Excerpt from the review by Professor Stanisław Tkaczyk “The book focuses on the problems of university management. The authors of individual chapters are educational researchers from the USA, Russia, Algeria, the Ukraine and Poland. Each of them presents problems existing in their own academic environment, on the basis of their personal experience. Thus the reader is presented with a full range of currently discussed topics by the institutions responsible for the functioning of the system of education. They comprise, among others, New Economy promoting New University, the process of globalization and integration, the Bologna Process with adjustment to its recommendations and the internationalization of higher education. A comprehensive analysis of the condition of the Ukrainian academic education deserves special attention. Not only does it describe its present state but it also contains its critical assessment and a series of proposals including the need to implement the necessary structural changes in this area and to create a comprehensive system improving the quality of university management. Additionally, the book contains descriptions of new technologies and concepts of education which have emerged recently in the context of the required procedural reform, as well as interesting research findings carried out among students in Algeria.”

CURRENT PROBLEMS OF UNIVERSITY MANAGEMENT

“The quality of teaching in higher education has been widely discussed for years, in Poland and abroad alike. As regards our domestic situation, the problem has been intensifying since our transformation in 1989 due to the increase in the number of private universities, experiencing difficulties in providing adequate academic staff for didactic purposes. These types of problems are also noticeable abroad; especially in the context of the requirements imposed by the Bologna Process and the recommendations of the European Union. That is why an international research project came into being. The project was financed by the Department of Applied Economics of the Jagiellonian University and it was joined by universities from the USA, Ukraine, Russia, Algeria, Germany and Poland. The results of the research carried out under the auspices of Professor Tadeusz Wawak have been presented in the present monograph. It can be noticed that the problems which particular universities are struggling with are similar. It is also important to say that the completion of the tasks in the scope of pro quality management restructuring at the university demands the implementation of the principles of Total Quality Management.”

CURRENT PROBLEMS OF UNIVERSITY MANAGEMENT edited by Tadeusz Wawak

Excerpt from the review by Professor Tadeusz Grabiński

www.wuj.pl

Wydawnictwo Uniwersytetu Jagiellońskiego

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2013-07-21 17:21:47

Publishing financed by the Faculty of Management and Social Communication of the Jagiellonian University

REVIEWERS prof. dr hab. Tadeusz Grabiński prof. zw. dr hab. inż. Stanisław Tkaczyk

COVER DESIGN Agnieszka Winciorek

Copyright by Tadeusz Wawak & Wydawnictwo Uniwersytetu Jagiellońskiego First edition, Kraków 2013 All rights reserved

No part of this book may be reprinted or utilised in any form or by any electronic, mechanical or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers.

ISBN 978-83-233-3534-4

www.wuj.pl

Wydawnictwo Uniwersytetu Jagiellońskiego Redakcja: ul. Michałowskiego 9/2, 31-126 Kraków tel. 12-631-18-80, tel./fax 12-631-18-83 Dystrybucja: tel. 12-631-01-97, tel./fax 12-631-01-98 tel. kom. 506-006-674, e-mail: [email protected] Konto: PEKAO SA, nr 80 1240 4722 1111 0000 4856 3325

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CONTENTS Introduction – The European Union strategy “Europe 2020”............................................. Part 1. Improving quality of management...................................................................... 1.1. The Quest for the World Class University (Bernard Pitsvada)................................ 1.2. Pro quality restructuring of management in higher education (Tadeusz Wawak)..... 1.2.1. Introduction.................................................................................................... 1.2.2. Dilemmas over university strategic management........................................... 1.2.3. P.F. Drucker on higher education management.............................................. 1.2.4. The challenge by new economy and globalization......................................... 1.2.5. TQM in the developed market economy........................................................ 1.2.6. The adjustment of higher education in Poland to the Bologna Process recommendations............................................................................................ 1.2.7. Integrated management.................................................................................. 1.2.8. Disintegrated management............................................................................. 1.2.9. Management crisis.......................................................................................... 1.2.10. The improvement of the quality of management.......................................... 1.2.11. Management integration............................................................................... 1.2.12. Conclusion.................................................................................................... 1.3. Analysis of the prospects of higher education reorganization (social research results) (Viktor Nitsevich, Afonina Tatiana Nikolaevna)........................................... 1.4. Modern communications technology of documentation quality security of higher educational establishment management (P.I. Yukhimenko, Yu. P. Yakymyuk)........... 1.5. Higher education closer to real life. An introduction of initiatives towards improving students’ “quality” on work market (Zbigniew Kłos).............................. 1.5.1. Introduction.................................................................................................... 1.5.2. Short history of the Poznan University of Technology and the Faculty of Machines and Transport..................................................................................... 1.5.3. Innovation project........................................................................................... 1.5.3.1. Importance of innovation.................................................................. 1.5.3.2. Organization of the project................................................................ 1.5.3.3. The run of International Summer School.......................................... 1.5.4. The course....................................................................................................... 1.5.5. Conclusions.................................................................................................... Part. 2. The evolution of management in higher education........................................... 2.1. Reformation of management of the higher education institutions as condition, mean and purpose of upgrading the higher education quality in the Ukraine (Peter Leonenko).......................................................................................................

