Сборник статей IX международной научно практической конференции маб «бизнес и образование: вектор развития»
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| Международная Академия Бизнеса СБОРНИК СТАТЕЙ IX Международной научно- практической конференции МАБ «БИЗНЕС И ОБРАЗОВАНИЕ: ВЕКТОР РАЗВИТИЯ» 8 февраля 2013 года Алматы, 2013 РОль ИННОВАцИЙ В МЕждуНАРОдНОМ ТРАНСфЕРЕ ЗНАНИЙ 2 УДК 378 ББК 74.58 Р 68 Редакционная коллегия: 1. Редактор - Шакирова С.М., к. филос. н., директор Центра исследований и развития МАБ 2. Общее руководство - Канагатова А.М., д. филос. н., проректор по науке и развитию МАБ 3. Редактирование статей на казахском языке - Абдрасилова Г.З., к. филос. н., доцент МАБ 4. Редактирование статей на английском языке - Кунанбаева л.М., специалист Центра иссле- дований и развития МАБ Все статьи прошли проверку на уникальность текста в системе AdvegoPlagiatusv.1.2. Р 68 Роль инноваций в международном трансфере знаний: Сборник статей IX Международ- ной научно-практической конференции МАБ «Бизнес и образование: вектор развития» - Алматы, 8 февраля 2013 г./ Международная Академия Бизнеса – с.300. ISBN 978-601-80340-1-5 УДК 378 ББК 74.58 ISBN 978-601-80340-1-5 © МЕЖДУНАРОДНАЯ АКАДЕМИЯ БИЗНЕСА, 2013 3 Содержание СЕКЦИЯ 1. Бизнес-образование и управление знаниями Бизнес-білім беру және білімді басқару Business Education and Knowledge Management Агашкина И.И., МАБ Main components of globalization of higher education 9 джалмаканов С.Б., КазЭУ им. Т.Рыскулова, Астана Особенности формирования образовательного маркетинга 13 Karimova G.I., МАБ Perspectives of Kazakhstan higher professional education on the competitive market of educational ser- vices 16 Кенжеғұлова А., Ақтөбе мемлекеттік педагогикалық институты, «Институт-мектеп» ғылыми-педагогикалық зерттеу орталығының жетекшісі, п.ғ.к., доцент 19 Киричок О.В., МАБ Анализ казахстанской модели бизнес-образования: проблемы и перспективы развития 21 Куликова Ю.П. PhD, Professor of Business Administration, Эксперт ARMA International, Российская Академия народного хозяйства и государственной службы при Президенте РФ, Председатель Экспертного совета по со- циальной политике и инновациям Фонда поддержки культурных инициатив, г. Москва 24 Тулембаева А.Н., Закирова А.Т., МАБ Бенчлернинг как инновационная технология менеджмента знаний 29 филина Е.С., МГУ им. Ломоносова, филин С.А., МАБ Бизнес-образование, соответствующее требованиям работодателя 32 филин А.С., KIMEP, филин С.А., МАБ Оценка факторов, влияющих на эффективность краткосрочных программ обучения руководителей и сотрудников аппарата управления 36 филина Т.В.,филин С.А., МАБ Результативность тренинга: Роли в процессе обучения, или Кто отвечает за результаты? И чем отвечает? 40 Khalel G., IAB Higher Education Reforms in Kazakhstan and the Bologna Process 45 СЕКЦИЯ 2. Глобальная конкуренция экономик: технологии, менеджмент, культура, знания Экономиканың жаһандық бәсекелестігі: технологиялар, менеджмент, мәдениет, білім Global Economic Competitiveness: Technologies, Management, Culture, Education Аубакирова ж.Я., Арбашиева А.д., әл-Фараби ат. Қазақ Ұлттық университеті Мемлекеттің инновациялық стратегиясы: негізгі басымдықтары 51 Әділхан М., Т. Рысқұлов ат. ҚазЭУ Қазақстан Республикасындағы шағын және орта бизнестің даму беталысы 56 Галихузина Р.Г., КГУ, г. Казань Ислам в современном мире: возможности модернизации 59 Исабаева А.Б., Алматы гуманитарлы-техникалық университеті Азық-түлік кластерін басқаруды ұйымдастыру 64 Ищанов А.у., Мамбеткулова М.К., А.Ясауи атындағы ХҚТУ Қазақстанның еркін экономикалық аймақтар 68 Kaumenova A., IAB Comparing and contrasting HR practices in Russia and the USA based on cultural and institutional factors 70 Кельбуганова л.ж., Рахимбекова ж.С., КазНТУ им. Сатпаева, МАБ Система управления качеством в гостиничном секторе Казахстана 72 Кенжегаранова М.К., Мухсиынов А.О., МАБ Концептуальные подходы в управлении организационными изменениями 76 Kunanbaeva L., IAB Global Conflict Prevention 79 Никифорова Н.В., МАБ Гостиничный бизнес в Казахстане: ключевые проблемы и пути их решения 82 4 Toiganbayeva A.Y., Bulekbayev S.B., KazUIR&WL Socio-economical and political modernization of South Korea 86 Тулембаев А.Н., МАБ Системное управление проектами государственных программ Республики Казахстан 90 Тулембаева А.Н., Таласов М.К., МАБ, Департамент по делам обороны г. Астаны Теоретические аспекты развития военной экономики 94 Туралиева ж.Т., МАБ Методы оценки качества управленческого труда и их применение 100 ускеленова А.Т., МАБ Женское предпринимательство: реалии и возможности 103 Хисамова А.