.com, Concordia University, 7141 Rue Sherbrooke West., Montréal, QC H4B 1R6 Canada, Ph (613) 520-2600 Ext 6013
Farzaneh Hosseini Nedjad, Graduate Student farzaneh78hosseini@gmail.com, Carleton University, 1125 Colonel By Drive, Ottawa, On, K1S 5B6, Canada, Ph (613) 520-2600 Ext 6013
Hossein Kazemi, Graduate Student, h.kazemi48@gmail.com, Carleton University, 1125 Colonel By Drive, Ottawa, On, K1S 5B6, Canada, Ph (613) 520-2600 Ext 6013
НАУЧНАЯ ЖИЗНЬ
УДК 325.1
СОВРЕМЕННЫЕ СОЦИАЛЬНО-ПОЛИТИЧЕСКИЕ ПРОЦЕССЫ: МНЕНИЯ И ОЦЕНКИ РЕГИОНАЛЬНЫХ СОЦИОЛОГОВ
DYNAMICSOF SOCIAL ANDPOLITICAL PROCESSES: AN OVERVIEW OF RESEARCH
В. К. Зыкова, И. А. Пуртова
V. K. Zykova, I. A. Purtova
Ключевые слова: социально-политическая ситуация; социальные и политические реформы;
экономический кризис; молодежь; стабильность Key words: socio-political situation; social and political reform; the economic crisis; youth; stability
Анализируются научные статьи, опубликованные российскими и региональными социологами на страницах журналов Вестник Тюменского нефтегазового университета «Региональные и социальные процессы», «Известия вузов Социология. Экономика. Политика» в 2006-2015 гг. Выбор Тюменской области обусловлен автором тем, что она является сложным территориально-экономическим комплексом, являющимся сегодня в своем развитии самым стабильным регионом Российской Федерации. Показано, что тюменская молодежь обнаруживает внешнюю угрозу со стороны проводимых правительством реформ как в системе образования и воспитания под воздействием западной идеологии, так и в политической системе.
Reviewed scientific articles published by Russian and regional sociology in magazines Bulletin of the Tyumen Oil and Gas University «Regional and social processes», Proceedings of the universities Sociology. The Economy. Policy in 2006-2015. The choice of the Tyumen region is due to the author of the fact that it is a complex territorial and economic complex, which is now in its development the most stable region of the Russian Federation. It is shown that the Tyumen youth detects an external threat from the ongoing government reforms in the system of education and training under the influence of Western ideology and the political system.
Тюменская область — крупнейший регион России, в составе которого находятся два автономных округа — Ханты-Мансийский и Ямало-Ненецкий. На территории области расположено 28 городов, наиболее крупные из них Сургут, Нижневартовск, Тобольск, Нефтеюганск, Ноябрьск, Новый Уренгой. При этом численность населения превышает 3 млн человек. По числу жителей область занимает тринадцатое место в Российской Федерации. Тюменская область относится к числу регионов России с многонациональным составом населения, где проживают представители 143 национальностей [1, 2]. Этим обусловлен интерес к социально-политическим процессам, протекающим в регионе. Динамику процессов рассмотрим на основе анализа научных статей, опубликованных российскими и региональными социологами на страницах журналов Известия вузов. Социология. Экономика. Политика в 2014-2015 гг.