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9 17 17 22 22 24 26 27 31 34 40 42 46 49 52 55 59 66 74 74 75 76 76 77 78 80 82 85 85

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2.2. The development of university management in the Ukraine (Valerii Grynchtskyi).............................................................................................................. 100 2.3. Management of innovative development of university (Iryna Shvets)..................... 104 2.4. Some problems of quality management of education in the higher educational establishments of the Ukraine (Halina Tsikh, Nataliia Marynenko)........................ 115 2.5. Improving the quality of higher education in the conditions of transformation processes (Ol’ga Glenbots’ka).................................................................................. 126 2.6. Directions of improvement of multi-level technical education in the Ukraine (Elena Rogatynska)................................................................................................... 132 2.7. Issues of reforming a higher education system in the Ukraine in the conditions of globalization (Yuriy Shvets).................................................................................. 138 Part. 3. Creative education and knowledge society........................................................ 147 3.1. Creative education in the knowledge society (Elżbieta Skrzypek, Adam Skrzypek)................................................................................................................... 147 3.1.1. The nature and manifestation of creativity..................................................... 147 3.1.2. The doctrine of creative education................................................................. 149 3.1.3. Higher education renewed to fit in knowledge based economy..................... 150 3.2. How to produce knowledge at the university both for theory and practice? (Krystyna Lisiecka, Mira Lisiecka-Biełanowicz)...................................................... 153 3.3. The opinion of the students of the University of Mostaganem in Algeria about the need of restructuring of education and management in higher schools (Ali Bouchentouf Seghier)................................................................................................ 160 3.3.1. The aims of the work, research hypotheses and research methodology......... 160 3.3.2. The course of empirical research.................................................................... 161 3.3.3. Research conclusions...................................................................................... 162 3.3.4. Final conclusions............................................................................................ 170 3.4. Managing universities in an increasingly global world (Mark Michalski)............... 171 3.4.1. Introduction.................................................................................................... 171 3.4.2. Challenges of managing knowledge at universities....................................... 172 3.4.3. Globalization of educational skills................................................................. 173 3.4.4. Quality of universities affects labor market................................................... 174 3.4.5. University governance and diverse funding options...................................... 175 3.4.6. University president – a visionary leader and key fundraiser........................ 175 3.4.7. Global universities and global entrepreneurial challenges............................. 177 3.5. Analysis of the conditions of the quality system at a higher school (Nadiia Machuga).................................................................................................................. 178 3.6. Benchmarking in Polish and Ukrainian higher education (Vitalii Naumov, Marta Tutko)........................................................................................................................ 180 3.6.1. Introduction.................................................................................................... 180 3.6.2. Definitions and types of benchmarking.......................................................... 181 3.6.3. Benchmarking in Polish higher education...................................................... 183 3.6.4. Benchmarking in Ukrainian higher education................................................ 184 3.6.4.1. The present state of the benchmarking concept usage...................... 184 3.6.5. The results of the use of benchmarking.......................................................... 186 3.6.6. Perspectives of the benchmarking concept..................................................... 187 3.6.7. Benchmarking model for Polish and Ukrainian higher education................. 188 3.6.8. Conclusions.................................................................................................... 191 3.7. E-learning role in higher education quality improvement (Sławomir Wawak)........ 192

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3.7.1. Introductory remarks...................................................................................... 192 3.7.2. E-learning range of application...................................................................... 193 3.7.3. Benefits of e-learning..................................................................................... 195 3.7.4. Shortcomings of e-learning............................................................................ 196 3.7.5. Cost effectiveness........................................................................................... 198 3.7.6. Conclusions.................................................................................................... 199 An attempt at summary........................................................................................................ 201 References............................................................................................................................ 207

