=Paper=
{{Paper
|id=Vol-2522/paper22
|storemode=property
|title=Systematization of Intellectual and Creative Resources of a Single Information and Analytical Area of the University
|pdfUrl=https://ceur-ws.org/Vol-2522/paper22.pdf
|volume=Vol-2522
|authors=Nadezhda I. Gallini,Lyudmila S. Anisimova
}}
==Systematization of Intellectual and Creative Resources of a Single Information and Analytical Area of the University==
https://ceur-ws.org/Vol-2522/paper22.pdf
1
Systematization of Intellectual and Creative Resources
of a Single Information and Analytical Area
of the University*
Nadezhda I. Gallini1 and Lyudmila S. Anisimova2[0000-0001-9412-5071]
1V.I. Vernadsky Crimean Federal University, Yalta, Russia
2Institutes of Educational Psychology and Pedagogy, Moscow City University
gallini.nadi@yandex.ru
Abstract. The article presents the intellectual and creative resources used in the
design of single information and the analytical area of the educational organiza-
tion of higher education. Designing single information and analytical area of an
educational organization of higher education will allow organizing accounting,
storage and on-line access to data collected during the work of structural subdi-
visions of an educational organization of higher education to provide relevant
information to the preparation of documentation. The provision of single infor-
mation and analytical area for an educational organization of higher education
is based on a comprehensive model of an integrated information-analytical sys-
tem for uniting structural units of an educational organization of higher educa-
tion, providing reliable information about applicants, students, and teachers to
employees of educational institutions of higher education working with docu-
ments.
Keywords: intellectual resources, intellectual and creative resources, single in-
formation and analytical area.
1 Introduction
In the current situation of reforming the system of higher education in the Russian
Federation, the transformation of the sphere of university management as an educa-
tional organization of higher education is of particular importance. The priority is to
integrate educational and scientific (research) activities in the preparation of future
specialists. This trend allows intensifying the process of professional training of more
competitive graduates. For effective interaction of the educational and research com-
ponent and ensuring the attractiveness of educational organizations of higher educa-
tion as a center for innovative professional training and parallel creation of intellectu-
* Copyright 2019 for this paper by its authors. Use permitted under Creative Commons Li-
cense Attribution 4.0 International (CC BY 4.0).
2
al capital. The search for mechanisms to ensure such integration, as well as means of
quality control and ensuring comprehensiveness in the improvement of professional
competencies of employees of a higher education organization, acquires one of the
priority values. Properly organized document flow as a direction in the activities,
including the faculty, is the key to effective decision-making in the coordinated work
of the university as a cluster of professional training and research activities. Of partic-
ular importance in the development of a university as a cluster, a kind of association
of departments and laboratories is the use of intellectual and creative resources. These
funds can be an incentive for the formation of competitive achievements and provide
an opportunity to create an effective strategy in the training of qualified personnel to
ensure the labor market.
The purpose of the study is to identify and classify the existing intellectual and cre-
ative resources used in the design of interaction single information-analytical area for
an educational organization of higher education (as cluster elements) based on theo-
retical analysis.
Research objectives. Identify the existing intellectual resources of educational in-
stitutions of higher education. On the bases of analysis of the content of existing re-
sources to determine their aspect diversity in terms of intellectual and creative poten-
tial. Forming the classification of these resources as the main single area information
and analytical of universities.
2 Intellectual and creative resources
At the present stage of development of society in the conditions of transition of the
economy to the sixth technological stage, educational organizations of higher educa-
tion should pay special attention to the development of intellectual and creative re-
sources for the integrated management of the educational organization of higher edu-
cation.
The task of the integrated management of the educational organization of higher
education is the idea of shaping the creativity of employers, which opens up in three
components. Deepening and expanding the necessary knowledge and skills of em-
ployees (firstly, it is necessary to expand the professional competencies, knowledge,
and skills required for the implementation of project work). Development of the abil-
ity to think creatively (using training and education systems, engaging consultants,
and conducting trainings). Preparing a system of creative activities (designing a moti-
vational environment that satisfies employees; the effect on internal motivation for the
creative activity of employees) [2, 4].
