the Teoretiko-methodical approach to management of integration of the organisation in the international educational alliance

The educational organisations in own way react to the global processes occurring in the world, therefore previously we will characterise their behaviour and the importance in a globalisation and internationalisation context.

The beginning of XXI century has delivered problems before the higher school, thereby demanding, «that the higher education had the international measurement: an exchange of knowledge, creation of interactive networks, mobility of teachers and pupils, the international research projects, along with the account national and cultural values and conditions» [18]. According to Kljachko T.L. and Krasnovoj G. A's opinions, «formation is one of the most important and growing sectors of economy, and influence of universities on economy of the countries and regions where they rasspolozheny, rather considerably and constantly grows». [56]. The Quality education defines competitiveness of the country in the world educational market. Many countries in the conditions of crisis use higher education, as a resource
Postcrisis improvement and stable economic growth »[8].

Internationalisation in formation leads to setting of partner relations between universities for the purpose of effective interaction in the international market, the international partnership (alliances) are original method of internationalisation.

Being a new economic phenomenon, the international educational alliances represent the new form of integration interaction of the educational organisations and reflect those changes which occur in international educational [95 environment. Globalisation for universities is expressed in integration into the uniform international educational space which consequence is free movement of the intellectual capital, creation of joint educational programs, and also other forms of partner interaction.

In aljansovyh mutual relations the basic processes correlate with country modernisation. According to Muscovite JU.A., «one of the most significant components of modernisation of the country can consider an education modernisation» and «education of the innovative person» [82, 83].

Further it is necessary to notice, that on strategy of universities in the international market essential influence renders the international educational space which, in turn, tests today on itself pressure of world globalisation [20]. Thus the governments of all countries come to a common opinion, that the modern model of formation should start with free trade rules in which basis lay ideology and strategy of transnational corporations [1 93].

For the further reasonings we will stay in more details on the basic terms "globalisation" and "internationalisation" which to the greatest degree define the integration processes occurring in the international educational market.

In spite of the fact that it is far not each educational organisation is international, however all of them pass through the same processes of globalisation therefore the educational organisations involuntarily become subjects or key agents of globalisation. The governments of many countries include in a spectrum of the strategic problems increase of the international mobility, paying attention on internationalisation of universities, their positioning in the world market and regular realisation of the benchmarking-analysis for the purpose of studying of experience of the best an expert.

In frontier territories it is especially notable, as students have possibility to choose not only domestic university, but also the frontier foreign. Many countries, especially in what English language is either state, or preferable to dialogue, place emphasis on the international mobility of students and teachers, placing emphasis on export of educational services, involving foreign students, incomes of which training give the powerful contribution to the country budget.

U.Tihler (Teichler U.), as well as many other things, asserts, that globalisation leads to a competition aggravation «for the markets of educational services, transnational formation and commercial transfer of knowledge» [272].

F.G.Albaha's point of view (Altbach Phrederick) [140] on creation of alliances in bolshej degrees is applicable to higher education. In the reasonings it costs on an item, that «globalisation needs to be considered as system of new economic, scientific and technological directions which directly concern higher education and which, in the majority, are inevitable». He believes In too time, that «internationalisation process includes a policy and programs of the academic systems and educational institutions (even departments and institutes), the governments, which purpose consists in showing resistance of globalisation and to use its possibilities» [2].

The scientists mentioning in the researches questions, concerning the international formation [43], practically equally look at process of "internationalisation" which, in their opinion, is «one of the major bases of an educational policy of the countries» [186]. Expansion and strengthening of the international cooperation concern its basic advantages »[203],« strengthening of innovative character of higher education »[1 99],« activization of student's mobility »and« activization of the academic mobility »[36, 200]« occurrence of the international quality standards »[273],« universalizatsija knowledge »[231],« increase in availability of higher education »[202],«, etc.

Thus they consider internationalisation by a basis of construction of strategic interactions between educational systems of the states, and also their representatives at which features of education systems of the different countries are considered. One of internationalisation consequences is the increase in the educational programs offered by universities in German, frantsuzkom and, to the greatest degree, in English languages. The quantity of the international programs in English steadily grows every year not only in the English-speaking countries, but also such countries, as Germany, France, China, etc. [207]. Training on a foreign language can be offered not only to foreign students, but also those who lives in the given country, but subsequently plans to find work or in the foreign company, or abroad, and also to have possibility to communicate with friends and colleagues from all world, including professional dialogue and scientific researches.