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INTRODUCTION THE EUROPEAN UNION STRATEGY “EUROPE 2020”1

The contemporary problems of university management in Europe are the consequence of the following factors: • Problems resulting from conflicts, the requirements imposed by economic development of the integrating Europe together with the conservative, quasi feudal, rigid system of Western European universities as well as the inefficiency of the badly mismanaged communist universities comprising the Warsaw Pact member countries – all of them accumulating from the end of World War II; • The increase in the number of the European Union members by the accession of new countries from Central and Western Europe, of communist background, and with a completely different form of higher education management; • Recession, financial crisis and the growing economic crisis in Europe and the rest of the world. In the last years, says José Manuel Barroso – the President of the European Commission – “millions of people lost their jobs, the increasing debt will be repaid over the years and our social inclusion was put to the test. [...] The crisis was a warning signal which reminded us that if we do not change anything, we will be destined to the gradual loss of importance and we will end up in the second league of the new world order. The time has come for this realization; the time for decisive, ambitious action for Europe”2. The first paragraph of the summary of the European Commission Communique – “Europe 2020”, dated 3 March 2010, entitled “Strategy for smart sustainable and inclusive growth” reads: “Europe is awaiting the time of change. The crisis has annihilated the results of many years of economic and social development and it uncovered the structural weaknesses of the European economy. At the same time, the world is changing very fast, and long-lasting problems such as globalization, the growing demand for the diminishing resources and the ageing of our societies are   Tadeusz Wawak, Jagiellonian University, Cracow, Poland.   Preface to the European Commission Communique – “EUROPE 2020”, entitled: “Strategy for smart, sustainable and inclusive growth”, KOM(2010) 2020, p. 2, final version, Brussels, 3 March 2010, http://ec.europe2020/index_pl.htm. 1 2

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Introduction

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becoming more and more urgent. Europe must take care of its future”3. Universities are part of this Europe; they must make their own effort to overcome the accumulated current problems and take care of their own development. European higher education (including every single university), following the example of the European Union, should work out and implement into life an effective and clear strategy for uncompromising action until the year 2020 as soon as possible. “EUROPE 2010” strategy, which was adopted in 2010, defined three strictly connected flagship innovations as regards the development which should be4: • smart (economic development based on knowledge and innovation), • sustainable (developing an economy which is more resource efficient, more environmentally-friendly and more competitive), • encouraging social inclusion (fostering a high-employment economy and developing social and territorial cohesion). The strategy of overcoming the effects and signs of recession, economic, social and labour crisis and ensuring continuous development worked out by universities should also contain three action initiatives – they have to be smart, sustainable and they should encourage the social inclusion. The European Commission has designated seven flagship initiatives to implement “EUROPE 2010” strategy. Their implementation involves both the European Union and its member countries. The above mentioned initiatives received the following headings5: • “Innovation Union”, • “Youth on the move”, • “An agenda for new skills and jobs”, • “ Digital agenda for Europe”, • “Resource efficient Europe”, • “An industrial policy for the globalization era”, • “European platform against poverty”. All of these initiatives are important for the development of higher education and its position in fighting the recession and all kinds of crises however, the first three ones are of ultimate importance for universities. The intelligent development is attained thanks to the increasing role of knowledge and innovation acting as the driving force of the present and future development. According to the European Commission, intelligent development requires “the rise in the quality of education, the improvement of research results, supporting the transfer of knowledge and innovation within the EU, using Information and Communications technology to the full; it also expects that the implemented ideas turn into new products and services which will lead to further growth, creating new workplaces as well as solving social problems in Europe and the rest of the world”6. 3   Summary of the European Commission Communique – „EUROPE 2020”, entitled: “Strategy for smart, sustainable and inclusive growth”, op.cit., p. 5. 4  Ibid., p. 5. 5  Ibid., p. 6. 6  Ibid., p. 13.

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Introduction

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There is no doubt that in intelligent development science and higher education are playing the essential role. That is why the following factors are of such importance for the development of the European Union countries and for progress in the integration within this group: • The continuous rise in the quality of education; • The development and dramatic improvement of scientific research results; • The transfer of knowledge and innovation within the framework of the European Union, whose size in real terms will depend on the level of the attained mobility among the staff and students in Europe and the rest of the world; • The possibility to make practical use of the attained qualifications and the results of scientific research to improve productivity and GDP, to create new workplaces and to solve social problems of Europe and the world. The actions undertaken within the priority framework – under the heading smart development – are to release the innovative potential, to improve educational results as well as the quality and the results of educational institutions at the regional, national and EU level. The implementation of these activities should be undertaken by universities, thus highlighting their role and position. The tasks that universities want to take over in this respect should be written down in the university development “Europe 2020” strategy. The implementation of these tasks by universities which are present in this area may be greatly facilitated by the completion of the European Higher Education Area. Another significant undertaking for universities is the implementation of the leading project entitled: “Youth on the move”. The aim of this EU project is “the improvement of the results and broadening the appeal of the European higher education on the international arena and the improvement of the quality of education and training at all levels in the EU, combining perfection with the idea of justice through enhancing the mobility of students and trainees and the improvement of the situation of young people on the labour market”7. Universities should raise interest in this leading project and take active part in its implementation as it is in their own interest. Among others, the following actions have been enlisted as significant in this respect8: • integration and streamlining of the European programmes in the scope of mobility, cooperation between universities and in the sphere of research (such as Erasmus, Erasmus Mundus, Tempus, Marie Curie) and their integration with national programmes and resources; • the recovery of modernization programmes for higher education (in the scope of education, management and financing); • the promotion of the idea of entrepreneurship by making use of mobility programmes for young specialists; • ensuring the appropriate level of investment into the systems of education, training and continuous improvement of the quality of education and the im Ibid., p. 15.  Ibid.

