Since the 60s of the twentieth century, some organizations began to face rapid changes in the external environment, so many of them began to develop and implement new, more flexible types of organizational structures, which, compared with traditional (vertical) structures, were better adapted to the rapid change of external conditions and the emergence of science-intensive and innovative technologies. Such structures are called adaptive because they can be quickly modified in accordance with changes in the environment and the needs of the organization itself. Adaptation is the process of forming a structure appropriate to a given environment. Successful adaptation leads to the survival of the organization. Adaptation of higher educational institutions occurs due to material, financial and human resources, market pressure, modern information technologies and state regulation through legal documents.

B. Sporn in his book "Structures of Adaptive Universities" gives a detailed analysis of the adaptation to the socioeconomic environment of American and European universities. She believes that "the ideal academic organization operates according to a change-oriented mission, with a collegiate governance structure that provides support to faculty for their adaptation." American researchers pay attention to the vulnerability and dependence of universities on the environment, universities are open systems and therefore are forced to change structures, limit the influence of academic autonomy, responding to the challenges of the time. On fig. Figure 1 presents a model of the impact of the environment on the structure of the organization of higher education, from which it can be seen that the structure of the university is influenced by both external factors: legislative and political, economic, demographic, social and cultural, globalization and technology, and internal ones: mission, tasks, corporate culture, leadership, institutional environment, quality of education, cost of education, efficiency, access. Moreover, each of these factors is significant. For example, Senge P. considers important technological changes that provide an opportunity to build capacity, for the development perspective of the organization, in order to increase the intellectual assets of universities. Baldridge M. considers universities as academic organizations with unique characteristics that affect their ability to adapt due to the diversity of stakeholders, as well as tasks and goals, and corporate culture. Others define universities as loosely connected systems or organizational anarchies with weak regulation and control mechanisms that help it quickly adapt to market conditions.

"Not so long ago, the university was perceived by governments as a supplier of highly skilled labor and scientific knowledge." In this vein, the university administration worked, relying on internal culture and managerial collegiality and its own university professors. The globalization of the economy, information and communication technologies, the changing world have put forward new challenges for universities: an increase in the number of students after school, lifelong learning, corresponding to an ever-increasing percentage of people who want to learn from different age groups, competition with other forms of learning, adaptation to new learning technologies and etc. These tasks have challenged the monopoly relations of public universities with governments in various countries. In the United States, chambers of commerce, business associations, and, in general, those involved in the development of the territory are becoming new clients of universities. Therefore, in parallel, new opportunities arose in relation to university know-how and, in particular, to the regional environment. These tasks gave rise to the transformation of the organizational structure of universities, their adaptation.

Rice. 1. The impact of external and internal factors on the structure of a higher educational institution

Table 1. Adaptation of universities to the environment

N	university	Nature of activity	Challenges of the external environment	Answers
1 .	New York University	One of the largest multidisciplinary private universities in the USA	Reducing government funding	Integrative mission with business image Strong president and board of trustees (power centralization) Clan culture of the academic community Network structure of the university Decentralized faculties and structural units and centralized financial planning
2.	University of Michigan - Ann Arbor	Large public multidisciplinary university in the USA	Multicultural integration	Mission Statement of Integrated Diversity as a Measure of Excellence Commitment to leadership and management
3.	University of California - Berkeley	Large public, multidisciplinary university in the USA	Reduction of the state funding	Cost containment through university restructuring Integrated planning Joint stock management
4.	Bokoni University	Small private specialized Italian university		Strong, externally focused mission Differentiated matrix structure Collegiate management Entrepreneurial culture financial autonomy
5.	Gallen University	Small public specialized Swiss university	Opportunities: higher education differentiation, market	Institutional autonomy Mission focused on the external environment Entrepreneurial culture Diversified financial funds Differentiated competencies Collegiate Leadership
6.	University of Science - Vienna	Large state specialized	Crisis: Mandatory Organizational Reform	Vision and goals for external profile and strategy Partial status autonomy through law

Sporn B. as a result of a study of the multifaceted activities of American and European universities that have successfully adapted to the external environment in response to the challenges of the time, came to the conclusion that effective adaptation of universities to the environment can occur only if certain conditions are met:

1. Universities need a crisis from outside to cause adaptation;
2. Sources of funding that they can use at their own discretion;
3. High horsefly autonomy;
4. Transformational leadership that promotes the fulfillment of the vision by changing the environment and facilitates adaptation;
5. Collegiate forms of decision-making for the successful implementation of adaptation;
6. Professional management;
7. Mission focused on change;
8. Structuring the activities of universities aimed at the market;
9. Decentralization of structures and decision making;
10. High degree of differentiation of academic structures and disciplines.

Table 1 presents the universities studied that have effectively adapted to the environment.

Consider various modern adaptive structures of higher educational institutions: a matrix university, a university focused on the TQM process, a modern university, a technopolis university, an innovative-entrepreneurial university, which appeared in response to the challenges of the time, the rapidly changing external environment.

Matrix University

The matrix structure is optimal when the environment is highly variable and the goals of the organization reflect dual requirements, when both links with specific units and functional goals are equally important. The dual management structure facilitates the communication and coordination that is necessary to quickly respond to environmental changes. It helps to establish the right balance of power between the functional leaders of the unit and top management. The matrix structure of the organization is characterized by strong horizontal links.

In a matrix structure, horizontal teams exist on par with traditional vertical hierarchies. The Matrix University is a step towards a modern university. The departments become insufficient to perform the functions of teaching, research centers appear that carry out their activities, work on projects and where specialists of various profiles are needed, from various departments and faculties. These centers may be located within the same faculty or may be organized as university research centres. Therefore, in addition to communications, when information is exchanged vertically, along a hierarchical chain, there is a horizontal exchange of information, which makes it possible to overcome barriers between structural divisions, departments and provide the possibility of coordinating the actions of teachers and employees to achieve a common goal, for example, some kind of research project.

Rice. 2. The structure of the matrix university

The mechanisms of horizontal links are usually not depicted on the structural diagram of the organization, but. however, they are part of the organizational structure. On fig. 2 shows a diagram of a matrix university that implements a quality management system.

The matrix structure of the organization is characterized by strong horizontal links. SHIFT Towards more "flat" structures, horizontal, allows you to increase the level of horizontal coordination through the introduction of information systems, direct contact between departments.

The unique property of the matrix structure is that the heads of structural units have the same power in the organization, and employees are equally subordinate to those others.

The strengths and weaknesses of the matrix structure of the organization are shown in Table 2.

Table 2. Weaknesses and strengths of the matrix structure of the organization

Strengths Helps to achieve the coordination needed to meet the dual demands of consumers. Provides flexible distribution of human resources between the types of educational and scientific activities. Enables you to perform complex tasks in a rapidly changing, unstable environment. Allows both to develop professional qualities and improve the quality of the service provided. Best suited for organizations providing multiple types of services

Weak sides Employees must obey two branches of government, which can be depressing for them. Employees require exceptional human communication skills and specialized training. Time-consuming: requires frequent meetings and negotiations to resolve conflicts. The structure does not work if the managers of the organization do not understand the essence of this structure and develop a collegial rather than a hierarchical style of relationships. Significant efforts are required to maintain the balance of power.