The association of the international formation (Association of International Education) propagandises availability of the international interaction to students of the different countries, even when they remain [137] in the country.

Forum «the European program of changes in higher education in XXI century» (Palermo, on September, 24-27th, 1997), the International program of UNESCO
«Training without borders» [109] and the World conference on the higher education, conducted by UNESCO on October, 9-14th, 1998 in Paris, show development of the higher school for XXI century and in cooperation with the governments of the different countries undertake concrete steps on development of higher education [65].

Coming back to internationalisation processes, it is possible to conduct the statement of J. Knight that «internationalisation in a sphere of education conducts to adjustment of partner relations between the educational organisations for effective interaction in the global market while alliances are original method of internationalisation» [84,209].

In a context of higher education internationalisation is represented as a method to increase the competitive items not only in the country, but also in the international educational space by development of strategic partnership [134]; «to give to the competence to graduates who are required on the international labour market» [144].

The university reflects this tendency thanks to cooperation with other institutes all over the world, influence of the researches which are conducted by staff, and growth of the international students, teachers and employees. It is necessary, that teaching and training reflected this reality, she should give the chance trained to participate in modern multicultural and global company. There are many methods in which the curriculum can be internationalised. Efforts of universities can and should lay in three planes: knowledge, abilities and relations. Therefore curriculums can be directed on development of knowledge of pupils (for example, about different cultures and companies), skills (for example, language skills) and relations (for example, intercultural awareness) [1 62].

The concept internationalisation has received following definition in works Betti Lisk (Betty Leask): «Internationalization of the educational
Programs is an activity in which result formation process, teaching methods, system otsenivanija, results of educational activity, and organizational elements of an education program acquire the international, intercultural and global measurement »[213].

For the national governments internationalisation opens additional possibilities, such, as development of international educational systems; preparation of the highly-skilled personnel having not only knowledge, but also kompetentsijami the future, etc. It also allows «to use investments into national system of higher education to increase national sharing in the international economy of knowledge and to receive additional revenues from sale of services of higher education in the world market» [167].

As an example of internationalisation of global educational space it is possible to result «the Global alliance of transnational formation» (GATE) [253] which is the international structure and unites higher educational establishments, the business organisations and the governmental structures, accreditations prosecuting by subjects, certifications and qualities of programs of the higher education which is conducted outside of the country.

Thus it is necessary to underline, that in an education sphere it is far not each university it is ready and agree merge or absorption, especially it is practically unreal within the limits of the international partnership. At the same time internal absorption and merges occur at the moment in Russia and as their initiator the state acts. According to the author, integration into the international educational alliance considerably increases chances of partners in a direction of attraction of foreign students, and also increases their competitiveness on domestic and the world market of educational services.

«The international alliances improve a communication of experience, knowledge, abilities, skills and the information, thus increase benefits of each participant
Alliance also give the chance to use competitive advantages of educational systems of participants of an alliance to distribution of risks between participants that increases return from investments into development of the human capital »[66].

The international market of services in an education sphere is «set of the educational services, which citizens of the different countries receive abroad and educational services which appear foreign establishments in home markets» [44]. It consists of several basic segments: a language course, school training, higher education, additional vocational training, etc. the Academic mobility participates in all these processes.

Researchers Vetrakova JU.V, Polozhentseva J.S., Klevtsova M. G believe, that c the help of programs of the academic mobility students, teachers and researchers have an opportunity sharing in qualitative educational and research programs and come back in the country with new knowledge. Popularisation and advancement of the academic mobility allows to form qualitatively new labour forces which are capable to prove adequately in the work world market, and also it is essential to increase a degree of quality of a manpower in economy of the country [15]. As planning of preparation of experts is a strategic problem of development of a national resource [16].

There is a distinction on the countries in a percentage parity of foreign students which are trained in various segments of the international market of educational services. For example, more than 3/4 foreign students in the USA are trained in colleges or universities, and the others on language programs. In New Zealand and the republic of South Africa the significant part of foreign students also is trained in colleges and universities. During too time the quantity of trained students on a language course in the Great Britain in 2 times exceeds number of foreign students on the academic programs, willows of 10 times exceeds number
Schoolboys. About 2/3 foreign students in Canada study English and French languages and only 1/2 receives higher education.

