Проблема взаємозв’язку освітньої та наукової діяльності університету: аналіз зарубіжних досліджень
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Дата
2014
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
У статті проаналізовано стан дослідженості проблеми взаємозв’язку освітньої та наукової складових діяльності університету в теорії вищої освіти розвинених англомовних країн. Окреслено цільові пріоритети реформ вищої освіти розвинених англомовних країн; узагальнено ключові компетентності, формування яких визнано необхідним Європейською рамкою кваліфікацій вищої освіти. Типологізовано суб’єкти, що беруть участь у розв’язанні розглядуваної проблеми. Схарактеризовано термінологічний апарат дослідження, висвітлено національні моделі організації взаємодії освітньої та наукової діяльності університетів у розвинених країнах.
The article is devoted to the analysis of the investigations on the problem of teaching-research connections in the theory of higher education of the developed English-speaking countries; to the characteristics of educational policy priorities in the sphere of higher education determined by the knowledge society and knowledge economy. Different categories of sources that are most important for the study of all the levels of solving the problem of teaching-research connections in the universities (national, institutional, academic discipline) are systematized. Analytical reports, which set targets for higher education reforms in developed English-speaking countries in the knowledge society are characterized (Boyer Report (USA), Dearing Report (UK), Robbins Report (Au)). Key competencies, the formation of which is recognized by the European qualifications framework for higher education as standard for the need of employability are summarized (critical thinking, originality in developing and/or applying ideas, skills of research based diagnosis to problems by integrating knowledge from new or interdisciplinary fields; innovative decision-making in response to emerging knowledge and techniques; demonstration of leadership and innovation in work and study contexts that are unfamiliar, complex and unpredictable and that require solving problems involving many interacting factors; reviewing strategic performance of teams). The national models of interaction of educational and research activities of universities in developed countries are summarized: 1) integrated; 2) concentration of research in a separate set of research institutes; 3) institutional differentiation; 4) separation of teaching and research within universities. The terminological apparatus of investigation, including the concepts teaching-research linkages, teaching-research connections, teaching-research nexus, teaching-research synergy, research-informed teaching, research-led teaching, research-linked teaching, research-infused teaching, research-based teaching, research-enhanced, research-oriented teaching is defined. The prospects for the next phase of the study are identified, which suggest the characteristic of institutional strategies of teaching-research linkages.
The article is devoted to the analysis of the investigations on the problem of teaching-research connections in the theory of higher education of the developed English-speaking countries; to the characteristics of educational policy priorities in the sphere of higher education determined by the knowledge society and knowledge economy. Different categories of sources that are most important for the study of all the levels of solving the problem of teaching-research connections in the universities (national, institutional, academic discipline) are systematized. Analytical reports, which set targets for higher education reforms in developed English-speaking countries in the knowledge society are characterized (Boyer Report (USA), Dearing Report (UK), Robbins Report (Au)). Key competencies, the formation of which is recognized by the European qualifications framework for higher education as standard for the need of employability are summarized (critical thinking, originality in developing and/or applying ideas, skills of research based diagnosis to problems by integrating knowledge from new or interdisciplinary fields; innovative decision-making in response to emerging knowledge and techniques; demonstration of leadership and innovation in work and study contexts that are unfamiliar, complex and unpredictable and that require solving problems involving many interacting factors; reviewing strategic performance of teams). The national models of interaction of educational and research activities of universities in developed countries are summarized: 1) integrated; 2) concentration of research in a separate set of research institutes; 3) institutional differentiation; 4) separation of teaching and research within universities. The terminological apparatus of investigation, including the concepts teaching-research linkages, teaching-research connections, teaching-research nexus, teaching-research synergy, research-informed teaching, research-led teaching, research-linked teaching, research-infused teaching, research-based teaching, research-enhanced, research-oriented teaching is defined. The prospects for the next phase of the study are identified, which suggest the characteristic of institutional strategies of teaching-research linkages.
Опис
Ключові слова
вища освіта, університет, розвинені англомовні країни, дослідження, викладання, навчання, викладач, студент, взаємозв’язок, higher education, university, developed English-speaking countries, research, teaching, learning, teacher, student relationship
Бібліографічний опис
Сбруєва, А. А. Проблема взаємозв’язку освітньої та наукової діяльності університету: аналіз зарубіжних досліджень [Текст] / А. А. Сбруєва // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, О. Є. Антонова, Дж. Бішоп та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2014. – № 7 (41). – С. 28–40.