Structure of organizations focused on the TQM process

Institutions operating in a traditional, hierarchical structure find it difficult to adequately respond to changes in the environment. Strict boundaries, barriers, and old-fashioned attitudes characterize such traditional institutions. One of their features is the lack of a common mission, power hierarchies and dependence on bureaucratic procedures. Such organizations have not developed an emphasis on customer satisfaction, their graduates are more often than others not noticed and not in demand in the market. The improvements that are made in such universities are usually aimed at reducing the cost of education, reducing costs, in order to attract applicants with lower tuition fees.

TQM offers an opportunity for educational organizations to adopt a different perspective, as opposed to the traditional bureaucratic model. Organizations that have implemented TQM integrate quality into their structures and ensure quality at every level and every stage. To achieve this, it is necessary to invest heavily in personnel, in their training and motivation, since they are a key figure in the quality of the organization and its future.

If a university intends to introduce TQM into an organization, then it must work synchronously, update itself, move on, see its mission in achieving the goal. He must be aware that quality will always provide them with a place and a niche in the market. The most important thing is that the leadership of the organization must convey the message to the faculty, staff and administrative and support staff, that it is the main partner in the educational process and scientific research. The stimulating force must come from the leaders constantly and the process must be constantly motivated and strengthened.

There are no standard forms for the organization of TQM, although under the influence of the introduction of a total quality management system, traditional structures are being transformed. The structure should match and facilitate the implementation of the TQM process. Opt suggests that with the development of TQM, the hierarchy disappears to a greater extent and one-level, matrix structures with strong horizontal relationships come to replace the hierarchy. These organizational forms are simple, flexible and built on strong teamwork. The development, strengthening of teamwork is a feature of TQM and reduces the need for a middle-level supervisory link. Instead, middle managers become leaders and champions of quality and take on the role of a supportive team. This new role for middle even managers is very important because teamwork can have a downside. Groups that are too isolated may work uncoordinated and inefficiently. The team management system should be simple but effective. It is important that teams understand the vision and vision of the university. This is one of the reasons why vision and leadership are so prominent in the TQM literature.

Organization, in terms of TQM. it is a system designed to serve consumers. To do this, all parts of the organization's system must be aligned. The success of each individual part of the organization affects the performance of the entire organization. The difference between a mature TQM structure and a conventional organizational form is that traditional organizations build their activities taking into account functions, while TQM - taking into account development goals, functions, management tools.

Rice. 3. Organizational structure of total education quality management

Consider the structure of TQM on the example of Ivanovo State Power Engineering University (ISPU) (Fig. 3), which is focused on the implementation of the philosophy of total quality management of the university.

This structure has two groups of elements:

• elements traditional for higher education (Board of Trustees, Academic Council, services of the rector and vice-rectors);
• new elements focused on university management based on the philosophy of overall quality.

In the scheme shown in fig. 4, the uniting unit is the Education Quality Management Center, which is designed to influence all departments of the university through quality councils under each vice-rector.

Rice. 4. University quality management with a focus on customer satisfaction

To eliminate the duality of the organizational structure at ISUE, it is proposed to orient the weight of the main divisions (institutes, faculties, departments, centers, temporary creative teams) of the university towards the implementation of the mission and strategic goals of the university (Fig. 3). These points apply to both the vertical and horizontal structure of the organization. For example, the first two elements are a structural frame, that is, a vertical hierarchy, the third element is a diagram of interaction between employees of an organization. TQM. with its powerful ingredients, such as long-term strategic planning and the involvement of staff in continuous improvement, provides a means to overcome difficulties at every stage.

This remark is important, since it indicates that the services of the rector and vice-rectors should not function autonomously, shutting themselves up in their own structures. They should help the main divisions to carry out the mission of the university in a quality manner. This means that the rector, vice-rectors and their services should not interfere in the activities of the main departments after their short-term tasks have been determined and the necessary resources have been allocated to solve these tasks. That is, the management functions of the administration should be mixed into the areas of planning and analysis of the results of the implementation of plans, and the functions of the services of the administration - into the areas of high-quality implementation of standard processes (SDCA cycles) and processes of continuous improvement of their activities (PDCA cycles).

The new management style should be provided by the Rector's Quality Management Committee. Quality Councils under vice-rectors and the Center for Educational Quality Management (CMQE).

The main tasks of the Quality Management Committee:

• development of the mission and vision of the university;
• development of strategic goals of the university;
• development of medium-term goals of the university;
• approval of short-term goals and programs developed in the areas of activity of each vice-rector;
• analysis of the results of movement towards the set goals. Tasks Quality Council under the Vice-Rector are similar to the tasks of the Quality Committee and differ only in the specifics of the activities of a particular vice-rector:
• deployment of medium-term plans (goals and resources) for individual units:
• development of short-term plans and programs for individual units;
• analysis of the results of work and adjustment of plans.

In organizations aiming at TQM, the structure is based on the process, and the following are the necessary features of any quality organization:

Optimization of structural parts- every part, program and department must work productively and efficiently. Each area should have clear and preferably written quality standards that must be met.

vertical line- each member of the team should understand the institution's strategy, leadership and mission, although they do not need to know the details of the goals.

Horizontal line- there should be no competition between programs, departments and there should be an understanding of the goals and needs of other parts of the organization. Mechanisms must exist to deal effectively with border issues.

Table 3. Difference between an organization that has implemented TQM and a conventional one

Organization that implemented TQM	Ordinary organization
Focuses on the client, consumer	Focuses on internal needs
Emphasis on problem prevention	Emphasis on identifying problems
Investments in PPS. employees, personnel	The approach to personnel development is unsystematic
Attitude to complaints as an opportunity to adjust plans and actions	Treating complaints as a nuisance
Definition of qualitative characteristics for all areas of the organization	Uncertain stance towards standards
Has a quality policy and plan	Doesn't have a quality plan
Top management manages quality	The role of management is to control
Each team member is responsible for the improvement process	Only the management team is responsible for quality
Creativity is encouraged - people are creators of quality	Procedures and rules are important
Roles and responsibilities are clear	Roles and responsibilities are not clear
Clear evaluation strategy	No scoring strategy system
Treating quality as a means to improve customer satisfaction	Attitude to quality as a means of lowering prices
Long term planning	short term planning
Quality is part of the culture	Quality is an annoying initiative
Develops quality in line with its own strategic imperatives	Quality testing in order to meet the requirements of external agencies
Has a left mission	Doesn't have a clear mission

Quality management in an educational institution, all actions of which are focused on meeting the needs of the client, is illustrated in Fig. 4. This concerns the quality of the structure of the developed courses, the quality of teaching and assessment, the ongoing research and student counseling, the management of human resources, the activities of the organization. All these factors are taken into account in strategic planning, which is aimed at meeting the needs of the client.

An educational organization that has implemented TQM is very different from a regular organization. Sallis in his work cites the differences between such organizations. Table 3 below examines the difference between an organization that has adopted a TQM philosophy and an organization that does not.

If the idea of ​​total quality management has been adopted by an educational organization and it is looking for ways to work closely with its customers, then its stage of maturity can also be a stage of renewal.

The organization must periodically re-evaluate its goals and constantly critically analyze the actions of the institution. Structural reorganizations are necessary only if the quality of education is improved.

Commonly accepted modern university

The Common Modern University (CSU) has emerged as a result of requests for services from the faculty of the matrix universities in connection with the process of professionalization and specialization of the professorship, which creates a need for a growing number of services and resources.

