Формирование профессионально-квалиметрической культуры в высших учебных заведениях

Abstract. Introduction. Higher education institutions are a multicomponent centers of professional development of future specialist and centers of formation of human and social capital of country. An important condition for ensuring the competitive functioning of education institution, its ability to increase spiritual and intellectual potential of country is the development of organizational culture of institution. Organizational culture is a collective characteristic of the sociopsychological environment of educational institution, formation and development of which is determined by adaptability to external changes. Effective organizational culture contributes to the achievement of intellectual and cultural social goals by clearly defining the mission, goals and development strategy of higher education institution. Purpose. The purpose of the article is investigation the formation and development of powerful organizational culture of higher education institutions and presentation of its role in achieving competitive advantages of organizations at educational services market. Results. The essence of organizational culture of higher education institution is investigated. The views of scholars on interpretation of the terms «organizational culture» and «corporate culture» are presented and generalized. There is noted that organizational culture is a basis for formation of corporate culture of organization. Factors influencing the formation and development of organizational culture of higher education institution are identified and characterized, such as: professional activity of management, personal and professional development of teachers and students, macroeconomic environment, structural and organizational characteristics of institution. The influence of organizational culture on achievement of higher educational institutions' competitive advantages due to improvement of effective indicators of educational and scientific activity is presented. Modern tendencies in educational services market caused by migratory moods of youth, aging of the population are presented. The main measures to improve the organizational culture of higher education institutions at different levels (administrative, teaching, student and service) are described, which will increase the competitive position of organization. Conclusions. Organizational culture is very important for ensuring the quality and effectiveness of educational, scientific and cultural processes of higher education institutions, uniting the values, goals and norms of behavior and communication between all participants in educational process, regardless of positions and social roles. The full development of organizational culture of higher education institutions requires the coordination of values, skills and abilities of all representatives of organization to achieve a synergistic effect.

Fifteen years ago, the Congressional Commission on Education or more popularly known as EDCOM expressed dismay over the state of research in higher education in the Philippines. Since then, the Commission on Higher Education or CHED has formulated a blueprint through the National Higher Education Research Agenda (NHERA) for strengthening the research culture of higher education institutions not only in the Calabarzon area but also in the entire archipelago. This 2007 Research Forum, which aims, among other things, to: first, disseminate new knowledge and discoveries in various fields of discipline; and second, provide a venue for scientific and scholarly discourse among academics and researchers, reflects what we, in the higher education sector, have collectively accomplished in nurturing research among higher education institutions (HEIs). After more than a decade of advocacy, research expertise building and other development initiatives, the vital signs of higher education research now look promising. An increasing number of HEIs had been coming up with creditable research outputs, in trickles at first, then in appreciable numbers these last few years. The theme of your conference, "strengthening the research culture of HEIs", is indeed a timely reminder for all of us that higher education is expected both to transmit and generate knowledge or new technology through research and to apply such knowledge and technology for enhancing productivity and improving the quality of life.

To bridge the gap between invention and innovation, prenovation has to be focused. One of the elements of prenovation is emphasizing and creating policies for institutions. This research paper highlights the importance of having an intrapreneurial culture in higher education institutions. The purpose of this paper is to review literature related to intrapreneurial culture and find out the positive aspects of having intrapreneurial culture through think tanks in higher education institutes.

