Закрыть

Логин:
Пароль:
	Запомнить меня на этом компьютере
Забыли свой пароль?

  Войти      Регистрация

Образовательная среда / Educational Environment / Bildungsumfeld

Рыжкова И.В.

Международный проект в кросс-культурном пространстве: о некоторых аспектах проектной деятельности в структуре современного российского гуманитарного вуза (на примере международного проекта «Дети Арктики»)

Рыжкова Инна Витальевна, кандидат педагогических наук, доцент, директор Центра академической мобильности, международных проектов и программ Мурманского государственного гуманитарного университета

E-mail: innaryzhkova@yandex.ru

Представлена авторская интерпретация концепта международного комплексного научно-исследовательского и образовательного проекта, направленного на социальную адаптацию (укоренение) подрастающего поколения в поликультурном социуме региона сложных природных условий. Особенности и основные этапы развития такого международного проекта в структуре современного гуманитарного российского вуза рассмотрены на примере интегративного проекта «Дети Арктики» (ArctiChildren), реализующегося в кросс-культурном пространстве циркумполярной зоны Финляндии, Швеции, Норвегии и России в целях повышение уровня психосоциального благополучия детей и подростков Арктического региона.

Ключевые слова: международный научно-образовательный проект, кросс-культурный менеджмент, проектная деятельность, проект «Дети Арктики», подготовка профессорско-преподавательского состава.

Литература

Бурков В.Н., Новиков Д.А. Как управлять проектами. М.: Синтег, 1997.

Вяткин В.Н., Гамза В.А., Екатеринославский Ю. Ю., Иванушко П.Н. Управление рисками фирмы. Программы интегративного риск-менеджмента. М.: Финансы и статистика, 2006.

Гончаров М.А. Основы менеджмента в образовании. М.: КНОРУС, 2006.

Ермоленко В.А. Теоретические основания и практика инновационногоразвития образовательных программ непрерывного образования // Образование и общество. 2012. № 4(75). С. 7—14.

Ермоленко В.А., Баринов В.К., Данькин С.Е. Непрерывное образование как фактор устойчивого развития образовательных учреждений: Пособие для работников образования / Под ред. В.А. Ермоленко. М.: ИТИП РАО, Центр пробл. непрерыв. образования, 2000.

Иванова С.В. О политическом проектировании и проектной деятельности в сфере политики // Пространство и Время. 2011. № 1(3). С. 188—193.

Катаева В.И. Креативный менеджер: стратегия успеха. М.: РУСАКИ, 2003.

Козырев В.А. Педагогический университет как источник образовательных инноваций в высшем педагогическом образовании. СПб.: Изд.-во РГПУ им. А.И. Герцена, 2006.

Комлева Н.А. Арктическая стратегия приарктических государств: общее и особенное // Арктика и Север. 2011. № 2. С. 19—25.

Наторп П. Социальная педагогика. СПб., 1911.

Пайпе С. Проектный менеджмент. М.: Дело и Сервис, 2005.

Проект [Электронный ресурс] // Deport.ru. Словари: Энциклопедический словарь. Режим доступа: http://lib.deport.ru/slovar/bes/p/proekt.html

Психосоциальное благополучие детей Арктики: Учебное пособие. / Под ред. Сергеева А.М. Мурманск: МГПУ, 2008.

Рыжкова И.В. Образование как геополитический ресурс в пространстве БЕАР // Известия Волгоградского государственного педагогического университета. Серия: Педагогические науки. 2013. № 2(77). С. 8—12.

Рыжкова И.В., Сергеев А.М. Образование как геополитический ресурс в пространстве Баренцева Евро-Арктического региона // Геополитика: теория, история, практика: Сб. научных статей I Международной научно-практической конференции / Научный совет РАН по изучению и охране культурного и природного наследия; Военный университет Минитерства обороны Росийской Федерации. М.: АНО Научно-издательский Центр «ПРОСТРАНСТВО И ВРЕМЯ», 2012. С. 36—58.

Сергеев А.М., Рыжкова И.В. Пространство и время «Детей Арктики» (на материале международного проекта) // Пространство и Время. 2011. № 1(3). С. 162—171.