Faculties are expanding, various centers are emerging and their needs are becoming more significant than those of the departments. Learning in general is incredibly difficult. The Matrix University needs services that go far beyond those provided by traditional bureaucratic arrangements. At the organizational level, normal horizontal service is already required by all curricula, faculties and departments.

The organizational structure of the conventional modern university (OCU) is oriented towards what Mintzberg called it "a mixed professional bureaucracy." A mixed professional bureaucracy presupposes a powerful productive bureaucracy whose services are structured in a certain way. This is very noticeable in universities. To this well-structured professional bureaucracy must be added a mechanical bureaucracy that directs the individual aspects of teaching and research through a technological structure whose purpose is to guarantee services.

Internal services provided to students can be extended to the external environment.

For example, libraries, sports and cultural events can be organized by universities, and the rest of the community can be allowed to use and participate in them. Fundraising activities can be formalized if links between the university and its alumni are strengthened. In fact, the generally accepted modern university, through its hierarchy, is able to strictly manage its contributions to regional development - the generally accepted contributions in support of territorial organizational events. It is also able to provide significant support to laboratories to meet their needs.

The transition from the model of the matrix university to the model of the generally accepted modern university goes through two important organizational changes: the multiplication of in-demand and essential services and the inevitable clarification of the role of mechanical bureaucracy in the global functioning of this type of university. As a model of a generally accepted modern university, one can cite the structure of the Peoples' Friendship University of Russia. Separate RUDN structures with the status of a legal entity (the Unicum Center, the National Information Center for Academic Recognition and Student Mobility of the Ministry of Education of the Russian Federation, the International Law Institute) introduce elements of a multipolar university into the organizational structure of the university.

Technopolis University (multipolar university)

The generally accepted modern university (OSU) is replacing the technopolis university (UT). arising from the growing needs of society. According to the classification of M. Meskon, such a university can be attributed to conglomerate-type organizations, in which a matrix structure can be used in one department, an entrepreneurial structure in another, and a functional structure in a third. Forty years ago Kerr K., former president of the University of California at Berkeley, celebrated the rise of the multi-university. which is a pluralistic organization in its structure.

The structure of the technopolis complemented the organizational structure of the generally accepted modern university with three elements.

1. Independent organizations that often operate as separate legal entities. These independent organizations are needed to meet new societal needs, such as continuing education, establishing experimental testing centers, organizing research, recognizing academic qualifications, and creating mixed centers that cooperate with firms, companies and government organizations involved in the creation and dissemination of information.
2. Horizontal subdivisions necessary to guarantee horizontal links, or to achieve goals that can be provided by matrix organizations.
3. Endogenous Growth Units are nothing more than research and service organizations. They arise as a result of the initiative of university personnel.

A new figure appears at the university - a "breakthrough" professor, an enterprising professor who is able to load the laboratory with his own projects and is able to lead research groups and create self-financing organizations. The "breakthrough" professor becomes a key figure in understanding the growth of the university's ability to promote regional development.

The traditional management systems of the mainstream modern university must be supplemented with new, much-needed services. The new university-technopolis is structured in the same way as a technology park or so-called new urban structures (the similarity between a university and a technopolis is too obvious. A technopolis is understood as a spatial urban system for which there is synergy to coordinate the actions of individual agents with different functions and requiring coordinated leadership The university-technopolis has a variety of functions: from purely urban to the means of production, research and education.Thus, the university-technopolis physically resembles a smaller Silicon Valley.National multidisciplinary American universities can be classified as such universities, in Fig. 5-7 the following are presented organizational structures: New York University School of Education, University of Arizona, Harvard University Harvard University can rightfully be classified as a technopolis university, it currently has 144 research centers and 10 colleges. The centers have a matrix structure of subordination, among them 35 scientific research centers are related to natural sciences and humanities, 13 centers work in the field of business, 37 centers in the field of medicine and health, 12 centers in research related to the government, 18 centers in the field of law, etc. Such a number of centers expands the existing and already extensive infrastructure of the university, which, on the one hand, allows to conduct fundamental and applied scientific research in a wide range of areas, on the other hand, to train masters and Ph.Ds at the highest level. It is no coincidence that the ratio of bachelor's and master's degrees across the continent differs sharply from generally accepted standards. Usually, in universities, the main field of activity is the education of students in bachelor's programs, and only 15-25% study in master's and postgraduate studies, at Harvard, on the contrary, only 35% of all students study undergraduate programs, but 65% study master's and postgraduate programs.

Rice. 5. Organizational structure of the New York University School of Education

In a technopolis university, various organizational structures can coexist at the same time; here there is a correlation with the space where organizations are considered from the point of view of the complexity of their structure. The existence in space of various units of a dissimilar nature does not exclude either the reality of organization or the possibility of management and coordination. A technopolis university is created through open structuring, when classrooms are connected with laboratories and other university spaces (institutes, horizontal centers, etc.). However, the role of research activity acquires other aspects, not only in relation to the "individual-group" formula, but also from an organizational point of view, becoming the result of internal dynamics generated by the relationship of supply and demand.

Rice. 6. Organizational structure of the University of Arizona

Units, fully or partially autonomous, multiply and demand an organizational response to their needs. Research becomes part of the production system, and the number of people whose activities are devoted to scientific research increases exponentially. There is a certain dependence that predetermines organizational adaptation to the required form of financing. The organization of research involves the distribution of professors by university. The multiplicity of points and subdivisions of data collection regulates the distribution of students in the three stages of education (student, graduate, postgraduate). In Kazakhstan, the existence of such universities is not yet provided, since the university cannot have independent legal entities in its structure, therefore, new legislative initiatives in higher education are needed that will expand the powers of universities and create conditions for the creation of such structures.

Rice. 7. Organizational structure of Harvard University

The following factors can be attributed to the features of US corporate universities:

• the multifunctionality of the university, or the ability to both generate and provide the transfer of modern knowledge;
• strong focus on research and development, primarily on basic research:
• availability of a system for training specialists with a scientific degree (doctor, master, bachelor);
• focus on modern areas of science, high technology and innovation sector in the economy, science, technology:
• a wide range of specialties and specializations, including natural sciences, social sciences and the humanities:
• high professional level of teachers hired on the basis of competitions, including international ones; the availability of opportunities to invite leading specialists from around the world for temporary work;
• a high degree of information openness and integration into the international system of science and education;
• receptivity to world experience, flexibility in relation to new areas of scientific research and teaching methodology;
• competition and selective approach in the recruitment of students;
• formation of a special intellectual environment around the university;
• the presence of corporate ethics based on the sciences, democratic values ​​and academic freedoms;
• striving for leadership within the region, country, world and educational community as a whole.

Innovative, Entrepreneurial University

The new conditions for the functioning of higher education with low public funding for most public universities and fierce inter-university competition are forcing public and private universities to operate as a market enterprise. Thus, to ensure its self-development, the university must use the principles of work entrepreneurial organization. The main specialized markets of an entrepreneurial university are the market of educational services, the labor market and the market of science-intensive developments. Innovation management offers universities the implementation of a complete innovation cycle from obtaining new knowledge to their commercial implementation in the specialized market. New knowledge obtained in the course of fundamental and exploratory research is further implemented as part of the stages of a complete innovation cycle along various trajectories.

Clark B. notes the following characteristic features of an entrepreneurial university.

