INTERNATIONAL JOURNAL OF ENVIRONMENTAL & SCIENCE EDUCATION 2016, VOL. 11, NO. 18, 12167-12182 OPEN ACCESS Evaluation of the Effectiveness of Management Development Institutions of Higher Education on the Basis of the Factor and Criterion Model Nail N. Badrtdinova and Daniil V. Gorobetsb aKazan (Volga region) Federal University, Kazan, RUSSIA; bV. I. Vernadsky Crimean Federal University, Yalta, RUSSIA ABSTRACT The relevance of the investigated problem is conditioned by absence of the single approach to the common criteria and mechanisms of a pedagogical educational establishment’s assessment; the current assessment principles of planning and management are out-of-date. The aim of this article is to analyze theoretical approaches and concepts of management efficiency; to develop an assessment model to identify management efficiency of an educational establishment of pedagogical profile of higher education on the basis of the distinguished parameters, factors and criteria. This model was implemented in 6 universities of Russia and involved the participation of 212 teachers and 680 students. The main methods of our research are: theoretical analysis of scientific literature in area of philosophy, psychology, pedagogics and management to determine the concept “Management of a pedagogical institution of higher education”; designing a factor-criterion model, which would allow to consider this problem as a complex concept and assess the management efficiency of an educational establishment of pedagogical profile of higher education. The concepts (target, system, balance of interests, functional, compositional) and approaches (integral, level, time) of management efficiency assessment are analyzed in the article. Two groups of parameters of management efficiency of a higher educational establishment are distinguished. The first group includes parameters that characterize activity of an institution of higher education: economic efficiency, social efficiency, quality of education. In the second group, parameters that characterize management are included: orientation on innovations, human resources policy, and management system. These parameters embrace all aspects of an educational establishment activity and were chosen as the basis of factor-criterion model of management efficiency assessment of an educational establishment of pedagogical profile of higher education. Selected parameters in this model are specified by factors and criteria. The materials of the article present a practical value not only for educational establishments of pedagogical profile but also for the whole system of higher professional education. The presented factor-criterion model is a tool for assessing management efficiency of different educational establishments. KEYWORDS ARTICLE HISTORY Management, factor-criterion model, management Received 25 September 2016 efficiency assessment, parameters of management Revised 29 October 2016 efficiency of an institution of higher education Accepted 30 November 2016 CORRESPONDENCE Nail N. Badrtdinov [email protected] © 2016 Badrtdinov and Gorobets. Open Access terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/) apply. The license permits unrestricted use, distribution, and reproduction in any medium, on the condition that users give exact credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if they made any changes. 12168 N. N. BADRTDINOV AND D. V. GOROBETS Introduction Global challenges of the XXI century and changes in public-political life of Russia at the present stage has sharply raised the question of changing approaches to management of institutions of higher education. Among modern models of educational systems management, the most common are those that lead the institution to development, innovations. However, despite intensive study of management efficiency of educational institutions, the issue of educational institutions management today is mainly developed for secondary schools. The scientists have mainly focused on the study of certain issues of a comprehensive school management, a school head’s activities, planning work of the institution. Management of higher educational institutions as a socio- pedagogical system based on broad autonomy and democratic principles, where a personality ready for self-development and self-improvement is formed, have not found an adequate scientific justification and is based mainly on regulatory and instruction documents (Tsehmistrova & Fomenko, 2005; Ibragimov et al., 2016; Can, 2016; Shaidullina et al., 2015). Thus, fundamental ideas of educational institutions management can serve as the foundation for research on management of educational institutions of pedagogical profile of higher education. An educational institution of pedagogical profile, as well as any institution of higher education may be either in operational or in development mode; in operational mode management ensures the implementation of existing natioanl requirements and standards, and in development mode, management must ensure realizing of potential possibilities of educational institutions due to the implementation of innovations. Taking into account the research on the problem, we believe that management of educational institutions of pedagogical profile of higher education is a component of the whole activity of subjects of management of higher educational institutions. Management ensures continuous improvement of education quality, achievement of qualitatively new results by creating special organizational and pedagogical conditions and introducing modern management functions (Gorobets, 2014; Kashina et al., 2016; Masalimova et al., 2014). Management, as any other activity, requires a specific assessment algorithm to determine its efficiency. Analysis of current management efficiency assessment of educational institutions shows the diversity of these procedures. Management efficiency can be assessed according to such parameters as: quality of implementation of development programs; social tone of the subject of the process of development management; operational readiness of the subject of management to self-directed development; intensification of reflexivity of the subject of management; the sensibility of the subject to external management actions (Kondruh, 2003; Kamalova & Raykova, 2016). The analysis scheme of an educational environment as to identification and assessment problems on a university, faculty and department levels is designed (Konoplina, 2000; Gabdrakhmanova & Guseva, 2016). The criteria for management assessment in innovative educational institutions are: social tone of the subject (person, social group); practical readiness of innovative educational institutions (component, community, individual) to