7 8

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Introduction

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provement of the results of this process (educational effects in real terms verified in practice) at the national level of member countries. The third leading project very important for higher education in the implementation of “EUROPE 2020” strategy in the European Union and in European universities is “An agenda for new skills and jobs.” The central aim of this project is to “create conditions for the modernization of labour markets in answer to the growing unemployment rate and to ensure the stability of our social models. It means strengthening the status of citizens making it possible for them to acquire new skills so that the present and future employees could get adjusted to new conditions and be prepared for the change of career path if necessary to reduce unemployment and raise productivity”9. Students in all member countries of the European Union are interested in fast and full implementation of this programme. Universities have an important role to play in the implementation of this leading programme as they are responsible for enabling students to gain new skills so that the present and future employees could get adjusted to the new conditions and be prepared for the change of their career so as to reduce unemployment and raise productivity. What kind of skills are taken into consideration? How to ensure students the acquisition of these skills? What should be done in the European Union and in each member country to make universities interested in the adjustment of their curricula to the demands of the labour markets and the expectations of students? These questions should be answered by university senates and faculty councils in Europe as well as in the rest of the world. At the same time, we have to remember that ensuring the acquisition of the competences indispensable for the continuation of education and for the labour market in the course of general education, vocational education and higher education, along with their recognition, requires the implementation of the National Qualifications Framework in compliance with the European Qualifications Framework in European universities as well as the creation of partnership between the representatives of the world of education and training, the representatives of the labour market, and foremost, the social partners responsible for recognizing the needs in the sphere of education and training10. The implementation of the tasks determined by the “EUROPE 2020” strategy, adopted by the European Commission should take place in European universities, which in turn should work out on this basis their own internal university strategy for development, “EUROPE 2020”. To carry out these strategies, universities must work out clearly defined tasks, they have to secure the necessary funds for their implementation and to lay down clear criteria and standards to measure progress in the implementation of the adopted development strategy until 2020. At the same time, the preparation and implementation of this strategy requires strong, pro quality management, making use of the available tools and methods in order to carry out this strategy more effectively and on time11.  Ibid., p. 21.  Ibid., p. 22. 11  Ibid., p. 30. 9

10

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Introduction

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The European Council resumed charge over the implementation of the chosen targets of “EUROPE 2020” strategy in a document published on 4 March 2011 entitled: “The conclusion of the Council on the role of education and training in the implementation of “EUROPE 2020” strategy. In the document the Council stresses the key role of education and training in the implementation of this strategy. Education and training should equip the citizens in skills and competences necessary for the European economy and for the European society in order to remain competitive and innovative and to promote social integration and social inclusion. According to the Council, vocational education and training is of utmost importance, as it provides adequate and good quality skills and competences12. The European Council pointed out in the conclusion that it is necessary to: • encourage universities to raise the quality and adequacy of their educational offer which will motivate higher numbers of citizens to take up university studies; • promote the mobility among young people; • encourage to learn more through hands-on experience and to gain experience in the sphere of entrepreneurship, self-employment as well as to encourage taking up employment and studies abroad; • invest effectively into the improvement of the quality, modernization and reform in education and training, because in the long run it will lead to general well being in Europe; • modernize the school curriculum and substantially improve the quality of management in European universities; • remember that to make university education attractive and effective, heavy investment is needed to increase the quality of education and raise the level of the quality of management; • promote innovation and effective use of financial means and search for their new, more diverse sources; • encourage universities to cooperate more closely with the outside world – through partnerships with companies and research centers; • carry out appropriate reforms – wisely directed and based on action – which should lead to the implementation of the aims of “EUROPE 2020” strategy. The implementation of the research project The problems connected with the development of science and education, the quality of university education and management have often served as the subject of interest and decisions of various official bodies; firstly the European Economic Community, then the European Union13. These issues have become the focus of interest and research 12   The Conclusion of the Council on the role of education and training in the implementation of the “EUROPE 2020” strategy, Official Journal of the European Union, 2011/C 70/01, Brussels, 4 March 2011, p. C70/1. 13   T. Wawak, The Quality of University Management, Kraków: Wydawnictwo Uniwersytetu Jagiellońskiego, 2012, pp. 243–354.

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REFERENCES

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