1. Strong management core. The rector and his cadres work as a leading group, committed to the cause, standing firmly on their feet. A support structure is being restored to guide change and an "innovative" apparatus is being organized.
2. Decentralization and incentive to create peripheral units (transformable and looking for rapid growth) . The concept of a “holding” university is being developed, while new research units are “invented” in addition to new sour cream enterprises, funds, etc. The autonomy of rapidly growing units is encouraged.
3. Differentiation of funding sources. Support is provided for the Technology Transfer Center.
4. putting pressure on the classical structural units (faculties and departments) to stimulate change. Strategic plans for all structural divisions are being implemented.
5. Entrepreneurial culture becomes common for all personnel.

The new culture predetermines the dialogue between all governing bodies. Budgetary relations between departments are changing.

However, progress towards an entrepreneurial university cannot take place unless the basic conditions are laid down, some of which are closely linked to the university charter:

• creating goals, concepts:
• transition from a vertical university to a technopolis;
• advocating for cultural change to spread the knowledge of the model to all communities through an innovation program.

The entrepreneurial structure, along with others, can be included in the general organizational structure of a university for a technopolis university, which is most typical for American universities.

European universities believe that the dynamic development of universities requires close and business relationships with business and expanded funding from a variety of sources.

Rice. 8. Links of the market of educational services and science-intensive developments with related markets

In connection with this position, in December 2003 the Gelsenkirch Declaration on Institutional Entrepreneurial Management and Entrepreneurial Studies in European Higher Education Systems was adopted. It set the following tasks for the transition of universities to entrepreneurial institutional management:

• professionalization of university management and staff, combined with strong executive leadership;
• diversification of income sources;
• study and integration of new market management methods, subject to careful attitude to key academic values;
• close ties with the business community and society:
• development of a proactive and innovative entrepreneurial culture: transfer of knowledge, founding of new production companies, continuing education and establishing contacts with alumni, including to raise funds;
• integrating academic and research units through the blurring of traditional disciplinary boundaries and the establishment of project initiatives that are in line with new methods of knowledge production and application.

Under the market model of economic relations, marketing plays an important role in the development of the market for educational and scientific services and in strengthening the competitiveness of an educational institution. On fig. Figure 8 shows that the scope of marketing for higher education institutions is not only paid education, but also the production of educational literature, the sale of patents, know-how, and high-tech developments. "The target result of marketing activity is the most effective satisfaction of the needs of: the individual - in education; the educational institution, in the development and well-being of its teaching staff and employees, the training of specialists at a high level; society - in the expanded reproduction of the total personal and intellectual potential."

All over the world, great importance is attached to the creation of national innovation systems that link science and business, which largely determines the country's competitiveness in the international market. In October 2003, in Brussels, at a seminar

STRUCTURE OF VSUIT

• · Administration
• · Administrative departments
• o Property Management Department
• o Department of Contracts and Public Procurement
• o Public Relations Department
• § Newspaper "For Science"
• o Department of legal support and document management
• o Department of Analysis and Development Strategy of the University
• o Department of Accounting and Financial Control (UBUiFC)
• o Personnel management
• o Teaching and methodological management
• § Education Quality Management Center
• § Alumni Employability Center
• o Financial and economic management
• o Center for work with technological platforms and state executive bodies (TsRTP and GOIV)
• o Legal Department
• Faculties and institutes
• o Faculty of Control and Informatics in Technological Systems
• § Department of Higher Mathematics
• § Department of Information and Control Systems
• § Department of Information Technology, Modeling and Management
• § Department of Quality Management and Engineering Technologies
• § Department of Information Security
• o Faculty of liberal education and upbringing
• § Department of Foreign Languages
• § Department of History and Political Science
• § Department of Philosophy
• § Department of Physical Education
• § Sports club "Technolog"
• § University History Museum
• o Faculty of Food Machines and Automatons
• § Department of Machines and Apparatus for Food Production
• § Department of Industrial Energy
• § Department of technical mechanics
• § Department of Physics
• § Joint Department of Food Engineering
• o Faculty of Technology
• § Department of Technology of Fats, Processes and Apparatuses of Chemical and Food Production
• § Department of technology of bakery, confectionery, pasta and grain processing industries
• § Department of Biochemistry and Biotechnology
• § Department of technology of fermentation and sugar production
• § Department of Technology of Animal Products
• o Faculty of Ecology and Chemical Technology
• § Department of Physical and Analytical Chemistry
• § Department of machines and devices of chemical production
• § Department of Inorganic Chemistry and Chemical Technologies
• § Department of Engineering Ecology
• § Department of Chemistry and Chemical Technology of Organic Compounds and Polymer Processing
• § Basic Department of Technology of Organic Synthesis and Macromolecular Compounds
• § Basic Department of Technology of Inorganic Substances
• o Faculty of Economics and Management
• § Department of Accounting and Budgeting
• § Department of Management, Organization of Production and Branch Economics
• § Department of Service and Restaurant Business
• § Department of Theory of Economics, Commodity Science and Trade
• § Department of Tourism and Hospitality
• § Department of Economic Security and Financial Monitoring
• o Faculty of Continuous Education
• § Representative offices
• o Faculty of Secondary Vocational Education
• o Faculty of pre-university training
• § University preparation courses
• o Institute for International Cooperation (ICI)
• § Preparatory faculty for foreign citizens
• § Department of the Russian language
• § Department of natural disciplines
• § IMS website
• Center for new information technologies
• Scientific and research and production divisions
• o Center for the Development of Scientific Activities of VSUIT (TsRND)
• § Center for Collective Use "Industry of Nanosystems" (TsKP "IN")
• § Center for Collective Use "Control and Management of Energy Efficient Projects" (TsKP "KUEP")
• § Body for product certification VSUIT
• § Central Design Bureau
• § Department of standardization and metrology
• § Editorial board of the journal "Bulletin of VSUIT"
• o Technology Transfer Center
• § Business incubator
• o Center for Continuing Education
• § PhD
• § Institute for advanced training and professional retraining of specialists
• Departments of service and provision of the educational process
• o Scientific library
• o Editorial and publishing department
• o Department of printing and technical means
• o Training workshops
• Departments of social infrastructure
• o Sanatorium
• o Sports and recreation base "Sosnovy Bor"
• · Campus
• o Dormitories
• Public organizations
• o Employee Union Committee
• o Trade union committee of students
• o Student Council
• o Center for Youth Initiatives
• o Student Brigade Headquarters
• o Clubs, circles

VSUIT ADMINISTRATION

The president

Bityukov Vitaly Ksenofontovich

Chertov Evgeny Dmitrievich

First Vice-Rector

Popov Gennady Vasilievich

Vice Rector for Academic Affairs

Sukhanov Pavel Tikhonovich

Vice-Rector for Research and Innovation

Antipov Sergey Tikhonovich

Vice-Rector for General Affairs

Orobinsky Yuri Ivanovich.

FINANCIAL AND ECONOMIC MANAGEMENT

The financial and economic department is a structural subdivision of the Voronezh State University of Engineering Technologies.

The planning and financial department as an independent unit was created by order of the Ministry of Higher and Secondary Specialized Education of the RSFSR in 1970, renamed the Planning and Financial Department and assigned to one of the main structural divisions of the university by order of the rector No. 568 of 12/29/92. In December 2008, by decision of the Academic Council, it was renamed into the Financial and Economic Department.

The Financial and Economic Department (FEM) was created in order to improve the organization of financial and economic activities and increase control over the observance of financial and staff discipline at the university.

