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Recommendations about increase of organizational productivity of universities at entry in the international educational alliance

Stratification of target consumers

The university business model can be improved in various directions according to its basic elements to which, according to the base model Ostervaldera-Pine described in item 1.3, concern: target groups of consumers; the valuable offer; advancement channels; technology of client relations; streams of incomes; key resources; key processes; key partners; a composition of costs.

Let's illustrate studying of basic elements of business model of university on an example of studying of target groups of consumers. For these purposes the experiment including questioning of potential consumers of the international educational programs has been made. Experiment lasted almost 5 years and included questioning of various groups of target consumers from different groups and the different countries. Questioning was conducted at the international educational exhibitions «Formation abroad», the list and a place which realisation, and also quantity of respondents are resulted in tab. 3.3.

Table 3.3 - Respondents - participants of the international exhibitions

Month / Year The country City The name of the international educational exhibition Kol-in respond.
1 January 2012 Kazakhstan Almaty AKIEF "Formation abroad" 23
2 January 2012 Kazakhstan Astana AKIEF "Formation abroad" 19
3 February 2012 Ukraine Kiev SI "Formation abroad" 21
4 February

2012

Russia Kazan SI "Formation abroad" 24
5 February

2012

Russia Rostov-on -

To Don

SI "Formation abroad" 18
6 February

2012

Russia Krasnodar SI "Formation abroad" 16
7 March

2012

Russia Vladivosto

To

SI "Formation abroad" 21
8 March

2012

Russia Khabarovsk SI "Formation abroad" 12
9 April 2012 Russia Yakutsk SI "Formation abroad" 15
10 October 2012 Russia Vladivosto

To

SI "Formation abroad" 18
11 October

2012

Russia Khabarovsk SI "Formation abroad" 15
12 January 2013 Kazakhstan Almaty AKIEF "Formation abroad" 21
13 January 2013 Kazakhstan Astana AKIEF "Formation abroad" 52
14 February 2013 Ukraine Kiev SI "Formation abroad" 36

Month / Year The country City The name of the international educational exhibition Kol-in respond.
15 February

2013

Russia Kazan SI "Formation abroad" 23
16 February

2013

Russia Rostov-on -

To Don

SI "Formation abroad" 33
17 February

2013

Russia Krasnodar SI "Formation abroad" 18
18 March

2013

Russia Vladivosto

To

SI "Formation abroad" 12
19 March

2013

Russia Khabarovsk SI "Formation abroad" 16
20 April 2013 Russia Yakutsk SI "Formation abroad" 15
21 October 2013 Russia Vladivosto

To

SI "Formation abroad" 15
22 October

2013

Russia Khabarovsk SI "Formation abroad" 25
23 October

2013

Ukraine Kiev SI "Formation abroad" 19
24 November 2013 Ukraine Kharkov Eruditus "Formation abroad" 21
25 March

2014

Russia Novosibirs

To

SI "Formation abroad" 15
26 March

2014

Russia Tomsk SI "Formation abroad" 17
27 September

2014

Kazakhstan Almaty SRT "Formation abroad" 25
28 October 2014 Azerbajdzha n Baku SRT "Formation abroad" 28
29 October

2014

Romania Bucharest SRT "Formation abroad" 21
30 November 2014 Russia Sochi International exhibition SI "Formation abroad" 14
31 January 2015 Kazakhstan Almaty AKIEF 2012 "

Formation abroad "

25
32 January 2015 Kazakhstan Astana AKIEF 2012 "

Formation abroad "

21
33 February 2015 Russia Novosibirs

To

SI "Formation abroad" 16
34 February

2015

Romania Bucharest WEF "Formation abroad" 21
35 February

2015

Bulgaria Sofia WEF "Formation abroad" 18
36 October 2015 Russia Khabarovsk SI "Formation for 24

Month / Year The country City The name of the international educational exhibition Kol-in respond.
Boundary "
37 January 2016 Kazakhstan Almaty AKIEF "Formation abroad" 20
38 October 2016 Russia Vladivosto

To

SI "Formation abroad" 19
TOTAL 792

From table 3.3 it is visible, that the greatest number of the international educational exhibitions passed in different cities of Russia, therefore the greatest number of respondents also there were Russian citizens.

