Search

Cultural and Humanities Strategies of the Development of University Education under the Conditions of Dynamic Social Transformation: a monography / L. S. Gorbunova, M. A. Debych, V. V. Zinchenko, I. M. Sikorska, I. V. Stepanenko, O. M. Shypko / Ed. by I. V. Stepanenko. – Kyiv: Institute of Higher Education, National Academy of Pedagogical Sciences, 2018. – 226 p. Collective monograph "Cultural and Humanitarian Strategies for the Development of University Education under the Dynamic Social Transformations" resulted upon completion of the scheduled eponymous scientific work by the department of Internationalization of Higher Education of the Institute of Higher Education of the National Academy of Sciences of Ukraine in 2015-2017. The analysis showed there is no "one-dimensional", that is a universal model of internationalization. Each country and each institution of higher education carry out internationalization on the basis of their own vision of the strategic prospects of their development and their own models. But in the diversity of strategies, models and mechanisms of internationalization, it is important to highlight both a successful unique and special experience, and the general approaches that have proven their productivity in many countries, as well as the experience that may be most useful for our country. In essence this became the ultimate goal of carrying out the research. The following tasks were set and solved to achieve it on the basis of cultural and humanitarian strategies: a. To define and substantiate theoretical and methodological foundations of internationalization of higher education on the basis of cultural and humanitarian strategies b. To analyze the status of internationalization of higher education in Ukraine c. To analyze the leading foreign experience of internationalization of higher education d. Develop a concept for the internationalization of higher education in Ukraine based on cultural and humanitarian strategies. Section 1. "Internationalization of Higher Education: personality-oriented Strategies" (by Iryna Stepanenko - scientific supervisor of the topic, head of the department of internationalization of higher education, Doctor of Philosophical Sciences, professor) carried out a philosophical and educational substantiation of the personal orientation of cultural and humanistic strategies of internationalization of higher education (IHE) in the conditions of dynamic social transformations. Such an orientation implies a new, dynamic understanding of the individual, for which its integrity is not something definitive, but dynamic, constantly renewable, and internal and external conflicts are not only as something destructive of its harmonious development, but a necessary source for a productive upgrade in accordance with the new life circumstances. Based on the analysis of the conflict of market and cultural-humanistic orientations in the context of the development of personal strategies of higher education under the conditions of its internationalization, it is being substantiated that personal orientation can be an important fence against such threats of IHEs as commercialization and commodification arising from the penetration into higher education of market laws. Section 2 "Institutional dimension of internationalization of higher education in the conditions of global transformations" (by Viktor Zinchenko – senior researcher of the Department of Internationalization of Higher Education, Doctor of Philosophical Sciences), it is emphasized that the internationalization and integration of higher education in the global-international aspect puts many new questions in front of the theory and practice. The most important one - which is general and special in education and science, which patterns, forms, methods of management are universal, and which operate in the range of specific conditions of different countries, how to serve best performing the functions of education and science in international activities, what are the features the national style in the education and development of the university as the educational institution, in organizational behavior, management systems, how these features are important for achieving the desired results, how the foreigners can adapt more quickly to the national local environment. All this is a set of extremely important and interesting new issues, many of which are still waiting for their answer. Section 3. "Transformative potential of intercultural and transcultural education in the cosmopolitan perspective" (by Liudmyla Gorbunova - senior researcher of the Department of Internationalization of Higher Education, PhD in Philosophy, Associate Professor) on the basis of the contextual approach, the most significant factors that shape the challenges for educational policy are considered, and the directions of its reform in the transnational educational space. As the analysis shows, the educational policy of ii developed countries demonstrates the experience of developing and implementing transversal (transferable, transcultural, trans-disciplinary) competencies as key ones for the 21st century. A striking manifestation of the transversal intentions of modern educational systems in the process of internationalization is the formation of transcultural competence aimed at the cosmopolitan perspective within the framework of the formation of a global civil society. The study concludes that there is a need for trans-cultural transformational education for Ukraine, which implies an awareness of its complexity and risks, and therefore requires a serious analysis of existing practical experience on the platform of rational discourse. Section 4. "Mechanisms of internationalization of universities of the European Union: cultural and humanitarian dimension" (by Maria Debych - leading researcher of the department of internationalization of higher education, Candidate of Pedagogical Sciences) analyzed the strategies of internationalization of higher education in 21 institutions of higher education of the EU