The main tasks of the Financial and Economic Department are:

• · participation in long-term and current planning of the process of training specialists, bachelors, masters and other categories of students in the profile of the university;
• planning and organization of financial and economic activities of the university;
• · development of the Plan of financial and economic activity for the next financial year and planning period; annual draft estimates of expenditures from the federal budget, estimates of income and expenses from income-generating activities;
• · preparation of staff schedules for all categories of personnel within the budget allocations allocated for wages and extrabudgetary sources;
• organization and implementation of measures to improve the system of planning and financing of the university, remuneration and incentives for employees, scholarships and other forms of material support for students, graduate students and trainees;
• · development of local methodological, regulatory and informational documents on financial activities;
• · Ensuring, together with the Department of Accounting and Financial Control and other units, the targeted and efficient use of budgetary allocations and funds from income-generating activities.

DEPARTMENT OF ACCOUNTING AND FINANCIAL CONTROL

The Department of Accounting and Financial Control (UBUiFK) is a structural subdivision of the Federal State Budgetary Educational Institution of Higher Professional Education "Voronezh State University of Engineering Technologies", which maintains accounting records in accordance with the requirements of the current legislation of the Russian Federation and regulatory legal acts.

UBUiFK has existed since the establishment of the University and is assigned to one of the main structural divisions of the university by order of the rector No. 568 of 12/29/92.

UBUiFK carries out accounting for the expenditure of funds received from various sources of financing, inventory of property, is responsible for compiling accounting, tax and statistical reporting, and performs other types of accounting work.

The main tasks of UBUiFK are:

• formation of complete and reliable information about the activities of the University and its property status, necessary for internal and external users of financial statements;
• · prevention of negative results of economic activity, identification of on-farm reserves and ensuring financial stability;
• · promoting the most efficient and rational use of budgetary and extrabudgetary funds to ensure the strengthening of the material and technical base of the University.

LEGAL DEPARTMENT

The legal department is a structural subdivision of the Voronezh State University of Engineering Technologies.

The legal department as an independent unit was created by the order of the rector of VSUIT dated October 31, 2013.

The department was created to provide legal support for the activities of the University.

The main tasks of the legal department are:

• · Strengthening the rule of law in the activities of the University;
• protection of the rights and legitimate interests of the University, employees and students of the University;
• · internal rule-making (internal orders, orders, endorsement of draft orders), including legal expertise of local acts;
• · advising employees on legal issues related to the activities of the university.

FACULTY OF ECONOMICS AND MANAGEMENT - COMPARISON CHOOSE US!

The Faculty of Economics was founded in 1998 and is currently the largest faculty in the university. This is a friendly team of teachers and, of course, students.

The dean's office employs:

• · dean - professor, doctor of technical sciences Rodionova Natalya Sergeevna;
• · Deputy Dean for Academic Affairs - Associate Professor, Ph.D. Leontyeva Ekaterina Vladimirovna;
• · Deputy Dean for Educational Work - Associate Professor, Ph.D. Veretennikov Anton Nikolaevich;
• engineer Skvortsova Anna Vasilievna;
• engineer Shitakova Elizaveta Viktorovna.

Faculty personnel:

• · 19 - professors;
• · 59 candidates of sciences;
• · 87.1% of teachers have an academic degree, 46% have an academic title.

Faculty departments:

• Department of management, organization of production and sectoral economics
• Department of service and restaurant business
• Department of tourism and hotel business
• Department of Theory of Economics, Commodity Science and Trade
• Department of economic security and financial monitoring
• Department of Accounting and Budgeting

Direction of training of specialists:

· 080101 Economic security

Directions for the preparation of bachelors:

• 080100 Economics
• 080200 "Management"
• 100700 Trade
• 100800 "Commodity"
• 100100 "Service"
• 100400 "Tourism"
• 101100 "Hotel business"
• 260800 "Technology of products and organization of public catering"

Directions for the preparation of masters:

• 080100.68 Economics
• · 080200.68 Management
• · 260800.68 Product technology and catering
• · 100100.68 Service
• · 100800.68 Merchandising

Our graduates work at enterprises in Russia, CIS countries, Asia and Africa.

In the process of learning, students participate in conferences, forums, competitions, attend professional exhibitions. Training excursions around Russia and abroad are regularly organized, master classes, professional seminars, practice are held at large industry enterprises, banks, insurance companies, restaurant industry and hotel business enterprises not only in Voronezh and the region, but also in Moscow and St. Petersburg , Sochi. Students receive certificates of additional education.

DEPARTMENT OF ECONOMIC SECURITY AND FINANCIAL MONITORING

The department was founded in 1961 and is the graduating department of the Faculty of Economics. The highly qualified staff is headed by the Honored Worker of Science, Doctor of Economics, Professor A.I. Horev.

At present, the main trend in the development of society is the strengthening of the role of socio-economic processes, both at the state level and at the level of an individual enterprise, which leads to a high demand for professionals in this field in the labor market. However, in the conditions of the global economic crisis, being just a good specialist is not enough, you need to be the best, competitive, look ahead, plan the future in the present. It is these professionals that are trained by the Department of Economics, Finance and Accounting of VSUIT.

The department trains graduates in the following educational programs:

• specialty 080101 "Economic security"
• o specialization "Economic and legal support of the economic security of the organization"
• Bachelor's degree 080100 "Economics":
  • o profile "Finance and Credit"
• magistracy 080300 "Finance and Credit"

The achievement of a high level of professionalism in these areas of training is facilitated by the symbiosis of theoretical training and the possibility of implementing the acquired knowledge empirically, during the passage of educational, industrial and undergraduate practice at more than 40 enterprises of the Central Chernozem region of the Russian Federation, many of which subsequently invite graduates of the department for further cooperation and employment.

The pride of the department is its graduates - talented managers, professionals and leading experts in economic issues in state, regional, municipal government, in the field of the state budget and non-budgetary structures, institutional structures of the financial market, tax structures, the system of social protection of the population, financial, economic, analytical , foreign economic divisions of enterprises and institutions in positions requiring higher economic education: O.P. Korolev - Governor of the Lipetsk region, V.I. Stefan - Deputy General Director of OJSC "Concern Constellation", I.A. Butovetsky - Deputy Director for Finance of ZAO Rikonenergo, A.N. Astanin - Deputy General Director for Marketing and Sales of Kalacheevsky Meat Plant OJSC, E.R. Trufanova - head of the marketing and advertising bureau of OJSC "Voronezh Confectionery Factory", A.A. Denisov - General Director of Vkladbank LLC.

NEW PROMISING SPECIALTY - 080101 "ECONOMIC SECURITY"

Specialty 080101 "Economic security" - higher economic education in the best domestic traditions.

There are very few specialists in the field of economic security, as well as specialties in Russian universities.

In the process of learning, students receive fundamental training in the field of economics and law, acquire practical skills in economic, law enforcement, auditing, information, analytical and management activities. The educational process provides for professional and scientific seminars on criminology and forensic science, forensic economic expertise, insurance, the securities market, etc.

Graduates of this specialty are in demand in state structures that carry out control and supervisory functions in the financial and economic spheres of activity, in internal control services of state and commercial companies that ensure the financial and economic security of the enterprise.

Practice - in tax authorities, audit firms, banks, insurance companies, leading industry enterprises.

BACHELOR 080100 "ECONOMY"

PROFILE "FINANCE AND CREDIT"

Professionally important qualities:

developed logical memory, intellectual performance, the ability to work with large amounts of information, the presence of abstract symbolic thinking, a tendency to research activities.