И, Пермский институт экономики и финансов Бизнес-процессы адаптивного управления предприятием в конкурентной среде 106 Шадиева А. Б., МАБ Управление изменениями предприятий 108 Шалбаева Ш.Е., Курмантаева А.ж., ХБА, Абай ат. ҚазҰПУ Басқарушылық шешімдерді қабылдау үрдісіндегі кешенді амалдарды негіздеуе 111 СЕКЦИЯ 3. Бизнес, власть, общество: корпоративная социальная ответственность, социально-трудовые конфликты и возможности медиации Бизнес, билік, қоғам: корпоративтік әлеуметтік жауапкершілік, әлеуметтік-еңбек даулары және медиация мүмкіндігі Business, Power, Community: Corporate Social Responsibility, Social Labour Conflicts and the Possibilities of Mediation Ахмедьярова М. В., МАБ Качество жизни: динамика и резервы 117 Вострикова Н.А., МАБ Разработка социальных стандартов – вектор социальной модернизации казахстанского общества 122 липовка А.В., МАБ Корпоративная социальная ответственность: мотивы и цели организаций 124 Мурсалимова Т.М., МАБ Проблемы разработки системы статистических показателей социальной ответственности бизнеса 127 Тойметов д.Е., Қ. А. Ясауи ат. ХҚТУ Ауылдық аймақтардағы жергілікті өзін-өзі басқарудың негізгі принциптері 131 СЕКЦИЯ 4. Информационные технологии в экономике, образовании и науке Экономика, білім беру және ғылымдағы ақпараттық технологиялар Information Technologies in Econoеmics, Education and Science Brauweiler H.-Ch., AKAD Hochschule Leipzig, Germany Modern Blended Learning through Information Technologies Progress – Distant learning as a solution for vocational study programmes 137 Закирова А.Т., МАБ, Роль информационно-коммуникационных технологий (ИКТ) в образовательном секторе 139 Күншығарова л.Ш., ҚазККА, Алматы Телекоммуникациялық сала қызметін экономикалық жағынан бағалау 142 Тулемисова Г.Е., МАБ Мультисервисные сети или конвергентные коммуникации 145 СЕКЦИЯ 5 Учет, аудит и контроллинг: международные и национальные стандарты и практика Есеп, аудит және контроллинг: халықаралық және ұлттық стандарттар және тәжірибе Accounting, Auditing and Controlling: International and National Standards and Practice Берлібаева Н.С., Машай Н., ҚазЭУ Шағын бизнесті тиімді басқарудағы ішкі бақылау мен аудиттің алатын орны 151 5 Ердавлетова ф. К., МАБ Стратегический учет как учетно-аналитическое обеспечение контроллинговых процессов 153 Исмухамбетова З.Н., МАБ Методологические основы формирования системы контроллинга на казахстанских предприятиях 156 CЕКЦИЯ 6 Финансово-кредитные системы в экономике, основанной на знаниях Білімге негізделген экономиканың қаржылық-кредиттік жүйелері Knowledge-based Financial and Credit Systems in Economics Арын Ә. А., МАБ Микрофинансирование в Казахстане: текущее состояние, проблемы развития и новые возможности 163 Байдәулетова Г.О., АЭСА Мемлекеттік қаржылық бақылау қызметін жетілдірудің өзекті мәселелері 171 Бирмагамбетов Т.Б., МАБ Проблемы формирования понятийного аппарата для бизнеса Казахстана и его влияние на уровень развития экономических процессов 173 Брайчева Т.В., СПГУЭФ Программный бюджет: опыт других стран и проблемы и перспективы внедрения в Россий- ской Федерации 176 дробыжев Н.В., МАБ Стимулирование финансирования инновационных и инфраструктурных проектов в Республике Ка- захстан в условиях кризиса ликвидности в мировой экономике 179 жаксыбергенов А.К., МАБ Инвестиционная стратегия институциональных инвесторов на фондовом рынке Казахстана 182 Косолапов Г.В., МАБ Трансформация функций и целей корпораций как фактор развития производственных отношений 185 Куанышева А. Б., МАБ Особенности разработки и реализации финансовой стратегии компании 189 Мадыханова К.А., ХБА Төлем жүйесіне тиесілі тәуекелдер және оларды басқару әдістері 192 Садыкова Р.Б., МАБ Совершенствование рынка корпоративных облигаций Казахстана 194 Смағұлов А.М., ХБА Қонақ үй имиджін қалыптастырудағы қызметкерлер жұмысының сапасын жоғарылатудың мәні 202 СЕКЦИЯ 7. Инфраструктура как двигатель инновационного развития Инфрақұрылым инновациялық дамуды қозғаушы ретінде Infrastructure as an Engine of Innovation Development Bergibaev E., Tulembayev A., IAB Global trends of transport logistics’ development in terms of social modernization 208 СЕКЦИЯ 8. Языки, этика и межкультурные коммуникации в бизнесе Бизнестегі тілдер, этика және мәдениетаралық қарым-қатынастар Languages, Ethics and Cross-cultural Communication in Business Абдрасилова Г.З., ХБА «Қанша аз ойласам, сонша көп тіршілік етемін» 215 Абдрасилова Г.З., ХБА Экзистенциализм – рухани қайшылықтар философиясы 218 Әкімбекова Г.Ш., ХБА Мәдениетаралық қарым-қатынастардағы әдеби тілдің рөлі 222 Бағиева Ш.