The strategic composition of educational organization management methods. Strategic Management of Educational Institutions

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The article presents the specific features of the strategic management of educational systems in modern conditions, the understanding of which will allow us to develop viable solutions. Based on the analysis, the author of the article determined the sequence of the evolutionary series in the development of the control system. And on this basis, a new approach to education management is substantiated - “task management” as a special form of a strategic approach to education management and the most adequate to the genesis of the regional education management system. The argumentation of this thesis, adequate to modern conditions of development of the education management system, is given. The author substantiates it with a number of circumstances that are objective today. Thus, the level of setting and solving problems can be considered as a parametric characteristic of the study of the evolution of education management, revealing the essence of the management strategy in one or another period of this evolution.

strategic education management processes

cybernetic

semiotic and psychological-pedagogical aspects of development management

task management.

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In the theory of education management, its specificity is reflected in various approaches to management, which are classified according to certain criteria. These approaches determine the essence of the management process and can serve as the subject of analysis in the process of historical and pedagogical research of its evolution, performing the function of qualifying the leading paradigm of this management. It is indisputable that each of them in the process of formation of management brought certain benefits at one or another historical stage. At the same time, each approach has certain limitations in accordance with the conceptual model of historical and pedagogical research of the development of the research management system presented in the previous paragraph. In the study of the evolution of education management in the region, we hypothesized that task management could be considered as an integrative criterion for this analysis as a special form of strategic management approach.

An analysis of the work in the field of strategic management made it possible to reveal the essence and specifics of such management, to clarify the main characteristics of the very concept of “strategy” and its relationship with the concepts of “development” and “forecasting”. The concepts of “strategy”, “strategic management (management)” in education were introduced to indicate the differences between operational management and management, in which the main emphasis is on taking into account external factors. However, the emphasis in determining this essence, the authors make different. So, G. Mintzberg, J. Quinn, S. Goshals consider strategic management as “a process of determining and establishing the connection of a system with its environment, consisting in the implementation of selected goals and in attempts to achieve the desired state of relations with the environment through the allocation of resources, which allows efficient and effective to act. " The difference between strategic and operational management is manifested: in goal-setting; in determining the main factors in building a management system; taking into account time factors; in assessing the effectiveness of management, etc. For example, if operational management connects the search for reserves with the internal potential of the educational system, the strategic one is focused on the external environment and on the search for new tools in the competition.

Summarizing the foregoing, strategic management can be defined as a continuous process aimed at long-term survival due to timely changes, flexible response to impulses and disturbances of the external environment, reliance on human potential.

The strategic management of educational systems has its own specific features, which are determined by the following:

• the education sector has been and is one of the most innovative sectors, which largely determines the effectiveness of innovative activities in other sectors;
• the educational system is a global system of open, flexible, individualized, knowledge-creating, lifelong education of a person throughout his life and represents the unity of industrial innovations in the field of education (technologies, methods and techniques of teaching and learning) and managerial innovations (new economic mechanisms in education, new organizational structures, institutional forms);
• management of the development of the educational system involves the organization of an impact system for the introduction of technological, pedagogical, organizational innovations in such a way as to ensure the desired trends, anticipate and overcome possible crises and contradictions, ensuring the integrity of the system;
• strategic management of the educational system is innovative, providing for the management of strategic risks, including risks associated with various political events, unexpected government laws and regulations, the discrepancy between the social requirements for the educational system and its real resources.

The use of the strategic paradigm in the study of the development of management of educational systems allows, in our opinion, to qualify not only the leading trends in this development, but also the management activity of various entities.

The education management systems considered (in the first place, regional) in various studies can be called management systems “by goals” and “by results”. Analysis of management by goals indicates that such management often turns into a process of setting goals without taking into account real resources, achieved results, and management by results considers mainly only pragmatic results, that is, the so-called “effective goals”, which is also not complete least reflects the understanding of education management as an interaction of actors or as management of activities.

In the context of the paradigm of strategic education management, relying on the general theory of activity presented in the works of L.S. Vygotsky, V.V. Davydova, E.V. Ilyenkova, A.N. Leontiev, S.L. Rubinstein, G.P. Shchedrovitsky et al., We singled out a special form - “task management” as the most adequate to the genesis of the education management system in the region. By "tasks" we understand the terms of the model of the future result (goal), means of achieving the result, methods of using the means, the conditions in which the activity will proceed and the criteria for evaluating the future result. In this sense, “task” can be considered as a synonym for “strategy”. It remains unchanged until the need is satisfied or the need arises to switch to another alternative option (change of strategy). The completion of the formulation of the task leads the subject of the action to the implementation of the strategy, i.e. in the "executive" stage of activity. It is from this moment that he gets the opportunity to move on to the actual use of the selected tools and methods, that is, to move from the process of “internal” preparation to actual “external” activity, to the actual practice of satisfying the initial need. In the aspect of the activity approach, tasks related to the analysis, study, determination, development and testing of managerial decisions are distinguished. By solving these problems, the path to the goal is found. S.L. Rubinstein and A.N. Leontiev unequivocally interpreted the meaning of the task as the unity of the goal and the conditions for its achievement. When changing the conditions for achieving the goal, but while maintaining the goal itself, the task also changes. In the context of the implementation of the activity principle in the management of education, the result of not an educational system, but the result of an approach to the system, the quality of the tasks that the system poses. In this case, we can talk about the evolution of education management in terms of the quality of the formulation of educational tasks. The question arises of what the levels of this setting can be. We will try to give a theoretical justification for the problem under consideration, highlighting in it the cybernetic, semiotic, psychological and pedagogical aspects.

Cybernetic aspect

Despite the fact that some authors do not share the transfer to management of the formation of management interpretations in cybernetics, we believe that in terms of the problem under study it is nevertheless necessary to turn to this theory. From the point of view of R.F.Abdeev, the control mechanism arose and developed during evolution, has transitions from the lowest to the highest. The physical interaction of objects and elementary forms of reflection (stage 0) here were a necessary prerequisite (Fig. 1).

Fig. 1. Control mechanism

So, R.F. Abdeev distinguishes three stages:

I - the simplest closed loop with feedback at the level of an ordinary regulator (homeostasis), with a reaction only to current influences (a goal appears - self-preservation);

II - intermediate, with a programmatic change in the nature of the impact of the control link on the object while maintaining its stability;

III - a control mechanism for self-organizing systems, which is distinguished by the presence of the second OS loop and memory. In the second circuit, useful information is selected from the first circuit: this information is accumulated, forming experience, knowledge, synthesized into certain structures, increasing the level of organization, activity and survivability of the system.

Everyday practice shows that the development processes in human society consist of a great many contours of management and (or) self-government. Each such circuit is a focused information and management process, consisting of a managed object and a controlling subject (control link), closed by direct and reverse information links. Whatever the differences in particulars (multilevel, specifics of specific areas of activity, etc.), the structure of this mechanism is the same. This also applies to the management of social systems, including education.

Semiotic aspect

The method of obtaining attributive knowledge as the formation of a socially significant standard, the procedure for comparing with it any specific subject of a given class, fixing the result of comparison using a sign form is associated with the functioning of systems according to the so-called collective scheme. This can be compared with the simplest closed loop presented by R.F. Abdeev.

The next stage in the development of education management is associated with the emergence of private schemes that are consistent with the collective scheme using matching schemes (private schemes are justified by the social need to correct the collective scheme). An analogue of this stage can serve as an intermediate circuit with a programmatic change in the nature of the impact of the control link on the object while maintaining its stability.

The further development stage (the management mechanism of the self-organizing systems of R.F. Abdeev) is characterized by the implementation and regulation of activities according to the organizational scheme, i.e. the focus is not on the design of activities per se, but on the coordination and organization of the interaction of many private schemes within the framework of a specific collective scheme (like managing individual development paths).

Psychological and pedagogical aspect

The administrative interaction of taxa (subsystems), functioning within the framework of one or another system of a higher level, in the psychological and pedagogical aspect can be considered from the position of A.V. Petrovsky and L.M. Friedman (Fig. 2):

Fig. 2. Phases of activity

1st phase - the assimilation of the norms operating in the system and the mastery of the corresponding forms and means of activity. The subsystem that is part of the new system for it is forced to adapt as much as possible. This phase A.V. Petrovsky called the adaptation phase (the simplest closed loop with feedback at the level of a conventional regulator and with a reaction only to current influences);

2nd phase - is generated by an aggravating contradiction between the achieved adaptation result and the unmet need for maximum personalization. The subsystem mobilizes all its resources for the active translation of its individuality, intensifies the search for subsystems that can ensure its optimal personalization. This is the phase of individualization;

3rd phase - integration consists in the fact that there is a mutual transformation of the subsystem and the system. If the contradiction is not resolved, disintegration arises, resulting either in displacement of the subsystem, or its isolation, or a return to an earlier phase of development.

The second and third phases can also be correlated with the philosophical and semiotic concepts of the development of the management system.

Summarizing the selected aspects, it is possible to determine the sequence of the evolutionary series in the development of the control system (table).

The sequence of the evolutionary series in the development of the control system

		Level Characteristic
		Level 1	Level 2	Level 3
Cybernetic		The simplest closed loop with feedback at the level of a conventional regulator, with a reaction only to current influences	Intermediate, with a programmatic change in the nature of the impact of the control link on the object while maintaining its stability	The control mechanism of self-organizing systems
Semiotic	Collective scheme		Private and matching schemes	Organizational chart
Synergistic	Existence in the environment		Functioning in the structure, development of systems	Networking Systems Development
Psychological Pedagogical	Adaptation		Individualization	Integration

Thus, the level of setting and solving problems can be considered as a parametric characteristic of the study of the evolution of education management, revealing the essence of the management strategy in one or another period of this evolution.