Distribution of respondents on camps is shown in tab. 3.4 and on fig. 3.5.

Table 3.4 Distribution of respondents on the countries

The country Kol-in

Respondents

1 Russia 437
2 Kazakhstan 206
3 Ukraine 61
4 Romania 42
5 Azerbaijan 28
6 Bulgaria 18

The important role for research objectives was played by an accessory of respondents to various regions of Russia, Near and far abroad, therefore stratification of respondents on the countries has appeared insufficient, therefore we have broken the Russian respondents into 4 territorial groups: Primorye Territory, Khabarovsk territory, Yakutia and the European part of the Russian Federation (tab. 3.5, fig. 3.5).

Fig. 3.5 Distribution of respondents on the countries

Such distribution is required to us further at an estimation of activity of one of universities of Primorye Territory - VGUES.

Table 3.5 Distribution of respondents on regions

Region Foreheads %
Primorye Territory 98 12,37
Khabarovsk territory 95 11,99
Yakutia 30 3,79
Ukraine 97 12,25
Kazakhstan 206 26,01
Azerbaijan 28 3,54
The European part of the Russian Federation 178 22,47
The far abroad 60 7,58
Total: 792 100

Distribution of respondents on regions of Russia, the countries of Near and far Abroad

Fig. 3.6 Distribution of respondents on regions of Russia, the countries of Near and far Abroad

The regional cut has shown the big interest to the international programs along with Russians of inhabitants of Kazakhstan and Ukraine.

Further we had been made stratification of respondents on polovozrastnym to groups (tab. 3.6, fig. 3.7 and fig. 3.8).

Fig. 3.7 Distribution of respondents on polo-age categories

Table 3.6 Distribution of respondents on polo-age categories

Age categories Women Men In total
Foreheads % Foreheads % Foreheads %
To 18 234 39,88 104 50,88 338 42,73
18-22 212 36,20 47 22,81 259 32,73
23-30 72 12,27 18 8,77 90 11,36
31-50 65 11,04 32 15,79 97 12,27
51 + 4 0,61 4 1,75 8 0,91
Total 587 100 205 100 792 100

Fig. 3.8 Distribution of respondents on age

Table 3.6 and fig. 3.7 and 3.8 show, that interest to the international programs almost in 3 times is shown by women (girl) - more than 70 %, rather than men is more often, thus the international educational trajectory causes the basic interest in respondents aged till 23 years (more than 55 %).

Further us the occupation from the point of view of possibility of a choice of the international program, thus the given term interested, is possible not absolutely correct, however it reflects a role and an essence of the respondent (tab. 3.7, fig. 3.9).

Table 3.7 Distribution of respondents on an occupation

Occupation Foreheads %
The pupil 360 45,45
The student 250 32,27
The parent 74 8,65
The representative rekrutingovogo agencies 50 6,36
The representative of an educational institution 58 7,27
Total: 792 100

Distribution of respondents on an occupation

Fig. 3.9 Distribution of respondents on an occupation

The analysis of tab. 3.7 and fig. 3.9 allows to conclude, that the basic visitors of the international exhibitions are pupils of schools (45 %), and students (32 %). A little the information that parents make only 8 % of all visitors of the international educational exhibitions was unexpected. The least share of participants is made by workers of high schools (7 %) and agents (6 %).

Let's pass to the description of opinions of respondents on various questions of the questionnaire resulted in the Appendix 6. Opinions of respondents on the training country are reflected in tab. 3.8 and on fig. 3.10.

Table 3.8 and fig. 3.10 show us unanimous opinion of the majority of respondents-women concerning importance of the country of training. About the same answers have been received and from men (tab. 3.8 and fig. 3.11).