Aim/Purpose: Countries today strategically pursue regional development and economic diversification to compete in the world market. Higher Education Institutions (HEIs) are at the crux of this political strategy. The paper reviews how HEIs can propel regional socio-economic growth and development by way of research innovation and entrepreneurship. Background: Offering an academic perspective about the role of HEIs using the Penta Helix innovation network for business and social innovation, the paper discusses opportunities and challenges in gestating an innovation culture. It likewise seeks, identifies and details strategies and workable programs. Methodology: Best-practice innovation campaigns initiated by Omani HEIs in collaboration with capstone programs organized by the government were parsed from selected local and international literature. The study includes a causal analysis of innovation information contained in 40 out of 44 published OAAA Quality Audit reports about HEIs from 2009 to 2016. The best-practice programs serve as success indicators and will be used as a field metric effect a Penta Helix blueprint for innovation. Contribution: The paper discusses how HEIs can engender, nurture, drive, and sustain innovation and entrepreneurial activity by using an innovation strategic blueprint like the Penta Helix model. It gathers together the recent historical attempts at promoting innovation by HEIs. It likewise suggests the creation of a network channel to allow key players in the innovation network to share innovation information and to collaborate with each other. Furthermore, it contributes to the development of innovation culture in HEIs. Findings: Expectations run high in academia. For one, universities believe that all innovations embryonically begin within their halls. Universities–too–believe it is naturally incumbent on them to stimulate and advance innovation despite that most innovation programs are initiated by the government in Oman. HEI engagement is perceivably still weak. HEIs have yet to come out as a strong leading force in promoting systems of innovation. There is clear awareness of the need to adopt leading-edge practices in innovation strategy and management, curriculum and assessment, staff support and reward systems, funding and ICT infrastructure, research commercialization and IP management, and community engagement. Recommendations for Practitioners: There is need to conduct more in-depth analyses about the synergy and partnerships between key players of the Penta Helix model. A large-scale survey will help completely reveal the status and impact of innovation practices in the region and among HEIs. Recommendation for Researchers: There is need to conduct more in-depth analyses about the synergy and partnerships between key players of the Penta Helix model. A large-scale survey will help completely reveal the status and impact of innovation practices in the region and among HEIs. Impact on Society: The paper hopes to influence policy. It fully intends to convince policymakers increase the adoption of strategic interventions. The paper is not a theoretical description of the problem. It suggests several concrete courses of action. Future Research: The paper has seen the need to measure the effectiveness of the current innovation practices among key players in the innovation network and how these practices advance Oman’s knowledge economy. We propose a Likert-based bottom-up engagement metric.

This study examines the role of Digital Transformation (DT) in enhancing Sustainable Innovation (SI) within higher education institutions in Egypt, emphasizing the mediating effect of Digital Organizational Culture (DOC). Grounded in the Resource-Based View and socio-technical systems theory, the research conceptualizes DT as a multidimensional process involving technological adoption, process redesign, and strategic realignment. DOC is positioned as a strategic intangible resource that shapes how digital capabilities are translated into sustainability-oriented innovation outcomes. A quantitative research approach was employed, with data collected from 400 academic and administrative staff across public and private universities through a structured questionnaire. Partial Least Squares Structural Equation Modeling (PLS-SEM) was used to test the hypothesized relationships. The results reveal that DT has a significant positive impact on DOC and SI, while DOC itself strongly influences SI. Furthermore, mediation analysis confirms that DOC partially mediates the relationship between DT and SI, indicating that DT’s impact is substantially enhanced when supported by a strong digital culture. These findings underscore the intertwined nature of technology and culture in driving innovation that aligns with environmental, social, and economic sustainability goals. The study contributes to existing literature by integrating DT, DOC, and SI into a single empirical framework and by contextualizing the relationships within a developing country’s higher education sector. Practical recommendations are provided for policymakers, educational leaders, and technology providers to integrate cultural transformation with digital strategies for long-term sustainability impact.

Sexual harassment was established as a form of sex discrimination in institutions of higher education (IHEs) under Title IX of the Education Amendments to the Civil Rights Act of 1964. Since then, decades of victimization surveys beginning in the 1980s show that sexual misconduct continues to be a significant problem for IHEs. Estimates suggest that as many as 25 percent of college women experience a sexual assault while in college, while as many as 34 percent experience attempted or completed unwanted kissing, sexual touching using physical force, threat of physical force, and/or verbal coercion during their college career. In this Viewpoint essay, the authors propose the Preventing and Addressing Sexual Misconduct Framework as a tool to assess and cultivate an organizational culture that is responsive to these concerning trends. Pulling from an interdisciplinary body of scholarship and the philosophy of the #MeToo movement, this tool is a starting place for the continued dialogue that is needed to more fully address sexual misconduct on college campuses.

The university language policy bridges the gap between community and institution and, recognises the identity, epistemology and voices of local communities and promote ethnic harmony, social cohesion and overall socio-economic conditions. However, the epistemological and pedagogical access of African students to academia in teaching and learning content subjects is still trapped in colonial monolingualism because the university is still adopting separatist approach in the institutional curriculum. The aim of this chapter is to review and document how the university’s Matshanya Edward Razwimisani (MER) Mathivha Centre for African Languages, Arts and Culture develop and promote African languages through teaching them as subjects and integrating them into other aspects of the university’s curriculum. Against this backdrop, the chapter reviews and documents the evolution of UNIVEN’s institutional curriculum – in the sense of the documented and undocumented curriculum – and how the evolution of this curriculum is inextricably related to and predicated upon the evolution of the university’s linguistic culture through time. Of particular interest will be to articulate UNIVEN’s journey from being a ‘Black’ university to a ‘kaleidoscope’ university – in institutional curriculum and linguistic culture – through its commitment to comprehensive higher education and multilingual education. Conclusions to the chapter evaluate how UNIVEN’s journey can offer lessons for the intellectualisation of African languages for high function domains like higher education in a context of symbiotic institutional curriculum and linguistic culture in higher education institutions. This chapter recommends that the University of Venda should value the voices of African students and lecturers in the process of decolonising and transforming South African higher education language policy to develop multilingual models.KeywordsLinguistic diversity language policyEpistemological accessHigher educationLanguage policyTranslangauging

