Practice-oriented bachelor's degree: experience of change management in universities (for example, Vladivostok State University of Economics and Service)

The article falls under case category and describes the experience of VSUES in shifting to practice integrated training model. The aim of the article is to present an algorithm of change management according to the stages of practice integrated study model introduction. Methodological basis of the article is competence based approach and stakeholder based approach that takes into consideration opinion of all stakeholders when introducing changes. In particular managerial decisions were founded on the results of sociological polls, external training quality expertize, results of strategic planning sessions involving students, lecturers, administrative staff of the university and employers. The article describes key problems faced by universities as a result of professional standards introduction, competence based approach and transition to new state standards like «3+»; presents the concept of practice integrated training development as an option for solving the task of forming students' professional experience during study at the university and not after graduation; provides justification for the need to introduce system changes at organizational and staff structure of the university, teaching process organization, communication structure between students, university and employer. Main outcomes of the article are presented in the form of systematized problem areas, risks and contradictions relevant for different categories of stakeholders in the process of practice integrated training model introduction. Attention to stakeholders' opinion allows for timely alteration of project implementation trajectory and minimization of the possibility of prognosticated risks emergence. Suggested step by step algorithm of change management in introduction of practice oriented training model covers 2012-2016. The article analyses stages that have already been passed and outcomes achieved. Implementation of further steps would largely depend on popularization of the concept, solving identified problems, analysis and support of the first outcomes, support and strengthening of changes. Practical recommendations presented in the article concern identifying and providing justification for trends in implementing practice integrated training; the gist of organizational and staff structure changes (formation of and delegation of functions to middlemen structures working with students, universities and employers); formalization of transition stages in shifting from classical system of teaching process organization to practice integrated training model. The evident importance of the article is in the reflexing on the university experience, analysis of problems and challenges encountered and recommendations to universities concerning the starting point for changes and activity algorithm.