Sostenibilidad

Almaz M. Galimov 1*_{, Rezeda R. Khadiullina} 2

1 _{Volga Region State Academy of Physical Culture, Sport and Tourism, Kazan, Russia.}

2 _{Volga Region State Academy of Physical Culture, Sport and Tourism, Kazan, Russia.}

*corresponding author Abstract

The article considers the conceptual foundations of adaptive management of higher education as a condition for ensuring the innovative activity of an educational organization. As an adaptation mechanism of the management system in the university to changes in the external and internal environment, integration of the components of the educational process is considered in the frame of the application of process, project and system-functional approaches in the management of the learning process. At the same time, it is shown that the integration of the highlighted components of the higher education management system at the level of the educational organization is necessary to ensure the quality of education, assessed in the terms of the methodology of a balanced system of indicators. The concept proposed by the author suggests that the development, implementation and improvement of higher education educational programs should be carried out on the basis of an integrated management system using a unified quality assessment system.

Keywords: adaptive management, higher education, quality of education, integrated management, innovative activity.

Introduction

At this stage of the transformation and social and pedagogical development of higher education both in the whole world and in Russia, the main factor in the success of educational institutions of higher education, as the main institutional elements of the higher education system, is their activity aimed at providing the required level of variability, innovation and enterprise. And this, in turn, requires a change in the models of organizational and managerial activity, the introduction of entrepreneurial culture of behavior and the renewal of value orientations in educational institutions of higher education (Galimov, 2016; Tastan et al., 2018).

Researchers and practitioners note the need to ensure the adaptability of universities to new market conditions characterized by a variety of sources of funding, the need to stimulate the basic scientific and pedagogical composition, accelerating the renewal of actively used knowledge and the need for training and retraining of human resources support for new technologies, etc. (Strongin & Chuprunov, 2011; Davoudi et al., 2018; Fartash et al., 2018). As the authors of the global report «NMC Horizon: Higher Education 2015 report» (Johnson et al., 2015), compiled jointly by The NEW MEDIA CONSORTIUM and the EDUCAUSE educational project note that universities and colleges around the world are gradually changing their views on their organizations and infrastructures, trying to understand, how to make them more flexible. The idea is that if institutions become more flexible, they can more successfully maintain their dynamic development and promote entrepreneurial thinking.

In general, ensuring the progressive development of higher education management systems in the Russian Federation, in our opinion, is extremely problematic without the formation of management systems at the institutional level of specific mediated by appropriate modern information and communication technologies and ensuring a fast and adequate response of the university to external and

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internal changes from long-term sustainable improvement of the quality of education. Also, according to some researchers (Salmi, 2009), a characteristic manifestation of such changes has been recently the transformation of the power structure in the university, where the institutional level is strengthened (in particular, due to the emergence of new governing bodies) and the individual academic level is weakened. These tendencies in the development of higher education have given rise to new tasks in the management of the educational organization associated with a significant increase in the importance of the adaptability of the management system. Adaptive system, at the same time, are understood by us as a control system that provides compensation for the compensation arising during the functioning of the system due to the internal integration of the control subsystem. In other words, adaptive systems make up for the lack of current information about the control object during operational functioning.

At the same time, the analysis of innovative experience shows that the transition from profiling and narrow specialization to integration is primarily reflected in the content of management activities. Complicating the scientific and educational process, changing the structure of goals and objectives in the system of higher education generates many connections and intersections (some researchers call this a junction) when carrying out managerial activities. Each intersection, as a point (area) of creating the coherence of the elements of the system, is a factor in creating conditions for the adaptability of the management system and requires the application of special management actions to ensure the effectiveness of activities and the quality of education. In other words, in order to achieve efficiency of activities due to the coherence of the elements of the system in the higher education organization, an appropriate adaptive management system based on the integration of managerial approaches is needed. Methodological Framework

The concept of "integration" is used in several fields of knowledge, in each field its value has a specific specificity (Sterligova, 2007).

As part of our research, the term "integration" is disclosed in terms of the complex implementation of managerial interactions and means the associated application of various managerial approaches within the framework of educational activities. Integration of management approaches means their organic connection with the resulting new qualities. Integration in management should be understood not as a simple addition, but the creation of some mechanism of interaction (linking) with the goal of achieving higher final results and achieving efficiency of activities.