An economist (financier, loan officer, insurance broker) must be able to:

• · freely navigate in the field of finance, money circulation, banking, the securities market;
• Calculate the financial performance of organizations;
• determine the level of creditworthiness and profitability of enterprises;
• to be guided in bases of the organization of insurance business;
• · analyze the advantages and disadvantages of currency regulation and currency control.

The bachelor must have: a high level of training in the basics of mathematics, information technology, monetary circulation, financial management.

The profile "Finance and Credit" is one of the dynamically developing and relevant, allowing you to gain knowledge in the field of financial management, finance and credit, banking and insurance, money circulation, the securities market, and taxation.

The department has been preparing graduates since 2001 in full-time and part-time forms of education.

The development of this profile involves the study of the processes of formation and execution of budgets of different levels, the order of planning, accounting and reporting in organizations, the organization and management of cash flows. Specialists in the field of finance carry out professional activities in institutions of the financial and credit system, including the foreign economic sphere, are able to successfully work in positions that require an analytical approach, solve non-standard tasks, predict economic processes in the field of monetary, financial and credit relations. Graduates of the profile "Finance and Credit" can work in industrial organizations, banks, investment funds, stock exchanges, insurance companies, consulting firms and other organizations.

The university has faculties and departments that specialize in the training of specialists, bachelors and masters.

The faculty is a structural subdivision that unites a group of departments related in the direction of activity or the composition of the disciplines served. The faculty may include departments, laboratories, centers.

The faculty has its own name, symbols, service documentation forms, seal.

The faculty has property, premises, equipment assigned to it by the leadership of the university. The activities of the faculty are organized and carried out in accordance with the plans for the main events of the university, the plans of the faculty, approved by the dean; plans of educational work of students. The structure and staff of the faculty are approved by the order of the rector of the university.

The faculty is headed and organized by the dean. Deputy deans are responsible for organizing certain aspects of the faculty's activities and assist the dean in the performance of his functions.

The main task of the faculty is to provide, together with other structural divisions of the university, the training of graduates, bachelors and masters.

Planning and organization of the educational process at the faculty

is carried out in accordance with the federal state educational standard in the specialty (direction), curricula and other regulatory documents regulating the educational process in educational institutions of Russia.

The governing body of the faculty is the Academic Council of the faculty, chaired by the dean. Members of the Academic Council of the faculty are elected by secret ballot at the meeting of the faculty staff.

The positions of the dean of the faculty and the head of the department are elective.

The procedure for electing the Academic Council of the faculty is similar to the procedure for electing the Academic Council of the university. The term of office is up to 5 years. Its early elections may be held at the request of more than half of its members.

The composition of the Academic Council of the faculty, on the proposal of the dean, is approved by order of the rector of the university.

The faculty is managed by the dean, who is elected by the Academic Council of the university.

The dean is elected for a period of 5 years by secret ballot at the Academic Council of the University from among the most qualified and authoritative specialists of the relevant profile who have a higher education, academic degree or title, experience in organizational, administrative, educational and teaching activities.

The elected dean is approved in the position by the order of the rector of the university.

The dean is personally responsible for the state of affairs at

Faculty and performs the following:

1) directly manages the educational, educational, scientific work, practice of students and exercises control over them;

2) manages the organization of the transfer of students from course to course, allows students to pass the next session, as well as to pass state exams or defend final qualification works;

3) assign scholarships to students in accordance with the existing Regulations;

4) manages the preparation of the schedule of studies, curricula, programs and monitors their implementation;

5) supervise the preparation of postgraduate students and the work to improve

qualifications of the teaching staff;

6) carries out general management of the preparation of textbooks, educational and methodological manuals on the subjects of the departments that are part of the faculty;

7) organizes and conducts inter-departmental, scientific and methodological meetings and conferences;

8) organizes and constantly maintains contact with students who have graduated from the faculty;

9) develops measures aimed at improving the training of specialists graduating from the faculty.

The dean of the faculty may be a member of the state examination committee.

Chair – is a structural unit within a faculty, center or institute. It carries out educational, methodological and research activities. The department, together with other departments of the university, trains students, graduate students and doctoral students, participates in retraining and advanced training of employees of other enterprises and organizations.

The department is created on the basis of the presentation of the dean of the faculty, the decision of the Academic Council of the university and the order of the rector.

The department is headed by the head, elected by the Academic Council of the university by competition from among the faculty, as a rule, with the title of professor or associate professor, for a period of 5 years. The election of the head is carried out taking into account the opinion of the department by secret ballot at a meeting of the Academic Council of the university.

The departments include faculty, graduate students, senior and junior researchers, teaching support and administrative staff, established by the staffing table.

The department can have the status of a graduating department (responsible for the preparation of a specific group of students in a specific specialty) and non-graduating (responsible for teaching a specific discipline).

The main tasks of the department are:

- creating conditions to meet the needs of students in raising the level of professional and cultural knowledge;

– training of highly qualified specialists with deep theoretical and necessary practical knowledge;

– advanced training of the staff of the department;

- improving the quality of methodological support of the educational process;

– development of new learning technologies;

– meeting the needs of enterprises and organizations in improving the skills of their personnel;

– organizing and conducting scientific research on the orders of enterprises and organizations and carrying out
experimental design work;

– dissemination of scientific, technical and cultural knowledge among the population.

The department is not a legal entity, but within the framework of the university it has a separate territory, property, educational support, scientific and teaching staff.

student group

A student of a higher educational institution is a person enrolled in the established order in a higher education institution for study. The student is issued a student card and a record book.

The student is obliged to be polite to all employees of the university, its administration, teachers, staff, and peers. Only in this case he has the right to count on mutual respect. The main duty of the student is to actively acquire knowledge. While within the walls of the university, the student must comply with the standards of conduct that the university considers necessary for its students.

In the learning process, the student is a partner in joint activities in relation to the university, and, recognizing this partnership, the student undertakes to resolve all emerging problems in the spirit of respect for the interests of the university staff. The university, for its part, seeks to form in the mind of the student such moral values ​​as disinterestedness in the search for truth, honesty and mercy.

Students are united in student groups. The team of the group has the right:

- elect the headman, decide on his release from duties and apply to the dean's office with a proposal to approve the decision adopted by the meeting of the group;

- make proposals and make inquiries to the university administration on all issues of the group's life;

- to nominate candidates for the award of nominal scholarships;

– apply to the scholarship commission for the award of scholarships to members of the study group;

- submit proposals to the dean's office on the encouragement and punishment of students of the group;

- make proposals to the student council of the hostel about the accommodation and placement of group members in rooms and buildings.

During the learning process, the student has the right to:

- choose optional and elective courses from among those offered, participate in the formation of their education, subject to the requirements of federal state educational standards, master other academic disciplines taught at the university, in the manner prescribed by its charter;

– participate in the discussion and resolution of the most important issues of the activity of a higher educational institution, including through public organizations and university management bodies;

– appeal against orders and orders of the university administration in accordance with the procedure established by the legislation of the Russian Federation;

– free use of the university library;

- take part in research activities.

The student has the right to be reinstated in a higher education institution within five years after being expelled from it at his own request or for a good reason.

The student is obliged to possess knowledge, to carry out all types of classes provided for by the curriculum and training programs within the established time limits, to comply with the charter of the university, internal regulations and the hostel. For violation of the obligations stipulated by the charter and internal regulations of the university, disciplinary sanctions may be applied to the student, up to and including expulsion from the university.