Purpose This paper aims to reveal the potential challenges and opportunities for information technology (IT) governance in higher education institutions (HEIs). Furthermore, the authors extend what the identified determinants mean for Saudi universities. Design/methodology/approach This study pursued a systematic literature review applying the Preferred Reporting Items for Systematic Reviews and Meta-Analyses strategy protocol. Findings IT governance is both beneficial and challenging to integrate into the higher education setting. This is because most IT Governance frameworks are created and implemented in a traditional organizational setting, which differs from the overall culture of HEIs. As for the context of Saudi Arabia, findings depict a hopeful picture for the future of IT Governance, as HEI stakeholders are primarily aware of IT Governance policies, but Saudi HEIs are yet to work toward this goal systematically. Research limitations/implications Apart from extending the current literature on IT governance, this paper adds the educational perspective and the Saudi context, which is found to be limited in the existing literature. The findings could be used to benchmark the IT Governance scenario in other countries, wherein this study could support the roadmap of effective IT governance adoption in HEIs in various nations. Originality/value This study could support improving the institutional operational performance of HEIs in Saudi Arabia, particularly in terms of electronic monitoring systems, effective monitoring of processing systems, prevention of fraud and reducing the manipulation and wasting of funds. The insights from this study could be beneficial to government policymakers, higher education managers, researchers and academics.

This research examines the influence of knowledge-sharing culture in higher education institutions on knowledge-hiding behavior in lecturers. Second, we tested the influence of ethical leadership on knowledge-hiding behavior in lecturers. This research was designed as explanatory research with a quantitative approach. The population in this study were all lecturers spread throughout Indonesia, with a sample size of 150 people. The data collection technique uses a survey method by distributing questionnaires to respondents. Data analysis was carried out using validity and reliability tests. Hypothesis testing used the Structural Equation Model (SEM) technique with the Partial Least Square (PLS) approach. The results of data analysis prove H1 and H2, where a culture of knowledge sharing and ethical leadership has a negative effect on knowledge hiding. The research results contribute to developing literature on knowledge hiding, especially in higher education. These results also contribute practically, especially to higher education institutions, in anticipating the emergence of the knowledge-hiding phenomenon among lecturers.

Women remain under-represented in all disciplines and at all levels of academia, especially at the professorial level, in senior leadership roles, including deans, university vice-chancellors, and presidents (Shepherd, 2017), and in gate-keeping positions, such as editorial boards and research funding bodies (Metz et al., 2016, Fotaki, 2013). In line with the current AOM theme “Creating A Better World Together”, this symposium brings together 5 papers to showcase theoretical and practical insights to achieve gender equality and inclusive culture in higher education institutions. The symposium highlights both theoretical advancements as well as the status of gender actions in higher education across multiple countries across the globe including Lebanon, Netherlands, United States, Canada, UK, Belgium, Sweden, and Greece, providing us with culturally diversified insights into the progress made towards achieving gender equality in academia. Equality, Diversity, and inclusion in Academia: An Irish Narrative Presenter: Christine Cross; U. of Limerick Presenter: Marie Connolly; U. of Limerick A Dialogical Self Perspective on Gender Inequality in Academia Presenter: Babak Ghaempanah; Vrije U. Amsterdam Student Evaluations of Professors: Triply Jeopardized by their Sexist Attitudes! Presenter: Phanikiran Radhakrishnan; U. of Toronto at Scarborough Presenter: Soo Min Toh; U. of Toronto Presenter: Megan Frederickson; U. of Toronto Research Productivity Trends After Tenure: An Analysis of Gender and Race Differences Presenter: Wenyi (Helen) Gu; U. of Houston Presenter: Drake Van Egdom; U. of Houston Presenter: Christiane Spitzmueller; U. of Houston TARGETED-MPI from Concepts to Application: Preliminary Findings Presenter: Eleni Apospori; Athens U. of Economics and Business Presenter: Mariangela Trompeta; Research Associate at Athens U. of Economics and Business Presenter: Valerie Stead; Lancaster U. Presenter: Sophie Alkhaled; Lancaster U. Management School Presenter: Claire Leitch; Queen's U. Belfast Presenter: Fida Afiouni; American U. of Beirut Presenter: Jelena Angelis; Stockholm School of Economics Presenter: Jan De Schampheleire; jan de schampheleire Presenter: PARASKEVI DIMAKOU; Stockholm School of Economics Presenter: Marie-Anne Guerry; Vrije U. Brussel Presenter: Nur Gundogdu; Birmingham Business School, U. of Birmingham Presenter: Sarah Jack; Stockholm School of Economics Presenter: Stathis Katopodis; Athens U. of Business & Economics Presenter: Yasmeen Makarem; American U. of Beirut Presenter: Irene Nikandrou; Athens U. of Economics and Business Presenter: Mustafa Ozbilgin; Brunel U. Presenter: Nancy Pouloudi; - Presenter: Evgeniya Rangelova; Free U. Brussels Presenter: Robyn Remke; Lancaster U. Management School Presenter: Bert Schreurs; Vrije U. Brussel Presenter: Malin Skanelid; Stockholm School of Economics Presenter: Christos Tsanos; Athens U. of Economics and Business Presenter: Christophe Vanroelen; Vrije U. Brussel Presenter: Karol Vieker; Stockholm School of Economics Presenter: Marina Yusupova; Lancaster U. Management School Presenter: Konstantinos G. Zografos; Lancaster U. Management School Presenter: Murielle Abiakar; American U. of Beirut Presenter: Mariam Dalli; American U. of Beirut