At leading foreign universities the percent of foreign students makes from 70 % to 95 %, and sometimes and it is more (tab. 1.5 [108]).

Table 1.5 - the Share of foreign students in in the lead high schools of the world

Rating in the world HIGH SCHOOL The country % The foreign


1 Massachusetsky institute


THE USA 96,1
2 Stendfordsky university THE USA 72,7
3 The Harward university THE USA 75,2
4 The Californian technological university THE USA 89,2
5 The Cambridge university The Great Britain 97,7
6 The Oxford university The Great Britain 98,5
7 UCL University college of London The Great Britain 100
8 Imperial college of London The Great Britain 100
9 The Chicago university THE USA 79,8
10 ETH Zurich Switzerland 98,8
11 Nanyang Technological University, Singapore (NTU) Singapore 88,2
12 Ecole Polytechnique Federale de Lausanne (EPFL) Switzerland 100
13 Princeton University THE USA 70,8
14 Kornellsky university THE USA 79,2
15 National University of Singapore (NUS) Singapore 86,1
16 Jelsky university THE USA 61,7
17 Johns Hopkins University THE USA 81,3
18 The Colombian University THE USA 94,9
19 University of Pennsylvania THE USA 64,5
20 The Australian National University Australia 98,8

Source: the Rating of universities of world QS. URL:

https://www.educationindex.ru/articles/universitv-rankings/qs? page=1 (circulation date


From table 1.5 it is possible to see, that the greatest quantity of the leading educational organisations which have got in top-20, are in the United States of America. If to analyse the universities which have got in ТОП-100 the in the lead role of the American universities will be even more visually demonstrated (tab. 1.6).

Table 1.6 Quantity of the educational organisations in ТОП-100

№ pp The country Quantity of universities
1 THE USA 43
2 The Great Britain 8
3 Germany 6
4 China 6
5 The Netherlands 5
6 Japan 5
7 Australia 4
8 Canada 3
9 Republic Korea 3
10 Switzerland 3
11 France 3
12 Hong Kong 3
13 Singapore 2
14 Sweden 2
15 Belgium 1
16 Finland 1

Source: it is made by the author on materials Times Higher Education World University Rankings 2017-2018. A mode доступа:https://www.timeshighereducation.com/world-university-rankings/2018/reputation-ranking #!/page/4/length/25/sort by/rank/sort order/asc/cols/stats (circulation date: 15.07.2018).

The detailed analysis of strategy of the leading educational organisations allows to draw a conclusion that the majority of the foreign educational organisations of list Топ-100 have the developed network of strategic partners. Thus all of them are active participants of the international market of educational services, the majority of them has branches in the different countries of the world. Besides, researches have shown, that practically all enter into one, and more often - in some international educational alliances. Their competitiveness is in many respects supplied thanks to interaction with strategic partners in the different countries of the world.

For the Russian universities today also the strategic partnership with foreign university as in the country universities render identical services is very actual and are competitors. The majority of the Russian educational organisations for today are weak enough in export of educational services, and also import of foreign students and the share of Russia in the market of educational services is not great [100]. Acquaintance with experience of the best an expert that promoted by sharing in strategic partnership, essentially increases competitiveness of the educational organisation [72].

In tab. 1.7 distribution of foreign students on host countries is shown. On the basis of the given table it is possible to draw a conclusion that leading items in the given area belong to the USA and the Great Britain which accept on training about 40 % of all foreign students which are trained abroad. Universities of Australia, Germany, France and Canada, thus appeal of universities of Australia use popularity also, New Zealand and Canada for foreign students constantly increases. The fact is interesting, that the income of educational activity in New Zealand is on the third place in the country budget.

Unfortunately, Russia at present is not the big importer of foreign students [6], thus, that the share of foreign students in Russia has considerably grown in the last some years and has made about 6 % in 2017. For example, an average index in the countries OESR - 8,2 % (percentage fluctuation from 0,7 % in Chile to 25 % in Luxembourg) [232]. In the Appendix 2 number of foreign citizens from the different countries of the world which were trained on the day form in the Russian educational organisations in 2010/2011 and 2011/2012 academic years is given.

The world volume of the market of foreign students in 2001 was made 2,1 million by person, and in 2017 it has reached 4,6 million persons.