Intellectual and creative resources are based on such human assets as knowledge,
qualifications, experience, skills, and competence. At the same time, human assets
need to be supported by infrastructure and intellectual assets. For example, to system-
atize and automation such a human asset as knowledge, it is necessary to use infra-
structure assets such as databases and personal computer software, which, in turn, are
intellectual assets, namely, the results of creative, research, or inventive activity [1].
3
Intellectual and creative resources (ICR) of educational organization of higher edu-
cation can be structured according to three criteria: human, infrastructure and intellec-
tual assets. Further, because of the implementation of the IFR typology, we will de-
termine the types of assets related to the selected classification features (Table 1).
Table 1. Typology of intellectual and creative resources of universities
Human assets Infrastructure assets Intellectual assets
Knowledge Database Results of creative, re-
PC software search and inventive
activity
Qualification Patents for inventions and Results of creative,
industrial designs research and inventive
Copyright activity
Experience Information Technology. Interaction Tools
"Know-how"
Skills Corporate culture Human capital
Management strategy
Competence Network communication systems Resources and results of
innovation
ICRs are used in the design of technology for the interaction of structural subdivi-
sions of an educational organization of higher education, based on the providing of
single information and analytical area for an educational organization of higher edu-
cation. The technology is comprehensive information and analytical system for ana-
lyzing and monitoring the indicators of applicants, students and teachers of
GPAYALTA (integrated IAS GPAYALTA).
Integrated IAS GPAYALTA is a vivid example of an intellectual and creative re-
source, which the author introduced in 2015 to the management of an institution of
higher education Humanities and education science (branch) Academy of V.I. Ver-
nadsky Crimea Federal University in Yalta. The structure of IAS GPAYALTA is
based on a meaningful model that provides unified information and analytical area of
the educational organization of higher education.
The GPAYALTA technology, which provides a unified information and analytical
area for an educational institution of higher education, provides information about
applicants, students and teachers to employees working with documentation, structur-
al divisions of the Academy, such as: Educational and Methodological Department,
Admissions Committee, Accounting, Personnel Department, Centers, Departments,
College and Institutes.
Since students enter the Academy because of the work of the selection committee,
which in turn is based on the result of the admission campaign, the External Environ-
ment is included in the content model. Also in the conceptual scheme included "The
Ministry of Education and Science of the Russian Federation" and the head organiza-
tion of the Humanities and education science (branch) Academy of V.I. Vernadsky
4
Crimea Federal University in Yalta, providing in the Academy of control numbers of
admission (PCP).
This phase is very important to realize the analysis and the monitoring of the con-
tingent in the higher education institution with the help of an integrated information-
analysis system as it responds both to the task of the necessary data visualization in
the user’s suitable form, and to the task OLAP – extraction of the required data for an
operational analysis.
Every participant of the business-processes in the higher education institution has
his own idea on the present subject area. One of the tasks for designing an integrated
information analysis environment is to generalize these presentations taken by asking
the participants of the information process and reviewing the documents. It is prefera-
ble to record all the operations in the definite documents in paper or in electronic
form. There are different forms of these records: a structural scheme, a flow chart, a
table, etc.
The thoroughness of the examination stage identifies in future the efficiency of an
integrated information-analysis system work, opportunity to further increase the in-
formation resources, adaptability to demands changes to the system [3].
Thus, the problems of coordinating the activities of employees and departments,
providing them with the entire amount of necessary information and controlling exec-
utive discipline are solved, and management receives timely access to reliable data on
the contingent of students of a higher education institution and has the ability to
quickly make and implement decisions.
The single information-analytical area of the educational organization of higher
education includes a “thin client” of an integrated information-analytical system con-
sisting of three databases. In 2017, the author obtained 2 certificates of state registra-
tion of the database “Management of the enrollment of applicants to a higher educa-
tion institution” No. 2017620317 and “Database: Management of the contingent of
students of an institution of higher education” No. 2017620299. On 1 June 2018, a
certificate was received on the registration of the third database "Interaction of the
structural subdivisions of the educational organization of higher education"
No. 2018620789.
With the help of the above databases, information was collected about the contin-
gent of applicants, students, and teachers of the Academy. This information is used to
monitor and analyze the work of higher education institutions Humanities and educa-
tion science (branch) Academy of V.I. Vernadsky Crimea Federal University in Yalta.