UDC 378.14.015.60

ANALYSIS OF MODERN ORGANIZATIONAL STRUCTURES OF HIGHER EDUCATIONAL INSTITUTIONS

E.L. MAKAROVA, V.D. SERBIN, S.V. TATAROV

Southern Federal University (Taganrog) [email protected], [email protected], [email protected]

Changes in society and in sectors of the economy are happening quite quickly. Their diversity is also quite wide, so higher education faces the most important task “How to keep up with these changes and ensure the timely transfer of the necessary knowledge to a large number of students?” The solution to this problem affects not only learning technologies, but also the need to change the institutions and universities themselves in order to maintain a high quality of education. In this paper, the analysis of management structures for various types of universities is carried out, depending on external conditions and the nature of the tasks being solved. One of the approaches for solving the problem of changing the organizational structure of university management in accordance with the set goals is proposed.

Key words: management, organization, structure, university.

1. REASONS FOR THE TRANSITION TO HYBRID ORGANIZATIONAL STRUCTURES

Since the end of the twentieth century, higher education institutions, faced with rapid changes in the external environment, began to develop and implement new, more flexible types of organizational structures that

compared to traditional (vertical) structures, they were better adapted to the rapid change in external conditions and the emergence of innovative technologies. Such structures are called adaptive because they can be quickly modified in accordance with changes in the environment and the needs of the organization itself (see Fig. 1).

Adaptation of higher educational institutions occurs at the expense of material and financial resources, personnel, market pressure, modern innovative technologies and state regulation through legal documents.

In the United States, for example, chambers of commerce, business associations, and, in general, those involved in the development of the territory, become the new founders of universities. Therefore, in parallel, new opportunities arose in relation to the university know-how and, in particular, to the regional environment. These tasks gave rise to the transformation of the organizational structure of universities, their adaptation.

Rice. 1. The impact of external and internal factors on the structure of a higher educational institution

B. Sporn, as a result of a study of the multifaceted activities of American and European universities that have successfully adapted to the external environment in response to the challenges of the time, came to the conclusion that effective adaptation of universities can occur only if certain conditions are met:

1. Universities need a crisis from outside, which would be the reason for adaptation.

2. Funding sources that they can use at their own discretion.

3. High horsefly autonomy.

4. Transformational leadership that advances the vision of environmental change and facilitates adaptation.

5. Collegial forms of decision-making for successful adaptation.

6. Professional management.

7. Mission focused on change.

8. Structuring the activities of universities aimed at the market.

9. Decentralization of structures and decision making.

10. High degree of differentiation of academic structures and disciplines.

FEATURES OF CHANGING ORGANIZATIONAL STRUCTURES

Economic reforms in Russia led to an economic downturn in general and a crisis in sectors. At the same time, out of inertia, advanced institutions and universities produced well-trained specialists without the prospect of finding a job in their profession. The outflow of young personnel abroad began to grow significantly. Without any orientation to the economy, higher education began to be reformed, for which it had become commonplace:

The right to self-financing and many branches;

New institutions with full tuition fees began to appear;

Reducing education costs.

The transition from a linear (hierarchical) organizational structure to a matrix structure can be formally represented by the following diagram (Fig. 2).

At the same time, the following ten requirements and characteristics of the formation of effective management structures are relevant:

1) reducing the size of units and staffing them with more qualified personnel;

Rice. 2. Transition from a linear (hierarchical) structure to a matrix

2) reduction in the number of management levels;

3) group organization of labor as the basis of a new management structure;

4) orientation of current work, including schedules and procedures, to the needs of consumers;

5) creation of conditions for flexible product packaging;

6) stock minimization;

7) quick response to changes;

8) flexibly reconfigurable equipment;

9) high productivity and low cost;

10) impeccable product quality and focus on strong relationships with the consumer.

Among the higher educational institutions where the use of matrix structures has led to good results are the World Technological University (see) and Tomsk Polytechnic University (see).

2. modern forms of organization of university activities

2.1. Technopolis University (multipolar university)

The traditional modern university (TSU) is replacing the technopolis university (UT), which emerged as a result of the growing needs of society. According to the accepted classification, such a university can be classified as a conglomerate-type organization, in which a matrix structure can be used in one department, an entrepreneurial structure in another, and a functional structure in the third.

The structure of the technopolis complemented the organizational structure of the traditional modern university with three elements.

1. Independent organizations that often operate as separate legal entities. These independent organizations are needed to meet new societal needs, such as continuing education, establishing experimental testing centers, organizing research, recognizing academic qualifications, and creating mixed centers that cooperate with firms, companies and government organizations involved in the creation and dissemination of information.

2. Horizontal subdivisions, necessary to guarantee horizontal links, or to achieve goals that can be provided by matrix organizations.

3. Endogenous Growth Units are nothing more than research and service organizations. They arise as a result of the initiative of university personnel.

The traditional management systems of the modern university must be supplemented with new, urgently needed services. The new technopolis university is structured in the same way as a technology park or so-called new urban structures (the similarities between a university and a technopolis are all too obvious). Technopolis is understood as a spatial urban system for which synergy exists to coordinate the actions of individual agents with different functions and requiring coordinated leadership.

Such universities include national diversified American universities (see). For example, Harvard University can rightfully be classified as a technopolis university, it currently has 144 research centers and 10 colleges. The centers have a matrix structure of subordination, among them 35 scientific research centers are associated with the natural and human sciences, 13 centers work in business, 37 centers in the field of medicine and health care, 12 centers

government-related research, 18 centers in the field of law, etc. Such a number of centers expands the existing and already extensive infrastructure of the university, which, on the one hand, allows to conduct fundamental and applied scientific research in a wide range of areas, on the other hand, to train masters and Ph.Ds at the highest level. It is no coincidence that the ratio of bachelor's and master's training by contingent differs sharply from generally accepted standards. Usually, in universities, the main field of activity is the education of students in bachelor's programs, and only 15-25% study in master's and postgraduate studies, at Harvard, on the contrary, only 35% of all students study undergraduate programs, and 65% in master's and postgraduate programs.

A technopolis must constantly focus on its constituent (or collaborating with it personnel) technological institutes. Often lecturers are visiting employees of institutes of technology

In a technopolis university, various organizational structures can coexist simultaneously; here there is a correlation with the space where organizations are considered from the point of view of the complexity of their structure. A technopolis university is created through open structuring, when classrooms are connected with laboratories and other university spaces (institutes, horizontal centers, etc.).

Units, fully or partially autonomous, multiply and demand an organizational response to their needs. Research becomes part of the production system, and the number of people whose activities are devoted to scientific research in technopolises increases exponentially. The organization of research involves the distribution of professors by university. The multiplicity of points and subdivisions of data collection regulates the distribution of students in the three stages of education (student, graduate, postgraduate).

CORPORATE UNIVERSITIES

The following factors can be attributed to the features of the emergence of corporate universities in the United States:

Polyfunctionality of the university, or the ability to both generate and provide the transfer of modern knowledge;

Strong focus on research and development, primarily on basic research;

Availability of a system for training specialists with a scientific degree (doctor, master, bachelor);

Focus on modern areas of science, high technology and innovation sector in the economy, science, technology;

A wide range of specialties and specializations, including natural sciences, social sciences and the humanities;

High professional level of teachers hired on the basis of competitions, including international ones; the availability of opportunities to invite leading specialists from around the world for temporary work;

High degree of information openness and integration into the international system of science and education;

Susceptibility to world experience, flexibility in relation to new areas of scientific research and teaching methodology;

Competitiveness and selective approach in the recruitment of students;

Formation of a special intellectual environment around the university;

The presence of corporate ethics based on the sciences, democratic values ​​and academic freedoms;

Striving for leadership within the region, country, global and educational community as a whole.