Process of an exit of the Russian educational organisations on the international market of educational services unaided from out of very difficult as in the Russian educational organisations there are not enough programs which are conducted in English and advancement on the international market can take very long time [94]. It gives preconditions for creation of the international educational alliances.

Table 1.7 - Distribution of foreign students on host countries in 2001 and 2017

The country % Foreign students in 2001 The country % Foreign students in 2017
The Great Britain 11 The Great Britain 11
Germany 9 China 10
France 7 Australia 7
Australia 4 France 7
Japan 3 Canada 7
Spain 2 The Russian Federation 6
Belnija 2 Germany 6
Other countries 34 Other countries 23

Source: it is made by the author on materials Project Atlas, 2017, Unesco 2017.

URL: https://www.usnews.com/news/best-countries/articles/2018-01-23/competition-for-international-

students-increases-among-countries (Circulation date: 15.07.2018).

In the Appendix 1 the detailed information on associations of universities acting in the international market and educational alliances is given. The future student at a choice of the educational organisation needs to know, what other educational organisations are its partners? It is impossible to define world tendencies in a sphere of education only on the basis of agreements between the several educational organisations, but efforts of simultaneously many high schools probably to realise rather global projects [51], and in our case - the educational organisation, and there is possible a consideration of its activity not so much in respect of rendering of services as those, but also in respect of formation of behavioural decisions and samples, organizational knowledge, creation of corporate mentality and corporate culture.

The most successful, in our opinion, Balkizovoj K.J.'s definition which considers, that «is... The international market of educational services (MROU) is a set of relations between trained and universities of the different countries in exchange sphere scientific knowledge, skills, and also methods and in the methods of their reception» [8]. Global calls force universities to win and defend the competitive items in the international educational space, it corresponds to geopolitical and economic interests of all states since the future of any country directly depends on quality of formation of students and their quantity, including, from quantity of foreign students.

Increases in export of educational services the inflow of services accompanying training, indemnification of the adverse demographic tendencies shown in some countries, lobbying of economic and political interests through foreign graduates, competitiveness increase on MROU »[9] promotes« to inflow of the foreign capital at the expense of sale of educational services.

The best example of the international integration of the educational organisations is the Bolonsky declaration directed on creation of uniform international educational space. According to Kljachko T.L. and Mau V. A, «Bolonsky process and formation of uniform European space of higher education became a consequence of development of a uniform European labour market» [57]. Considering principles principles of the organisation of the student's mobility, stated in documents of Bolonsky process, it is possible to notice, that programs of reception as the student of joint and "double" diplomas »[11] are considered as the priority.

Being trained abroad, the student it is free or involuntarily starts to communicate with contemporaries from other countries that cross-country-cultural promotes interaction and increase of a learning efficiency [33].

During the training at "native" university of students send in foreign universities - partners where they study from one
Semestre up to several years. All training passes in English or in host country language. In the same languages students pass examinations. Students do not need to pay training abroad how mobility programs supply free training at foreign university-partner though students need to pay residing, a food, medical services, cost of transportation and employment out of the standard program (for example, rates on studying of language of host country). During training at foreign university-partner at "native" university to students the offsets/credits received abroad are set off. The "native" university can and not set off on account of the program the academic offsets/credits which the student has received in other educational organisations, without the preliminary coordination with dean's office.

According to Bolonsky process exists two kinds of the academic mobility: "horizontal" and "vertical". «Training concerns horizontal mobility during the limited period - a semestre or academic year. Complete training of the student concerns vertical mobility on degree reception in foreign high school,» [24].

Therefore management of the educational organisations as should be conducted by a part of the international market of educational services at perfection of all spectrum of directions of the international activity. It is reached only in case of the attentive relation to the analysis business - of model which, according to Gavrilovoj T, reflects features of business dealing by each organisation, and to its perfection [23].

For today the educational organisations change the strategy in connection with the international directions of globalisation and internationalisation. Therefore the educational organisations try to be integrated into the world community by means of an establishment of partner interactions. In the world market of educational services strategic partnership different in the size and the status of the educational organisations possessed in different corners of the world start to appear.

According to Viktorovoj E.V.'s opinion, «the international cooperation in a sphere of education allows: to reach level of higher education which would correspond to requirements of a modern international labour market; to integrate into world system national educational systems and to consider achievements of the best; to prepare qualified personnel for national and economic» [17].

