Academic journal article Review of European Studies

Corporativity as a Condition for Developing Teaching Staff

Academic journal article Review of European Studies

Corporativity as a Condition for Developing Teaching Staff

Article excerpt


The relevance of this article is due to the fact that the solution to any problem is more effective in partnership, as a whole is always greater than the sum of its parts, and one should not ignore alternative ways of different perception of the surrounding reality, since what is unachievable for each member separately, can be achieved by all members of the whole team. Therefore, this article aims at disclosing the essence of corporativity in developing teaching staff. The article deals with the role of corporativity in developing a teaching team, the viability conditions of the pedagogical team have been detected, the individual trajectories for developing each member of the teaching staffare presented. The article submissions are valuable both in theory and in practical terms, for representatives of professional training institutions in order to achieve their corporate competitiveness as a teaching team.

Keywords: corporativity, corporate goals, pedagogical team, corporate culture

1. Introduction

The category "corporation" comes from the Latin word "corporation", which means a union, association or community (Ozhegov & Shvedova, 1994). The most important feature of corporativity is in the stability of the group, the external manifestation of which is a time index (Astapov, 2000; Bitulina, 2005). The second important feature of corporativity is the positive attitude to participate in any joint activity. Next, not a small feature lies in the mobilization base (interest, a strong personality, functional complementarity). And the last common feature will be the organizational constraints, consisting in the regulations and conditions of the applicable regulations (Parsons, 2000; Vasilenko, 2009; Grudzinski, 2003; Ivanov et al., 2015).

Modern corporativity is a combination of rational principles of interaction between individuals, describing their organization from the standpoint of the effectiveness of their mutual complementarity and complementarity alone, leading these individuals to a feeling of comfort, security, and expanding opportunities (Zherikhov, 2004; Daragan, 2004).

Corporativity covers all groups of people who are in constant, stable and efficient cooperation. Ranging from self-sufficiency of "me", production groups, local government, when it becomes a prerequisite for direct interaction in the group, ending with broader entities, where the interaction has a mediated character of consolidating interests of the authorities with the regional community (Kuzichev, 2004).

With the rise of the corporativity level, more transparent and optimal should also be laws within the corporation itself, what is, as a matter of fact, the education system as well. Corporativity effectively promotes effective networking, establishing and maintaining relations if it concentrates on preserving an initial experience in its inner sphere and uses external relations (Kuznetsova, 2000). Anyway, this experience tends to improve, strengthen corporativity or its equivalents, such as the atmosphere of discipline, orderliness, traditions, rituals, and etc.

2. Methodological Framework

The word "team" in the educational environment is perceived very positively and is used very often, although not always according to its intended purpose. Under the category of "pedagogical team" a group of teachers is meant, coordinated, according to their personal characteristics, to work together to achieve common goals and share responsibility for the subsequently acquired work results (Tikhonov & Abrameshin, 1998; Vachkov, 2002).

Development of corporate educational team is only possible in case of mutual self-fulfillment of creative abilities. And here it is very important that this happens only in good mutual understanding and empathy towards each other's personal growth (Lebedev, 2004). In this regard, the dialogic principle appears to be relevant, involving reflexive teachers' dialogue to effectively interchange the existing potential to predict and solve the strategic problems for the institute of professional education. …

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