Университетское управление: практика и анализ

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Том 23, № 5 (2019)
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6-11 297

The public benefits of higher education have long been recognized. Higher education contributes to the public consensus; it transmits knowledge and attitudes toward the role of the citizen; and it may model good behavior in the face of controversy and sometimes intellectual acrimony. Great universities, perform these functions very well. This is among the reasons why attention has been paid to the characteristics of world class universities [1–3] as well as to the threats to university quality in the form of corruption in higher education. Attention has focused on the definition of corruption, the degree to which corruption occurs, and its economic impact [4–7].

This paper combines these lines of scholarship and explores the degree to which world class universities exhibit ethical qualities. The study defines ‘ethics’ in the management of a university. This includes mission statements which mention ethical issues, transparency in governance and fiscal affairs, codes of conduct for faculty, administrators and students, procedures for adjudication of infractions, and other elements. It then proposes a rating for the ethical infrastructure elements. Universities have been divided into two groups. First are universities listed on the Times Higher Education Supplement (THES) international ranking. The second are random samples of universities in countries which use English, Korean, Japanese, Georgian, Chinese, and Russian languages as the medium of instruction.

The paper poses three questions. First, how common is it for internationally-ranked universities to exhibit ethical char-acteristics on their websites? The answer is unambiguous: 98 % of the world class universities have established an ethical infrastructure of some kind. Second, which areas of the world are more likely to have universities which exhibit a depth of ethical infrastructure elements on their websites? In terms of countries, the most comprehensive ethics infrastructure can be found in Britain, the U.S., and Japan. Lastly, what is the relationship between the level of international ranking and the depth of ethical ingredients? The strength of the relationship is weak, suggesting that the depth of ethnical infrastructure is not an important determinant of ranking. However given the fact that virtually all ranked THES universities, across 40 counties, mentioned ethical infrastructure elements, suggests that having an ethical infrastructure is an important ingredient associated with other elements in a university’s reputation.


12-21 432

Региональная доступность высшего образования и политика взаимодействия университетов с региональными и федеральными властями.

22-30 487
Плата за обучение как источник финансирования и инструмент политики: международный опыт.
31-42 338

Политика университетов по поддержке студентов в условиях академической неоднородности.

43-52 390

All organizations, including Higher Education Institutions (HEIs), should be socially responsible. Therefore, the article aims to answer the following research questions: How are the principles of social responsibility implemented by Polish HEIs? Through what good practices are they manifested? What formal national regulations support these activities? To answer those questions, the principles of the Declaration of University Social Responsibility and of good practices implemented by 23 universities, the first signatories of this Declaration, were reviewed. The applied research method has incorporated the analysis of the literature on the subject, documents and websites of the above 23 universities. The study presents the essence of university social responsibility and the special role of universities in promoting and implementing the principles of sustainable development and social responsibility. The activities of the Polish public administration in partnership with the representatives of HEIs, businesses, NGOs which led to the creation of the Declaration of USR were outlined. Examples of good practices applied by the examined universities and the ensuing conclusions were briefly discussed.


64-74 369

Предпринимательское образование в России: анализ влияния региональных стейкхолдеров.


97-101 288

Указатель статей за 2019 год.

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ISSN 1999-6640 (Print)
ISSN 1999-6659 (Online)