Педагогические науки/4.Стратегические направления

реформирования системы образования

K.p.n. Natalya Sharata

Vice-president of research and educational activity and advanced training

Nikolayev National Agrarian University,

Stages of innovation process at higher education establishments

Under conditions of market relations and competition, the issues of effective organization of innovation activities at universities are getting more and more important. It is necessary to manage the innovation processes inside the educational establishments and it requires a deep scientific substantiation of the process, determination of conditions and mechanisms of effective innovations management.

A number of research devoted to different aspects of innovation processes and their management have been recently done. The innovations and innovation processes in education have been described by such scientists as K. Angelovsky, M. Burgin, V. Zagvyazinsky, A. Kruglikov, A. Nain, O. Klomeryki,
N. Yusurbekova and others.

However the research in the mentioned sphere is rather fragmentary and it requires further studies. At present, there appeared certain precondition for qualitative changes in the system of innovation processes management at universities.

The necessity of innovation development at higher educational establishments sets new requirements to the content, organization, forms and methods of management. It requires he new effective ways of innovation processes management, creation of conditions for improving the innovation activities at universities, conditions for training lectures, post-graduate students and students for participation in such activities, as well as finding the ways of management of the innovation processes.

“Innovation” is a Latin word. It means a renewal, change, introduction of something new, novelty. The motion of innovation is determined as a novelty and as a process of putting the novelty into practice.

Pedagogic innovation science in contrast to pedagogic is a young field. Nowadays, the pedagogic innovation sciences itself as well as its methodology are at the stage of research, empiric accumulation of data and their theoretical comprehension. Pedagogic innovation science is a theory of creation of pedagogic novelties, their assessment and assimilation in educational environment and, finally, putting them into practice.

The unity of three constituents of innovation process should be underlined, i.e. creation, assimilation and introduction of novelties.

It is the three-component innovation process that is the object of studies in pedagogic innovation science.

The meaning of innovation is determined as a process of putting the novelties into practice. Thus, according to A.I. Prigozhym innovation is a purposeful change introducing some new and relatively stable elements in a certain social unit organization, community, group. Innovation is considered to be a complex, purposeful process of creation, distribution and use of novelty, the aim of which is meeting the demands and interests of people of new means thus leading to certain qualitative changes of the system and ways of increasing it effectiveness, stability and sustainability. The innovation process is connected with the transition to a qualitatively different state, the old norms, concepts and roles being revised and reconsidered. The innovations have their inner logic and trend determined by the logic of development from the novelty ideas to its introduction, as well as the logic of relations between the participants of innovation process. The innovation process is characterized by a certain stability due to the mechanism of self production. Different sets of such mechanisms and their combination stipulate the variety of innovation processes and their individual features.

M. Burgin suggests considering the following stages of innovation process:

- developing a novelty

- studying the creation

- improving it by the specialists;

- putting into practice, theoretical study of the novelty and its assimilation

- further development of innovation [1].

At present the following scheme of innovation process stages has been formed in the scientific literature:

- the stage of birth of a new idea or emergence of the concept of novelty; it may be called the stage of discovery which is a result, as a rule, of fundamental and applied research;

- the stage of invention, i.e. creation of novelty realized in an object either material or spiritual model product;

- the stage of innovation introduction at which the novelty is put into practice and improved; This stage results in acquiring a stable effect.

After that the independent existence of novelty begins and the innovation process enters the next stage which is possible only under condition of susceptibility of the novelty.

At the stage of using the novelty, the further stages can be determined:

- the stage of distribution consisting of a wide scale introduction and dissemination of novelty in different spheres.

- the stage of novelty supremacy in a certain field when actually the novelty has ceased to be a new thing. This stage results in the replacement of the novelty by a more efficient one;

- the stage of cutting the scale of using the novelty due to its replacement by a new product. In our opinion it is not necessary for a concrete innovation process at higher school to include all the mentioned above stages in their strict succession and indissolubility. The described line of successive by replacing each other time stages of innovation process represents a simplified scheme of its actual development. The mentioned stages can be of a different duration.

To our mind under current conditions, the approach to determining the stages of social and innovation process based on the integration of innovation management and pedagogic ideas is quite appropriate. The essence of innovation process lies in its purposeful chain of activities on the initiation of innovation of innovations at higher school, development of new technologies, services and products, their marketing and further diffusion in the condition of higher school.

The innovation process at higher school involves eight elements the combination of which in a single successive chain forms its life structure.

List of literature:

1. Бургин М. Инновации и новизна в педагогике / М. Бургин // Советская педагогика. – 1989. – №12. – С.36–37.