PurposeThe study explores factors affecting workplace–mentoring relationships of young female faculty members and their department chairs.Design/methodology/approachThe author used a qualitative interview research design to answer the research questions of the study. Semi-structured interviews of ten female faculty members from Nur-Sultan, Kazakhstan were analyzed with the help of thematic coding and its interpretation.FindingsThe study suggests implementing women-only formal mentorship programs with Kochan's (2013) cultural framework for an organizational culture change. The reason is that study provides some insights into the traditional values that underpin age and gender biases in the professional community of Kazakhstani academia. However, but the results differ for participants who are informally mentored by department chairs with modern values. The author acknowledges that the small sample limits the findings and it's interpretation. Hence more research in the interdisciplinary field of gender, education and workforce in the context is required.Originality/valueThe study presents new evidence to support existing Western research on factors influencing workplace relationships and mentorship for young female faculty members. This empirical research adds on findings to the existing data from the Central Asian context, particularly to the sector of women studies and organizational culture in higher education institutions.

Implementation of a Healthy Lifestyle Model in EU Countries and Ukraine (October 29–30, 2025. Riga, the Republic of Latvia) : International scientific conference. Riga, Latvia : Baltija Publishing, 2025. 56 pages.

This paper focuses on the higher education area in a small Central European country. Its purpose is to explore the concept of culture, the concept of knowledge management (KM) as well as the correlations among their dimensions at the university level. Since we assume that it is educational personnel who is involved in KM processes, our research covered the teaching staff. Our questionnaire is based on a similar research carried out by Wilkens et al. (2004). The literature is reviewed and the empirical analysis is performed in order to examine and to explain the relationship between organisational culture and knowledge management. The findings presented in the paper can be important for further development of the higher education sector in Central and Eastern European countries as well as for other profit oriented industries. Dieser Artikel beschaftigt sich mit dem Bereich der hoheren Bildung in einem kleinen mitteleuropaischen Land. Ziel ist, die Konzepte von Kultur und Wissensmanagement, sowie die Zusammenhange zwischen ihren Dimensionen auf der universitaren Ebene zu untersuchen. Da wir der Meinung sind, dass der Wissensmanagementprozess im Bildungswesen besonders das Personal betrifft, fokussiert unsere Untersuchung auf das Lehrpersonal. Unser Fragebogen basiert auf einer ahnlichen Untersuchung von Wilkens et al. (2004). Neben einer Betrachtung der Literatur wird eine empirische Analyse durchgefuhrt, um die Beziehung zwischen Organisationskultur und Wissensmanagement zu untersuchen bzw. zu erlautern. Die Ergebnisse dieser Studie konnen fur die weitere Entwicklung der hoheren Bildung in Mittel- und Osteuropa wie auch fur profitorientierte Organisationen bedeutsam sein.