Let's pass further to consideration of the teoretiko-methodical approach to management of integration of the organisation in the international strategic alliance on a university example. The offered teoretiko-methodical approach represents the design approach, which bases on the resource theory (Resource Based View), concepts of dynamic abilities and the business model concept. In the beginning we will consider evolution of sights at the resource approach. For last years it is written hundreds works on strategic management in which the resource approach has come out on top in spite of the fact that till now there was no common opinion concerning base concepts. According to opinion of authors Prahalada and Hamela (Prahalad and Hamel) [104], in new economic conditions new approaches to strategic management are necessary.

The author of the article «the firm Nature» [164], R.Kouz (Ronald Harry Coase) was the pioneer in the given question. In the article he has offered a principle of limitation of resources which is one of its main principles tranzaktsionnoj theories. At possible integration of the educational organisations into the international alliances the economy in tranzaktsionnyh costs such, as expenses which are connected with information search and with the conclusion of contracts is interesting to us.

It is considered follower Kouza O.Uiljamson (Oliver E. Williamson) [129] which very important question as concrete transaction will be organised has described. Kouz has introduced three basic characteristics of the organisation: specificity of assets; uncertainty; frequency of transactions.

Specificity of assets, according to Kouza, will be a defining element in search of the potential partner.

Together with resources other the core concept is the concept of "abilities" (capabilities) which are in the centre of an economic theory of R.Nelsona (R. Nelson) and S.Uintera (S. Winter). Authors of the given theory have developed the concept of organizational routines [85] which defines abilities ("routine") as «regularly repeating and predicted methods of activity that represents sequence of the co-ordinated actions of individuals» [281]. Uniqueness of abilities of firm, in their opinion, is reached by routine which grows out of process of organizational training during what the implicit knowledge which is absent at competitors is accumulated.

In the work «Competitive advantages of the countries» M.Porter (M. Porter) describes that «firms reach competitive advantage thanks to innovation certificates». He notices, that in the global market «the innovation represents investment in acquisition of skills and knowledge, and also in material assets and reputation of firm» [101].

According to K.Omae (K. Omae) which has created model 3С (model of three factors which influence success of the company - «a strategic triangle») - the successful strategist can become the one who is focused on three major factors: the company («corporation»), the client («customer»), competitors («competitors»). «By working out of each business strategy always it is necessary to consider main players, namely the company, clients and competitors» [88].

From the point of view of the resource theory all organisations can receive excess profits if they have surpassing resources, but in one case, if the given resources, according to opinion of J. Barni (J.Barney) [143] have properties VRIN

- Value (Valuable) - if they give the chance to the organisation to conduct and introduce strategy which increase its efficiency;

- Rarity (Rare) - in the presence of similar resources at the basic competitors, the given resources are not a source of competitive advantage;

- Nonideal reproducibility (Imperfectly imitable) - to be a consequence of a combination of three factors: the developed unique historical conditions, a social complex and an ambiguous relationship of cause and effect;

- Indispensability (Non-substitutable) - it should not be strategic similar valuable resources.

Within the limits of the resource theory of one of the first works there was a work «Resource treatment of firm» [14] B.Vernerfelda (B. Wernelfeld). In the given work the author mentions that distinctions between firms consist that each of firms has the unique resources and abilities.

E.Penrouz's book «theory of growth of firm» in which she says that competitive advantages depend directly on organizational abilities of firm was one more interesting work in the given direction and that the organizational past of firm defines complexity of copying of the given resources (E pays attention. Penrose) [241].

The majority of supporters of the resource theory agree in opinion that uniqueness of resources, basically, is received for the account of non-material assets, such as technologies, patents, relations, but the overall performance of the companies is supplied at the expense of heterogeneity of the given assets, it and is defining in their competitive advantage. Many scientists are similar in opinion, that valuable resources should be difficultly simulated or impossible for imitation, and achievable resources are very unstable.

Developed by the Yew, Pizano and SHuenom, in the early nineties last century the resource theory, has been strengthened by means of the concept of dynamic abilities (the concept of dynamic capabilities) [271] in respect of dynamic abilities or possibilities (evolving capabilities). Authors carry To dynamic abilities of the organisation «abilities of firm on creation and rekonfiguratsii internal both external kompetentsy and abilities to
To integration, for conformity to fast varying environment »[117]. To one of the primary goals, subsequently, became a finding of stable competitive advantages which were based on unique organizational abilities of firm.