Reviewers:

Golikov A.I., Ph.D., Director of the Pedagogical Institute of the Northeast Federal University named after M.K. Ammosova, Yakutsk;

Barakhsanova EA, Doctor of Pedagogical Sciences, Professor, Head. Department of Informatics and Computer Engineering, Pedagogical Institute of the North-Eastern Federal University named after M.K. Ammosova, Yakutsk.

The work was received on July 29, 2014.

Bibliographic reference

  Nikolaev A.D. STRATEGIC APPROACH TO MANAGEMENT OF EDUCATION // Fundamental research. - 2014. - No. 8-7. - S. 1667-1671;
  URL: http://fundamental-research.ru/ru/article/view?id\u003d35274 (accessed: 03/18/2020). We bring to your attention the journals published by the Academy of Natural Sciences publishing house

As a result of mastering the material in this chapter, students will:

know

•   theoretical and methodological foundations of innovative project activities in education;
•   methodology for designing processes and results of the development of educational systems;
•   fundamentals of designing the development management of educational systems;

be able to

•   choose value-semantic and conceptual foundations for the implementation of the development processes of educational systems;
•   carry out diagnostics of the state of the educational organization as the basis for constructing a program for its development;
•   to predict possible future conditions of the educational system;
•   correlate the diverse educational needs and goals of the subjects of the educational process based on knowledge of the principles of diversity and interaction;
•   determine the factors of self-development and self-organization of the educational system and design management activities aimed at improving the activities of the educational organization;

own

• skills of analysis of the external and internal environment of the educational organization with the identification of key factors;
•   technology formulation of the mission, vision, strategic goals of the educational organization;
•   skills in developing programs and plans for the innovative development of an educational organization;
•   ways of applying methods to overcome staff resistance in the implementation of the strategic plan.

Fundamentals of Strategic Management

Starting to consider the strategic management of an educational organization, it seems necessary to consider such concepts as “strategy” and “strategic management” in order to analyze the potential for using the ideas of strategic management in the development management process of an educational organization, as well as to identify the specifics of strategic management in education.

As a separate direction in management, strategic management was recognized only in the middle - second half of the 20th century, and over this very short period over 10 different scientific schools in the field of strategic management appeared and declared themselves in the world. However, the origins of the idea of \u200b\u200bstrategic management go back to ancient times. The word "strategist" came from Ancient Greece from the Greek στρατηγία - "art of the commander", where the commander was called a strategist. In the church language, the archangel Michael, as the leader of the heavenly army, is called the archistratigue - the main military leader. Accordingly, the strategy was called the art of commander, and subsequently its description in the theoretical works of the generals themselves or military theorists, and the first strategic works of the brilliant Chinese commander Sun Tzu 2 date back to the 5th century. BC. Thus, in the initial sense, strategy is an ego concept of achieving victory.

With the development of the theory of military art, along with strategy (as an area related to the general fate of military confrontation, war, military campaign), they also began to single out:

• - operational art (as the art of conducting major military operations, battles, battles);
• - tactics (the art of conducting a separate battle).

From the military language arsenal, the words “strategy” and “tactics” then migrated to the language of politics, which is quite natural, since many problems of the highest military art, the key of which is determining the right ways to achieve victory, are similar to the problems of managing the activities of any organization that operates in challenging and volatile environments.

This feature was also characteristic of our country, where the CPSU, as the ruling party, constantly talked about the strategy and tactics of its actions. Moreover, in the Soviet period of Russian history, strategy was usually understood as long-term and most important goals and objectives, and tactics as current tasks and actions necessary to implement the strategy in real conditions. The statement of this fact is important for the reason that the understanding of strategy within the framework of the ideas of strategic planning and management is quite different from its understanding in political documents of the Soviet era.

We point out the key differences.

In the strategic approaches of past years, the idea of \u200b\u200bstrategy was connected, first of all, with the significance and long-term objectives, with the stability, immutability and immutability of the declared basic principles. In the absence of market relations, economic competition, this idea gave rise to long-term plans and programs for 20 years.

The modern concept of strategic management was born in a different situation and on different grounds. Its authors strongly emphasize

differences between strategic planning and management from management and long-term planning. The fact is that the very idea of \u200b\u200bstrategic management is associated with a sharp increase in global economic competition and the struggle for a client after the Second World War, with the awareness by managers of a jump from a relatively stable and predictable external environment of organizations to an environment that is sharply and unexpectedly changing, dynamic, difficult to predict . In such a situation, strategic management aims to ensure that its organization survives and flourishes very quickly and flexibly in response to the situation in the external environment, and in the long run.

So, if in the original sense strategy is what takes a long timethen in a modern interpretation strategic management and thinking should be, above all, flexible and agileso as not to lag behind environmental changes, although it is clear that a strategy cannot be momentary and should not change every day. If in Soviet times it was customary to talk about strategy only in relation to the art of war and the activities of the highest party-state leadership, the modern idea of \u200b\u200bstrategic management is directly related to any more or less autonomous social organization, and after the adoption of the RF Law "On education "(and especially - after the appearance of the" Law on Education in the Russian Federation "2012) - forms the basis of the activity and each educational organization. Paragraph 7 of Art. 28 of the Law "Competence, Rights, Obligations and Responsibilities of an Educational Organization" expressly indicates that "the competence of an educational organization in the established field of activity includes ... development and approval, in agreement with the founder, of a development program for an educational organization ..."

Thus, if before the fateful tasks of education were solved far beyond the boundaries of the educational organization, and it was considered as the executor and conductor of ideas that went beyond, now the educational organization itself (naturally, within the framework of the Law, taking into account national programs for the development of education, standards, and real needs of customers ) received the right to solve fundamental issues of their life, which greatly strengthened its responsibility, and therefore the responsibility of its leaders.

If traditional management was guided by the internal resources and capabilities of the organization, then modern strategic management, first of all, seeks to work with a customer focus, is aware of its relationship with the external environment, and shows signs of an open system. In educational organizations focused on development and sharing a client-oriented approach, this finds a very concrete expression in the fact that strategic planning always begins with the analysis and forecasting of the external environment

in the Russian Federation "(as amended and additional., entered into force on 07.24.2015).

and social order, addressed to the educational organization, and already on this basis turns to an internal analysis of the affairs in it itself.

If earlier the word “strategy” was associated only with the largest and most important tasks, in modern management practice it is understood much more broadly when the strategy is considered as a generalized concept, a fundamental approach to solving almost any problem. In other words, the task may not be strategic, from the point of view of significance for the future educational organization, but the leader’s approach to solving it can still be connected with the choice of a reasonable strategy for solving it.

Based on this understanding, we now turn to the consideration of the concept of "strategy."

In the modern theory of strategic management, a number of aspects are considered that are included in the concept of "strategy" (Fig. 7.1):

• - the most general model of actions aimed at achieving set goals;
• - unity of the main goals of the organization and the main ways to achieve them;
• - A detailed comprehensive comprehensive plan for the implementation of the mission and achieving the goals of the organization with maximum efficiency;

the integrative integrity of the actions provided by the organization (proactive strategy) and its adaptive response to situational changes (reactive strategy);

a set of decisions made by management on the basis of fundamental principles and rules, i.e. obligation to act in a certain way.

At the same time, for any definition of a strategy, four defining elements can be distinguished.

• 1. Adaptation to the external environment is a system-forming element of any strategy that provides for all actions that can ensure the organization's effective adaptation to changing environmental conditions, taking into account its strengths and weaknesses, as well as opportunities and threats generated by the external environment.
• 2. Internal coordination is an integral part of the strategy and the leading mechanism of adaptation to the external environment, which provides an orientation to ensure that the actions and internal structure of the organization are optimally consistent with external conditions.
• 3. The allocation of resources is the process of distributing limited organizational resources to those areas of activity, the implementation of which ensures adaptation to the external environment.
• 4. Creating a sustainable competitive advantage is the core and main goal of the strategy. The essence of this element of the strategy is to determine the organization’s unique opportunity to create and market a product or service that is superior to the competitor’s product or service in terms of consumer value.

Turning to the consideration of the category "strategic management", we note that in modern management theory there are many approaches to the definition of this concept. These definitions do not contradict each other, but focus on various aspects of strategic management, connected in a general way by semantic lines that reflect the specifics of the four defining elements of the strategy that we considered above:

•   analysis of the state, tendencies of change and challenges significant for the organization of the external environment;
•   determination of the organization’s goals related to fundamental changes in its activities and positioning in a competitive environment, and ways to achieve them, aimed at addressing the long-term survival and prosperity of the organization;
•   an activity approach that focuses on activities to implement the strategy with a focus on consumer interests;
•   reliance on the human factor as the main one;
•   flexibility, readiness for optimal selection based on a comparison of various alternatives.

That is why the most complete and reflecting all these trends seems to be the definition proposed by the waterman of the first Russian textbooks on strategic management by O.S. Vikhansky: "Strategic management is such organization management that relies on human potential as the basis of the organization, focuses production activities on requests consumers, provides flexible regulation and timely changes in the organization that meet the challenge of the environment and allow to achieve specific benefits, which together result in an organization surviving and achieving its goal in the long run. "

It should be noted that in the above definition the word “long-term” does not mean the unchanging existence of goals that were once set for many years, but the possibility of the organization obtaining positive results over the years to come.