Modern reality in conditions of fierce competition, a high degree of uncertainty and economic instability puts forward new demands on the management of organizations and actually reorients it from extensive to intensive sources of development. It becomes obvious that in the current conditions those organizations will «survive» and will be able to function and develop in the future, which in their activities are focused not only on improving financial and economic indicators, but also on the formation of a completely new ideology of management, a new nature of connections and relations with external and internal environment, i.e. for the development of one’s culture. In view of this, in recent years, both in practice and in theory of management, it is possible to observe an increase in attention to the organizational culture of the enterprise. Organizational culture is an integral part of any organization, and in modern conditions it turns into an effective and efficient tool of strategic business development, shapes the image of the organization, allows solving numerous problems that arise in them, it is oriented towards achieving the business goals of the organization and ensuring the efficiency of its functioning. Certain conceptual ideas about organizational culture have existed for quite a long time. In recent years, in the research of domestic scientists on this issue, significant progress has been observed in understanding the essence of organizational culture, its role and significance for the internal integration and development of the organization. At the same time, dynamic changes and the development of the competitive environment require the analysis of organizational culture from the point of view of not only the internal processes of the organization, but also its role in creating and strengthening competitive advantages.

The relevance of the chosen topic is due to rapid development of information and communication technologies, transformation of the labor market and necessity to form a competent, creative and adaptive specialist, which in turn puts new requirements for the training of future technology teachers. The focus is not only on professional competence, but also on the formed professional culture as a set of values, norms, ethical guidelines, communication styles, pedagogical reflection, and readiness for innovation. In Ukraine, as in many other countries, traditional models of teacher education are being revised. Comparison of domestic and foreign experience allows us to identify effective approaches to the formation of professional culture, generalize international experience and adapt it to the conditions of Ukrainian education system. This is especially relevant in the context of European integration processes that require updating the content and methods of teacher training. Given the growing differences in the process of formation and development of vocational education as the basis of the theory of formation of professional and pedagogical culture of future specialists, there is a need for a holistic understanding of its theoretical foundations and their systematization in the form of generalized materials. The article presents a thorough analysis of evolution of scientific ideas on the formation of professional culture of future technology teachers in the context of domestic and foreign pedagogical science development. The main stages of the formation and transformation of the scientific theory highlighting the essence of professional culture as an integral component of professional teacher training are analyzed. The key trends and conceptual approaches that shaped the content, tasks and guidelines of this process at different historical stages of education development are identified. The study focuses on the detailing of the conceptual apparatus, in particular, etymological and semantic analysis of the categories “culture” and “professional culture”, their interrelation and significance in professional and pedagogical context are revealed. It has been determined that professional culture of a future teacher is an integral characteristic of their personality defining quality and effectiveness of professional activity. It is a key condition and prerequisite for successful pedagogical practice, reflects the level of professional competence and at the same time serves as a strategic guide for further professional development and self-improvement. Based on comparative analysis of domestic and foreign scholars’ works, the structure of technology teacher’s professional culture is characterized, the factors that determine its formation are indicated, and the pedagogical conditions necessary for its effective development in the system of higher pedagogical education are outlined. Attention is focused on in-depth interpretation of teacher’s professional culture as a complex, multidimensional phenomenon integrating human values, professionally important qualities and moral and ethical guidelines. The professional culture is considered not only as an individual characteristic of a teacher’s personality, but also as a socially significant phenomenon functioning in various spheres of public life. The author distinguishes three main levels of analysis of this phenomenon: at the macro level – as a system of interrelations between the state, society and the education system; at the meso level – as a reflection of the cultural development of the region, in particular its educational environment; at the micro level – as an individual characteristic of the professional activity of a particular teacher. According to the theoretical provisions analysis, professional culture of a teacher is presented as a personal characteristic of a teacher, which is a specific formation including several key components. Firstly, it is the acquired professional knowledge, skills and abilities shaping personal pedagogical outlook. Secondly, professional culture encompasses teacher’s ability to think creatively, to continuously improve and to educate themselves. Third, it includes a set of socially significant personal qualities necessary for effective teaching. The level of formation of a teacher’s professional culture, their ability to develop and improve their creative potential in the process of solving non-standard tasks directly affects the quality of their professional duties. The main factors that actualize the need to improve the content of the professional culture of a future technology teacher in the context of the functioning of a modern higher education institution are revealed. The process of formation and evolution of the theoretical foundations of professional and pedagogical culture formation is studied, which allowed to identify the phenomenon of historical continuity, contributing to a deeper understanding of the dynamics of educational processes in this area.