Whether table 3.8 Distribution of answers of women to a question «you share opinion what the training country plays the basic role in the HIGH SCHOOL choice?», depending on an occupation

Variants

The answer

Occupation Total
Pupils Students Parents Agents High schools
Foreheads % Foreheads % Foreheads % Foreheads % Foreheads % Foreheads %
Unconditionally yes 66 27,62 78 60,00 32 64,00 14 46,67 17 44,74 207 35,2
Without delay yes 100 41,84 31 23,84 114 28,00 16 53,33 11 28,95 272 46,34
Without delay is not present 22 9,21 11 8,47 2 4,00 0 0 7 18,42 42 7,16
Unconditionally is not present 11 4,60 8 6,15 1 2,00 0 0 2 5,26 22 3,75
I am hindered 40 16,73 2 1,54 1 2,00 0 0 1 2,63 44 7,50
Total: 239 100 130 100 150 100 30 100 38 100 587 100

Fig. of 3.11 Opinions of respondents-women concerning importance of the country of training

Whether table 3.9 Distribution of answers of men to a question «you share opinion what the training country plays the basic role in the HIGH SCHOOL choice?», depending on an occupation

Variants

The answer

Occupation The general result
The pupil The student

HIGH SCHOOL

The parent Agents High schools
Foreheads % che l % Foreheads % Foreheads % Foreheads % Foreheads %
Unconditionally

Yes

31 43 41 48,2 11 35,5 7 77,8 3 37,5 93 45,37
Without delay yes 27 37,5 34 40 9 29 2 22,2 3 37,5 75 36,59
Without delay is not present 5 6,9 3 3,5 1 3,2 0 0 0 0 9 4,39
Unconditionally is not present 2 2,8 5 5,9 3 9,7 0 0 0 0 10 4,88
I am hindered

To answer

7 9.8 2 2,4 7 22,6 0 0 2 25 18 8,77
Total: 72 100 85 100 31 100 9 100 8 100 205 100

However at answers respondents-men were more categorical.

Fig. of 3.12 Opinions of respondents-men concerning importance of the country of training

Whether table 3.10 Distribution of answers of respondents to a question «Plays the training country the basic role in the HIGH SCHOOL choice» depending on region

Answer variant Region The general result
Primorye Territory Khabarovsk territory Yakutia Ukraine Kazakhstan Azerbajdzh

an

The European part of the Russian Federation The far abroad
Foreheads % Foreheads % Foreheads % Foreheads % Foreheads % Foreheads % Foreheads % Foreheads % Foreheads %
Unconditionally yes 29 29,6 42 44,2 11 36,7 45 46,4 112 54,4 11 39,4 117 65,7 27 45,0 394 49,6
Without delay yes 43 43,8 34 35,7 12 40,0 30 30,9 64 31,1 9 32,2 46 25,9 21 35,0 259 32,6
Without delay is not present 22 22,5 11 11,6 4 13,3 0 0 4 1,9 2 7,1 5 2,8 2 3,3 50 6,3
Unconditionally is not present 3 3,1 3 3,2 0 0 0 0 6 2,9 2 7,1 6 3,3 1 1,7 21 2,9
I am hindered to answer 1 1,0 5 5,3 3 10 22 22,7 20 9,7 4 14,2 4 2,3 9 15,0 68 8,6
Total: 98 100 95 100 30 100 97 100 206 100 28 100 178 100 60 100 792 100

Apparently from fig. 3 and tables 3, there is a set of alternatives of activity of university in a direction of satisfaction of target groups of consumers by updating of the valuable offer.

One of the most important strategic directions of activity is, according to the author, integration of the Russian and foreign programs for the purpose of reception of "double" diplomas.

As an example we choose integration of educational programs VGUES with joint international educational program of training at the International school of hotel management MTTTGM realised on the basis of the agreement between VGUES and PIHMS (Pacific International Hotel Management School - Pacific school of hotel management). In this case it is a question of integration of two curricula of preparation of bachelors in directions "Management" and «Hotel business» (as the closest under the contents) with the curriculum of international program ВГУЭС-PIHMS.

