DIGITAL EDUCATION AS A BASIS FOR IMPROVING THE SOCIAL MECHANISM OF COMMITMENT TO THE PROFESSION OF HIGHER SCHOOL TEACHERS
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Published:
Apr 16, 2024
Keywords:
commitment to the profession, higher education, social management mechanism, reforms of higher education and science, university teachers
Main Article Content
Igor Olegovich Sidorenko
Email: sidorenkoigor22@mail.ru
https://orcid.org/0000-0001-6793-5546
Abstract
The processes of cognition of the theory of commitment to the profession of a higher education teacher for the establishment of improved higher education and the accompanying scientific and expert discussions began long before the start of the reformation of the 21st century, however, the total transition to a new form of advanced training and innovative work of universities since 2021 has updated a new round of discussions about how the use of digital technologies is changing the landscape of higher education and the roles and modes of work of professionals. The article, based on a series of semi-structured interviews with teachers from 3 universities, most often of a humanitarian nature, which were collected in two stages from March to April 2021 and a survey of teachers in June 2023, discusses the transformation of the teaching profession in the new conditions after 2015. The key attention is paid to what is happening with the social mechanism of management in the new conditions, how the relationship between the administration and the teaching community is changing.
It is shown that in the conditions of “forced bureaucratization” two divergent aspects are emerging. On the one hand, in the conditions of an unprecedented natural experiment on the mass transfer of all work processes into a mixed learning format, traditional forms of manifestation of the social management mechanism are being revived through the self-organization of the teaching community, the emergence of networks of cooperation and mutual support between professionals. On the other hand, teachers note increased administrative control and bureaucratization of the educational process. In some cases, this leads to an aggravation of conflict between the administration and the teaching community and is perceived by the latter as a threat to the social management mechanism. In this way, scientific algorithms are updated in relation to the future of the profession of a higher education teacher. The presented analysis concludes with a discussion of possible measures that can be taken to reduce the potential negative effects of the identified aspects on the entire higher education system.
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How to Cite
Sidorenko, I. O. (2024). DIGITAL EDUCATION AS A BASIS FOR IMPROVING THE SOCIAL MECHANISM OF COMMITMENT TO THE PROFESSION OF HIGHER SCHOOL TEACHERS. Society and Security Insights, 7(1), 178-199. https://doi.org/10.14258/SSI(2024)1-12
Section
SHORT COMMUNICATIONS AND FIRST RESEARCH EXPERIENCE
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References
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Бляхер М. Гиперрегулирование в системе высшего образования // Отечественные записки. 2020. № 4. С. 49–59.
Дим Р. «Новый менеджериализм» и высшее образование: управление качеством и продуктивностью работы в университетах Великобритании // Вопросы образования. 2014. № 3. С. 44–56.
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Шваб К. Четвертая промышленная революция. М.: Эксмо, 2019. С. 101–108.
Braverman H. (1988). Labor and Monopoly Capital: The Degradation of Work in the Twentieth Century. New York, NY: Monthly Review Press. P. 5–23.
Castells M. (2017). The Rise of the Network Society. Chichester: Wiley‑B lackwell. P. 25–42.
Fumasoli T., Goastellec G., Kehm B. M. (2015). Academic Careers and Work in Europe: Trends, Challenges, Perspectives. In: Fumasoli T., Goastellec G., Kehm B. (eds.) Academic Work and Careers in Europe: Trends, Challenges, Perspectives. The Changing Academy. Vol. 12. Cham: Springer. P. 201–214.
Hill J. R., Hannafin M. J. (2015). Teaching and Learning in Digital Environments: The Resurgence of Resource‑Based Learning. Educational Technology Research and Development. Vol. 49. No. 3. P. 37–52.
Hung A. C. Y. (2017). A Critique and Defense of Gamification. Journal of Interactive Online Learning. Vol. 15. No. 1. P. 57–72.
Kauppinen R., Lagstedt A., Lindstedt J. P. (2019). Expert‑Oriented Digitalization of University Processes. International Symposium on Emerging Technologies for Education. P. 60–69.
