22 SES 16 C, Reflection and Mobility of knowledge
The article analyzes the internal organizational motives and external incentives for the implementation of the principles and mechanisms of project management in the activities of educational organizations operating in the educational space of the Russian Federation. The article describes the results of the study of the readiness of heads of Russian educational organizations to implement the ideology of project management. The article presents the process of implementation of the national project "Education"as a context of implementation of project management ideas. The methodological basis of the study of internal organizational prerequisites of project management in education in the article selected the provisions of the methodology of knowledge management, presented in The works of K. Viig. K. North, F. Bekler. The authors consider the theory of "the strength of weak ties" actualized by M. Granovetter to be an adequate theory to substantiate the process of educational organization development. The most relevant concepts of the construction of management mechanisms in educational institutions, implementing the principles and mechanisms of project management in the article the organizational model of "circular associations" by R. L. Ackoff and "multiatomic organizations" D. Garaudy. Among the main results of the research of managers ' readiness to work within the framework of project management ideology, described in the article, "strong" and "weak" knowledge of University managers are highlighted. 268 respondents were interviewed. Analysis of primary questionnaire data was carried out with the help of mathematical statistics univariate, bivariate descriptive analysis, the obtained results are processed using regression, factorial analysis of sociological data using computer software packages SPSS, Microsoft Office. "Weak" knowledge is presented as competence deficits of administrators, to overcome which the article proposes a model of additional professional training program based on the use of modern gaming technologies. he research question in the article is formulated as follows: are the heads of universities ready to work in the context of the implementation of the ideology of project management of educational systems and organizations?
The methodological basis of the study selected the provisions of the methodology of knowledge management, presented in The works of K. Viig. K. Sever, F. Becker. The authors consider the theory of "strength of weak ties"actualized by M. Granovetter to be an adequate theory of substantiation of the process of development of educational organization. The most relevant concepts of building management mechanisms in educational institutions, implementing the principles and mechanisms of project management the article considers the organizational models of "circular associations" By R. L. Akoff and "multi-atomic organizations" by D. Garaudi. The analysis of primary personal data was carried out with the help of mathematical statistics of one-dimensional, two-dimensional descriptive analysis, the results were processed using regression, factor analysis of sociological data using computer software packages.
Thus, on the basis of the obtained results, it was possible to identify the motives for the emergence of "Wake" knowledge of University managers, to correlate this knowledge with the subject and content of additional professional programs, training on which should contribute to the transformation of" Wake "knowledge into" strong", and the development of professional interactions of managers on a project-functional basis could be correlated with the identified "strong" knowledge of University managers, which will allow to form project teams on the basis of "strong" knowledge, both on the internal and network basis, inter-University based. Thus, on the basis of the results obtained, it is possible to identify the motives for the emergence of "weak" knowledge of University leaders, to correlate this knowledge with the theme and content of additional professional programs, training on which should contribute to the transformation of "weak" knowledge into "strong", and the development of professional interaction of project managers-a functional feature can be correlated with the identified "strong" knowledge of University leaders, which will allow to form project groups on the basis of "strong" knowledge, both internally and on a network basis, on an interuniversity basis. University leaders expect that the implementation of project management will increase the level of motivation of the team to management and change the nature of organizational development, but will worsen the basic and peripheral intra-organizational processes.
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