The given procedure is actual for those students who are trained simultaneously on two programs - the international program VGUES - PIHMS and basic educational program VGUES and has for an object to define, what of disciplines of the curriculum Management (Hotel business) can be perezachteny in full or in part on the basis of the knowledge received by the student at training on the international program.

Training is focused on transfer of knowledge and sharpening of the skills necessary for satisfaction for requests, connected with working out, the edition and distribution of the international standards.

Certain advantages before Russian in following directions have the majority of the international programs:

- Carrying over of accent from the in detail-disciplinary and substantial party on the competence and expected results of educational process;

- Attraction to revealing of the general and special kompetentsy is most strategic perspective employers and social partners (professional associations and associations);

- Harmonisation with universal structure of qualifications of the European space of higher education;

- Use of the modular organisation of educational programs;

- Orientation strengthening on diagnostics of achievements of students and graduates;

- Significant expansion of academic freedom of high schools concerning "selection" of the contents of formation.

All aforesaid allows to assert, that simultaneous development of the Russian and international program increases competitiveness of the graduate at the expense of conformity to the international standards.

Further it is necessary to make obligatory training in English, that looks exigeant for our country. However with allowance for last currents in a Russian education the first steps are already done. Following to the fifth item of the Bolonsky declaration Means: «Increase of mobility of students, teachers and is administrative - administrative staff (in an ideal, each student should conduct not less a semestre in other high school, it is desirable abroad)» [122].

Experience of teaching of economic disciplines in English is essential advancement of the faculty and can promote exit VGUES in the international educational space. Thus there is a lecturing possibility in English for foreign students and magistrantov, and also to increase zajavochnoj activity on the international grants and competitions.

Professional the competence which were acquired by teachers and tutors, having passed training in PIHMS, essentially increase quality

Educational process and competitiveness of graduates MTTTGM on the international labour market.

The innovative educational technology operatsionnoyotehnologicheskogo the immersings, based on creation institutsionalnyh business units - educational restaurant and educational hotel, creates creation precedent at university of educational business units and essentially supports project PSR "VGUES-CITY".

Main principles of integration of educational programs VGUES with joint program ВГУЭС-PIHMS is the following.

Principle of substantial conformity - the contents of disciplines of the Russian and joint program should be identical as a whole.

The principle of "an educational nucleus» consists that the quantity of "dual" disciplines in the integrated program should be not obligatory equally 100 %, thus there should not be less than 60 %.

Principle of reasonable sufficiency (neizbytochnosti) - the discipline contents («the quantity of knowledge» on which reoffset is possible, should be sufficient for its mastering of this discipline and make not less than 60 % (a divergence in the contents of "dual" disciplines should not exceed 40 %).

The principle of a priority of the joint international program consists that reoffset of "dual" disciplines is possible only in a direction from the international program to Russian and not on the contrary.

The equivalence principle consists that the estimation of the student on perezachityvaemoj to discipline of the Russian curriculum should be not below an estimation for equivalent discipline of the curriculum of the joint program.

Interchangeability principle - disciplines of the Russian and international curriculum not necessarily should have identical the name. To reoffset disciplines with the different name under condition of identical coincidence not less, than on 60 % can be accepted.

The principle of operational-technological immersing means work at educational restaurant or in educational hotel and allows perezachest on the basis of successful passage of modules «Restoranno-bar service» and «Service of number fund» all practical training and applied disciplines.

Principle of industrial adaptation - according to which exit experts of students within the limits of the joint program replace all experts provided by the Russian curriculum. It is necessary to notice thus, that duration of exit educational practice under the joint program (industrial adaptation) is equal 800 hours per year during the first and second grade level. In this connection we believe, that professional the competence, acquired by the student in an operating time in the hospitality industry, essentially supplement knowledge, abilities, skills and the competence, provided to development in the Russian curriculum.