Len‑U rritia M., Cobos R., Dickens K. (2018). MOOCs and Their Influence on Higher Education Institutions: Perspectives from the Insiders. Journal of New Approaches in Educational Research (NAER Journal). Vol. 7. No. 1. P. 40–45.
Locke W., Bennion A. (2020). Satisfaction in Stages: The Academic Profession in the United Kingdom and the British Commonwealth. In: Bentley P. J., Coates H., Dobson I. R., Goedegebuure L., Meek V. L. (eds.) Job Satisfaction Around the Academic World. Berlin: Springer. P. 223–238.
Loeckx J. (2016). Blurring Boundaries in Education: Context and Impact of MOOCs. International Review of Research in Open and Distributed Learning. Vol. 17. No. 3. P. 92–121.
Marshall P. D., Kim B., Christopher M. (2017). Academic Persona: The Construction of Online Reputation in the Modern Academy. In: The Digital Academic. Critical Perspectives on Digital Technologies in Higher Education. Abingdon: Routledge. P. 47–62.
Mirrlees T., Alvi S. (2014). Taylorizing Academia, Deskilling Professors and Automating Higher Education: The Recent Role of MOOCs. Journal for Critical Education Policy Studies (JCEPS). Vol. 12. No. 2. P. 45–73.
Pardo A., Siemens, G. (2014). Ethical and Privacy Principles for Learning Analytics. British Journal of Educational Technology. Vol. 45. No. 3. P. 438–450.
Ugur N. G. (2020) Digitalization in Higher Education: A Qualitative Approach. International Journal of Technology in Education and Science. Vol. 4. No. 1. P. 18–25.
Van Merriënboer J. J., Kester L. (2014). The Four‑Component Instructional Design Model: Multimedia Principles in Environments for Complex Learning. In: The Cambridge Handbook of Multimedia Learning. New York, NY: Cambridge University Press P. 104–148.
REFERENCES
Abramov, R. N. (2018). Transformations of the social mechanism of management. Issues of education, 3, 75–91. (In Russ.).
Abramov, R. N. (2017). Managerialism and the academic profession. Conflict and interaction. Sociological studies, 7, 37–47. (In Russ.).
Abramov, R. N., Gruzdev, I. A., Terentyev, E. A., Zakharova, U. S., Grigorieva, A. V. (2020). University teachers and commitment to the education profession: on the eve of digital reforms. University management: practice and analysis, 24, 2, 59–74. (In Russ.).
Blyakher, M. (2020). Hyperregulation in the system of higher education. Otechestvennye zapiski, 4, 49-59.
Dim, R. (2014). “New managerialism” and higher education: quality and productivity management in UK universities. Educational Issues, 3, 44–56. (In Russ.).
Rogozin, D. M. (2021). University teachers’ ideas about the future of the new work system. Issues of education, 1, 31–51.
Kochukhova, E. S. (2020). Academic profession through the eyes of teachers. Issues of education, 2, 278–302. (In Russ.).
Narbut, N.P., Aleshkovsky, I.A., Gasparishvili, A.T., Krukhmaleva, O.V. (2020). Forced advanced training a sa stimulus for technological changes in higher education in Russia. Bulletin of the Russian Peoples' Friendship University. Series: sociology, 20, 3, 611–621. (In Russ.).
Srnicek, N. (2019). Platform capitalism. M.: ID HSE, 200. (In Russ.).
Vorrat, N.V. (2018). The problem of the quality of higher education: global challenges and their Russian transformations. Issues of education, 2, 121–138. (In Russ.).
Schwab, K. (2019). The Fourth Industrial Revolution. M.: Eksmo, 101-108. (In Russ.)
Braverman, H. (1988). Labor and Monopoly Capital: The Degradation of Work in the Twentieth Century. New York, NY: Monthly Review Press, 5–23.
Castells, M. (2017). The Rise of the Network Society. Chichester: Wiley‑B lackwell, 25-42.