From the above definition, it becomes clear why the type of control in question is called strategic. This is due to the fact that the basis of such management is a special management decision, focused on ensuring the achievement of the strategic goals of the organization and containing the methods and main mechanisms that should lead to this.

It is understood that the strategy can be selected from a number of alternative options based on a pre-compiled plan and taking into account real changes in the external environment and in the organization itself that occur all the time.

The essence of strategic management is clearly revealed when comparing strategic and operational management. With genetic similarities, both are areas of managerial activity, but there are important differences between these types of management (Table 7.1).

Table 7.1

Differences between strategic and operational management

Strategic management	Operational management
Organization development management. The focus is on finding the opportunity to create a competitive advantage	Management of its functioning. The focus is on the internal environment of the organization and the optimization of the process of using resources
Focused on the potential component for potential development, long-term perspective	Focused on the current component in the target component, short and medium term
Deals with non-recurring problems	Deals with cyclically recurring known issues
It is probabilistic in nature, based on a coordinated change in the organization and the external environment.	It is incremental in nature, with setting goals "from what has been achieved"
Key competencies: forecasting, innovation, change management	Key competencies: diagnosis, coordination and control

Thus, both types of managerial activity are in dialectical unity, are necessary in any organization, and successful organization management includes effective both strategic and operational management.

Considering the content of the strategic management process, we note that in general terms it can be represented as a set of next steps (Fig. 7.2).

Fig. 7.2.

These steps can be decomposed into an action system consisting of many interconnected elements, each of which also represents a process. These elements are logically interconnected and together comprise the strategic management algorithm, which includes the following five tasks (Fig. 7.3):

• - the formation of a strategic vision and the definition of the organization’s mission;
• - determination of strategic goals and specification of tasks necessary to achieve them;
• - development of a strategy plan;
• - practical implementation of the strategy;
• - evaluation of the results of the implementation of the strategy, making changes to the strategic plan or methods for its implementation.

We give a brief description of the indicated algorithm.

A strategic vision is an idea of \u200b\u200bthe ideal image of an educational organization, its vital functions and the results that should be obtained at a certain point in time in the foreseeable future. The following requirements are imposed on the formulation of vision.

Target nature. First of all, the desired results of the educational organization and their social consequences should be described, such as the impact of the educational organization on society and the change in its position and rating in the educational system.

Realistic and attractive vision. The vision should, while maintaining an ideally orientational character, be realistic and be in the zone of the immediate development of the collective of the educational organization and its leader. The new image of the organization should not contain utopian features. A good wording of the new image of an educational institution guides employees towards active work that has a good perspective.

Clear manifestation in describing the vision of the most important differences and advantages of the educational organization compared to the status quo. For strategic planning, there is a very difficult and at the same time very important task - to create a vision that, while remaining within the scope of feasibility, would show significant differences from the previous state. Without an inspiring image and its differences, it is hardly possible to lead the team forward without the risk of quick disappointment. An additional burden is placed on the leader: to develop in himself not only a realistic, but also an inspiring vision, to learn for himself and teach others to “feel the difference” all the time, to be focused on concrete, achievable and measurable progressive changes in the institution and its results. If there are difficulties in this matter, and they are not overcome on time, there is a great danger of developing an unproductive strategy.

The vision is based on a wide range of sources and on different ideas about tomorrow's requirements for educational organization. The vision is needed in order to compare the current state with it and understand what today is not enough to reach a new, higher level of development, what are the needs of the organization, its problems. Therefore, the key word should be the word "required." What is required in strategic planning should be based both on the image of the current, and most importantly, future needs of social customers, and on the values \u200b\u200bof the educational organization itself, and on its real capabilities, and on the trends of domestic and world educational experience. In this case, we are more securely insured against traveling in the wrong direction, from setting false targets.

Conciseness. A vision does not need to be required to provide a complete and detailed description of all the expected results of the development of an educational organization. Vision is rather their common frame, a common reference point for their development.

The organization’s mission is based on a strategic vision.

Mission - this is a formulated statement that reveals the meaning of the existence of an organization in which the difference between this organization and other organizations is manifested. Typically, mission statements include:

a declaration of the core values \u200b\u200bof the organization (why are we going to do this?);

• - a description of the target audience and the services that it intends to offer (what and for whom are we going to do?);
• - the specifics of the organization (who are we?);
• - the expected effect of future activities (why will what we do be good?).

The stated mission allows you to:

• - represent the educational organization in the external environment and influence the formation of its image, determining what it seeks, in whose interests it acts and what it intends to do for this;
• - rally the team, form a team spirit, determine the meaning of joint activities and become the basis for the formation of the organizational culture of the educational organization.

The salient features of a mission are thus:

Detailing the status of the organization in it, determining the principles of its work and the most important characteristics of the organization;

manifestation of management intentions;

• - the independence of the mission from the current state of the organization, the forms and methods of its work, its aspiration for the future, a demonstration of what efforts will be directed and what values \u200b\u200bwill be prioritized;
• - the presence of an answer to the question what is the main goal of the organization;

the formulation of the mission by senior management, which bears the main responsibility for its implementation by setting and implementing the goals of the organization.

It is impossible to achieve high results without the competent implementation of the goal-setting process. The goals translate the key ideas of the mission into a practical plane and, in contrast to the whole-oriented one, express the desired final state of the individual characteristics of the educational organization related to specific areas of its activity.

The general goals of the educational organization within the framework of strategic management must meet the requirements of the so-called SBMAKTEC analysis, i.e. be: with - difficult; b - specific: w - measurable; a - doable; g - realistic; I  - localized in time; e - measurable and g - fixed.

In addition, the goals must be mutually supportive, i.e. actions and decisions leading to the achievement of one goal should contribute to the achievement of other goals. The last requirement is related to the construction of the so-called “goal tree” in accordance with the following postulates.

• 1. The goals of the system are formed on the basis of the integration of reflection of their own potential for self-development and response to the requirements of a higher system.
• 2. The "general goal" is not cumulative, i.e. it is not the result of adding up private and small goals, but is constructed by a higher system, and then breaks up into subgoals.
• 3. The "general goal", or "upper level goal", is formulated in general terms in aggregated forms. Its wording consists

from "aggregates" - individual phrases, united by a conceptual basis.

• 4. Goals that are at the highest levels of the "tree of goals" are not achieved directly, by themselves, but through the achievement of the subgoals into which they are decomposed. Means to achieve the goal become its sub-goals and, in turn, are goals for the next lower level of the “tree of goals”.
• 5. Goals that are at different levels, but connected subordinately, must also be connected logically, ie the lower ones are deduced from the upper ones.

The third stage of strategic management is strategic planning. The result of this stage should be a strategic plan - a document that includes a description of the organization's goals, directions of its development, long-term and short-term tasks. The purpose of this process is to clearly and systematically describe the strategic choice made by the organization in order to ensure its long-term development, which should be transformed into decisions and action programs. The general strategic planning scheme is presented in Fig. 7.4.

The strategic planning algorithm includes:

• 1. Analysis of the external environment - the process of assessing changes in the external environment that affect various aspects of its activities; identifies opportunities and threats emanating from the carrier. In other words, the analysis of the external environment is a tool that allows strategy developers to assess the state and predict trends in factors external to the organization.
• 2. Analysis of the internal environment is a similar process, but already oriented introspectively, that is, inside the organization, in order to identify all the strengths and weaknesses.
• 3. Comparing internal strengths and weaknesses with external threats and opportunities, the strategy developers begin to choose the appropriate strategic alternative. The goal of this stage is to select a specific and unambiguous strategic alternative that will maximize the long-term effectiveness of the organization.

Earlier, we already paid attention to the fact that this choice should most closely correspond to the conditions of the external and internal environment, i.e. the restrictions that are established as a result of a situational analysis of the organizational environment, as well as the selected goals of the organization, since the effectiveness of choosing a strategy largely depends on the correct assessment of each strategic alternative.

Planning a strategy usually ends with the establishment of general directions, following which ensures the survival and development of the organization.

The fourth stage of strategic management is the implementation of the strategy, i.e. turning it into concrete actions, and then into results. The developed strategy must be combined with other organizational functions and actions for its implementation through tactics, policies, procedures and rules.

Tactics, which is, like strategy, was originally a military term whose meaning is maneuvering forces to achieve specific goals. In the managerial sense, tactics are a decision on how resources should be allocated to achieve.

The characteristic features of tactics are:

Development of a development strategy;

development mainly at the middle level of management;

Orientation to a shorter time period than a strategy;

quick and easy manifestation of results with specific actions.

Policy can be interpreted as a general guide for action and decision-making, which facilitates the achievement of strategic goals, as an intra-organizational “code of laws” that defines the general framework for decision-making and implementation of actions.

Procedures have programmed solutions. They describe the sequence of actions that need to be taken in situations that are often repeated in an organization.

The rule, unlike the procedure, is designed for a specific and limited issue. The rule determines what needs to be done in a specific single situation.

The implementation of the strategy is the most complex and time-consuming part of strategic management, since all departments and all members of the educational organization take part in its implementation, and therefore it involves mainly the management of the processes taking place in the organization and the activities of entities within these processes.