М., ХБА Қазақ тілін кәсіби бағытта оқытуда мәтіндерді іріктеу жолдары 225 Бадагулова Г.М., МАБ Лингвистические основы проекта «Улытау» 229 Бегалиева л.Б., ХБА Адамға қатысты қолданылатын синонимдердің когнитивтік мәні 232 6 Боранбаева З. И., МАБ Дисциплина "Русский язык" для студентов из казахских диаспор дальнего зарубежья 235 жақыбаева Қ. А., ХБА Шәкәрім аудармаларының маңыздылығын үйрету 237 Иманбердиева С.Қ., ХБА Қазақ өнімдерін латын қарпі негізінде рәсімдеу 241 Koilybaeva R. K., Central Asian University How to form the lingua-cultural competences of students in teaching foreign language on the basis of lingua-cultural aspects of language 244 Кутыбаев А.д., МАБ Современные тенденции развития образовательной отрасли и роль иностранного языка в этом контексте 247 Мусабаева М.д., ХБА Туған тілдің толғағы (Қазақ орфографиясының кейбір мәселелері жайында) 250 Мырзаханов Т.А., МАБ Профессионализмы и метафоричные термины в экономическом дискурсе 252 Садыр Г.Ә., Садыров Г.А., ХБА, С.Ж.Асфендияров ат. ҚазҰМУ Оқу мәтінің ерекшеліктері 255 Солтанбекова Ғ.Ә., ХБА Қазақ жарнама мәтіндерінде ұлттық мәдениетке қатысты вербалды емес құралдарды қолдану 257 Hioară N., Chiosea A., Guţu-Gordienco I., Ruga E., ASEM, Chişinău, Moldova Meaning Subtilities Determining the Completion of Communicative Act 260 Шахгулари В.В., МАБ Особенности формирования межкультурной коммуникативной компетентности у будущих специалистов 263 СЕКЦИЯ 9. Креативные отрасли и возможности для развития предпринимательства: маркетинг, PR, ре- клама, искусство Кәсіпкерлікті дамытуға арналған креативті салалар мен мүмкіндіктер: маркетинг, PR, жарнама, өнер Creative Industries and Opportunities for Business Development: Marketing, PR, Advertising, Art Абен А.С., КИСИ Маркетинг в территориальном управлении Казахстана 268 давлетова М.Т., УМБ Совершенствование сбытовой деятельности компании «Крафт Фудс Казахстан» 273 Мацько В.В., ОмГУ, Омск Methods of forming the image of the organization by means of social responsibility 279 Слонимская М.А., ВГТУ, Витебск Trade-off анализ как метод маркетинговой логистики 282 Смыкова М.Р., МАБ Маркетинговый анализ развития туристской инфраструктуры Казахстана 285 Sokhatskaya N.P., МАБ Pecualiarities of internal marketing in the hospitality industry in Kazakhstan 289 Тулембаева А.Н., Бейжанова А.Т., МАБ Туризмнің дамуын жоғарылатуда маркетингтік технологияларды қолданудың маңыздылығы 293 Шапошников С.В., МГУ им. М.В. Ломоносова Креативные отрасли как источник устойчивого развития: пример Азии 296 БИзнЕС-оБРАзовАнИЕ И УпРАвлЕнИЕ знАнИЯМИ БИзнЕС-БіліМ БЕРУ жәнЕ БіліМДі БАСқАРУ BuSINESS EDuCATION AND KNOwLEDGE MANAGEMENT 1 9 Globalization has become a central component in a number of academic discussions over the last few decades. It is a process which has affected many areas of human life. The research of influ- ence and consequences of this process is mainly conducted in politics and economy, but it is not less meaningful, interesting and topical in the sphere of higher education which undergoes sig- nificant change in recent decades. In the scientific literature there is no a clear definition of the concept of «globalization of edu- cation» as well as «globalization” itself. Globaliza- tion can be viewed as the process of increasing worldwide convergence, interconnectedness and interdependence.[1] Similarly, Jane Knight and de Wit define globalization as “the flow of technol- ogy, economy, knowledge, people, values, ideas… across borders”. [2] According to the World Bank, “Globalization – the growing integration of econo- mies and societies around the world”.` [3] Secre- tary General of the UNO defines globalization as a complex of transboundary interactions not only between physical bodies, the enterprises, colleges and the markets, but also between the states. [4] In the scientific literature there are some ap- proaches to disclose the concept of globalization of education. The processes of internationalization, integration and informatization are considered as the main aspects or components of globalization phenomenon. A word-combination «globaliza- tion of education» cannot be replaced completely and adequately by any of these four notions. With the help of internationalization, integration, infor- mation and westernization the scientists attempt to give more precise, systematic and clear descrip- tion of globalization of education. Internationalization is one of the basic tenden- cies of modern higher education. There are sev- eral definitions of