Fumasoli, T., Goastellec, G., Kehm, B. M. (2015). Academic Careers and Work in Europe: Trends, Challenges, Perspectives. In: Fumasoli, T., Goastellec, G., Kehm, B. (eds.) Academic Work and Careers in Europe: Trends, Challenges, Perspectives. The Changing Academy, 12. Cham: Springer, 201–214.
Hill, J. R., Hannafin, M. J. (2015). Teaching and Learning in Digital Environments: The Resurgence of Resource‑Based Learning. Educational Technology Research and Development, 49, 3, 37–52.
Hung, A. C. Y. (2017). A Critique and Defense of Gamification. Journal of Interactive Online Learning, 15, 1, 57–72.
Kauppinen R., Lagstedt A., Lindstedt J. P. (2019). Expert‑Oriented Digitalization of University Processes. International Symposium on Emerging Technologies for Education, 60–69.
Len‑Urritia, M., Cobos, R., Dickens, K. (2018). MOOCs and Their Influence on Higher Education Institutions: Perspectives from the Insiders. Journal of New Approaches in Educational Research (NAER Journal), 7, 1, 40–45.
Locke, W., Bennion, A. (2020). Satisfaction in Stages: The Academic Profession in the United Kingdom and the British Commonwealth. In: Bentley, P. J., Coates, H., Dobson, I. R., Goedegebuure, L., Meek, V. L. (eds.) Job Satisfaction Around the Academic World. Berlin: Springer, 223–238.
Loeckx, J. (2016). Blurring Boundaries in Education: Context and Impact of MOOCs. International Review of Research in Open and Distributed Learning, 17, 3, 92–121.
Marshall, P. D., Kim, B., Christopher, M. (2017). Academic Persona: The Construction of Online Reputation in the Modern Academy. In the Digital Academic. Critical Perspectives on Digital Technologies in Higher Education. Abingdon: Routledge, 47–62.
Mirrlees, T., Alvi, S. (2014). Taylorizing Academia, Deskilling Professors and Automating Higher Education: The Recent Role of MOOCs. Journal For Critical Education Policy Studies (JCEPS), 12, 2, 45–73.
Pardo A., Siemens, G. (2014). Ethical and Privacy Principles for Learning Analytics. British Journal of Educational Technology, 45, 3, 438–450.
Ugur N. G. (2020). Digitalization in Higher Education: A Qualitative Approach. International Journal of Technology in Education and Science, 4, 1, 18–25.
Van Merriënboer, J. J., Kester, L. (2014). The Four‑Component Instructional Design Model: Multimedia Principles in Environments for Complex Learning. In: The Cambridge Handbook of Multimedia Learning. New York, NY: Cambridge University Press, 104–148.
Абрамов Р. Н. Менеджериализм и академическая профессия. Конфликт и взаимодействие // Социологические исследования. 2017. № 7. С. 37–47.
Абрамов Р. Н., Груздев И. А., Терентьев Е. А., Захарова У. С., Григорьева А. В. Университетские преподаватели и приверженность профессии образования: накануне цифровых реформ // Университетское управление: практика и анализ. 2020. Т. 24. № 2. С. 59–74.
Бляхер М. Гиперрегулирование в системе высшего образования // Отечественные записки. 2020. № 4. С. 49–59.
Дим Р. «Новый менеджериализм» и высшее образование: управление качеством и продуктивностью работы в университетах Великобритании // Вопросы образования. 2014. № 3. С. 44–56.
Рогозин Д. М. (2021) Представления преподавателей вузов о будущем новой системы работы // Вопросы образования. № 1. С. 31–51.
Кочухова Е. С. Академическая профессия глазами преподавателей // Вопросы образования. 2020. №. 2. С. 278–302.
Нарбут Н. П., Алешковский И. А., Гаспаришвили А. Т., Крухмалева О. В. Вынужденное повышение квалификации как стимул технологических изменений высшей школы России // Вестник Российского университета дружбы народов. Серия: социология. 2020. Т. 20. № 3. C. 611–621.
Срничек Н. Капитализм платформ. М.: ИД ВШЭ, 2019. 200 с.
