Obtaining higher education in the United States of America is a key catalyst for social mobility of the population, public confidence, which provides many individual advantages in modern society. In 2023-2024, graduates of higher education institutions in the United States will make up a larger share of employees in both public and private enterprises, compared to those with a lower level of education. The economic and social development of Ukraine, as a world leader, requires investment in education. In this regard, it is relevant to study the implementation of STEM education in higher education institutions in the United States of America, since over the past three decades the importance of STEM education for the country's economic competitiveness has been recognized by the United States Government as a level of official resolutions, laws and regulations, as an area that supports the development of ideas and solutions necessary to solve the country's global problems. The article examines the impact of the decentralization of the US higher education sector on the strategy, oversight, and accreditation of higher education institutions in the United States. The presence of independent and autonomous accreditation agencies in the US that can assess the performance of US higher education institutions is analyzed. The procedure for assessing the performance of US higher education institutions, which is implemented through funding for needs-based research, innovative programs, and individual federal loans, is analyzed, and covers such university areas as student education, management, academic programs, faculty and staff qualifications, and finance. The specifics of the distribution of STEM degrees in the field of bachelor’s and master’s degrees in private and public institutions are considered. The concept of «conceptualizing culture» in undergraduate STEM education is investigated. The influence of curators and teachers of STEM disciplines on the ability of students to succeed in STEM education is investigated. It has been determined that STEM education in the United States is characterized by support from the Federal Government and is the national educational framework of the United States, which ensures the competitiveness of the state in the field of future employment.
The effective management of university resources becomes more important when solving the task of developing the management system of higher education. The development of higher education requires the development of better ways to manage financial flows in this area. Strengthening the competitive position of universities is ensured through a combination of centralized and decentralized management, the organizational and financial models for the activities of departments, the optimal ratio of public and private financing of education. As the financial model of each structural division of the university is an integral part of the financial system of the university as a whole, it seems appropriate to develop the process of budgeting academic subdivisions within the organizational and financial model of the university. The study presents a financial model of the university division, designed to decentralize the budgeting process in the university to form an independent plan of financial and economic activities of the department. The transfer of authority and responsibility for expenses to subdivisions ensures financial independence and increases the accuracy level of planning. This allows making effective management decisions that provide the activities of the main academic units. The proposed approach is planned to be fully integrated into the overall planning and budgeting process at Vladivostok State University of Economics and Service. The budgeting system helps the authority not only to make an operational assessment of the results of its activities, to predict indicators for the future but also contributes to making decisions aimed at reducing costs and increasing profits.
Bulat Kubekov, Л. А. Бобров, Анар Утегенова, Vitaly Naumenko · 5 authors
The article presents the results of research related to the use of ontological and design competence approaches for the development of knowledge components and their subsequent use for designing individual trajectories of engineering education. The methodology of engineering education is considered, which, together with the initiative CDIO, the project-competence model and the knowledge display in the form of ontology, can be used as the main tool for modelling the propositional presentation of thought. Within the framework of the ontological approach, a knowledge specification language has been developed, which allows modelling the ontologies of supporting concepts of the semantic context of educational resources and specifying them in the form of knowledge expressions. The introduced formalisms and rules of the language of knowledge specification give the expressions of knowledge the properties of adaptability, extensibility, easement of processing and maintenance, which is important in designing engineering education level programs. This technique was tested on the material of the famous monograph by Hassan Goma “UML. Designing real-time systems, parallel and distributed applications" for the project "Banking system of client-server type" and is used on classes. Expressions of knowledge, together with their interfaces, are knowledge components from which individual learning trajectories are constructed.