Let's illustrate further application offered teoretikoyometodicheskogo the approach to creation of the international educational alliance on an example of the project of the International school of hotel management VGUES in which working out the author of the present work accepted direct sharing.

The project of creation of the international educational alliance

The idea of preparation of staff of hotel management at level of the international standards has arisen in 2010 in preddvere realisations of the Summit of Aziatskto-Pacific Region (ATES) in Vladivostok in 2012. To Vladivostok arrival of a considerable quantity of foreign visitors was expected, and building of two 5-stars hotels Hajjatt has been for this purpose planned. The quantity of attendants for these hotels roughly made 900 persons, a supplementary claim,
Besides professional skills and abilities, there was a knowledge of English language.

In reply to this inquiry of the market at the Vladivostok state university of economy and service (VGUES) the project of creation of the International school of hotel management (MTGM) has been developed and realised. The given project has been created in common with the strategic partner - Pacific international school of hotel management (Pacific International Hotel Management School - PIHMS) and is an example the international educational alliance.

The given project has been included by a university management in the program of strategic development VGUES for 2012-2015. In 2012 building of uchebno-laboratory-industrial base has begun, preparation of teaching and administrative shots for realisation of educational process has been conducted, and also was training process on joint international educational program is started.

As the customer of the project rector VGUES - Lazarev G. I acted, the first pro-rector - Geltser B.I. was the supervising pro-rector

In this project the unique praktiko-focused approach for the Russian higher education where the best foreign experience on the praktiko-focused training has been made use was realised. The project objective consisted in perfection and development of training of students by innovative techniques of operational-technological immersing by creation for each student of the system-organised developing space aimed at maintenance of an individualization educational and career-professional trajectories, focused on perspective requirements of a labour market for work in the hospitality industry.

Let's stay shortly on the substantial party of the project. As for a basis the educational model of the New Zealand partner has been accepted,
That all process of training should be organised according to it.

For project realisation it was necessary to start praktikoyoorientirovannuju the program in English, to construct educational hotel and restaurant, and to type students on the program during which time students should live in educational hotel, eat at educational restaurant and pass theoretical and practical training in English. The first semestre of training assumes fulfilment of all functions inherent in restaurant-hotel business, beginning from the visitor of hotel, the waiter, the barman, the cook. All is students do under the guidance of skilled teachers and tutors. In the second semestre students should leave to work on paid training (we named its first industrial adaptation) where they put the received knowledge into practice, working in departments restorannoyobarnogo service in four and five-stars hotels in Russia and abroad.

The second grade level (to be exact - the third semestre) assumes studying of the disciplines corresponding to work in departments of number fund, theoretical disciplines on economy and management are besides, studied. Upon termination of the third semestre and a passing examinations students leave on paid training (the second industrial adaptation) in departments of number fund of four-and five-stars hotels in Russia and abroad. Upon termination of the two-year-old period the Vladivostok party prepares appraisal sheets and other corresponding documents and transmits them in PIHMS.

The third year students finish in PIHMS in New Zealand, and after the next six-month practice on jobs after the termination receive the New Zealand bachelor's degree of hotel management that allows them to found a job successfully in the hospitality industry in New Zealand, in Russia or in any other country.

To students this program is interesting to that it gives knowledge and skills which allow them to be competitive on the international labour market and gives good possibilities of employment on a speciality in Russia and abroad as except the basic base knowledge, graduates receive skills in sphere of communications, managements of human resources, the finance, sales and marketing, and also knowledge of the modern theory and management practice. To parents interestingly guaranteed employment of children after the termination of the program and high prospects of career growth in Russia and abroad.

Project problems were formulated in the form of blocks of works on quarters with instructions of hierarchy of works and received results. Formulations of works and results were concrete, substantial; results were measured and confirmed.

Let's consider the given project in an identification context its business - of model and recommendations about its perfection.