internationalization of higher education. Some authors think that the notions “globalization of higher education” and “inter- nationalization of higher education” are used in the same context. However, as de Wit points out, internationalization of higher education is “a re- sponse to globalization (not to be confused with the globalization process itself) and as including both international and local elements”. [5] As an- other definition suggests, internationalization is “the process of integrating an international, in- tercultural or global dimension into the purpose, functions or delivery of post-secondary educa- tion” (Knight, 2003). As such it is an intrinsic set of values which seeks to: ▪ internationalize the student experience (both on and off campus); ▪ enhance the employability of students through international experience, such as participation in ▪ mobility programs; ▪ develop the international dimension of the curriculum; ▪ increase global competitiveness through in- ternational partnerships, networks and col- laboration. The concept of internationalization of higher education existed for a long time, practically from the moment the higher educational institutions in Europe and in European colonies began to open. Necessary condition of internationalization pro- cess is availability of the national state, as inter- nationalization assumes the communications and exchange of knowledge and traditions in terms of distinction of people, their cultures and approach- es to education and a science. The process of internationalization of the high- er school also existed in the Soviet Union which actively accepted students from the countries of socialist sector and friendly states, as conse- quence, creating a favorable image of the coun- try in foreigners’ opinion. A very important point, not to be forgotten, is that within the USSR en- trants could move freely from one Union repub- lic to another and get education at any university. After disintegration of the Soviet Union the pro- cess of internationalization of domestic education stopped for some time, as the state left not only the world political ring, but also ceased the regu- lation of national higher education. Later, this was one of the reasons for renewal of process of in- ternationalization in Russia, Kazakhstan and other former USSR republics. Universities administrators understood that they themselves should establish relations with other universities as this would en- hance the prestige of a higher educational insti- tution and enable to participate in the important international conferences as well as in the inter- national exchange of knowledge and scientific researches that was always vital for any university of a high level. Besides, the enhanced prestige of higher educational institutions attracts not only domestic entrants but also foreign students, and this also increases the authority of a higher school and universities’ financial status. With the increasing penetration of the market into higher education system, internationalization Main components of globalization of higher education Агашкина И.И. Международная Академия Бизнеса 10 has become one of the important factors which are taken into account by the potential students when they choose universities. Training abroad comprises not only an exchange of knowledge with counterparts from other countries, but also parallel studying of foreign language what is ex- tremely important for any professional today. The Bologna Process became the most im- portant trend of internationalization of higher education in Europe, as a response to the process of globalization. The Bologna process, aiming at establishing a European Higher Education Area, is the most important higher education reform process in Europe. The aims of those reforms is to create a common system of higher education with recognizable qualifications, promote and in- crease students’ mobility to and from Europe and to make European higher education attractive for European students and students from other parts of the world. The internationalization of higher education is a prerequisite for international competitiveness and Kazakhstan national priority. Kazakhstan is the first Central Asian country to join the Bo- logna Process and the European Higher Educa- tion Area. The higher education in Kazakhstan heads towards the level of the world education standards. Currently, 60 universities of Kazakh- stan signed the Great Charter of universities (Bologna). The country’s best known initiative is Bolashak