Форрат Н. В. Проблема качества высшего образования: мировые вызовы и их российские трансформации // Вопросы образования. 2018. № 2. С. 121–138.
Шваб К. Четвертая промышленная революция. М.: Эксмо, 2019. С. 101–108.
Braverman H. (1988). Labor and Monopoly Capital: The Degradation of Work in the Twentieth Century. New York, NY: Monthly Review Press. P. 5–23.
Castells M. (2017). The Rise of the Network Society. Chichester: Wiley‑B lackwell. P. 25–42.
Fumasoli T., Goastellec G., Kehm B. M. (2015). Academic Careers and Work in Europe: Trends, Challenges, Perspectives. In: Fumasoli T., Goastellec G., Kehm B. (eds.) Academic Work and Careers in Europe: Trends, Challenges, Perspectives. The Changing Academy. Vol. 12. Cham: Springer. P. 201–214.
Hill J. R., Hannafin M. J. (2015). Teaching and Learning in Digital Environments: The Resurgence of Resource‑Based Learning. Educational Technology Research and Development. Vol. 49. No. 3. P. 37–52.
Hung A. C. Y. (2017). A Critique and Defense of Gamification. Journal of Interactive Online Learning. Vol. 15. No. 1. P. 57–72.
Kauppinen R., Lagstedt A., Lindstedt J. P. (2019). Expert‑Oriented Digitalization of University Processes. International Symposium on Emerging Technologies for Education. P. 60–69.
Len‑U rritia M., Cobos R., Dickens K. (2018). MOOCs and Their Influence on Higher Education Institutions: Perspectives from the Insiders. Journal of New Approaches in Educational Research (NAER Journal). Vol. 7. No. 1. P. 40–45.
Locke W., Bennion A. (2020). Satisfaction in Stages: The Academic Profession in the United Kingdom and the British Commonwealth. In: Bentley P. J., Coates H., Dobson I. R., Goedegebuure L., Meek V. L. (eds.) Job Satisfaction Around the Academic World. Berlin: Springer. P. 223–238.
Loeckx J. (2016). Blurring Boundaries in Education: Context and Impact of MOOCs. International Review of Research in Open and Distributed Learning. Vol. 17. No. 3. P. 92–121.
Marshall P. D., Kim B., Christopher M. (2017). Academic Persona: The Construction of Online Reputation in the Modern Academy. In: The Digital Academic. Critical Perspectives on Digital Technologies in Higher Education. Abingdon: Routledge. P. 47–62.
Mirrlees T., Alvi S. (2014). Taylorizing Academia, Deskilling Professors and Automating Higher Education: The Recent Role of MOOCs. Journal for Critical Education Policy Studies (JCEPS). Vol. 12. No. 2. P. 45–73.
Pardo A., Siemens, G. (2014). Ethical and Privacy Principles for Learning Analytics. British Journal of Educational Technology. Vol. 45. No. 3. P. 438–450.
Ugur N. G. (2020) Digitalization in Higher Education: A Qualitative Approach. International Journal of Technology in Education and Science. Vol. 4. No. 1. P. 18–25.
Van Merriënboer J. J., Kester L. (2014). The Four‑Component Instructional Design Model: Multimedia Principles in Environments for Complex Learning. In: The Cambridge Handbook of Multimedia Learning. New York, NY: Cambridge University Press P. 104–148.
REFERENCES
Abramov, R. N. (2018). Transformations of the social mechanism of management. Issues of education, 3, 75–91. (In Russ.).
Abramov, R. N. (2017). Managerialism and the academic profession. Conflict and interaction. Sociological studies, 7, 37–47. (In Russ.).
Abramov, R. N., Gruzdev, I. A., Terentyev, E. A., Zakharova, U. S., Grigorieva, A. V. (2020). University teachers and commitment to the education profession: on the eve of digital reforms. University management: practice and analysis, 24, 2, 59–74. (In Russ.).
Blyakher, M. (2020). Hyperregulation in the system of higher education. Otechestvennye zapiski, 4, 49-59.