Тынянова О.Н. Российский университет как инструмент «практической геополитики» // Роль образования и педагогической науки в социокультурной модернизации российского общества: Сб. науч. тр. Медждунар. науч.-теорет. конф., 24 окт. 2011 г. / Гос. акад. наук Рос. акад. образования, Институт теории и истории педагогики РАО (Москва). М. : ИТИП РАО, 2011. Ч. I. С. 341—351.

Холден Н.Дж.. Кросс-культурный менеджмент. М.: ЮНИТИ-ДАНА, 2005.

Ahonen A. Psychosocial Well-being of Schoolchildren in the Barents Region: A Comparison from the Northern Parts of Norway, Sweden and Finland and Northwest Russia. Rovaniemi: Lapland University Press, 2010. PDF-file. <http://doria32-kk.lib.helsinki.fi/bitstream/handle/10024/66751/Arto_K_Ahonen_v%C3%A4it%C3%B6 skirja.pdf?sequence=1>.

Ahonen A., Alerby E., Johansen O.M., Rajala R., Ryzhkova I., Sohlman E., Villanen H., eds. Crystals of Schoolchildren’s Well-being (Cross-Border Training Material for Promoting Psychosocial Well-Being through School Education). Rovaniemi: University of Lapland, 2008.

Ahonen A., Kurtakko K., Sohlman E. "School, Culture and Well-being." ArctiChidren Research and Development Findings from Northern Finland, Sweden and Norway, and North-West Russia. Rovaniemi: University of Lapland, 2007. PDF-file. <http://www.arctichildren.net/loader.aspx?id=ea6dd7d5-12fe-4586-8c1f-5abc6cc9d5a4>.

Bailes A.J.K., Ólafsson K.T. "Northern Europe and the Arctic Agenda: Roles of Nordic and other sub-regional organizations." The Yearbook of Polar Law Online 5.1 (2013): 45—73.

Banks J.A. Cultural Diversity and Education. London: Alleyn & Bacon, 2001.

Crossley M. "Reconceptualising Comparative and International Education." Compare 29.3 (1999): 249—267.

Dimmock C., Walker A. "Developing Comparative and International Educational Leadership and Management: A Cross-Cultural Model." School Leadership & Management 20.2 (2000): 143—160.

European Communities. A Guide to Bringing INTERREG and TACIS Funding Together. Luxembourg: Office for Official Publications of the European Communities, 2001. PDF-file. <http://ec.europa.eu/regional_policy/ archive/interreg3/documents/tacis_en.pdf>.

Ferraro G., Andreatta S. Cultural Anthropology: An Applied Perspective. Belmont: Wadsworth, Cengage Learning, 2012.

Kehily M.J. "A Cultural Perspective." Understanding Youth: Perspectives, Identities and Practices. Ed. M.J. Kehily. London: Sage Publications, 2007, pp. 11—40.

Kvernmo S., Heyerdahl S. "Acculturation Strategies and Ethnic Identity as Predictors of Behavior Problems in Arctic Minority Adolescents." Journal of the American Academy of Child & Adolescent Psychiatry 42.1 (2003): 57—65.

Lientz B., Rea K. International Project Management. London: Routledge, 2012.

Lo W.Y.W. "Soft Power, University Rankings and Knowledge Production: Distinctions between Hegemony and Self‐Determination in Higher Education." Comparative Education 47.2 (2011): 209—222.

Nye J. "Soft Power and Higher Education." The Internet and the University. EDUCAUSE Library. N.p., n.d., 2005. PDF-file. <http://www.educause.edu/library/resources/soft-power-and-higher-education>.

Ryzhkova I.V. "College Professors' and Instructors' Attitudes Toward International Project Activity." Russian Education & Society 52.4 (2010): 3—11.

Stenlund P. "Lessons in Regional Cooperation from the Arctic." Ocean & Coastal Management 45.11 (2002): 835—839.

Thomas D.C., Peterson M.F. Cross-Cultural Management: Essential Concepts. London: Sage Publications, 2014.