K.Prahalada and G.Hamela's article «Key the corporation competence» [248] in this sense the plan became basic. In the given work as authors necessity of collective training of the organisation has been shown. In this and other articles authors have suggested to use such concepts, as «strategic intentions» and «strategic architecture» instead of strategic planning in which urged chiefs of the organisations to draw attention to creation difficultly copied own kompetentsy.

In D.Collins's works (Collins David J.) and S.Montgomeri (C. Montgomery), researchers divide organisation resources into material both non-material assets and the organizational abilities which have been built in its culture and processes [165]. Together with it scientists believe, that abilities are the specific resources special, unmovable and built in the organisation.

E.Penrouz's researches costs on other items on which basis she considers, that «the organisation can extract rents without delay owing to availability at it the ability allowing better to use these resources instead of because has the best resources [241]. R.Grant (R. Grand) develops E.Penrouz's point of view and asserts, that a source of abilities of firm are firm resources, but together with it the given abilities also are a source of competitive advantages [30].

The author of the given research, considers, that last three points of view are fair, but in bolshej degree the author adheres Collins-Montgomery to item.

It is necessary to notice, that the big contribution to the resource theory was introduced by authors Amit (Amit) [141] and Makadoka (Makadoka) [218]. In their opinion, ability
Are a product of work of managers. From this it is possible to draw a conclusion on impossibility of their acquisition in the market. In the works the similar confirms D.Tis (J. Teece) - «that is unique that it is impossible to acquire and sell, not acquiring either the organisation, or one or more its divisions» [271].

From this it is possible to draw a conclusion what administrative the competence, built in the organisation, define competitive advantage of firm [25].

Summing up, it is possible to tell, that for stable competitive advantage and successful work of any organisation in the market resources, ability and the competence are required. They also should become obligatory elements of business model of the educational organisation.

The business model of the educational organisation is a design which gives the chance to consider accurately elements, structure and mutual relations which the educational organisation enters at various stages of activity where during each concrete moment of time can exist several business models. To choose a suitable template of business model of the educational organisation it is necessary to have good submissions about its work in the market of educational services.

For work with business model the availability of knowledge of business elements, their functions, business processes, interrelations, and also relations between the staff working in the educational organisation are required. According to such authors as Kogut B and Zandler U, basic elements of success are combinational abilities, replikatsija technologies and knowledge of the organisation [58].

In work the teoretiko-methodical approach to a choice business - of model for the educational organisation which is based on consideration of interaction of the Russian educational organisations and their estimation aljansosposobnosti with foreign partners in the global market of educational services which is a combination resource is offered
Theories, concepts of dynamic abilities and key kompetentsy. For these purposes we will enter concept international aljansosposobnosti, and also we will offer typology of business models of university in which frameworks it conducts the international activity.

Under international aljansosposobnostju university it is offered to understand ability of university independently to create to (generate or fill at the expense of partners missing resources, the competence and dynamic abilities for effective work within the limits of the international educational alliance.

Besides, the principle is put in a basis of typology of business models startapa (start-up principle) which consists that the introduction into the international educational alliance essentially changes university strategy, therefore can be considered as some kind of the startap-project. This analogy is taken by us as a principle offered typology business - of models.

Business model 1 (base). At an early stage of the international cooperation fact-finding trips of students and teachers, summer schools and a language course take place only. More often, departure Russian students abroad, based on the agreement of the academic cooperation of the Russian and foreign university is supposed only. Nominees of students should be previously approved accepting university. The given type of mutual relations corresponds to an outline business - of model Ostervaldera-Pine which in our case with reference to universities will have the following appearance (fig. 1.5). We will consider, that the given business model corresponds to 1 level international aljansosposobnosti university and we will accept it as the base.