Integration as a basis for the adaptability of the management system in higher education, caused by the expanding professional differentiation, requires research and substantiation of the conceptual foundations of this process. For this, it is necessary to understand its internal structure, which is reflected: - in the system of objects and subjects while their related actions affect the result of the activity as a whole; - mechanisms and procedures for interaction;

- in means of assessing the effectiveness of interaction.

From this point of view, the integration is the strengthening of the interconnection of multiple elements of management within the framework of a single system that ensures its adaptability.

Results and Discussions

In view of the foregoing, let us consider the main assumption of our proposed concept of adaptive management in higher education based on the integration of management approaches. Integrated management assumes the presence of elements, the finding of a related state of which is directed by management activities in the educational organization. To determine such elements, we need to analyze the main stages and components of educational activities.

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1. In accordance with existing regulations, educational activity begins with the development of an educational program that is a set of basic characteristics of education (scope, content, planned results), organizational and pedagogical conditions, forms of attestation, which is presented in the form of a general characteristic of the educational program, curriculum, calendar educational schedule, work programs of disciplines (modules), practical programs, evaluation tools, methodological materials, other components, included in the educational program by the decision of the organization. All the components of the educational program are nothing more than documents that confirm the potential of the quality of training for this educational program. In practice, the development of the educational program is carried out by an special working group, which includes the program manager, leading teachers and representatives of profile organizations whose activities correspond to the direction of the educational program being developed. The development of the educational program is carried out, on average, from 1 to 2 years and ends with the approval at a meeting of the Academic Council of the university and the adoption of a decision on the beginning of its implementation.

As we can see, the procedure for developing an educational program for higher education has all the attributes of the project activity and requires appropriate design approaches in management. In addition to the development of educational programs, also some other components of educational activities, for example, the organization of training and production practices for students, the creation of training and laboratory bases, the organization of interaction with profile organizations can be organized using project approaches in management. This means that one of the elements of an integrated educational management system should be a project approach, as a form of organization of management activities. 2. Immediate implementation of the educational program of higher education is carried out according to the approved curriculum and calendar training schedule, which indicate the types of educational activities with an indication of their scope, sequence and distribution for periods of training, as well as periods of the types of educational activities and periods of vacations. The curriculum can not be changed during the implementation of the educational program and must be carried out in strict accordance with the training schedule. The implementation of the educational program is accompanied by a current and intermediate quality control of education, and in the end, an exit control is carried out in the form of state final attestation. The educational program, namely the academic disciplines and practices included in the curriculum, is provided with the necessary material, technical, personnel, information, teaching and methodological and other necessary resources.

In connection with the foregoing, we can confidently state that the procedure for implementing the educational program has clear process characteristics, such as regulated input, output, sequence of implementation, as well as uniform regulatory and resource support. This statement allows us to apply process technologies in the management of the implementation of the educational program and to consider the process approach as an element of an integrated educational management system.

3. In the implementation of the educational program of higher education, such structural subdivisions of the university take part as the dean's office, which manages the course of the educational process, the departments that provide the content of education, teaching and methodical subdivisions whose activities are directed at the organizational and managerial, regulatory, methodical support of the educational process. Each structural unit involved in the implementation of educational programs has specific functional responsibilities, prescribed in the provisions of the units and job descriptions of employees. The coordination of actions of all participants in the educational process depends on the effectiveness of management activities and, ultimately, the quality of education. Therefore, a very important element of the management system of educational activities is the functional management aimed at the distribution among the participants of the educational process of responsibility for the performance of functions defined for them.

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Thus, in modern conditions for the development of higher education, the basic, inalienable elements of the educational management system in universities should be the process, design and functional approaches to the management of the educational process, the integrated application of which, within the framework of a unified management system, should ensure the innovative development of the educational organization and the achievement of the delivered goals.

At the same time, the integration is not simply the addition of separate elements, but the creation of an associated management mechanism aimed at achieving higher management efficiency. When integrating is important, the mechanism of forming the whole of the parts, i.e. a new way to form a single structure of individual elements, which has new qualities in comparison with the elements making up it. Moreover, as specialists in the field of synergetics point out (Glukhov, Korobko & Marinina, 2003; Kalnitskaya, 2011), the integration involves the interaction of elementary structures and a unified structure, all components are transformed by their coordination, a correlation arises between the elements.