Program, which supports study at top universities in other countries with all expenses paid, on condition that the students to work in Ka- zakhstan for the benefit of the national economy. This program has assisted 2500 students since being set up in 1994.Bolashak is a long running program managed by the Centre for International Programs, on behalf of the Ministry of Education and Science of Kazakhstan. The program’s ob- jective is to provide an opportunity for the most talented students from Kazakhstan to undertake higher education courses at the best universities overseas, enabling them to acquire the necessary skills and knowledge to build a democratic and prosperous society. Furthermore, in September 2011 Ministry of Education and Science developed “The Concept of academic mobility of university students” in or- der to improve the quality of the higher educa- tion. 350 students will receive an opportunity to study abroad for a semester at the expense of the national budget this year. Besides, 1493 foreign scientists and professors are expected to be at- tracted to work in 27 higher education institutions of Kazakhstan. [6] Thus, internationalization of higher education is not a new process but it has not lost its urgency and relevance. Internationalization helps modern universities enter into world university educational space and actively develop within its frameworks. It allows higher educational institutions to progress more dynamically as they can perceive knowledge of the developed universities, overtaking and even advancing them on progress. Even though globalization is not the top form of internationalization, last-named is essential for its progress and formation. Though these two processes do not coincide and in some aspects they even counter each other [3], globalization would be impossible without internationalization of education, as it is two interconnected processes. The second aspect of globalization and, at the same time the consequence of internationaliza- tion, is integration of educational areas of differ- ent countries. Internationalization of education doesn’t have sharp time-frame, structure and ob- ligation. In contrast to this process, integration of educational system of different countries is initi- ated by public authorities, and the participants of educational process - higher institutions – are presented with a fait accompli and have to real- ize prescribed direction of development. Hereby, some researchers consider integration as a more complicated and serious aspect than internation- alization as, within its frameworks, there is not just cooperation and an exchange of knowledge, but intensification and development of academic com- munications at the state level and brining them to the level of integration of national education sys- tems. Hence, integration is closer to globalization of higher education system, because it means not only the programs which are interesting to certain universities, but coordination and harmonization of basic features of educational systems. In this case, national features of educational areas are erased and sometimes are fully resolved. This is the biggest disadvantages of higher education integration approximating it to the main charac- teristics of globalization – a process of borders erasing. However, this disadvantage can be lev- eled considerably with due attention and interest from higher school representatives and states, as worldwide directions of integration of education assume reasonable degree of freedom for preser- vation of national features of education. The priority direction of integration is accept- ance of the all-European and worldwide principles of construction of higher education system and signing the Bologna convention agreement. Due to this process a coordination of a world policy in area of education, convergence and in- terrelation of national educational systems and the origin of tendencies to formation of uniform educational space can be reached. [5] One of the major tools in the integration of Ka- zakhstan into the international educational space 11 is realization of the Bologna convention. There is transition to a three-cycle system in higher educa- tion: “bachelor – master – doctoral studies PhD”, full transition to the credit technology in higher education, certification and concrete steps for in- ternational accreditation of universities, penetra- tion and improvement of the quality assessment system, etc. Besides the mission of integration of Kazakhstan into the international