Strategic management, like any management activity, is impossible without feedback. Therefore, the evaluation of performance, analysis of changes, adjustment of the strategy are the final components of the strategic management process. In the process of evaluating performance as one of the tasks of strategic management, three stages can be distinguished:

• - development of a system of indicators of performance and effectiveness, which are used to evaluate the strategy;
• - fixing the results and comparing them with the planned;
• - Correction in the event of a discrepancy between the actual results obtained and those planned.

Thus, corrective actions close the cycle of strategic management, being both the end and the beginning of a continuous management process, within which it is extremely important to constantly look for ways to improve the adopted strategy, monitor its implementation, timely determine and, when necessary, make appropriate changes into the strategy and how to implement it.

The aspects of strategic management discussed above can be fully attributed to strategic management in education. Thus, the development of the ideas of strategic management is necessary for managers of any educational organizations. The need for this is explained not by another fashion, but by the real situation that has developed inside and outside the Russian education system on modern ethane and objectively requires strategic thinking and strategic decision-making. This is the variability of the environment, the lack of guaranteed provision of resources, the development of competition in the industry, the growing awareness of customers of their rights and opportunities to influence the education process and results.

In order to build a strategic management system for an educational organization, it is necessary to overcome certain stereotypes prevailing in previous management systems. So, L. M. Moiseev identifies a number of such stereotypes:

• - the conviction that the development of strategies is the destiny of the upper levels of power and management, and the task of the educational organization is their implementation;
• - The mood is more likely to receive ready-made prescription recommendations for the daily management of an educational organization than to develop their own strategic plans;
• - a mixture of strategic management with its inherent flexibility and mobility - with long-term, in which the plan can be adopted

once and not to assume constant adjustment of goals and means of achieving them;

Understanding the strategic management of the educational organization as an exclusive competence and the prerogative of its leader; the attitude that the head carries out only strategic management of the educational organization, and operational and tactical occurs only at the lower levels of management 1.

Otherwise, the success of mastering strategic management is associated with the actual acquisition by education managers of the necessary knowledge and skills, as strategic management develops the breadth of managerial thinking of leaders, turns them into genuine subjects of development of their organizations.

conclusions

• 1. The origins of the idea of \u200b\u200bstrategic management go back to ancient times, where strategy was understood as general art, the concept of achieving victory.
• 2. In the strategic approaches of past years, the idea of \u200b\u200bstrategy was associated, first of all, with the significance and long-term objectives, with the stability, immutability and immutability of the declared basic principles.
• 3. In the modern theory of management, strategic management is considered as: the most general model of actions focused on achieving set goals; a detailed comprehensive comprehensive plan for the implementation of the mission and achieving the goals of the organization with maximum efficiency; a set of decisions made by management on the basis of fundamental principles and rules.
Shifrin M. B.  Strategic management. St. Petersburg: Peter, 2007.
• Vikhansky O.S.  Strategic management: a textbook. M.: Publishing House of Moscow State University. 1995.S. 12.
• Cipherin  L /. B.  Strategic management. S. 24.
• Cipherin  L /. B.  Strategic management. S. 28.

The term "strategic management" was coined at the junction of the 60-70s. in order to indicate the difference between current management at the production level and management carried out at the highest level. The need to fix this difference was caused primarily by changes in the conditions of doing business.

The leading idea, reflecting the essence of the transition from operational management to strategic, was the idea of \u200b\u200bthe need to shift the focus of senior management to the environment in order to adequately and timely respond to changes in it.

You can point to several constructive definitions that were proposed by authoritative developers of the theory of strategic management. Shendel and Hatten regarded it as “a process of determining and (establishing) the relationship of an organization with its environment, consisting in the implementation of selected goals and in attempts to achieve the desired state of relations with the environment through the allocation of resources that allow the organization and its units to operate efficiently and effectively." According to Higgens, “strategic management is the management process for the organization’s mission by managing the organization’s interaction with its environment,” Pierce and Robinson define strategic management “as a set of decisions and actions to formulate and implement strategies designed to achieve the organization’s goal ". Vikhansky O.S. Strategic management. - M .: Gardarika, 2010 .-- P.8. There are still a number of definitions that emphasize certain aspects and features of strategic management or its differences from “ordinary” management.

A great contribution to the formation of the foundations of strategic management was made by C. Barnard. In the book “Managerial Functions”, he first pointed out the difference between the work of management to improve the economic efficiency of the organization and the activities of senior management to increase its effectiveness in terms of achieving the goal. This concept not only deliberately distinguished between operational management at the production level and top management, but also inevitably linked the organization with the external environment. Subsequently, the thesis of the importance of such a “docking” became the cornerstone of many analytical constructions on the topic of strategies.

The next fruitful idea was the concept of “distinctive competencies” introduced by F. Selznik. Katkalo V.S. Strategic Management // Bulletin of St. Petersburg. - 2010. - No. 16. - P.6-8.

The further development of strategic management can be traced in the works of foreign authors: C. Andrews, I. Ansoff, B. Henderson, G. Mintsberg, R. Ramelt, M. Porter, E. Mason and J. Blake, M. Hannan, J. Freeman and etc.

In domestic practice, the works of Odegova Yu.G., Kulapova M.N., Kartashova L.V., Maslova V.I., Kibanova A.Ya., Bazarova T.Yu. Vikhansky O.S. and other researchers. Based on the research of these authors, we consider the essential features of strategic management.

In order to give a detailed definition of strategic management, we compare this management with predominantly operational (let's call it ordinary management), which was mainly practiced in business over 20 years ago. The comparison will be based on the key characteristics of the organization’s management specified in Table 1.1. Vikhansky O.S. Strategic management. - M .: Gardarika, 2010 .-- S.15-16.

Table 1.1

Comparison of operational and strategic management

Characteristic	Operational management	Strategic management
Mission, mission	Production of goods and services in order to obtain income from their sale.	The survival of the organization in the long term by establishing a dynamic balance with the environment, allowing to solve the problems of those interested in the organization’s activities
Object of management attention	A look inside the organization, finding ways to make better use of resources.	A look outside the organization, the search for new opportunities in the competition, tracking and adapting to changes in the environment.
Time factor	Focus on the short and medium term.	Long-term orientation.
The basis of building a control system	Functions and organizational structures, procedures, equipment and technology.	People, information support systems, market.
HR approach	A look at workers as a resource of the organization, as performers of individual jobs and functions.	A look at workers as the foundation of an organization, its main value and source of its well-being.
Management Performance Criteria	Profitability and rationality use of production potential.	Timeliness and accuracy of the organization’s response to new market demands and changes depending on changes in the environment.

Let us compare strategic and operational management from the position of Labadzhyan MG (table 1.2).

Table 1.2

Differences between operational and strategic management

Conceptual apparatus	Operational management	Strategic management
Mission, mission	The organization exists for the production of goods and services in order to obtain income from their sale	Long-term survival of the organization by establishing a dynamic balance with the environment
Primary focus of management attention	A look inside the organization, finding ways to make better use of resources	Looking outside the organization, searching for new opportunities in the competition, tracking and adapting to changes in the environment
Time factor	Short and medium term orientation	Long-term orientation
The main factors of building a control system	Functions and organizational structures, procedures, equipment and technology	People, information systems, market
Personnel Management	A look at employees as an organization’s resource, as performers of individual jobs and functions	A look at workers as the foundation of an organization, its core value and source of well-being
Efficiency mark	The effectiveness of activities and management is defined as a category reflecting the profitability of the use of production potential	The effectiveness of the management of organizations is expressed in how timely and accurately the organization is able to respond to new requests from the market and change depending on changes in the environment

Summarizing the considered features of strategic management and the above definitions, we will understand strategic management as follows.

Strategic management is an organization’s management that relies on human potential as the basis of the organization, directs production activities to customer needs, flexibly responds and makes timely changes to the organization that meet the challenges of the environment and allow to achieve competitive advantages, which together enables the organization survive in the long run, while achieving their goals.

Acceleration of scientific, technical and socio-economic development and, as a result, increased environmental uncertainty in the early 80's. XX century led to the formation of a new personnel management paradigm - human resource management.

Strategic management can be defined as an approach to management, combining a whole range of measures to prevent the influence of the external environment of the organization on its activities and to achieve the most effective results by applying the most democratic approach to management, as well as a corporate culture that encourages self-education. Labajyan M.G. Strategic personnel management // Economics and technology. - 2010. - No. 25. - S.11-15.

The essence of strategic management is to answer three critical questions:

1. What is the current position of the organization?

2. What position would she like to be in three, five, ten years?

3. How to achieve the desired position?

To answer the first question, managers should have a good understanding of the current situation in which the company is located before deciding where to go next. And for this, an informational basis is needed that provides the strategic decision-making process with relevant data for analyzing past, present and future situations. The second question reflects such an important feature of strategic management as its orientation toward the future. To answer it, it is necessary to clearly define what to strive for and what goals to set. The third issue of strategic management is related to the implementation of the chosen strategy, during which the adjustment of the two previous stages may occur. The most important components or limitations of this stage are the available or available resources, the management system, the organizational structure and the personnel who will implement the chosen strategy.

In its substantive content, strategic management refers only to the basic, basic processes of the organization and beyond, paying attention not so much to available resources and processes as to the possibilities of building up the strategic potential of the organization itself. Strategic management is based on strategic decisions.

Strategic decisions are managerial decisions, which are: Pisarenko N. L., Dligach A. A. Strategic management. St. Petersburg: Peter, 2008 .-- P. 45.

1) focused on the future and lay the foundation for the adoption of operational management decisions;

2) are associated with significant uncertainty, since they take into account uncontrolled external factors affecting the enterprise;

3) are associated with the involvement of significant resources and can have extremely serious, long-term consequences for the enterprise.