manage their development (self-development); the criterion of intensification; the criterion of improvement; the reflexivity of a subject; a subject’s susceptibility to external management actions; INTERNATIONAL JOURNAL OF ENVIRONMENTAL & SCIENCE EDUCATION 12169 implementation quality of development programs (Ostapenko, 2011). Recent trends in higher education require the theoretical understanding of different concepts and approaches to management efficiency assessment, identifying parameters, factors and criteria for the factor-criterion model of management efficiency assessment of educational pedagogical institutions of higher education. Methodological framework In the course of research we used theoretical analysis, generalization and systematization of foreign and domestic studies to determine the concept "management of pedagogical university". The basics of the factor-criterion model that allows us to consider the problem holistically and to assess the effectiveness of management of educational pedagogical institutions of higher education are the scientific approaches to management, such as: - system approach, the main principles of which are interaction and interdependence of all components, openness, integrity, integrations, purposefulness, interdependence, controllability; - process approach, which considers management as a hierarchy, operations, subordination of individual interest, enthusiasm, team spirit, interrelation of different management functions; - activity approach, which allows us to consider management efficiency as focused on personality development, implementation of individual and group forms of work, optimal combination of external assessment with self-control and self-assessment; - reflexive approach that allows management efficiency assessment to focus on self-determination of the educational institutions development, on collaboration, feedback, external environment, structured tasks and content of management, on initiatives and individual responsibility. Results The concept of "management efficiency" have not yet received a clear definition and interpretation, neither in scientific literature nor in the practice of management. In the scientific management literature, there are attempts to divide the concepts of "management performance " and "management efficiency". The management performance is understood as a focus on creating products or services that can satisfy certain needs, to achieve outcomes appropriate for stated objectives of management. In this sense, the concept of "management performance» is a result, effect, which a subject of management reaches influencing an object of management. The concept "management efficiency" is connected with difference of the terms "effect" and "efficiency". An effect is an outcome of activities, and efficiency is characterized by the ratio of the effect to the cost of resources that provide the effect (result). The application of these qualitative dependencies for quantitative assessment of management effectiveness are hindered by a number of circumstances connected with the concept of "efficiency" (Bukina, 2006): 1) a problem of evaluating a huge number of social and production-economic results that cannot be measured with a single measurement tool; 12170 N. N. BADRTDINOV AND D. V. GOROBETS 2) it is difficult to attribute the obtained results to a particular subject of management or a type of management, it is practically impossible to divide them between individual subjects of management and management influences. 3) it is necessary to take into account the time factor, as many management activities have a prolonged effect after that is connected with human psychology, with a gradual change in their behaviour; 4) it is improper to consider the results of management processes to be the results of management activities only, as most activities are carried out not only by leaders, but by the whole team. A significant number of definitions of management efficiency indicates that the authors apply different concepts and approaches. Let us take a closer look (Zhuravlev et al., 2004). The target concept of management efficiency reflects purposefulness and rationality of the organization. According to this concept, the organization aims at achieving certain goals, and management efficiency describes the degree to which goals are achieved. According to this concept, management efficiency has a specific name - management performance. The following parameters are used: the amount of services provided, the market share of the organization, the range of services, the quality of services etc. The system concept of takes account both internal factors and external environmental factors, and management efficiency characterizes the degree to which an organization is adapted to external environment. This concept is based on two important positions: 1) the survival of the organization depends on its ability to adapt to environmental demands; 2) a full cycle of "input - process - output" needs to be the center of management attention. The concept of management efficiency "balance of interests" is based on satisfying expectations, hopes, needs, and interests of all parties and groups that interact in the organization and with the organization and management efficiency is characterized by the degree to which the balance of interests of all stakeholders of the organization is achieved. Important ideas of the concept are: - each person and each group in the organization trusts that the organization will stand for their interests; - the organization is effective when it satisfies interests of a group or a person who control the most important work site or resource at the moment. The function concept of management efficiency considers management from the point of view of work organization and management staff functioning; management efficiency is characterized by comparison of results and expenses for a management system. The following parameters measure the outcome of management work: reducing complexity of managerial work; reducing the management staff; reducing the processing time; reducing the working time of managers; reducing the managerial personnel turnover etc. The compositional concept of management efficiency determines management efficiency by the degree to which managers influence the whole performance of an organization. The performance parameters are: productivity, product cost reduction, profit and sales growth, the efficiency of management apparatus and the like. INTERNATIONAL JOURNAL OF ENVIRONMENTAL & SCIENCE EDUCATION 12171 Along with the above concepts, the theory and practice of management has developed three most common approaches to evaluating management effectiveness: integrated, level