According to the typology of business models offered in item 1.3 of the present work, given the project should be carried to 4 type of the business models, corresponding to 4 level international aljansosposobnosti. The basic criterion of reference is that in the given international alliance there is a basic partner (PIHMS) in which territory the program is accredited and which is issued by the diploma, and the supporting partner (VGUES) which incurs functions of teaching of disciplines of first two curriculums, and also responsibility for their conformity to the standards accepted in New Zealand.

However by more detailed consideration of business model, us it has been established, that the given project has also very big similarity to "open" business model, as during project realisation on party VGUES additional resources have been created (is constructed the restoranno-hotel complex, corresponding educational program requests), are filled the missing dynamic
Ability and the competence, namely: adaptation of curriculums for realisation of educational process in MTGM the Majority of staff, both teachers of theoretical disciplines, and tutors on practical modules is conducted, and also managers were trained also advanced training from two weeks about four months in PIHMS New Zealand. The rector, pro-rectors and the director of institute have studied organizational and technological features of educational technologies in PIHMS New Zealand and have carried out the analysis of the curriculum and its specificity, etc.). It allows to say all that project MTGM realised VGUES in an alliance with PIHMS, in bolshej to degree corresponds to 5 type business - of models on the offered typology though complete conformity while is not present.

Detailed elaboration of business model VGUES is resulted in table 3.1.

For revealing of missing elements we will conduct comparative poelementnyj the business model analysis VGUES - PIHMS with model 5 of level reference business - (table 3.11).

Table 3.11 Business - model of project ВГУЭС-PIHMS

The name of the block (module) of business model The contents
1 Key interested parties VGUES and PIHMS
2 Key processes Start and management international praktikoyoorientiruemoj programs on hotel management.
3 Key metrics Key indicators of efficiency and productivity
4 The unique valuable offer 1. For entrants and students: the international program of training giving knowledge and skills which are competitive on the international labour market and employment possibility on a speciality in Russia and abroad, as except the basic base knowledge, graduates received skills in sphere of communications, managements of human resources, the finance, sales and marketing, and also knowledge of the modern theory and management practice.

2. For parents: guaranteed employment of children after the termination


The name of the block (module) of business model The contents
Programs and high prospects of career growth in Russia and abroad.
5 Technology of client relations Popularisation of the program of training through realisation gastronomic mastrer -

Classes, excursions on the hotel

To restaurant complex, sharing in exit kejterengovyh actions.

7 Advancement channels For an exit on Russian and the foreign markets and attraction of students on program MSHGM

1. Has held meetings at schools of Primorski Krai.

2. Sharing in type-setting company VGUES.

3. Meetings with parents and entrants

4. Sharing in the international educational exhibitions in Vladivostok, Khabarovsk, Yakutsk and Beijing.

8 Groups of target consumers Entrants, students and their parents
9 Composition of costs 1. The salary to staff (to teachers

Theoretical disciplines, to tutors,

To managers).

2. The costs connected with residing,

A food and training of students.

3. Costs for training and advanced training Ш1С and managers MSHGM

4. Costs for advertising and program advancement

5. Costs for the contents of the training

Restoranno-hotel complex

10 Streams of incomes 1. Payment of training by students for the first and second year

2. Payment for hotel accommodation the first and second year

3. Payment for a food the first and second year

11 Used resources Material, non-material and personnel resources VGUES
12 Used abilities Dynamic abilities VGUES
13 Used key the competence Key competence VGUES
14 Created (filled) resources 1. Know-how PIHMS was used on

To the praktiko-focused program

Training.

2. Has been designed (with the help

The New Zealand party) also it is constructed unique, for the Russian market,

Hotel industrial practice

Complex - a hotel training model on 80 places about one and double placing,


The name of the block (module) of business model The contents
Equipped with necessary furniture and

The equipment according to requests of hotels of level of 4 stars.

