Modern higher education through the prism of conceptual priorities

Keywords: modern higher education, equality in education, justice in education, the efficiency of education, ideological and conceptual support, development of critical thinking, problem-oriented education


All the characteristic features of a particular historical development of society objectively and naturally apply to almost both the social institution and higher education, which is an integral part of the social environment. However, higher education is expected not only to follow in the fairway of certain trends specific to a particular era and a particular society but higher education is also associated with hopes for qualified awareness of risks and threats, as well as providing professional proposals for crisis management and overcoming negative trends. Although this aspect is quite obvious, the research community usually does not pay due attention to it, and therefore the detailing and systematization of this aspect have all the hallmarks of scientific novelty. In the context of the outlined research needs, the aspects of the quality and efficiency of education, as well as the types of intelligence that modern higher education is designed to cultivate and generate, are understood. The humanistic ideal of the university and its correspondence to the marketing model of modern higher education, as well as controversial ideas about equality and justice in education, are studied. The ideological and conceptual priorities that underlie leadership-type education are analyzed. The notion of critical thinking, creativity and heuristics as the target priorities of modern higher education is systematized, the key obstacles in this way and means of overcoming them are revealed. Factors and conceptual priorities that can significantly increase the capacity of modern higher education as a generator of human capital, a model of intensive and innovative development of society, are outlined.


Download data is not yet available.

Author Biography

Vasil Levkulich, Uzhgorod National University, Uzhgorod, Ukraine

Candidate of Philosophical Sciences, Head of the Department of Philosophy


Ash, S. (2020). Eksperiment Asha. Mneniya okruzhayuschih i sotsialnoe davlenie [Asch’s experiment. Opinions of Others and Social Pressure]. Psi-faktor : [veb-sayt]. Elektronnyie dannyie 2001–2005. [in Russian].

Virilo, P. (2004). Mashina zreniya [Vision machine ]. SPb. : Nauka. [in Russian].

Zhizhek, S. (2008). Ustroystvo razryiva: parallaksnoe videnie [Gap device: parallax vision]. M. : Evropa. [in Russian].

Kovi, St. R. (2010). Vosmoy navyik: Ot effektivnosti k velichiyu [Eighth Skill: From Efficiency to Greatness ]. Per. s angl. 5-e izd. M. : Alpina Pablisher. [in Russian].

Kon, A. (2017). Nakazanie nagradoy. Chto ne tak so shkolnyimi otsenkami, sistemami motivatsii, pohvaloy i prochimi vzyatkami [Punishment by reward. What is wrong with grades, incentive systems, praise and other bribes ]. Per. s angl. N. Braginoy, E. Lalayan. M. : Alpina Pablisher. [in Russian].

Krytychne myslennia na druhomu mistsi naizatrebuvanishykh kompetentsii u 2020 [Сritical thinking in the second place of the most popular competencies in 2020] (02.09.2016). Osvitnia platforma «Krytychne myslennia». [in Ukrainian].

Levchuk, I. O. (2021). Zakhyst liudskoho potentsialu v umovakh hlobalizatsii [Protection of human potential in the context of globalization]: avtoref. dys. na zdobuttia nauk. stupenia kand. nauk z derzh. upr : 25.00.01. Kyiv. [in Ukrainian].

Lotto, B. (2018). Prelomlenie. Nauka videt inache [Refraction. Science to see differently ]. Per. s angl. T. Zemlerub. M. : Mann, Ivanov i Ferber. [in Russian].

Merlo-Ponti, M. (1999). Fenomenologiya vospriyatiya [Phenomenology of Perception ]. Per. s fr., pod red. I. S. Vdovinoy, S. L. Fokina. SPb. : Yuventa, Nauka. [in Russian].

Pfeffer, Dzh. (2018). Liderstvo bez vranya. Pochemu ne stoit verit istoriyam uspeha [Leadership without lies. Why success stories should not be trusted]. M. : Alpina Pablisher. [in Russian].

Samchuk, Z. F. (2015). Prychynno-naslidkovi zviazky svitohliadnoi zrilosti ta yakisnoi osvity. Avtonomiia ta vriaduvannia u vyshchii osviti: zbirnyk naukovykh prats [Autonomy and governance in higher education: a collection of scientific papers ]. K. : IVO NAPN Ukrainy. [in Ukrainian].