education- al space, transition to the three-cycle system of higher education will allow Kazakhstani gradu- ates to adapt for the international labor markets because diplomas of higher education would be recognizable. One of the major directions of higher educa- tion development is the issues of international cooperation in order to integrate Kazakhstan higher education system into the global level of educational system. Participation of Kazakhstan in the EU’s higher education institutions programs is considered as the most perspective tendency. At the same time the unique educational project in the higher education system of Kazakhstan is the international level Nazarbayev University which “will be positioned to become the national brand by harmoniously combining national identity, best international model of education, science and re- search practice”( N.A. Nazarbayev). Academic pro- grams based on the best international practice, new standards of scientific research, principles of autonomy and academic freedom approved by Nazarbayev University are going to be used in all universities of Kazakhstan I future. In summary, it is possible to note, that integra- tion is one of the closest concepts to globaliza- tion in terms of their characteristics. Nevertheless, integration and globalization are not considered the absolute synonyms, especially if to consider integration as a higher level of internationaliza- tion. Integration processes in higher education are extremely important, especially at the state level as it is difficult to universities to pass themselves to higher levels of interaction with other educational systems. Informatization is the third and the most uni- versally recognized and dynamically developing process within total globalization. In the modern society development of means of communication and data ware are the areas in which industrialized countries have reached big progress. The adop- tion of new information technologies into all fields of activity favored the emergence and develop- ment of a global process of informatization. In turn, this process gave a stimulus to developing informatizaton of education. Informatizaton revo- lution has caused the necessity of improving new forms of knowledge translation, as knowledge has become the main value in conditions of an infor- mation society. In the digital 21st century high re- sults in learning and educational process cannot be achieved without integrating new information and communication technologies in the education system. Informatization of education has become the main factor of globalization in the period of transition to the global information society. In modern conditions the main task of educa- tion is application of new information technolo- gies of spread of knowledge. In this connection distance learning has taken hold, being an integral part of process of globalization alongside with in- crease of the academic mobility and unification of educational systems and plans. One of the most visible manifestations of glo- balization is the emerging ‘borderless’ electronic education market which creates the environment where most of the learners can access their mate- rials at any time from any place. The huge increase in the worldwide demand in e-learning is one of the reasons to trend the learners to get their opportunity in the globalized world, and this is possible due to the ICTs facilitation. E-learning is considered to be one of the most progressive forms of education that is introduced in education systems of many countries all over the world. E- learning in Finland, Ireland and South Korea be- came the main instrument for modernization of education and economic growth. Special national programs on electronic education are realized. E-learning is quite general practice in the USA, Canada, New Zealand, Australia and Great Britain. The principal objective of DE has been the devel- opment of the individual as a whole. It includes learners’ cultural, behavioral capacity, under- standing capability, and rational attitude. Seeing through globalized telescope, it is viewed that in the present borderless information society, educa- tion needs to respond to the additional demands by raising awareness of environment, peace, cul- tural and social diversity. In Kazakhstan informatization of educational system has been raised to the rank of strategically important areas of public policy. “The states that жүктеу/скачать 3,18 Mb. Достарыңызбен бөлісу:
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