member countries. The selection of universities was carried out based on geographic representation in different cities of countries and by such university ratings as Shanghai (2016) and Times (2016-2017). It has been found that the top 100 of the Shanghai ranking includes 8 universities in the UK, 3 universities in Germany and France, and 1 university in Finland. The traditional and comprehensive institutional models have been identified. The traditional model includes the following components: academic mobility; internationalization of the curriculum; international cooperation in the field of research; partnership with foreign institutions. The comprehensive model includes: academic mobility; internationalization of the curriculum; international cooperation in the field of research; partnership with foreign institutions; international educational programs of joint / double / diploma; branches abroad; on-line / electronic training courses. It was emphasized that the cultural and humanitarian aspect of internationalization is to educate citizens who can live and work in a globalized world and in a multicultural environment. Section 5. "European Policy of Internationalization of Higher Education: Multicultural Dimension" (by Iryna Sikorska - leading researcher of the Department of Internationalization of Higher Education, PhD. in Public Administration, Associate Professor), the main directions of educational policy regarding the internationalization of higher education in the perspective of modern reforms in EU countries and Ukraine. It is emphasized that in a globalized society, man is constantly on the verge of the cultures, which interaction needs dialogue, understanding and respect for the cultural identity of other people. Given the new socio-cultural realities, the world pedagogical idea develops proper educational strategy for the formation of universal values of the individual. It is verified that the main objective of multicultural education belongs to the formation of a person, free from negative ethno-cultural stereotypes, which has a developed sense of understanding of other cultures and respect for them, who knows how to live in peace and harmony with people of any nationalities and religions. Section 6. "Communication processes in the internationalization of higher education" (by Oksana Shypko - senior researcher of the Department of Internationalization of Higher Education), the characteristics of communication processes in the conditions of internationalization of higher education in Ukraine and in the world are highlighted. Based on the cultural and humanitarian strategies of higher education development, prognostic characteristics of their deployment are substantiated. On the basis of the analysis of domestic and foreign experience, the factors of the University's success in the educational services market are identified, in particular, communication activity is considered as one of the factors contributing to increasing the global competitiveness of the University - entering the international educational space, expanding the exchange between countries, creating conditions and opportunities for the implementation of a new university development strategies. The conceptual foundations of communication activity of the modern university in the conditions of internationalization of higher education are determined and substantiated.

Background: The beginning of a new era of direct acting antivirals sets up its own rules, that is, to achieve the highest efficacy with the shortest duration of treatment. It is assumed that the use of the first generation of direct acting antivirals, similarly to interferon-free regimens, would allow for personalization of approaches to their prescriptions. Aim: To identify the most important parameters that can predict the greatest efficacy of triple antiviral therapy of 12 week duration in patients with chronic hepatitis C genotype 1. Materials and methods: The study included 204 patients with chronic hepatitis C virus (HCV) genotype 1 at an early stage of liver disease (METAVIR score F0-F2), who were either treatment-naive or had a history of relapse after standard of care antiviral therapy. In addition to routine work-up, all patients were screened for IL28B polymorphism; in the course of the treatment viral kinetics was assessed by an ultrasensitive polymerase chain reaction (PCR) (with lower limit of quantification of 12 IU/ml). Duration of the triple therapy (pegylated interferon-α2a, ribavirin and telaprevir) was reduced to 12 weeks if a rapid virological response was achieved; otherwise the patients continued their treatment in according with guidelines. Results: A complete rapid virological response was achieved in 174 patients (81.6%), in whom the duration of triple therapy was 12 weeks. According to the protocol, 25 patients with a partial rapid virological response continued their standard antiviral therapy for 12 weeks more. In those who achieved a rapid virological response, there was an association between IL28B-CC genotype at rs12979860 and maintenance of zero viremia at 12 weeks after termination of antiviral therapy (r = 0.38, p < 0.001). In all such patients there was a stable virological response at 12 weeks of the follow-up. Monitoring of viral load after 14 days of antiviral treatment was not predictive of its success. The preliminary results of a shortened (12 week) course of triple telaprevir-based viral therapy allowed to identify the most significant parameters of 100% efficacy, i.e., absence of the virus in blood at 12 weeks after termination of antiviral therapy. Conclusion: A 12 week course of triple telaprevir-based combination therapy is an optimal regimen for achievement of a stable virological response after 12 weeks of the follow-up in treatment-naive patients with HCV genotype 1 or with a relapse after previous conventional antiviral treatment, who have IL28B – CC polymorphism, are at an early stage of liver disease and who achieve a rapid complete virological response confirmed by a highly sensitive PCR.