Among the strategic decisions include:

Reconstruction of the enterprise;

Introduction of innovations (new products, new technologies);

Organizational changes (changes in the legal form of the enterprise, structure of production and management, new forms of organization and remuneration, interaction with suppliers and consumers);

Entering new markets;

Acquisition, merger, etc.

Strategic decisions are characterized by the fact that they:

They are innovative in nature, and since it is common for a person and organization to reject all new products, special measures are required to overcome rejection (persuasion, training, involving performers in the process of developing a strategy and, finally, coercion). Such decisions should be open and understandable to employees, which can be implemented through the use of internal marketing;

They are aimed at the long-term goals of the enterprise, at opportunities, and not at tasks, for the future, and not the present;

They differ from tactical decisions in that many alternatives are not defined, the procedure for their formation plays an important independent role;

Directed to the future and are therefore indefinite in nature;

They require knowledge - the result, as a rule, depends more on the quality of the decision than on the speed or timeliness of its adoption. There are no hard time frames for them;

Subjective in nature, usually not amenable to objective evaluation;

Irreversible and have long-term effects.

There are a number of definitions of the concepts of “strategy” and “strategic management”. We will name some of them, in our opinion, the most characteristic.

Strategy is a decision-making process at the highest level of the organizational hierarchy.

Strategy is the process of determining and (establishing) the relationship of an organization with its environment, consisting in the implementation of the chosen goals and in attempts to achieve the desired state of relations with the environment through the allocation of resources, which allows the organization and its units to operate efficiently and effectively. Business Strategies: A Handbook / Ed. G. B. Kleiner. - M.: CONSEKO, 2008 .-- P.289.

Although strategic management is the most important factor for successful survival in a competitive environment, nevertheless, in the actions of organizations there is often a lack of strategies, which leads to their defeat in the market struggle.

The lack of strategic management is manifested primarily in the following two forms.

First, organizations plan their activities on the basis that the environment will either not change at all, or there will not be qualitative changes in it. Attempts to draw up long-term plans, which prescribe what and when to do in a sufficiently long term, or attempts to find a solution for many years to come in the initial period, the desire to build<на века>  or acquire<на долгие годы> - all these are signs of non-strategic management. A long-term vision is a very important component of strategic management. However, this does not in any way mean extrapolating the existing practice and the existing state of the environment for many years to come.

Strategic management at every moment fixes what the organization should do in the present in order to achieve its goals in the future, based on the fact that the environment will change and the living conditions of the organization will change too. In strategic management, it is as if a view is being taken from the future to the present, the actions of the organization are being determined and implemented at the present time, providing it with a definite future, and not a plan or description of what the organization will have to do in the future is developed. In contrast to non-strategic management, a plan of concrete actions is drawn up, both in the present and in the future, a priori based on the fact that the final state is clearly known and that the environment will not actually change.

Secondly, with non-strategic management, the development of an action program begins with an analysis of the organization’s internal capabilities and resources. With this approach, it often turns out that the organization is not able to achieve its goals, since their achievement fundamentally depends on the capabilities, desires and needs of customers, as well as on the behavior of competitors. All that an organization can determine based on an analysis of its internal capabilities is how much product it can produce and what costs it can incur. The same will determine how much will be purchased and at what price. Therefore, to start planning the organization’s activities with an analysis of internal resources and opportunities to rationally use these resources means to completely go against the principles of strategic management.

Elements of the organization of strategic management require clear coordination. Most often, failures in the implementation of the strategy are related to the fact that in the strategy drawn up in strict accordance with the market external environment, either the organizational structure did not take into account the requirements of the chosen course and was kept in its previous form, or the management system or assessment system did not reflect it. That is, the higher the level of consistency of each element of strategic management and the correspondence between them, the higher the probability of success.

The strategic management of budget organizations is significantly different from the strategic management of commercial structures. To begin with, budget organizations have their own distinctive features. A budget organization is an organization created by state or local authorities to carry out non-profit functions, financed from the federal, regional, local budget or state extra-budgetary fund on the basis of estimates of income and expenses; endowed with state or municipal property on the basis of operational management. Mescon M., Albert M., Hedouri F. Fundamentals of Management. - M.: Williams, 2008 .-- P.34.

Based on this definition, a budget organization is determined by two main features:

The budget organization is non-profit;

Financing of a budget organization is carried out at the expense of the state.

The non-commercial nature of the activities of budgetary organizations largely determines the features of strategic management in them. According to the Civil Code of the Russian Federation, various types of enterprises belong to the commercial sector, the main purpose of which is to make a profit. Civil Code of the Russian Federation. - M .: Thought, 2011. - S. 14. The non-profit sphere, on the contrary, unites organizations that do not consider profit generation as the main goal of their activity and do not distribute the profit received among participants. Their work is aimed at achieving cultural, educational, scientific, charitable and other socially useful goals. Thus, the main goal of non-profit organizations (NGOs) and the main motivator for the activities of their managers is to serve public goals. Assessment of their activities comes from socio-political groups and government bodies.

The mission of budgetary organizations reflects the most important social tasks of a particular region. At the same time, the mission statement does not prohibit them from engaging in profitable areas of work, but the status of such organizations requires the use of the profit received solely for the purpose of developing the main non-commercial activity of the enterprise.

Budget organizations are financed by the owner who established them (the Russian Federation, a constituent entity of the Russian Federation, or a local government body) from the corresponding budget. Accounting in budgetary organizations. - M .: Prior, 2010 .-- P.15. The profit earned by the organization is used to achieve the goals set by the owner, established initially by the constituent documents, and thus, this cannot be a simple division between participants in economic activities.

Budgetary organizations include institutions of education, culture, healthcare, public administration, the military-industrial complex and the army. They conduct a variety of activities: they educate and educate children, treat people, create movies, engage in concert activities, ensure the safety of archival documents and much more.

There are significant difficulties for the direct transfer of strategic planning and management methods, decision-making systems and control mechanisms derived from the study of corporations to budget organizations. These difficulties can be overcome by considering the differences in the goals of these organizations and assessing their effectiveness.

The activities of any organization are determined by its goals. Differences in the goals of commercial and non-profit organizations are significant and largely determine the fundamental difference in approaches to strategic planning and management of the company and the budget organization.

If the requirement for corporate purposes that is quite justified and practically feasible is their quantitative expression, then it is difficult, and often impossible, to quantify the goals of budgetary institutions.

Although it would be wrong to say that the goal of maximizing profits is decisive for all commercial organizations and at all stages of their development, nevertheless, without making a profit, a company cannot exist for a more or less long time. This profit is fixed in the plans, methods for controlling all stages of its receipt are determined. Based on the expected profit, the goals of the organization and the ways to achieve them are determined. Consequently, firms have advantages in the process of setting goals: they can be clearly, specifically defined and quantified. For example, a certain level of sales, market coverage, or productivity must be achieved.

In the case of any non-profit organizations, goals are often determined in a general way, qualitatively. Hence, when formulating them, the verbs “improve”, “increase”, “overcome”, etc. are often used. Often they are not operationalized, i.e. There is no certain set of operations or actions, the implementation of which allows achieving goals.

The goals of both the company and nonprofit organization may conflict, contradict one another. In the case of a firm, a conflict of goals is resolved by redistributing resources, which are ultimately determined by the amount of profit. Often the company has to abandon certain goals, due to lack of resources, to delay their achievement until better times. Thus, commercial organizations usually overcome the problem of conflicting goals.

But even if the goals of the nonprofit organization are clear, do not conflict with each other and are unchanged, evaluating the performance of budget organizations is extremely difficult. This complexity can exist in the case when the organization’s goals are quantified, the time frame for achieving them is set, but there is no objective way to determine the performance of individual organizational units.

One way to solve the problem is to measure some aspects of performance in the hope that “good” performance in accordance with this criterion will reflect the achievement of immeasurable “true” goals. Tooth A.T. Strategic Management: Theory and Practice: Textbook for High Schools. - M .: Aspect Press, 2010. - P.154 - 157. So, for example, if the goals of the school are to educate children and prepare them for life in society, i.e. are goals that cannot be directly measured; indirect methods of measuring goals achievement can be used in order to evaluate the performance of the budget organization as a whole.

In the case of a school, you can measure the test scores and use this data as a criterion to compare one school with another (however, this measurement cannot be considered completely objective - the composition of the students in each school, available resources, parental support, etc. are not the same).

Among the theoretical concepts devoted to the characteristics of the economy and management of budgetary and non-profit organizations, theories of “production of public goods”, “unfulfilled contract”, and “control of stakeholders” can be distinguished. Shekova E.L. Economics and management of non-profit organizations. - St. Petersburg: Peter, 2008 .-- S. 32-39.

The theory of "production of public goods."

According to the theory of “production of public goods” by American scientists D. Shif and B. Weissbrod, the specifics of the economy and management of non-profit organizations follows from the very causes of the emergence of non-profit organizations - they arise due to the inefficiency of commercial structures in the production of public goods.

The common distinguishing feature of public goods, in comparison with private goods, is the presence of two properties - non-competitive and non-exclusive, i.e. lack of competition in consumption and inability to prevent the consumption of this good. This limits the possibility of introducing a market charge for the use of public goods.

