Оценка показателей эффективности деятельности научных школ в педагогическом университете
Evaluating performance indicators of scientific schools in the pedagogical university

Summary/Abstract: Introduction. The authors investigate interrelated problems including the motivation of young people for involvement in scientific and research activities, on the one hand, and changes in scientific traditions of educational or scientific institutions determined by modern trends, on the other hand. The purpose of this article is to evaluate the performance indicators of scientific schools at the pedagogical university, to identify the most effective criteria for evaluating the performance of scientific schools. Materials and Methods. The research is based on the theoretical foundations of science studies, forming the idea of a scientific school as a formalized system of scientific views of the scientific community (M. G. Yaroshevsky, etc.). The article analyses the problem of performance indicators for scientific schools with the main focus on Bashkir State Pedagogical University named after M. Akmulla. The sample included 12 scientific schools in the fields of humanities and natural sciences. In the article, we considered such qualimetric indicators of the effectiveness of scientific schools as the number of published monographs, research articles and defended dissertations. Results. We found that in 2018-2022 the publication efficiency of the academic staff at the Bashkir State Pedagogical University named after M. Akmulla increased, but this criterion was unstable with the publication efficiency of scientific schools. Data analysis shows that the main performance indicators do not demonstrate stability – a steady increase or decrease. The development of the scientific school determines the mechanism of accumulation of effectiveness for each indicator for several years, which is determined both by internal factors (the system of encouraging academic staff based on the results of research activities; increase in number of young researchers: master’s and doctoral students) and external ones. Thus, we found that the most effective criterion for assessing the activities of scientific schools is evaluating a set of qualimetric indicators, as well as evaluating external factors including changes in the rules of dissertation councils, in scientific publications ratings, in the system of grant support for research activities, etc. Conclusions. In conclusion, the authors summarize the results of evaluating the performance indicators for scientific schools at the pedagogical University, emphasizing the most effective assessment criteria.

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