and time. The integrated approach to management efficiency assessment is based on the synthetic (integral) index, which covers a number of separate management parameters. This approach has emerged as one of the options to overcome inadequate attempts to reflect multi-faceted management efficiency in general. The basic formula for calculating the synthetic index of management efficiency (W) has the following form: W = f (P1 + P2 + P3 + Pn), where P1 ... Pn - separate management efficiency parameters. The level approach to management efficiency assessment identifies three levels of performance: 1) individual; 2) group; 3) institutional: it also describes related factors that affect each of them. Management efficiency in this case is formed as an integrated result of individual, group and organizational performance based on synergistic effect. The time approach to management efficiency assessment identifies short-, medium-, and long-term periods; for each period there are specific criteria for management efficiency assessment. The main task of management within this approach is an organization's ability to maintain its position within the environment. It should be noted that in the conditions of market economy and competition an important general criterion for management efficiency assessment is a company’s competitiveness, which can be determined by its rating, a parameter, characterizing its place among other companies. A high rating (and its growth) reflects a high level (growth) of an organization’s management efficiency. Our attention was drawn to the approach, which was presented in the monograph "Management of a higher educational institution in the conditions of innovative economy" (Asaul & Karupov, 2007). According to this approach, the management efficiency of a higher educational establishment includes three groups of parameters: - parameters of a higher educational institution’s activity; - parameters reflecting dependencies between controlled and controlling systems; - parameters that characterize the management system itself. These parameters in turn are divided into more specific ones, giving an opportunity to cover all aspects of an institution’s activities. The given approach and the essential content of the concept "management" allows us to identify parameters of management efficiency assessment in pedagogical educational institutions of higher education. Taking into account that parameters of management efficiency assessment in pedagogical institutions of higher education should reflect both a higher educational institution’s activities and the system of management with all its components, we can define two groups of parameters of management efficiency of pedagogical institutions of higher education: - parameters characterizing an educational institution’s activities; - parameters characterizing the management system of a pedagogical university. The components of the first group are the following: economic efficiency; social efficiency; the quality of education. 12172 N. N. BADRTDINOV AND D. V. GOROBETS The second group of parameters consists of the following components: innovative orientation; human resources policy; the system of management. These parameters are to be assessed according to the factors and criteria that are selected based on the concept of “management of educational institutions of pedagogical profile of higher education". They are shown in figure 1. Figure 1. Parameters of management efficiency in the educational institution Presented parameters cover all the management activities of a higher education institution. The basis for the factor-criterion model of the management efficiency assessment of an educational institution, which is given in Table 1, is Basic qualitative models of activities (Elnikova, 2004). INTERNATIONAL JOURNAL OF ENVIRONMENTAL & SCIENCE EDUCATION 12173 The main objective of the model is to develop a common approach to the assessment of management efficiency at various stages of institutions of pedagogical profile of higher education activities. Table 1. Faktorno-criteria evaluation model development management of the educational institution of higher education pedagogichekogo Profile The "cost-effectiveness" Factors Criteria 1 Allocation of funds for innovative projects 2 Funding for scientific research and experimental activities Costs for university development 3 Allocation of funds for the development of fixed assets 4 The allocation of funds for social programs 1 Profit from the sale of educational services 2 Off-budget financing target programs The use of extra- budgetary funds 3 Repairs 4 Addition of fixed assets 1 Create automated robochem places management team 2 Create automated robochem places teachers Upgrading jobs 3 Creation of conditions for distance learning students 4 Conversion of classrooms and laboratories 1 Total volumes (per student) 2 Provision of textbooks and manuals The development of the library collection 3 Security program over literature and digital educational resources 4 Development of didactic and methodological foundations Promote and encourage experimental activities of teachers and 1 students The costs of social 2 Bonuses gifted students programs 3 The cost of creating safe working conditions and training 4 The cost of rehabilitation of teachers and students The "social efficiency" Factors Criteria 1 Meet the public demand for new skills 2 Meeting the demand of the population in educational services Meeting the social needs of society 3 Meeting the needs of employers in high-quality graduates 4 Orientation of education to world standards Orientation activities of the university to the social transformation Introduction to the 1 of society work of social innovation 2 Establishing links with NGOs 12174 N. 