The production of public goods is accompanied by external effects, which are the appearance of costs or benefits that are not included in the prices and fall to the share of third parties. Non-profit sphere provides the population with various public goods, the consumption of which leads to such positive macroeconomic results as increasing the cultural, intellectual, moral potential of society; growth in productivity in sectors of the economy, etc.

In conditions of uncertainty, the commercial production of public goods is difficult and leads to a decrease or lack of supply from entrepreneurs. Thus, the negative consequences of information asymmetry impede entrepreneurship in this area.

Social marketing. A necessary condition for the release of public goods, according to Weisbrod, is the use of social marketing (a type of marketing aimed at the formation of public values). The use of social marketing enables manufacturers to stimulate the consumption of public goods among various population groups.

Fundraising Access to the public goods of all groups of the population, regardless of income level, does not allow producers in most cases to set prices for public goods that would ensure profit. As a result, revenues from the release of public goods may not cover all costs associated with their production. In such circumstances, it becomes extremely important to use fundraising, the direction of management to attract and accumulate external sources of financing, such as charitable and sponsorship contributions, grants, government subsidies, etc.

Volunteering The limited resources of producers of public goods determines the specifics of labor relations in this area. Volunteering, a system of labor relations based on the mechanism of non-material incentives and pursuing social, charitable and other socially useful goals, is of great importance. In non-profit organizations, the work of volunteers usually comes down to working with visitors, helping with events, collecting external information, etc.

Theory of the “failed contract”

I. Ilman and G. Hansmann developed the theory of “unfulfilled contract”, according to which in some cases the market mechanism does not provide effective control over the activities of manufacturers, and therefore the latter can intentionally inflate the price with low quality products, which leads to a deterioration in the welfare of the client. Thus, on the part of the manufacturer, there may be a violation of ordinary contractual obligations, which Hansmann calls a “failed contract”.

Hansmann believes consumers are more secure if they work with nonprofits. Non-profit structures are legally limited in the possibilities of internal distribution of income between employees and should direct the funds received to the development of the organization’s core business, which is controlled by the company.

Due to the fact that the property of state institutions is the property of the state, all revenues from this property are considered as state budget revenues, and the distribution of revenues by institutions should be coordinated with state authorities.

As a result, budgetary institutions prefer to legally distinguish between non-profit and entrepreneurial activities. This division of activity is achieved in two ways.

First, to conduct entrepreneurial activity at the institution, a separate enterprise is created, the controlling stake of which belongs to the institution.

Second, the institution provides its space, trademarks and other rights to companies engaged in commercial activities, and those, in turn, deduct a certain percentage of the profits.

Theory of “stakeholder control”.

A. Ben-Ner, B. Guy and T. van Homissen, I. Fam and M. Jensen point to public control, or “stakeholder control”, as the main feature of the economy and management of non-profit organizations.

This control, in their opinion, promotes the trust of the organization, determines the social significance of its work and the need for its financing. Social significance, or social effect, reflects the results of a non-profit organization, not related to obtaining material benefits, but aimed at increasing the welfare of society.

The management of cultural organizations also relies on stakeholder control. Stakeholders may include philanthropists, foundations, trade unions, etc. In most cases, the control functions of stakeholders are implemented through board of trustees in non-profit cultural organizations.

Among the functions of the board of trustees in a cultural institution, the most important are managerial, financial and control.

Management functions include determining the development strategy of the organization of culture, planning the main activities, analysis of the results of work. Financial functions include financial planning, as well as the direct involvement of various sources of financing from the population, the commercial sector and the state.

Control functions consist in overseeing the use of fixed assets, the movement of financial assets, etc.

The composition of the board of trustees most often includes representatives of the commercial sector, public authorities, etc., who are interested in developing the activities of a cultural institution. As a rule, the board of trustees is formed from those people who supported the activities of the cultural organization either at the time of its creation or in the process of its work. However, the composition of the board of trustees may vary due to objective reasons, as well as decisions of the majority of members of the board of trustees.

Trustees, unlike the staff of a cultural institution, perform their functions on a voluntary and free basis. Thus, the lack of direct interest in the economic results of the activities of the cultural institution reduces the interests of these individuals not to maximize the profits of the institution, but to successfully fulfill its mission.

Raising one's prestige in society, gaining a solid reputation in the market and consumer confidence, access to closed sources of information, the services of cultural organizations, etc. can be considered as motives for resorting to guardianship.

Most budgetary institutions experience financial and organizational problems; they do not have an effective management structure and personnel incentive systems. The creation of a board of trustees would allow them to solve a number of urgent problems, in particular, attract additional sources of financing, etc.

Having examined the theoretical concepts of foreign scientists, we can highlight the general features of the activities and management of non-profit organizations. This is the use of social marketing, fundraising, volunteering and the presence of control by stakeholders.

Bibliographic list

1. Povvedny A.V. Factors of the educational process as a problem in the pedagogical heritage of A.S. Makarenko: Abstract. dis. ... cand. ped sciences. - N. Novgorod: NNSU, 1996 .-- 19 p.

2. Povvedny A.V. The factor approach and factor analysis in building the theoretical and methodological foundations of psychological and pedagogical research // World of Psychology. - M .; Voronezh:

publishing house Voronezh, 2006. - No. 2. - 288 p.

3. The Russian pedagogical encyclopedia: In 2 volumes / Ch. ed. V.V. Davydov. - M .: Big Russian Encyclopedia, 1993 .-- 608 p.

4. Feldstein D.I. Psychology of the development of man as a person: fav. tr.: In 2 vols. - M.: Psychological and Social Institute; Voronezh: publishing house NPO MODEK, 2005. - V. 1. - 568 p.

L.L. Portyanskaya

STRATEGIC GOVERNANCE IN THE MODERN EDUCATION SYSTEM: CONCEPTUALIZATION OF CONCEPTS AND APPROACHES

The article examines the current issues of the formation of a management strategy for the Russian education system; a number of conceptual concepts and approaches are defined that reflect the modern content of strategic management in the education system.

Key words: modernization, strategic management.

All over the world, significant changes are taking place in national education systems. Against the backdrop of these changes, one of the leading trends in the process of education management is its orientation towards a thinking and creative person. Domestic scientists and practitioners pay attention, as a rule, to such important, but multidirectional aspects of management in the education system as the conservativeness of education, the crisis of education, the modernization of education, the informatization of education, the quality of education, the effectiveness of the education system, and the processes of integration into the global education system, which aggregate determines the need to develop new approaches to the formation of a new management concept in this area.

However, even the conceptual apparatus of the concept of strategic management in the system of modern education is still in its infancy. The Russian education system has entered that stage of reform and modernization, when the lack of a developed strategy impedes its further full-fledged development. Therefore, the conceptualization of concepts and approaches in the field of strategic management in the field of education is of great scientific and practical interest.

Revealing the features of strategic management in the education system, first of all,

The term "strategy" consists of two Greek words: "stratos" - an army and "ago" - I lead. In military science, strategy means the ability to correctly calculate and organize the movement of troops.

In economic reference books, strategy is seen as the art of leadership, a general plan for conducting this work, based on the prevailing reality at this stage of development; as a way of using tools and resources aimed at achieving development goals and taking into account environmental conditions, as well as factors such as uncertainty, randomness and risk.

Strategy is the main means to achieve the general goal; an integral part of the decision-making process on development directions; a set of attitudes, decision-making rules and ways to transfer the system from the old (existing) position to a new (target) state, ensuring the effective fulfillment of its mission (mission).

Allocate market, innovative, competitive, marketing strategies. The main feature of the strategy is not a temporary, current adaptation to adverse conditions, but a constant and active attitude to the external environment. Strategy expresses the attitude of social

but the economic system and its participants to certain aspects of the external environment.

A strategy is not a plan or its equivalent. Strategy is the “course of action” that management will use to achieve the overall goal.

In turn, “management” is the ability to achieve goals, using labor, intelligence, and other people's motives; the process of planning, organization, motivation and control, necessary in order to formulate and achieve goals; the process of the targeted impact of the control subject on the control object to achieve certain results.

Despite the difference in approaches to the definition of “management,” we believe that the main task of management is to manage people, coordinate their activities to achieve a specific goal.

The subject of management is a person, group or specially created body that is the bearer of managerial influence on a social object (managed system), carrying out activities aimed at maintaining the quality of specificity, ensuring its normal functioning and successful movement towards a given goal.

The management object is a social system (country, region, industry, enterprise, collective) that all kinds of managerial influence are directed at in order to improve it, improve the quality of functions and tasks, and successfully move towards the planned goal.

The works of such famous authors as I. Ansoff, P. Doyle, B. Karlof, G. Mintzberg, T. Peters, M. Porter, M. Starr, A. Thompson, G. Hamel, K. were devoted to the development of strategic management problems. Hofer, E. Chandler, G. Steiner, C. Andrews and many others. So, Professor E. Chandler from Harvard Business School identified three essential components of the strategy: determining the main long-term goals and objectives, adopting a course of action, allocating resources. A. Thompson and A. Strickland consider strategic management as five main constantly implemented tasks: determining the scope of activity and the formation of strategic objectives; formation of a strategy to achieve the intended goals; implementation of the strategic plan; evaluation of the results

telnosti; changing the strategic plan or methods for its implementation.

According to the point of view of OS Vihansky, strategic management is a dynamic set of processes logically flowing from each other: analysis of the environment, determination of the mission and goals, choice of strategy, implementation of the strategy, assessment and monitoring of implementation.

In most works, the idea of \u200b\u200bstrategy as a specific process of managing an organization has developed.