Drawing 1.5-template of base business model of the organisation (1st level international aljansosposobnosti)

Key partners: foreign universities Key kinds of activity: educational services Valuable offers: training and training abroad Mutual relations with clients: persanalnye, automated, self-service Consumer segments: entrants, students, parents
Key resources: material, non-material, human Advancement channels:

Own efforts

Cost structure: expenses for resources, the staff, carried out activity, advancement channels Streams of receipt of incomes: incomes of single bargains, the regular income of the periodic payments received from clients for valuable offers

Fig. 1.6 Detailed elaboration of base business model of university

Business model 2. The academic cooperation between universities moves ahead in a direction of development of short (not language) programs lasting less than a semestre for students and teachers, including additional education programs, on the basis of mutual agreements and agreements with an advance approval of nominees receiving parties.

Thus both Russian, and foreign high schools at the same time compete with one another in the international market of educational services. The given type of mutual relations corresponds to an outline of business model of competitive cooperation (Co-opetition) Brandenburgera-Nejlbaffa. With reference to the university, the given business model looks like resulted on fig. 1.7, and corresponds to 2 level international aljansosposobnosti.

Here it is necessary to notice, that the international activity of universities within the limits of 1st and 2nd business models is the most simple and widespread among the Russian universities.

ch ________________________ √

Fig. 1.7 - Business model 2 of competitive cooperation (Co-opetition), 2nd level aljansosposobnosti universities

Business model 3. The international cooperation of universities develops in a direction of development of exchange semestrial not language programs. Both departure of the Russian students abroad, and entry of foreign students to the Russian university thus is supposed. This kind of an exchange is represented to the most difficult for the Russian universities, as
Teaching language in most cases English, that frequently hinders search of the teachers, capable to read to lecture on a foreign language. For the Russian students training within the limits of such program abroad also demands good knowledge of a foreign language, more often, English, that too represents some difficulties.

As in this case partner relations acquire a system basis, and key partners can be included in activity at any stage, it is possible to say that there is an international educational alliance. The given kind of mutual relations corresponds business - of model of joint creation of value and Andreas Zolnovski's partnership. We will consider, that at such stage of mutual relations the university has 3rd level aljansosposobnosti (fig. 1.8).

Fig. 1. 8 - business model 3 of joint creation of value and partnership, 3rd level international aljansosposobnosti university

The given model hardly requires detailed elaboration since its basic elements are similar to the previous. The basic difference of the given model consists that the valuable offer is rezultatolm joint activity of partners.

Business model 4. Partner mutual relations of universities develop in a direction of creation of joint educational programs. Thus in agreements for the academic cooperation are accurately defined
The basic and supporting partners. The basic partner possesses educational program, pirates the academic degree, issues the corresponding diploma and bears responsibility for the contents of programs and quality of training. The program should be accredited in that country in which territory there is a basic partner. The supporting partner supplies separate elements of the program (supervision, supervision, etc.), conducts separate rates, also bears responsibility for the contents of these rates and their quality, etc. the Markets are diversified, it is expressed that each university uses the client technologies and the channels of advancement focused on its target consumers.

Character of such partner relations is close to business model diversifitsirovannyh markets Ervina Filta. We will pirate to the given level of development of partner relations 4th level aljansosposobnosti (fig. 1.9).

Fig. 1.9 - Business model 4 (business model diversifitsirovannyh the markets),

4th level aljansosposobnosti

Business model 5 ("open" business model). The further development of partner interactions within the limits of the international educational alliance leads to the conclusion of multilateral agreements on a mutual recognition of diplomas and award of joint degrees that does not exclude also issue of the diplomas by each university. High schools-partners bear
Responsibility for programs, it includes working out and quality maintenance, a mutual recognition of separate rates. Programs should be accredited the corresponding ministries and departments of each country.

The analysis of business models conducted in item 1.2 and the Appendix 3, has shown, that it is inconvenient to find an outline (template) of business model which completely would reflect the given kind of mutual relations of partners. The special template of business model of university has been developed for the given type of relations. In detail technology and design of working out of a template of the given business model will be considered in item 2.2. Works.


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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

More on topic the Teoretiko-methodical approach to management of integration of the organisation in the international educational alliance:

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  4. Methodical approaches to formation and management of chains of creation of value at integration of university into an alliance
  5. Strategic business model and an evaluation procedure of organizational productivity of integration of university in the international educational alliance
  6. 3.1 Methodical approach to strategic management of the noncommercial organisation with use of tools of preventive anti-recessionary management
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  9. 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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  12. § 2. Freedom of the educational organisations in a choice of uchebno-methodical maintenance and educational technologies
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