Since the work on technology has been going on since 2015, it is necessary to con-
sider the methodology for designing information systems, which defines the process
of developing and maintaining information systems in the form of a life cycle. This
cycle is represented as a certain sequence of stages and processes implemented on
them. Each stage determines the composition and sequence of operations carried out,
results obtained, methods and means necessary for carrying out operations, the re-
sponsibility of participants and the role of users. This definition of the life cycle of
information systems allows you to design and organize a process of joint development
and ensure the management of the technological process.
5
Several standards in the world represent the life cycle of information systems.
Some of the standards represent the structure of the stages of the processes of the life
cycle of software products; others cover the presentation of the processes of infor-
mation-analytical systems, set requirements for documents and processes. This defi-
nitely creates difficulties in establishing unified requirements for the development of
an information system [5].
Let us consider the life cycle ensuring the design of single information and analyti-
cal area of the educational organization of higher education. From the beginning, the
site was planned to take into account the methodological support of the Department of
Informatics and Information Technologies of the Academy, then the main functions
of the integrated IAS GPAYALTA were expanded. With this technology:
1. Simplified data collection on applicants, students, and teachers.
2. The search for necessary information about students in all structural divisions of
the Academy is provided.
3. The Educational and Methodological Department provides current information
about the movement of students in the department and in the EGC.
4. The collection of information from the departments on the subjects of WRC stu-
dents, with the appointment of a supervisor and reviewer.
5. A tool has been developed for calculating the total load of the Academy with the
distribution of the load among the departments.
6. It is possible to share the load on the teachers.
7. There is the possibility of forming staffing departments.
8. A tool for the control panel of indicators (dashboards) has been developed, with the
help of which you can quickly obtain various information about the student's conti-
nent.
Since the update of the presented technology is always carried out within a limited
time frame and all structural divisions of the Academy are involved in it, it was de-
cided to choose Extreme Programming, developed by Kent Beck, from all known
development methodologies (life cycles).
Extreme Programming - developed in extreme programming, developed in 1996,
includes a flexible software development methodology based on teamwork, effective
communication between the customer and the performer during the entire product
development project, and development is carried out using consistently developed
prototypes.
The Extreme Programming life cycle consists of 8 planning cycles and 8 feedback
loops.
Planning cycles:
1. Release plan
2. Iteration plan
3. Entrance test.
4. Stand-up meeting.
5. Pair talks.
6. Unit Tests.
6
7. Pair programming.
8. Code.
The planning cycles follow one after another, and each one is allocated a certain time.
The code is one of the most important planning points since after its implementation
there is feedback in all planning cycles and can make the necessary changes in a given
planning cycle or all at once.
The interface technology provides single information and the analytical area of the
educational organization of higher education is developed in the programming envi-
ronment Microsoft Visual Unity 2013 (MVS2013).
To ensure information security, an algorithm is proposed for users to work with the
resources of the integrated GPAYALTA IAS. With the help of the integrated IAS
GPAYALTA, information is accumulated for the necessary reports, which are gener-
ated using queries in DataAcessor.cs and are displayed on the site pages when a page
is selected.
Integrated IAS GPAYALTA provides information to users of different levels of
access, for which using ASP.NET technology with declarative and programmatic
methods user access is limited to a set of specific pages.
Integrated IAS GPAYALTA provides users with a tool for managing information -
the dashboard. By visualizing the requested information, a dashboard is an effective
tool for presenting the work of an educational organization of higher education.
3 Conclusions
The carried systematization of intellectual and creative resources out in the study
was carried out, from the point of view, of such signs as human, infrastructural and
intellectual assets. This approach allows you determine to the accurate indicators
necessary for the design of single information and the analytical area of an education-
al organization of higher education.
The intellectual and creative resources used by the educational organization of
higher education are a significant factor for achieving advantages in increasing the
effectiveness of managing the university as a cluster. The development of intellectual
and creative resources occurs during the work associated with the accumulation of
knowledge, qualifications, experience, skills, competencies and skills improvement in
the process of developing new technologies.
The introduction of a single information-analytical area of the educational organi-
zation of higher education in the management hierarchy of the Humanities and educa-
tion science (branch) Academy of V.I. Vernadsky Crimea Federal University in Yalta
has a beneficial effect on the provision of level management.
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