But the concept of strategic management in the system of Russian education is radically different from the strategic management of the organization and is determined primarily by state policy in the field of education and the fact that education is considered in Russia as part of the social sphere, which is fundamentally different from the Western European approach, where education is considered as production industry.

The state policy of the Russian Federation in the field of education is aimed at creating a new national model of the education system taking into account the emerging political, economic and socio-legal conditions. The legal basis of legislation in relation to education is primarily the provisions enshrined in Art. 43 of the Constitution of the Russian Federation, establishing the right to education. The Constitution of the Russian Federation guarantees the accessibility and free availability of preschool, basic general and secondary vocational education in state or municipal educational institutions and enterprises. Every citizen of the Russian Federation has the right to receive higher education on a competitive basis at a state or municipal educational institution and at an enterprise.

According to the Law of the Russian Federation dated 10.07.1992 N ° 3266-1 “On Education”, the organizational foundation of the state policy of the Russian Federation in the field of education is the Federal Target Program for the Development of Education. Currently, the process of modernization and development of the domestic education system is carried out on the basis of the provisions enshrined in the Federal Target Program for the Development of Education for 2006-2010 (hereinafter - the Federal Targeted Education Program), approved by the Decree of the Government of the Russian Federation of December 23, 2005 No. 9,803 (as amended, out of

As follows from Art. 8 of the Law on Education, the education system is a combination of interacting:

Continuing educational programs of various levels and focuses, federal state educational standards and federal state requirements;

Networks of educational institutions and scientific organizations implementing them;

Educational management bodies and institutions and organizations subordinate to them;

Associations of legal entities, public and state-public associations engaged in educational activities.

State administration in the field of education is carried out within the limits of their authority by federal state bodies and bodies of state power of the subjects of the Russian Federation. The federal executive bodies that carry out state administration in the field of education include the federal executive bodies that carry out the functions of formulating state policy, legal regulation, control and supervision, managing state property and rendering public services in the field of education, as well as federal bodies executive

authorities in charge of educational institutions. In municipal districts and urban districts, management in the field of education is carried out by the relevant local authorities (Article 37 of the Law "On Education").

Based on this, we can conclude that at the top (first) level of management of the education system are federal bodies of state power; the next (second) level is government bodies of a subject of the Russian Federation; the third level - local governments of municipal districts and urban districts, the fourth level - institutions and organizations subordinate to them (Fig.).

Thus, the concept of strategic management in the field of education is the result of the interaction of several management entities whose goals and objectives may not initially coincide. In addition, these entities have various opportunities (organizational, personnel, financial, informational) for the implementation of strategic programs and projects. That is, in fact, we cannot talk today about the universalization of strategic goals, equal access to education and ensuring its quality for all citizens of the country.

An analysis of the tasks formulated in the federal program of missile defense, mainly at the top (federal) level of strategic management, shows that by 2010 there should be: a change

Education Development Strategy

Fig. Education Management Levels

educational content; updating the content of vocational education; development of modern information technologies in the field of education; creation of a continuing education system; improving the quality of general secondary education; increasing the competitiveness of Russian education; increasing the accessibility of higher education on social and territorial grounds; improving the structure of the education system; increasing the investment attractiveness of the education sector. However, the task of forming a new strategy for the development of the education system is not posed by the developers of the Federal Target Control Program.

The “Concept for the modernization of Russian education for the period to 2010” for the long term as the general strategic line for the coming decade has designated modernization of education, but the concept of “education system management strategy” is not disclosed in the Concept.

The main goal of the Concept is to create a mechanism for the sustainable development of the Russian education system, and to ensure on this basis the social and economic needs of the country, individual, society and state. Expanding accessibility, improving the quality of general and vocational education, increasing its effectiveness is planned to be achieved on the basis of such management principles as the scientific justification of the choice of solutions to problems and risk assessment, model and experimental testing of alternative options, a wide discussion in society about the possible consequences of reform, monitoring the implementation of decisions and the corresponding possibility of adjusting actions.

Methodologically, everything is true, but here again the problem of resource support for the mechanism of sustainable development of the education system in each specific region and the country as a whole arises.

The strategic goals of the state policy in the field of education, the expected results of the development of the education system for the period up to 2025 are defined in the National Doctrine of Education in the Russian Federation, approved by the Decree of the Government of the Russian Federation of October 4, 2000. No. 751 "On the National Doctrine of Education in the Russian Federation", but they are only general, declarative in nature:

Creating the basis for sustainable socio-economic and spiritual development of Russia, ensuring a high quality of life for the people and national security;

Strengthening a democratic state of law and the development of civil society;

Personnel support of a dynamically developing market economy, integrating into the world economy, highly competitive and investment attractive;

The approval of the status of Russia in the world community as a great power in the field of education, culture, art, science, high technology and economics.

How successfully these goals are realized can be judged, for example, by international ratings of Russian universities. In the Shanghai ranking (ranking of Shanghai University (Shanghai Jiao Tong University)), the best of Russian universities is Moscow State University. M.V. Lomonosov University (Moscow State University) - did not rise above 66th place (2004). Also in the fourth hundred of this rating, St. Petersburg State University (SPbU) is regularly present. In the THES-QS ratings (rating of the British newspaper Times), Moscow State University for four years could not rise above 79th place.

More than half of graduates of Russian universities do not work in their specialty. All surveys of employers show growing dissatisfaction with the quality of university education and the lack of a link between education and the labor market.

Higher education in Russia is still heavily underfunded. Revenues from state and non-state sources account for about one percent of GDP. In Europe these expenses are at the level of two percent, and in the USA - at three percent. If we take into account the multiple difference in the absolute value of GDP between Russia and the OECD countries, we get a tenfold difference in the amount of financing.

If the salaries of professors in the United States are from about $ 63 thousand to $ 136.3 thousand (on average, $ 101.7 thousand) per year, then in Russia the average salary of a professor or doctor of science, calculated according to the Unified Tariff Schedule, taking into account allowances for position and bonuses for an academic degree, in 2008 amounted to 14,500 rubles per month (or

about $ 6.3 thousand per year). That is, the gap is at least 10 times.

The conclusion is obvious: the absence of a clearly formulated comprehensive strategy for the development of the Russian education system leads to a lack of an adequate analysis of the past state of the system, to problems of the present and the uncertainty of the future.

We believe that the features of the strategic management of the education system are determined by its essential features, functioning principles, mission, the need to perform a special socially significant function in modern society and development directions that correspond to the needs of society, the state and the individual for the long term, taking into account geographical, cultural, historical and resource opportunities of the regions.

The Russian education system from the point of view of strategic management has a number of features. Firstly, it still bears the imprint of the Soviet system. Secondly, it is the focus of a strong and diverse, largely underestimated and unclaimed intellectual resource, characterized, on the one hand, by creativity and receptivity to everything new, and, on the other hand, by disbelief in the possibility of implementing new ideas and projects. Thirdly, the responsibility for the development of the system lies directly with the state (in the person of educational authorities), whose decisions and actions do not always coincide with the expectations of the professional community. Fourth, the system of regulation of educational activity is based on standards and requirements that rigidly fix educational activity, both in terms of time and content. Fifthly, it is a system that is rather heterogeneous in the structure of interests with an actively interacting governing and managed systems.

In our understanding, strategic management in the system of modern Russian education should be based on the following principles, regardless of territory:

Recognition of education as the most important social institution and a specific branch of the economy, ensuring all citizens living in the country equal conditions for receiving a high level of education, as

new well-being of the individual, its social mobility;

Ensuring the dynamics of the development of the education system on the basis of global trends in the development of education, the universality and variability of education, the self-realization of each person, their positive motivation to receive education, preparedness for choosing a profession, further self-education in accordance with the needs of the individual and society;

Recognition of education as a strategic resource for the sustainable development of the country as a multicultural space, providing a combination of national-regional, interregional, national and international interests in solving complex problems of education.

We agree with experts that the art of strategic management consists in creating and debugging such an educational infrastructure that would set the vectors of innovative development, preparing people for the economy of the future; reacted to changes in the labor market and at the same time solved the problems associated with the transfer of cultural and social norms and standards of public life. It is important to avoid the extremes of the “state plan” (centralized allocation of resources and orders for training specialists) and the “free market” (education serves the labor market). An innovative approach to education reform is based on the notion that the education system is not so much adapted to the labor market as it is itself the source and incubator of new ideas, innovative solutions, breakthrough technologies.

Thanks to the work of M. Porter and his followers, a wide range of concepts and techniques has appeared, the purpose of which is to develop and maintain competitive advantages by forecasting and using the capabilities of the external environment, some of which are quite applicable to the education system, if we consider it in a highly competitive market environment with installation on an innovative development path.

The educational system governing bodies should also be guided by the recommendations of UN experts who raised the question of a radical change in approaches to state regulation of social development. At the XII Expert Meeting on Pro-

the United Nations Program in the field of public administration and financing, it was proposed to use the “strategy of synergetic selective modular improvement of state potential” when developing state programs. In other words, carry out strategic planning of socio-economic development, designed for the long term (up to 50 years) with a breakdown into 5-10-year cycles. And, it should be noted that at present such approaches to planning abroad are actively used, unlike Russia, which has yet to master a new methodology of strategic planning, including in the field of educational system management.

Thus, strategic management in the system of modern education is a new management philosophy, which includes a dynamic set of interrelated management processes for making and implementing decisions in order to maintain the competitive advantages of the system in the long term.