Ulturgasheva O., Wexler L., Kral M., Allen J., Mohatt G.V., Nystad K., CIPA Team. "Navigating International, Interdisciplinary, and Indigenous Collaborative Inquiry: Phase 1 in the Circumpolar Indigenous Pathways to Adulthood Project." Journal of community Engagement and Scholarship 4.1 (2011): 50—59.

"World Declaration on Higher Education for the Twenty-First Century: Vision and Action and Framework for Priority Action for Change and Development in Higher Education Adopted by the World Conference on Higher Education Higher Education in the Twenty-First Century: Vision and Action. 9 Oct. 1998." Official Website of UNESCO. UNESCO, n.d. Web. <http://www.unesco.org/education/educprog/wche/ declaration_eng.htm>.

Ryzhkova I.V.

International Project in Cross-Cultural Space: On Some Aspects of the Project Activity in the Structure of Modern Humanitarian Russian Institution of Higher Learning (On the Example of International Project “ArctiChildren”)

Inna V. Ryzhkova, Ph.D. (Education), Associate Professor, Director of the Center of Academic Mobility, International Projects and Programs, Murmansk State Humanitarian University

E-mail: innaryzhkova@yandex.ru

International co-operation in scientific and educational spheres (from the organization of individual joint international scientific and practical seminars and conferences and the development of monographs up to academic mobility and long-term project activities) is a promising practice of accumulation of other interstate cooperation forms and production of new content. In circumpolar region of extreme living conditions, multilateral cooperation and international scientific and educational projects allow the best use the potential of both Arctic traditional and contemporary cultures in the interests of "rooting" (natural and social adaptation) of representatives of various countries and communities.

The subjects of my research are the concept and practice of integrated research and educational project aimed at social adaptation (rooting) of the younger generation in a multicultural society in the region of complex natural conditions. Characteristics and main stages of such an international project development in the structure of modern humanitarian Russian university I am considering applying methods of social pedagogy and institutional analysis to the study of the project ArctiChildren, which is implemented in a cross-cultural environment of the circumpolar areas of Finland, Sweden, Norway and Russia in order to improve the psychosocial well-being of children and adolescents in the Arctic region.

I identify the following characteristics of the international project:

(i) integrity (project functions as a system);

(ii) uniqueness (this property characterizes the project as a whole as a set of non-recurring conditions under which the project is being implemented);

(iii) innovativeness (innovative nature of the project);

(iv) dynamism (changing conditions within the project area);

(v) prospectivity (sustainability of the project or the value of project results for the development of the system, both higher and secondary education);

(vi) integrative character (complex type of projects);

(vii) practical orientation (the creation of the final product and a significant change in attitudes towards a particular product, a particular issue that directly affects the behavior of target groups);

(viii) sustainable development of project (its viability, effective way to develop the project after the end of external funding from donor organization);

(ix) cross-border orientation (focus on the problems of the project study of the phenomenon, in the north in its different guises: the child in the North, psychosocial well-being of children and adolescents, teachers' community of the North, and others);

(x) self-financing (determined by the requirements of a particular grant program);

(xi) creation of a network (at the regional level, the North-West of Russia and foreign countries-neighbors).

The creation of networks in this perspective appears as cross-cultural activities for the sharing of knowledge, that is, as a way of cross-cultural negotiations. Creation of cross-cultural networks is essential for ensuring access to resources, knowledge and the ability to guarantee the viability of the organization against various information streams.

I conclude about necessity of tuition of teaching staff to work in international projects. Such training may include several blocks:

(i) cultural: it aims at a general acquaintance with the culture of a country — potential project partner, with the features of intercultural communication, as well as the formation of dialogical setting in the minds of the audience;

(ii) directly methodological: it aims at training in of organizing and holding of special international conferences and seminars;

(iii) projective and managerial: it is focused on explaining the basics of project management, the general rules of the development and implementation of international educational project, evaluation criteria of its effectiveness;

(iv) economic: it aims at training in budgeting grants specifics of financial transactions within the grant of the European Union and other international associations and organizations.