Florida, R. (2011). Kreativnyiy klass: lyudi, kotoryie menyayut buduschee [Creative class: people who change the future]. M. : Klassika-XXI. [in Russian].

Halpern, D. (2000). Psihologiya kriticheskogo myishleniya [Psychology of critical thinking]. Per. s angl. N. Malginoy, S. Ryiseva, L. Tsaruk. SPb. : Piter. [in Russian].

Hutorskoy, A. B. (1998). Evristicheskoe obuchenie : Teoriya, metodologiya, praktika [Heuristic Learning: Theory, Methodology, Practice]. M. : Mezhdunarodnaya pedagogicheskaya akademiya. [in Russian].

Chiksentmihayi, M. (2013). Kreativnost. Potok i psihologiya otkryitiy i izobreteniy [Creativity. The flow and psychology of discoveries and inventions]. M. : Izdatelstvo «Karera-Press». [in Russian].

Emotsionalnyiy intellekt protiv IQ : pochemu upravlenie emotsiyami neobhodimo dlya dostizheniya uspeha? [Emotional Intelligence vs. IQ: Why is Emotional Management Necessary for Success?] (17.10.2017). [in Russian].

Byrne, E., & Clarke, C. (2020). The University Challenge : Changing universities in a changing world. Pearson Education.

Collini, S. (2012). What Are Universities For? London : Penguin Books Limited.

Connell, R. (2019). Good University : What Universities Actually Do and Why It’s Time for Radical Change. Zed Books.

Connors, C. D. (2020). Emotional Intelligence for the Modern Leader : A Guide to Cultivating Effective Leadership and Organizations. Rockridge Press.

Deboer, F. (2020). The Cult of Smart : How Our Broken Education System Perpetuates Social Injustice. All Points Books.

Durkheim, E. (1973). Moral Education. Free Press.

Fletcher, A. (2007). Time, Space, and Motion in the Age of Shakespeare. Harvard University Press.

Forrester, K. (2019). In the Shadow of Justice: Postwar Liberalism and the Remaking of Political Philosophy. Princeton University Press.

Gingell, J., & Winch, C. (2004). Philosophy and Educational Policy : A Critical Introduction. Routledge.

Grant, J. (2021). The New Power University : The social purpose of higher education in the 21 st. Harlow : Pearson Education Limited.

Heifetz, R. A. (2009). Leadership Without Easy Answers. Harvard University Press.

Heifetz, R. A., Linsky, M., & Grashow, A. (2009). The Practice of Adaptive Leadership : Tools and Tactics for Changing Your Organization and the World. Harvard Business Press.

Israel, J. (2020). The Enlightenment that Failed : Ideas, Revolution, and Democratic Defeat, 1748–1830. Oxford University Press.

Juergensmeyer, E., Nocella, A., & Seis, M. (2019). Neoliberalism and Academic Repression. ‎BRILL.

Kellerman, B. (2010). Leadership: Essential Selections on Power, Authority, and Influence. McGraw-Hill Education.

Khan, H. (2021). Leadership, Reinvented: How to Foster Empathy, Servitude, Diversity, and Innovation in the Workplace. Rockridge Press.

Livermore, D. (2015). Leading with Cultural Intelligence : The Real Secret to Success. AMACOM.

Nye, J. S. (2008). The Powers to Lead. ‎Oxford University Press.

Peterson, J. В. (2018). 12 Rules for Life : An Antidote to Chaos. Random House Canada.

Shapiro, B. (2010). Brainwashed : How Universities Indoctrinate America’s Youth. Thomas Nelson.

Shapiro, B. (2020). Catastrophic Thinking. Creators Publishing.

Wageman, R., Nunes, D. A., Burruss, J. A., & Gardner, H. (2006). Changing Minds : The Art and Science of Changing Our Own and Other Peoples Minds. Harvard Business Review Press.

Willetts, D. (2019). A University Education. OUP Oxford; Reprint edition.

Abstract views: 55
PDF Downloads: 45
How to Cite
Levkulich, V. (2021). Modern higher education through the prism of conceptual priorities. International Scientific Journal of Universities and Leadership, (12), 100-116.
Leadership and institutional development of universities: trends and achievements