Bibliographic list

1. The law of the Russian Federation “On education” dated 10.07.1992 No. 3266-1 // Russian newspaper. - 07/31/1992. - .№172 (as amended., Amended by the Federal Law of October 27, 2008 No. 180-ФЗ // Rossiyskaya Gazeta. -29.10.2008).

2. Decree of the Government of the Russian Federation of October 4, 2000 No. 751 "On the national doctrine of education in the Russian Federation" // Russian newspaper. - 10/11/2000. - .№196.

3. Decree of the Government of the Russian Federation of December 23, 2005. No. 803 "On approval of the Federal target program for the development of education for 2006-2010" // Collection of legislation of the Russian Federation. -

2006. - No.\u003e 2. - Art. 186.

4. The concept of modernization of Russian education for the period up to 2010 was approved by order of the Ministry of Education of Russia dated 02.11.2002. No. 393.

5. Androsova L.A. Sociology of Management. Educational and methodological recommendations. - Penza: Publishing house of PSU, 2002. - 56 p.

6. Wigman S.L. Strategic management in questions and answers: Textbook. allowance. - M.: TC Vel-bi, Prospect Publishing House, 2004 .-- 296 p.

7. Vikhansky O.S. Strategic Management: A Textbook. 2nd ed., Revised. and add. - M.: The Economist 2004. - 296 p.

8. Volkov A. Livanov D., Fursenko A. Higher education: agenda 2008-2016 // Expert. -

2007. - №>32.

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11. Porter M. International Competition: Competitive Advantages of Countries / Per. from English -M. : International Relations, 1993. - 896 p.

12. Porter M. Competition: Textbook / Trans. from English - M.: Williams, 2003 .-- 495 p.

13. Sadovnichy V., Kruzhalin V., Artyushina I., Shutilin V. How to calculate the quality of education // Expert. - 2008. - .№4.

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17. Making the Position of Governments in the Field of Polites Stronger // The 12 Gonferense of Expert of UWO on the Point of State Management. - N.Y, 1995.

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19. Thorelli H.B. Strategy + structure \u003d performance: The strategic planning imperative. Bloomington, IN: Indiana University Press, 1977.

MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION

FEDERAL EDUCATION AGENCY

RUSSIAN STATE SOCIAL UNIVERSITY _____________________________________________________________________________

Branch in Elektrostal

Specialty: "Social Work"

Course work

by discipline

"Strategic Management"

on the topic:

“Features of strategic management in the field of education (on the example of the public educational institution“ secondary school ”“ ATON ”)”

Work completed:

5 year student

full-time

sRBD-5 groups

Boykova S.S.

Accepted:

Kostromina E.A.

Elektrostal

Introduction …………………………………………………………………………… 3

Chapter 1. Theoretical aspects of strategic management ………… .8

1.1. Management in the education system ………………………………. 7

1.2. Legal regulation of paid education ... .7

Chapter 2. Analysis of the control system of the public educational institution "secondary school" "ATON" ................... 90

2.1. The structure of the secondary educational institution “secondary school” “ATON” and the fundamentals of the subsystem

management ……………………………………………………… ... 19

2.2. The matrix of the STEP analysis of the public educational institution "secondary school" "ATON" .............................. 56

2.3. The matrix of the SWOT analysis of the NOU “SOSH” “ATON” ………………… 78

2.4 Ranking of the global problems of the organization ……………… ..89

2.5. Competitive advantages of the organization ……………………… .45

Chapter 3. Development of the strategy of the public educational institution “secondary school” “ATON” ………………… ... 78

3.1. Argumentation of strategic ideas of development …………………… 30

3.2. Measures to implement the strategy …………………………. 32

Conclusion ………………………………………………… .. 35

List of used literature ……………………………………………. 37

INTRODUCTION

Education in the Russian Federation is carried out in accordance with the legislation of our country and international law.

The right to education is one of the leading and inalienable rights of citizens of Russia provided for by the country's Basic Law. It is enshrined in Article 43 of the Constitution of the Russian Federation:

1. Everyone has the right to education.

2. Guaranteed accessibility and free pre-school, basic general and secondary vocational education in state or municipal educational institutions and enterprises.

3. Everyone has the right on a competitive basis to get free higher education at a state or municipal educational institution and at an enterprise.

4. Basic general education is compulsory. Parents or persons replacing them ensure that their children receive basic general education.

5. The Russian Federation establishes federal state educational standards, supports various forms of education and self-education.

The central element of the education system in Russia is general secondary education, including secondary schools, schools with in-depth study of individual subjects, specialized schools, grammar schools, lyceums, and evening schools. Educational institutions of a boarding type, special schools for children with disabilities in physical and mental development, out-of-school educational institutions.

The main tasks of educational institutions are; creation of favorable conditions for mental, moral, emotional and physical development of a person; development of a scientific worldview; students mastering the system of knowledge about nature, society, man, his work and methods of independent activity.

The existing problems in successfully solving the problems facing the school are due to a number of contradictions, which are largely associated with significant changes in the concept of the development of our society, with entry into market relations, with the ongoing changes in value orientations, educational and activity needs of a person.

Relevance:

Education is one of the most important fundamental principles of the life of society, objectively reflecting in itself its real state, features and levels of development.

The role of education at the present stage of Russia's development is determined by the tasks of the country's transition to a democratic and legal state, a market economy, and the need to overcome the danger of lagging behind global trends in economic and social development. Nowadays, the school is developing in the conditions of the market and new economic relations, the specific conditions of material support require principally new approaches to management from the heads of educational institutions.

Object of study -non-state comprehensive school of NOU "SOSH" "ATON".

Subject of study -strategic management and development of VNOU "SOSH" "ATON".

Purpose  of this work is the accumulation of systematization and consolidation of knowledge about strategic management, as well as the development of strategies for non-state secondary school NOU "SOSH" "ATON"

Tasks:

1. To study the theoretical aspects of strategic management.

2. Consider the legal regulation of paid education.

3. To analyze the management system of the institution under study.

4. Identify problems and develop a results-based strategy.

STEP, SWOT analysis and other data obtained.

5. Draw up an action plan for the implementation of the strategy in

private educational school of NOU "SOSH" "ATON".

6. To acquire primary skills in the practical application of the basic methods of strategic management.

Theoretical and methodological base:teaching aids, textbooks, works of leading domestic and foreign scientists in the field of strategic management and management. The use of various types of economic analysis.

Regulatory framework:  Constitution of the Russian Federation, Federal Law “On Education”.

Empirical base:  articles from magazines, newspapers, archival documents, statistics.

CHAPTER 1. THEORETICAL ASPECTS

STRATEGIC MANAGEMENT

Education Management

In the last decade, during the reform of the school and the expansion of the list of educational services, special attention has been paid to the development of management in the education management system and the training of managers, which allows to increase the level of professionalism of the manager. A rational combination of his work with the activities of public structures in the educational system will help educational institutions more effectively solve the problems of their material base, financing and management in order to create more favorable conditions for the continuous improvement of the educational process of preparing the younger generation for life.

The introduction of school management allows educational institutions to expand the list of educational services and improve the quality level of training, education and development of young citizens of our country. It provides educational institutions with great opportunities to adapt to market conditions. 1

Management in education involves the special development of principles, methods, tools and forms of managing educational systems in order to increase the efficiency of their activities and create opportunities for productive life for numerous budgetary institutions of the country's education system. The activities of specialist managers should be based on their professional knowledge of the organization and management of educational institutions and should be based on the work of academic teachers who have developed theoretical foundations and methods for managing educational systems. This will help to ensure a rational approach to the creation in institutions of general secondary and special secondary education of conditions for organizing and maintaining a high level of the educational process; strengthening the material base and economic situation of educational institutions; rational spending of budgetary funds, development and implementation of new management mechanisms, obtaining additional sources of financing for education.

A rational combination in the management of education of the activities of a professional manager and collegial governing bodies deepens the foundations of unity of command and collegiality, characterizes the act of managing the educational system from new perspectives, and creates opportunities for unlocking great potential in the activities of educational institutions. Collegial governing bodies can ensure the development of strategies in the activities of educational institutions, and a larger and smaller tactical activity will be carried out at a high professional level by a manager endowed with these powers by the founder of the educational institution and representatives of collegial governing bodies. 2

In the presence of an effective working governing council of an educational institution and a professional manager-manager, it is important that in institutions of secondary general, as well as primary and secondary vocational education, management in the educational process should be carried out directly by professionals in the field of educational disciplines. Thus, the status of the current head teacher (deputy director of the school for academic work) may change, since he must not be lower than the status of manager-manager. Therefore, in institutions of secondary education, it is advisable to introduce the post of director for academic or educational work. In a schematic form, the management structure of the institution of general and special secondary education is presented in Figure 1.1.

Fig.1.1. Intra-school authorities

In institutions of higher professional education, in our opinion, it is advisable to preserve for centuries the classic form of management organization, provided that the powers of representative management bodies are expanded. 3

The non-governmental educational institution is managed directly by its founder or, in agreement with him, the board of trustees formed by the founder. A non-governmental educational institution has its own charter, which defines the powers of the board of trustees, the management structure, the procedure for the appointment and election of the head of the educational institution.

The charter of a non-governmental educational institution fixes the structure of internal management, the procedure for appointing or electing a leader whose powers are determined by the founder or the board of trustees in coordination of his functions with the teaching staff.

Particular attention in the management of educational systems at any level is paid to the problems of financing education. 4

Management methods

The fundamentals of management in school are the creation of conditions for the normal course of the educational process.

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