In this sense, the tuition teaching staff of humanitarian university in this type of activity is a form of continuing adult education.

Keywords: international scientific and educational project, cross-cultural management, project activity, project "ArctiChildren", tuition of the teaching staff.

References:

Ahonen A. Psychosocial Well-being of Schoolchildren in the Barents Region: A Comparison from the Northern Parts of Norway, Sweden and Finland and Northwest Russia. Rovaniemi: Lapland University Press, 2010. PDF-file. <http://doria32-kk.lib.helsinki.fi/bitstream/handle/10024/66751/Arto_K_Ahonen_v%C3%A4it%C3%B6 skirja.pdf?sequence=1>.

Ahonen A., Alerby E., Johansen O.M., Rajala R., Ryzhkova I., Sohlman E., Villanen H., eds. Crystals of Schoolchildren’s Well-being (Cross-Border Training Material for Promoting Psychosocial Well-Being through School Education). Rovaniemi: University of Lapland, 2008.

Ahonen A., Kurtakko K., Sohlman E. "School, Culture and Well-being." ArctiChidren Research and Development Findings from Northern Finland, Sweden and Norway, and North-West Russia. Rovaniemi: University of Lapland, 2007. PDF-file. <http://www.arctichildren.net/loader.aspx?id=ea6dd7d5-12fe-4586-8c1f-5abc6cc9d5a4>.

Bailes A.J.K., Ólafsson K.T. "Northern Europe and the Arctic Agenda: Roles of Nordic and other sub-regional organizations." The Yearbook of Polar Law Online 5.1 (2013): 45—73.

Banks J.A. Cultural Diversity and Education. London: Alleyn & Bacon, 2001.

Burkov V.N., Novikov D.A. How To Manage Projects. Moscow: SINTEG Publisher, 1997. (In Russian).

Crossley M. "Reconceptualising Comparative and International Education." Compare 29.3 (1999): 249—267.

Dimmock C., Walker A. "Developing Comparative and International Educational Leadership and Management: A Cross-Cultural Model." School Leadership & Management 20.2 (2000): 143—160.

Ermolenko V.A. "Theoretical Bases and Practice of Innovative Development of Educational Programs for Continuing Education." Education and Society 4(75) (2012): 7—14. (In Russian).

Ermolenko V.A., Barinov V.K., Dankin S.E. Continuing Education as a Factor of Sustainable Development of Educational Institutions. Ed. V.A. Ermolenko. Moscow: Center for Continuing Education Problems of the Institute of Theory and History of Pedagogy Publisher, 2000. (In Russian).

European Communities. A Guide to Bringing INTERREG and TACIS Funding Together. Luxembourg: Office for Official Publications of the European Communities, 2001. PDF-file. <http://ec.europa.eu/regional_policy /archive/interreg3/documents/tacis_en.pdf>.

Ferraro G., Andreatta S. Cultural Anthropology: An Applied Perspective. Belmont: Wadsworth, Cengage Learning, 2012.

Goncharov M.A. Fundamentals of Management in Education. Moscow: KNORUS Publisher, 2006. (In Russian).

Holden N. Cross-Cultural Management: A Knowledge Management Perspective. Moscow: YUNITI-DANA Publisher, 2005. (In Russian).

Ivanova S.V. "On the Political Planning and Project Activities in the Sphere of Politics." Prostranstvo i Vremya [Space and Time] 1(3) (2011): 188—193. (In Russian).

Kataeva V.I. Creative Manager: A Strategy for Success. Moscow: RUSAKI Publisher, 2003. (In Russian).

Kehily M.J. "A Cultural Perspective." Understanding Youth: Perspectives, Identities and Practices. Ed. M.J. Kehily. London: Sage Publications, 2007, pp. 11—40.

Kozyrev V.A. Pedagogical University as a Source of Innovation in Higher Education Teacher Education. St. Petersburg: A.I. Gertsen Russian State Pedagogical University, 2006. (In Russian).

Komleva N.A. "Arctic Strategy of the Subarctic States: General and Especial." Arctic & North 2 (2011): 19—25. (In Russian).