The system-forming elements of the integrated higher education management system that we singled out should have functional relationships with each other on the basis of a common factor for them, which makes it possible to define the concept of an integrated higher education management system as an integrated system. In other words, one of the main provisions of the concept of integrated management in higher education is the presence of a factor (or factors) ensuring the "linking" of individual elements of government into a single whole, that is, integration.

In the system of management of higher education, such factors can be a single information system, a common purpose and objectives, common use of resources, a unified organizational and management system, as well as the quality of education. If the first four factors identified by us are universal, and can be factors of integration in any complex management systems, then the quality of education, based on the competence approach, can serve as a factor of integrating the elements only in the higher education management system. At the same time, it must be said that in the scientific and methodological literature, the consideration of the issues of applying the quality of education as an integrating factor in the management system in higher education is poorly represented.

As I.V. Kalnitskaya (2011) notes, an integrated system in its development actively influences its subsystems and adapts them to solve the problems of an integrated system. In this regard, the integrated system of higher education management as an integral system represents a certain set of interconnected and interdependent system-forming elements united by the single goal of their functioning - ensuring the quality of education in accordance with the requirements of FSES (Federal State Educational Standard) and the labor market.

Thus, we consider the quality of education as a factor that ensures the integration of the elements of a higher education management system defined by us at the level of an educational organization.

Such an understanding of the quality of education means that the development, the implementation and the improvement of educational programs using design, process and functional management approaches should be implemented of while using an integrated management system based on a unified system for assessing the quality of education. At the same time, we agree with the opinion of some specialists (Rozina & Zuev, 2014; Opfer, 2015), who believe that the quality is relative in nature: with regard to interested parties, context, specific support mechanisms, etc. Such an integrated approach to the issue of quality management fully corresponds to the ideology of integrated management of higher education, where the planning, implementation, monitoring and improvement of educational activities can be carried out based on the Balanced Scorecard (BSC) methodology.

Considering the possibility of using the balanced scorecard method as one of the conceptual assumptions of the integrated system of higher education management, it can be determined that the integration of the elements of the management system should be viewed from the position of improving the existing

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elements of the management system, developing and introducing new elements, and rationalizing the quality management methods of education.

The essence of the methodology of a balanced system of indicators consists in an attempt to establish a link at the level of specific indicators of strategic goals and tactical tasks, thereby choosing the optimal direction of operational activities in the educational organization. At the same time, a balanced system of indicators determines only the "coordinate system" of watching changes in various functional areas in the organization and does not contain the rigid composition and structure of the estimates themselves. In many fields, the method of constructing key performance indicators (KPI) is often used to assess the effectiveness of the management of companies or individual units. This approach can be taken as a basis for the development of key indicators of the effectiveness of higher education management, which is an integral part of the control process within the framework of the proposed concept of an integrated management system.

In accordance with the general principles of building a balanced system of indicators, modified for the educational organization of higher education, it is proposed to identify blocks of indicators that characterize the internal indicators of the quality of educational activity, human resources as the basis for ensuring a high quality of education, assessing the quality of education by the labor market, and indicators of the innovative development of the educational organization.

The allocated blocks of indicators are generalized rather conventionally, as different authors use their own approaches to the formation of a balanced system of indicators in the system of higher education. Nevertheless, in general, the presented blocks of indicators reflect the systematic and strategic orientation of our approach to ensuring the quality of higher education. This also determines the possibility of using it to analyze the effectiveness of the concept of integrated management of higher education.

The methods and techniques for assessing the effectiveness of integrated management of higher education are dynamic, and are changing on the base on various targets and current tasks in the educational organization. In addition, we believe that assessments of the effectiveness of integration should be relative, taking different values for different groups of participants in educational activities. These groups include: students, employees, managers, the state, employers. The effectiveness of integrated management of higher education in this case is determined by its overall effectiveness for all interested groups. At the same time, the problem of disproportion in the set of performance indicators for different interested parties can be decided by an assessment of the dynamics of changes in these indicators rather than absolute indicators of the activity of the educational organization. Also, efficiency can be seen as the satisfaction of the main participants in the educational process, as potentially reducing the effectiveness of activities leads to a decrease in satisfaction.

It should be noted that the blocks of the balanced system of indicators that we have identified refer to corporate activities, which allows us to evaluate the effectiveness of the functioning of a single integrated management system. And the evaluation approach on key indicators we propose forms our own system for assessing the effectiveness of the integration of management elements on the basis of the quality of higher education.

Conclusions

As a result of the integration of the higher education management elements that we have identified, a