15 Created (filled) dynamic abilities Ability to work in the international strategic alliance with the new command new programmamoj of training and new requests.
16 Created (filled) key the competence To all staff MTSHGM advanced training and training to English language on express rates have been conducted. The majority of staff as teachers of theoretical disciplines, tutors on practical modules and managers were trained also advanced training from two weeks about four months in PIHMS New Zealand.

From table 3.12 it is visible, that the majority of elements of business models are similar under the contents. However, there are two most essential distinctions: business model VGUES - PIHMS does not use such channel of advancement popular all over the world, as rekrutingovye agencies and agents that does not allow to carry out a high-grade set of students on the program. Second, not less important difference, is issue of one diploma though also foreign, that at present speaks the big difference in training programs between Russian and New Zealand universities.

Summing up to the aforesaid, it is possible to conclude, that program MSHGM ВГУЭС-PIHMS is one of several joint programs of training with foreign HIGH SCHOOLS in VGUES, and it could be carried not only to 4­му, but with the above-stated clause already to 5 level aljansosposobnosti. As recommendations about increase of level international aljansosposobnosti VGUES on realisation of the given project it is possible to recommend to adjust partner relations with rekrutingovymi agencies, both domestic, and foreign, and also to conduct organizational-methodical work by a mutual recognition of disciplines
And to combination of curricula for the purpose of realisation of possibility of issue of the double diploma - diploma VGUES and diploma PIHMS.

Table 3.12 - Comparative poelementnyj the business model analysis VGUES -

PIHMS with "open" business model 5 of level

The name of the block (module) of business model "Open" business model Business model

VGUES - PIHMS

1 Work which should be made (Job to be done) Recruiting of students on programs Attraction without sharing rekrutingovyh agencies
2 Key interested parties The Russian and foreign universities, students and entrants, parents, rekrutingovye agencies and agents, holders of private universities The Russian and foreign universities, students and entrants, parents
3 Key processes Educational and nauchnoyoissledovatelskaja activity Educational and nauchnoyoissledovatelskaja activity
4 Key metrics Key indicators of efficiency and productivity Key indicators of efficiency and productivity
5 The unique valuable offer n Programs of "double" diplomas The program with one foreign diploma
6 Technology of client relations

1,2...., n

Helps consume-telej, generation of ideas, visualisation, protoyotipirovanie, story-telling, scenarios Usual, without personification and special methods
7 Advancement channels n Rekrutingovye agencies and agents Usual vocational guidance at schools
8 Groups of target consumers

1,2...., n

Entrants, students and their parents Entrants, students and their parents
9 Composition of costs

1,2...., n

All possible costs necessary for creation, maintenance, realisation and service valuable All possible costs necessary for creation, maintenance, realisation and

The name of the block (module) of business model "Open" business model Business model

VGUES - PIHMS

Offers. Service of the valuable offer.
10 Streams of incomes

1,2...., n

Various methods of receipt of incomes (an offline and-or online) Various methods of receipt of incomes (an offline and-or online)
11 Used resources Material, non-material and personnel resources of the Russian universities Material, non-material and personnel resources VGUES
12 Used abilities Dynamic abilities of the Russian universities Dynamic abilities VGUES
13 Used key the competence Key the competence of the Russian universities Key competence VGUES
14 Created (filled) resources Material, non-material and personnel resources of foreign universities Non-material and personnel resources PIHMS
15 Created (filled) dynamic abilities Dynamic abilities of foreign universities Dynamic abilities PIHMS
16 Created (filled) key the competence Key the competence at the expense of foreign universities Key competence PIHMS
17 Result which should be reached (Outcome to be achived) The program should be completely realised and be finished issue of "double" diplomas. The New Zealand bachelor's degree of hotel management

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A source: Petrishchev Peter Vladimirovich. MANAGEMENT of INTEGRATION PROCESSES AT FORMATION of the INTERNATIONAL EDUCATIONAL ALLIANCES. The dissertation on competition of a scientific degree of a Cand.Econ.Sci. Vladivostok - 2018. 2018

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