Dim, R. (2014). “New managerialism” and higher education: quality and productivity management in UK universities. Educational Issues, 3, 44–56. (In Russ.).
Rogozin, D. M. (2021). University teachers’ ideas about the future of the new work system. Issues of education, 1, 31–51.
Kochukhova, E. S. (2020). Academic profession through the eyes of teachers. Issues of education, 2, 278–302. (In Russ.).
Narbut, N.P., Aleshkovsky, I.A., Gasparishvili, A.T., Krukhmaleva, O.V. (2020). Forced advanced training a sa stimulus for technological changes in higher education in Russia. Bulletin of the Russian Peoples' Friendship University. Series: sociology, 20, 3, 611–621. (In Russ.).
Srnicek, N. (2019). Platform capitalism. M.: ID HSE, 200. (In Russ.).
Vorrat, N.V. (2018). The problem of the quality of higher education: global challenges and their Russian transformations. Issues of education, 2, 121–138. (In Russ.).
Schwab, K. (2019). The Fourth Industrial Revolution. M.: Eksmo, 101-108. (In Russ.)
Braverman, H. (1988). Labor and Monopoly Capital: The Degradation of Work in the Twentieth Century. New York, NY: Monthly Review Press, 5–23.
Castells, M. (2017). The Rise of the Network Society. Chichester: Wiley‑B lackwell, 25-42.
Fumasoli, T., Goastellec, G., Kehm, B. M. (2015). Academic Careers and Work in Europe: Trends, Challenges, Perspectives. In: Fumasoli, T., Goastellec, G., Kehm, B. (eds.) Academic Work and Careers in Europe: Trends, Challenges, Perspectives. The Changing Academy, 12. Cham: Springer, 201–214.
Hill, J. R., Hannafin, M. J. (2015). Teaching and Learning in Digital Environments: The Resurgence of Resource‑Based Learning. Educational Technology Research and Development, 49, 3, 37–52.
Hung, A. C. Y. (2017). A Critique and Defense of Gamification. Journal of Interactive Online Learning, 15, 1, 57–72.
Kauppinen R., Lagstedt A., Lindstedt J. P. (2019). Expert‑Oriented Digitalization of University Processes. International Symposium on Emerging Technologies for Education, 60–69.
Len‑Urritia, M., Cobos, R., Dickens, K. (2018). MOOCs and Their Influence on Higher Education Institutions: Perspectives from the Insiders. Journal of New Approaches in Educational Research (NAER Journal), 7, 1, 40–45.
Locke, W., Bennion, A. (2020). Satisfaction in Stages: The Academic Profession in the United Kingdom and the British Commonwealth. In: Bentley, P. J., Coates, H., Dobson, I. R., Goedegebuure, L., Meek, V. L. (eds.) Job Satisfaction Around the Academic World. Berlin: Springer, 223–238.
Loeckx, J. (2016). Blurring Boundaries in Education: Context and Impact of MOOCs. International Review of Research in Open and Distributed Learning, 17, 3, 92–121.
Marshall, P. D., Kim, B., Christopher, M. (2017). Academic Persona: The Construction of Online Reputation in the Modern Academy. In the Digital Academic. Critical Perspectives on Digital Technologies in Higher Education. Abingdon: Routledge, 47–62.
Mirrlees, T., Alvi, S. (2014). Taylorizing Academia, Deskilling Professors and Automating Higher Education: The Recent Role of MOOCs. Journal For Critical Education Policy Studies (JCEPS), 12, 2, 45–73.
Pardo A., Siemens, G. (2014). Ethical and Privacy Principles for Learning Analytics. British Journal of Educational Technology, 45, 3, 438–450.
Ugur N. G. (2020). Digitalization in Higher Education: A Qualitative Approach. International Journal of Technology in Education and Science, 4, 1, 18–25.
Van Merriënboer, J. J., Kester, L. (2014). The Four‑Component Instructional Design Model: Multimedia Principles in Environments for Complex Learning. In: The Cambridge Handbook of Multimedia Learning. New York, NY: Cambridge University Press, 104–148.