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GOROBETS 3 Public involvement in the sponsorship Participation of non-governmental organizations in addressing the 4 problems of education in government 1 Employment of graduates in the specialty 2 Zaprasy on employment of graduates The competitiveness of graduates 3 Invitation to undergraduates supervised practice, work 4 Orientation of graduates at higher education level Coordination of collective activity through dіalog and 1 understanding Ensuring comfort in 2 Maintenance and support positive psychological climate an educational Provision of social protection, preservation and strengthening of institution 3 health of students and staff Creating the conditions for the productive activities of the 4 collective of teachers and students The effectiveness of image attributes (logo, logo, anthem, 1 newspaper, etc.) The image and 2 Increasing university ranking among the population competitiveness of Formation of positive public opinion about the activities of the the university 3 university Refocusing public opinion with the traditional vision of education 4 in the modern The "quality of education" Factors Criteria The gradual transition from the accumulation of knowledge 1 amount to mastering skills of self-educational activity The growth of high- 2 Maturity of life competences of students quality performance 3 Increasing the degree of self-determination of graduates 4 Orientation of educational content on the students' needs Knowledge of modern education theory and legislative and 1 regulatory knowledge Pedagogical Organizational and technological, diagnostic and prognostic, 2 leadership civic control and correcting skills education students 3 Persistent socially significant motivation 4 The ability of graduates to adapt to the surrounding environment Positive dynamics vzaimosootvetstviya processes of teaching and 1 learning Increased self- 2 Availability temple educational success of students level participants in the The positive development of the abilities of students and teachers educational process 3 in the educational process 4 Permanent desire for self-realization and self-improvement The optimum ratio of external motivation to development and 1 self-motivation Motivation of 2 The ability to steriotipy in activity educational and creative activities 3 Vision novih opportunities for university development Orientation of students and teachers on the achievements and 4 success INTERNATIONAL JOURNAL OF ENVIRONMENTAL & SCIENCE EDUCATION 12175 1 Flow indicators of educational and research activities 2 The final performance of graduate training The effectiveness of educational activities 3 The level of achievement of education standards Participation of teachers and students in conferences and 4 seminars on the issue of the development of education The "innovation-oriented" Factors Criteria The implementation of the main directions of the State program 1 of development of Russian education in the twenty-first century Ensuring the Execution of documents regulating the state policy in the field of 2 implementation of education modern public The availability and effectiveness of the development program of 3 education policy the educational institution Development and implementation of targeted programs and 4 innovative projects Taking into account regional needs for network specialty and 1 The organization of educational institution plan educational process Participation of teachers and students in regional programs of 2 in view of the education development regional program of Participation of teachers and students in the development of development of 3 innovative projects in the region education 4 Organization and career guidance for young people Perception and acceptance of feelings and needs of others in the 1 The ability to quickly dynamics and changes adapt to the new, The ability to adapt their own behavior and actions according to 2 both inside and the needs and feelings of others outside the The ability to define and organize the establishment of effective educational 3 communication institution 4 Implementation of new student learning and education technology 1 Creating a self-government system The introduction of self-technology on the basis of humanization 2 and democratization principles Self-organization Participation of public organizations of the university in the 3 development and strategy of the organization Establishing partnerskih relations with self-government bodies of 4 other educational institutions 1 Development of reflexivity students, teachers, administration Participation of teachers and students in summarizing the work of 2 Focusing on reflexive the university, faculty, departments control The ability to study and understand the other person, the ability 3 to accept his point of view and look at yourself from his position 4 Using reflective approach in the educational process The "human resources policy" Factors Criteria Knowledge and use in the practice of modern theories of learning, The methodological 1 training, management; theoretical conceptual legislative and and technological normative acts on education readiness The ability to acquire new knowledge in domestic and foreign management 2 experience 12176 N. 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GOROBETS Understanding the psychological and educational nature and 3 regularities of the processes of training, youth education and development Possession of methods of social and educational research, 4 including diagnosis and prognosis Creation and development of an organizational culture focused on 1 people (cultural identity) Development of information culture of all participants in the The development of 2 educational process organizational Limbo, support and development of the educational institution (corporate) culture 3 traditions Support and development of individual vision problems of the 4 educational process and its focus on socially important goals Creating a system of continuous education of teachers on the basis 1 of their requests Creating a system of rewards teachers who develop and use in the Providing 2 educational process of the author courses and electives professional Establishment and development of external relations with other development 3 educational institutions, scientific and scientific-methodical pedkadrov center Creating the conditions for research and experimental work of 4 teachers Involvement of researchers and teachers of other higher 1 educational institutions The qualitative 2 The qualification level of teaching staff composition of staff 3 The organization works with young teachers 4 The optimality of teachers teaching load 1 The ability to nurture life through communication enegriyu Energy and the 2 The ability to accept failure and to recover quickly ability to handle stress 3 The ability to easily switch to different people and different topics 4 The ability to remain active in critical situations The "System Control" Factors Criteria Compliance management system to modern legal and conceptual 1 documents in the field of education The presence of the 2 Strategic orientation of management university Availability of target programs in the management of the management system 3 educational institution 4 The use of administrative innovations 1 Designed by local acts in various areas of innovation 2 Compliance with regulatory requirements of local acts Documentary software changes 3 Culture paperwork 4 Using local acts in the university management practice Maintenance of administrative activity of each member of the 1 monitoring of administration Information Support 2 The effectiveness of the educational institution monitoring system