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The University Center of Excellence

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  Digital Object Identifier (DOI): ESD
  Volume Number: 11 | Issue Number: 47 | Pages: 122 - 123
  Published: January 2016
  Article Keyword(s): center of excellence, high school, model, school, talent, university
  Article Author(s) - listed alphabetically: Aydar Minimansurovich Kalimullin, Valerian Faritovich Gabdulchakov
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To design the effective model of the center of excellence we must take into account that the following play an important role for them: external sources (links to the competencies sources), interaction within the business unit, the effectiveness of the center's activities (profitability and competitiveness, innovativeness, transfer of knowledge) and the investment of the parent company. The article proves that advancing education and training at a high level of difficulty (while creating psychological and pedagogical conditions of personal growth of students) enables school leavers to win national competitions, organized by the ranked universities and, accordingly, to enter those universities out of competition. Therefore, modern lyceums for gifted children may be not for really gifted, but for more or less cable pupils. And whether or not they become talented, depends on many factors, including reasons related to the preparation special teachers for them. Moreover, daily experience shows that often they become gifted not thanks to but in spite of the education, which is considered as profile or in-depth (for gifted only).

The creation of centers of excellence as innovative structures of university science and education should include: development and support of its own structure, and then search for and justification of the idea of innovation; the creation of innovations, ready for sale; the promotion of innovation in the economy and the market of educational services. Of particular importance in this case are the mechanisms and methods of reasoning the ideas, economic evaluation of innovations, market research, evaluation of innovative projects, creativity motivation and economic incentive to stimulate the personnel initiative, the target program management, promotion of innovations. For the senior staff of universities strategic task-oriented management should be of higher priority: management should be directed at identifying and ranking specific problems, determination of scale and direction of their impact, and the possible consequences and the strategy of behavior under standard conditions.

Of great importance is the creation of conditions for the transfer of knowledge. Properly constructed educational trajectory from pre-school to university is a prerequisite for a scientific breakthrough.

Further Reading

  Coping behavior as a strategy for overcoming the crisis of personality in extreme conditions
Education and Self Development Issue 47  

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Journal Information

Publisher

Education and Self Development (E&SD) is published by Kazan Federal University (KFU)
See http://kpfu.ru/eng

Contact

"Education and Self Development"
Office 59, 1 Mezhlauk Street
Kazan 420021
Russia Federation

  +7 (843) 221 3475
  +7 (917) 904 9885
  samorazvitie@mail.ru

ISSN

ISSN 1991-7740

Frequency of Publication

E&SD publishes four print issues each year. It was established in June 2006

Impact Factor and Ranking

The Journal has been accepted for inclusion in Scopus and is applying for inclusion in Web of Science. At present it has not established an impact factor or ranking but these will be forthcoming.

Open Access

E&SD is an online, open access journal fully funded by Kazan Federal University. The Journal is a signatory to the Budapest Open Access Initiative and is committed to ensuring that all of the articles we publish are freely available. Articles are available to all without charge, and there are no article processing charges (APCs) for authors.

Scope Statement

Available here…

Article Keywords

assessment bibliometric analysis blended learning communication competence Covid-19 creativity critical thinking distance learning education educational environment educational process educational standard evaluation foreign language future teachers higher education identity inclusive education lifelong learning model motivation multicultural education non-formal education pedagogy personality professional competence professional development professional orientation psychological safety quality quality of education reading comprehension reflection self-assessment self-development students teacher teacher education teacher professional development teachers teacher training training upbringing values

Article Authors

Albina R. Drozdikova-Zaripova Alena Hašková Andreja Istenic Starcic Andreja Istenič Anna I. Akhmetzyanova Anna Kobtseva Aydar Kalimullin Aydar M. Kalimullin Aydar Minimansurovich Kalimullin Balwant Singh Branka Radulović Daria Medvedeva Dinara Bisimbaeva Elena Ibragimova Evgeniya Shishova Evsyukova E.A. Fatemeh Khonamri Ian Menter Idiyatov I.E. Ilshat R. Gafurov Kadriya Shakirova Liliana Shakirova Lira V. Artishcheva Lyubov A. Kochemasova Martina Pavlikova Mourat Tchoshanov Musa Nushi Natalya N. Kalatskaya Nick Rushby Oksana Kozhevnikova Olga K. Evdokimova Rezeda M. Khusainova Roza A. Valeeva Roza Valeeva Rushby N.J Tatiana Baklashova Valerian Faritovich Gabdulchakov Venera Zakirova Vera K. Vlasova Vera Khotinets Vera Vlasova Violeta Rosanda Vsevolod V. Andreev Yulia Novgorodova Zdenka Gadušová

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