Browsing by Author "Seturidze, Rusudan"
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Item One of the ways of cooperation between the businesses and the universities – Unified data management using the Business Intelligence portal(Business Systems Laboratory, 2020) Seturidze, Rusudan; Topuria, NinoThe effective cooperation between the businesses and the universities is essential and has to be treasured as contributing to knowledge and economy. University – business cooperation (UBC) is considered as a priority for the development of the fields of both, education and business. The experience shows that the universities and the business speak different languages. The gap between the worlds of education and business is explained with the conservativeness of the higher education institutions, and the dynamic business environment. It is mostly implemented at a bilateral level and focused on joint projects and practical initiatives of common interest (Rakovska et al., 2013). The article gives conclusions and recommendations regarding the cooperation between the university and the business. Different models are construed regarding this issue and a united business analytics portal and ways of its management are developed. Based on cloud-based business intelligence services, users can view and share reports and dashboards on the web and mobile devices. The data are analyzed what allows elaborating and improving the cooperation between the university and the business.Item Problems of distribution and use of state education grants in contemporary Georgia(Ivane Javakhishvili Tbilisi State University Press, 2021) Sichinava, Demur; Magradze, Murtaz; Seturidze, Rusudan; Davitaia, Shorena; Sigua, ZviadThe article is dedicated to the problems of distribution and use of state education grants in higher education in contemporary Georgia. It analyzes the existing systems and approaches to funding tuition fees at universities in the former Soviet Union, Europe and the United States. Shortcomings of the current rule on the distribution and use of state grants are shown: low motivation to study, social injustice in the education process, unrealistic autonomy of universities and faculties in the distribution and use of state grants, a high likelihood of committing a crime by students who miss lecture-seminars and others. Various possible options for tuition reimbursement are analyzed. The views of education system experts and leading specialists in the field of education and science on the issue are discussed. An authorial model for the distribution and use of the state education grant is proposed and the advantages of introducing this model over the existing model are highlighted. The following measures are proposed to improve the distribution and use of the state education grant: The state education grant should be distributed according to the results of the Unified National Examinations. All students enrolled in the University in the first semester of study should be equally awarded a scholarship, the amount of which should not be less than the minimum amount of the state education grant. Scholarship scheduling should be done according to the results of the first semester exams differentiated according to the students’ academic performance and professional directions. The GPA system of knowledge assessment should be taken as a basis. The proposed activities are expected to increase the motivation to study, a large number of students will try to obtain and maintain a state study grant, social justice will be achieved in the process of distribution and application of grants, scholarships will be awarded only to students with high academic achievement under the GPA system. As a result of decentralization of distribution and use of state education grant, universities and faculties will be given real autonomy in the distribution and use of state grants, will be improved discipline, increased student attendance at lectures, greatly reduced students crime, and most students will be forced to get involved maximally in education process.Item Rethinking the system of research assessment in higher education in the digital era(Business Systems Laboratory, 2020) Natsvlishvili, Ia; Seturidze, RusudanAround the world specific methods are employed to evaluate the quantity and quality of universities’ research output. Because of increased competition between institutions research assessment plays useful role in giving incentives to increase quality of research. As scientific literature suggests research output is a function of resources spent and the microeconomic incentive structure [1]. Countries that perform well and introduced the system of research assessment have methods to evaluate research output. They strengthened their systems by introducing improved incentives. Evaluations are important as incentives and et the same time l they provide data on the research activity within a country. If there is no transparent and objective way of examining research activity. Without such data it is not possible to see whether the research system is functioning and how it can be improved [1]. Nowadays in institutions of higher education that have scientists from many fields assessing the research performance requires from evaluators the aggregation of the performance measures of the various fields. Two methods of aggregation are applied that are based on: (a) the performance of the individual scientists or (b) the performance of the scientific fields present in the institution [2]. The choice depends on context and the objectives. The two methods creates differences in performance scores as well as rankings. Many countries have introduced evaluations of university research that reflects global demands for greater accountability. Revisiting research assessment procedures is a shared responsibility and requires a concerted approach uniting major actors such as researchers and universities, research funding organizations, policymakers and non-governmental organizations. In this process leading role can be played by The European University Association (EUA) since it is the representative organization of universities and national rectors’ conferences in 48 European countries. EUA plays a crucial role in the Bologna Process and in influencing European Union policies on higher education, research and innovation. The Expert Group and EUA Secretariat developed the EUA Roadmap on Research Assessment in the Transition to Open Science and launched an Expert Subgroup on Research Assessment in 2018 [10]. International collaborations through various networks and non-governmental organizations such as EUA should make considerable contribution to gather and share information, to initiate dialogue between key actors, to formulate good practice and make policy recommendations for the next step in revising the system of research assessment.