In Russia, corporate universities have not yet become an effective system for reforming education due to limited financial resources and the almost complete absence of venture capital.

2.2. Innovative Entrepreneurial University

The new conditions for the functioning of higher education with low public funding for most public universities and fierce inter-university competition are forcing public and private universities to operate as a market enterprise. Thus, to ensure its self-development, the university must use the principles of the work of an entrepreneurial organization. Links of educational services and other various markets are shown in fig. 3.

The main specialized markets of an entrepreneurial type university are: the market of educational services, the labor market and the market of science-intensive developments. Innovation management offers universities the implementation of a complete innovation cycle - from obtaining new knowledge to their commercial implementation in the specialized market. New knowledge obtained in the course of fundamental and exploratory research is further implemented as part of the stages of a complete innovation cycle along various trajectories.

Rice. 3. Connections of the market of educational services and science-intensive developments with related markets

B. Clark notes the following characteristic features of an entrepreneurial university:

1. Strong managerial core. The rector and his cadres work as a leading group, committed to the cause, standing firmly on their feet. A support structure is being restored to guide change and an "innovative" apparatus is being organized.

2. Decentralization and an incentive for the creation of peripheral units (amenable to transformation and striving for rapid growth). The concept of a “holding” university is being developed, while new research units are “invented” in addition to new mixed enterprises, foundations, etc. The autonomy of rapidly growing units is encouraged.

3. Differentiation of funding sources. Support is provided for the Technology Transfer Center.

4. Putting pressure on the classical structural units (faculties and departments) to stimulate change. Strategic plans for all structural divisions are being implemented.

5. Entrepreneurial culture becomes common for all personnel.

The new culture predetermines the dialogue between all governing bodies. Budgetary relations between departments are changing.

However, progress towards an entrepreneurial university cannot occur unless the basic conditions are laid down, some of which are closely linked to the university charter:

Creating goals, concepts;

Transition from vertical university to technopolis;

Advocacy for cultural change dissemination of knowledge of the model to all communities through an innovative program.

The entrepreneurial structure, along with others, can be included in the general organizational structure of a university for a technopolis university, which is most typical for American universities.

European universities believe that the dynamic development of universities requires close and business relationships with business and expanded funding from a variety of sources.

Under the market model of economic relations, marketing plays an important role in the development of the market for educational and scientific services and in strengthening the competitiveness of an educational institution. The sphere of marketing for higher educational institutions is not only paid education, but also the production of educational literature, the sale of patents, know-how, high-tech developments. The target result of marketing activity is the most effective satisfaction of needs:

Personalities (in education);

Educational institution (in the development and well-being of its teaching staff and employees, the training of specialists at a high level);

Society (in expanded reproduction of the total personal and intellectual potential).

All over the world, great importance is attached to the creation of national innovation systems that link science and business and largely determine the country's competitiveness in the international market.

Modern society defines a new social status and the role of universities as a center for the transfer of knowledge for the benefit of the economy and society, so universities need to accurately and actively determine their contribution to the innovation process and social development.

Experts believe that one of the most significant problems in creating innovative universities is the existence of a significant cultural difference between universities and industrial enterprises. In this regard, it seems necessary not only to exchange personnel between production and the academic sector, but also to solve the problem of professional competence of academic workers involved in the management process "science - production".

In order to implement innovations, universities need to join this process and create technology parks and innovation incubators based on universities. Innovation incubators are an effective form of "promotion" of innovations, when small enterprises in the form of a legal entity are created specifically to promote scientific and technical or technological developments. Another approach could be the creation of innovation and technology centers or technology transfer centers at the university.

Such changes will make universities more modern and dynamic without compromising traditional academic values. In the emerging new knowledge-intensive economic and social systems, it is precisely such universities of a new type that can be part of the structure of a university-technopolis.

proposals for the transformation of organizational structures

When forming the organizational structure of an educational institution, taking into account the linkage of the goals of the university formulated by the management, it is advisable to turn to a well-established tool in management - the "goal tree"

The tops of the "tree of goals" can be:

Development of innovative education based on interdisciplinary and problem-oriented learning technologies that provide advanced training of specialists by integrating academic traditions and scientific research;

Ensuring the educational process in accordance with domestic and international educational standards;

Ensuring the compliance of the research activities of the university with the level of world requirements and standards;

Ensuring high efficiency of strategic and operational management of the university activities separately in the educational services market and in the training market;

Education at general university departments and in specialized laboratories and centers;

Pre-university, postgraduate, external studies, second and regional education with industry orientation;

Research activities of international centers;

Research activities in university-wide centers;

Research activities in the autonomous laboratories of the cathedral;

Research activities of the teaching staff;

Management of scientific research and analysis of effectiveness and efficiency;

Management of administrative and economic activities;

Personnel management;

Management of the development of international relations;

Management of development of informatization and new technologies of education;

Security management;

Management of planning, financial and settlement activities;

Management of methodical activity and book publishing;

Management of organizational and educational activities;

Providing the necessary social and cultural conditions for the activities of the university;

Maintenance of buildings, structures, premises, services, mechanics, energy, logistics, transport and communications in the required condition;

Providing the necessary conditions for the treatment and recreation of employees and students of the university;

Management of information networks and provision of educational and scientific literature for students and university staff.

In our opinion, the organizational structure of the university is built on the basis of the organizational structures discussed above in such a way as to ensure the achievement of the local goals of the tree of goals. A variant of the application of the considered tree of goals can be the organizational structure of the university, shown in fig. 4.

Management of a university according to the criterion of growth in the value of an organization using the described goal tree allows you to build not only an effective strategy for the development of a university, but also effectively manage the results of educational and scientific activities.

BOARD OF TRUSTEES

Rector's Council for the Quality of Education

Vice-Rector for Direction 1

Institute directors

Vice-Rector for Direction 2

Deans of faculties

Academic Council of the University

University-wide functional divisions

Vice-rector for direction

Head of EPP

Head of PPO

Directors of training centers

Experimental and production sites (EPP)

Project Sites and Organizations (PPOs)

Rice. 4. An example of the formation of the organizational structure of a higher educational institution

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LITERATURE

1. Sporn B. Adaptive Universities: ref. monograph. B. Sporn. Association for Engineering Education of Russia. - M.: Information and Analytical Center, - 2004.

2. Information and reference portal for support of quality management systems. Quality system. Information in the field of SC. Quality management system in education. structures of universities. adaptive structures. URL: http://www.quality.edu.ru/quality/sk/menedjment/vuzstructure/663 (accessed 11/12/2014).

3. Lankin V.E. and others. Research and development of organizational management systems in higher educational institutions. - Taganrog: TTI SFU, 2011.- 178 p.

4. Clark B.R. Creating Entrepreneurial Universities: Organizational Pathways of Transformation. - New York: Pergamon Press, 1998.

5. Official website of the Moscow State Technical University. N.E. Bauman. URL: http://bmstu.rumstu/info/structure/.

6. Tarasenko F. P. Applied system analysis. - M.: KnoRus, 2010.