Shuklina Elena A.

The article discusses a topical problem of management strategy for the educational activities of the third age employees in an organization. It analyzes different research approaches to organizational capabilities and involvement prospects of the third age employees in corporate educational practices, implemented through the system of strategic personnel management of enterprises or organizations. The research methodology is a set of theoretical approaches that help to understand the specifics of the third age employees’ behavior in the labor and educational spheres. The authors give theoretical explanation of the management strategies, which are necessary for the effective involvement in the educational activities of the third age employees. The article provides a statistical characteristic of the third age personnel from the standpoint of their involvement in educational activities. Methods of expert survey of top managers, such as deputy managers and executive directors of big enterprises (124 experts), are used; expert assessments of specialists in the field of personnel management in Russia and abroad are analyzed. Besides, analysts in the field of sociopsychological and socio-pedagogical studies of the education of employees in their late adulthood, and heads of additional education and retraining establishments became the experts in this study (5 experts).

Conclusions are made about the key role and potential of employers in the management of the educational activities of the third age employees, using institutional means to integrate their own and state resources, developing a comprehensive strategy for updating the human capital in order to develop the enterprise or organization in a competitive environment. It is shown, that the development prospects of the third age community are on the border between the state-private and civil-private partnerships.

FUNDING: The reported study was funded by the Russian Foundation for Basic Research, project №19-011- 00096 “Education as a resource for the preservation and development of the social community of people of the third age”.

The article highlights one of the most significant and ambiguous problems of modern higher school management the development of a participation culture of the lecturers’ social community in the administration of the University. Its purpose is to characterize the different aspects of participation in the context of the existing culture of credibility in higher education. In the course of consideration of the problem, emphasis is placed on gender characteristics and practices of lecturers’ participation in administration. Methodologically, the article is based on the concepts of institutional credibility, public participation and gender asymmetry. Its empirical basis is the data of the regional sociological research of lecturers of the Ural Federal district (polling method, quota sample, sample size-810 people; expert survey of representatives of educational management-30 people). The readiness of lecturers to participate in University administration was considered in three aspects: 1) in the system of educational values that underlie the need for participation in administration; 2) inclusion in networks of formal and informal communications (interpersonal, intra and inter-group), in which lecturers participate; 3) self-assessments of readiness to join formal administration structures for the implementation of common goals. Conclusions are drawn about the contradictions between a sufficiently high level of readiness of lecturers to participate in administration and a low level of institutional credibility in higher education, and lack of confidence in the possibility of implementing democratic values that are important to them in the current administration system. In the course of consideration of the problem, emphasis is placed on gender characteristics and practices of lecturers’ participation in administration. It shows the presence of gender disparities in the culture of credibility in higher education.

Purpose. The article refers to one of the topical management problems expert forecasting of the prospects for the development of interaction between enterprises and universities in the macroregion (UFD). Methods. Methods of expert interviews were used. The experts were the management of the leading enterprises of the Sverdlovsk region, located in five administrative districts (N = 124). Results and scientific novelty. The materials of the empirical study show possible changes in the role of higher education institutions in the innovative development of the Ural region, the forecast of the types and forms of integrative processes between universities and enterprises for the nearest (3-5 years) and distant (10-15 years) perspective. The conclusions and recommendations on the formation of regional policy obtained during the research can be extended to other industrial regions of the Russian Federation. Scientific novelty. The novelty of the research approach is the analysis of current trends, forms and directions of interaction between universities and regional enterprises, structural differences in the established practices of their cooperation, a critical assessment of the outlook for prospects and the conditions for its effective development.

Purpose. Analyze the interaction between educational communities and urban cultural and educational environment in the Russian megalopolis as a management problem. Subject. Interrelations and interactions of the education sphere (included educational communities) and the cultural and educational infrastructure of the megalopolis and, accordingly, the two branches of knowledge that explore this interaction the sociology of education and the sociology of the city. Methodology and methods. The article is written on the basis of a theoretical and empirical study. The first the theoretical and methodological part of the article includes an analysis of the main methodological approaches used to study the interaction of educational communities in the megalopolis. Among these approaches institutional, systemic, communities, networked. They are united by a binding beginning an administrative approach. The second part of the article covers interpretation of materials of empirical research conducted under the guidance of authors among educational communities of scientific and pedagogical workers and students of the leading universities of Ekaterinburg in 2016-2017. Results. Some results of the research, reflected in the article, relate to the characteristics of the specifics of intra-institutional interactions between the educational communities of the higher school of Ekaterinburg, as well as the influence of the cultural and educational infrastructure of the megalopolis on the choice of types of educational activity. Of particular interest are the problems of the lack of confidence in the university environment (both teaching and student) to various levels of management, from federal to municipal. Scientific novelty. The scientific novelty of the research consists in the analysis, for the first time at the theoretical and empirical level, of the interconnection and interaction of the two environments the education and the cultural and educational infrastructure of the megalopolis and, respectively, of the two branches of knowledge the sociology of education and the sociology of the city. Scientific novelty is also determined by the application to the consideration of the interaction of education and urban life of a number of the above-mentioned methodological approaches institutional, systemic, communities, networked, united by managing analysis. The results of the research serve as a contribution to the theoretical study of the processes of managing the interaction between educational communities among themselves, as well as with the cultural and educational infrastructure of the megalopolis. From the point of view of managing the practices of urban life, including in the sphere of education, the results of the surveys can be used to develop recommendations for optimizing the interaction of educational communities with other urban communities, as well as programs for the development of inter-institutional links between education, management, culture in a megalopolis.