Kvernmo S., Heyerdahl S. "Acculturation Strategies and Ethnic Identity as Predictors of Behavior Problems in Arctic Minority Adolescents." Journal of the American Academy of Child & Adolescent Psychiatry 42.1 (2003): 57—65.

Lientz B., Rea K. International Project Management. London: Routledge, 2012.

Lo W.Y.W. "Soft Power, University Rankings and Knowledge Production: Distinctions between Hegemony and Self‐Determination in Higher Education." Comparative Education 47.2 (2011): 209—222.

Natorp P. Social Pedagogy. St. Petersburg, 1911. (In Russian).

Nye J. "Soft Power and Higher Education." The Internet and the University. EDUCAUSE Library. N.p., n.d., 2005. PDF-file. <http://www.educause.edu/library/resources/soft-power-and-higher-education>.

Peipe S. Crash Course of Project Management. Moscow: Delo i Servis Publisher, 2005. (In Russian).

"Project." Deport.ru. Dictionaries: Encyclopedic Dictionary. N.p., n.d. Web: <http://lib.deport.ru/slovar/bes/ p/proekt.html>. (In Russian).

Ryzhkova I.V. "College Professors' and Instructors' Attitudes Toward International Project Activity." Russian Education & Society 52.4 (2010): 3—11.

Ryzhkova I.V. "Education as a Geopolitical Resource in the Space of BEAR." Bulletin of Volgograd State Pedagogical University. Series: Education 2(77) (2013): 8—12. (In Russian).

Ryzhkova I.V., Sergeev A.M. "Education as a Geopolitical Resource in Space of the Barents Euro-Arctic Region." Geopolitics: Theory, History and Practice. Proceedings of the I International Scientific and Practical Conference (Moscow, 24 Apr. 2012). Eds. O.N. Tynyanova, V.L. Syvorotkin. Moscow: Scientific Publishing Center "Space and Time" Publisher, 2012, pp. 36—58. (In Russian).

Sergeev A.M., ed. Psychosocial Well-being of Children in the Arctic. Murmansk: Murmansk State Pedagogical University Publisher, 2008. (In Russian).

Sergeev A.M., Ryzhkova I.V. "Space and Time of "ArctiChildren " (Based on the Materials of International Project)." Prostranstvo i Vremya [Space and Time] 1(3) (2011): 162—171. (In Russian).

Stenlund P. "Lessons in Regional Cooperation from the Arctic." Ocean & Coastal Management 45.11 (2002): 835—839.

Thomas D.C., Peterson M.F. Cross-Cultural Management: Essential Concepts. London: Sage Publications, 2014.

Tynyanova O.N. "Russian University as an Instrument of ‘Practical Geopolitics’." Role of Education and Pedagogical Science in Social and Cultural Modernization of Russian Society. Proceedings of International Scientific and Theoretical Conference (Moscow, 24 Oct. 2011). Moscow: Institute of Theory and History of Pedagogics of the Russian Academy of Education Publisher, 2011, part 1, pp. 341—351. (In Russian).

Ulturgasheva O., Wexler L., Kral M., Allen J., Mohatt G.V., Nystad K., CIPA Team. "Navigating International, Interdisciplinary, and Indigenous Collaborative Inquiry: Phase 1 in the Circumpolar Indigenous Pathways to Adulthood Project." Journal of community Engagement and Scholarship 4.1 (2011): 50—59.

Vyatkin V.N., Hamza V.A., Ekaterynoslavsky Yu.Yu., Ivanushko P.N. Risk Management in Firm. Program of Integrative Risk Management. Moscow: Finance and Statistics Publisher, 2006. (In Russian).

"World Declaration on Higher Education for the Twenty-First Century: Vision and Action and Framework for Priority Action for Change and Development in Higher Education Adopted by the World Conference on Higher Education Higher Education in the Twenty-First Century: Vision and Action. 9 Oct. 1998." Official Website of UNESCO. UNESCO, n.d. Web. <http://www.unesco.org/education/educprog/wche/ declaration_eng.htm>.

Читать  статью / Read more