Fomina M.V., Maslovskaya S.V., Mikhailova E.A.
FEATURES OF ONLINE COMMUNICATION IN THE SYSTEM OF HIGHER EDUCATION: ETHICAL ASPECTS ^{[№ 1 ' 2023]}
The debatability of the problem of ethics of media communication of the academic community, in the framework of the implementation of the distance format of online learning, is beyond doubt. In the course of the study, the vast majority (95.7 %) of respondents agree with the need to comply with ethical standards when using a remote format of communication. When asked if there are differences in the ethics of online and offline communication, 59.6 % of respondents answered that communication in networks has its own characteristics, which distinguishes it from communication in the external, “textured” world, 29.7 % did not find any differences and 10.7 % could not unambiguously answer the question. Of particular interest are the problems of corporate ethics of network communities. Studies have shown that 8 (8.5 %) respondents do not exclude anonymous communication on the network and 65.9 % of respondents published information under an assumed name. Along with this, 65 (69.1 %) respondents are aware of the legal responsibility in the virtual space, which indicates the Internet literacy of active users. It is known that the ethics of communication involves respect for the rights of other people. The study showed that the majority — 84 respondents (89.4 %) were in favor of respecting copyright, but only 50 (53.2 %) support privacy. The extremely negative aspects of remote communication should not be overlooked. As the survey showed, 32 (34.0 %) respondents encountered obscene language and obscene content on the network, as well as insults and slander against themselves (in 15.9 % and 17.0% of cases, respectively). Thus, the information environment is increasingly turning into a complex of objectively acting factors that determine the moral and ethical development of the individual.

Ganaeva E.A., Maslovskaya S.V.
SOCIAL PARTNERSHIP SYSTEM DESIGN SUBJECTS OF EDUCATIONAL RELATIONS IN ACTIVITY HEAD OF AN EDUCATIONAL ORGANIZATION ^{[№ 3 ' 2021]}
The transition from the command-administrative system to democratic transformations in the field of public relations requires the transformation of the socio-cultural sphere of Russia, which determines the need to study the peculiarities of the development process of the interaction of participants in educational relations in the field of education in order to design a system of social partnership of subjects of educational relations in the activities of the head of an educational organization. The need to design a system of social partnership of subjects of educational relations in the activities of the head of an educational organization is dictated by the need to intensify the interaction of all participants in educational relations in solving problems of the functioning and development of an educational organization; the objective need for an educational organization to play a leading role in organizing social partnership; the requirement of the state educational policy in the field of education for the development of new requirements for the system of relations between the educational organization and society, the mechanisms for the formation of this system of relations are not developed.
The aim of the study was to determine the organizational and methodological conditions for the implementation of the system of social partnership of subjects of educational relations in the activities of the head of an educational organization. As a result of a theoretical study of scientific and pedagogical literature, it was revealed that the concept of «interaction», «partnership», «social activity» are essential characteristics and components of the content of the concept of «social partnership». In the course of the study, a model for the formation of a system of social partnership of an educational organization has been developed; it consists of 5 functional blocks: target, methodological, substantive, technological, productive and analytical. Organizational conditions for organizing social partnership between an educational organization and the parent community: introduction of effective technologies for interaction between subjects of social partnership into the educational process; continuous functioning of the negotiation process between the subjects of social partnership; the formation of an open information space for the effective implementation of social partnership between the educational organization and the parental community.
The developed model of the organization of social partnership of an educational organization is a set of interrelated components, the implementation of which creates opportunities for the mutual growth of the potential of an educational organization.

Ganaeva E.A., Maslovskaya S.V., Muratova A.A.
MENTORING AS A RESOURCE OF TEACHER PROFESSIONAL DEVELOPMENT ^{[№ 5 ' 2020]}
The study is of interest to the professional development of a teacher-mentor in the context of modernization changes in the Russian education system. The introduction of a national system for the professional growth of a teacher, a new model of attestation of teaching staff actualizes the implementation of the mentoring methodology to provide high-quality professional support for teaching staff. The aim of the study was to identify the professional deficiencies of teachers-mentors, to determine the professional difficulties identified during the participation of teachers-mentors in the competitive movement. Based on the study of the content characteristics of the concepts of “mentoring”, “professional development”, “professional competence of a teacher-mentor”, the author’s definition of the competence of a teacher-mentor is proposed as the ability and readiness of a teacher-mentor for effective informal mutually enriching interaction with the mentor, building his individual strategy for professional growth ... We noted that the professional activity of a teacher-mentor is considered within the framework of “horizontal” continuous education of a teacher and is determined by the degree of conscious professional advancement, professional growth of both the mentored and the mentor himself. This requires a special share of responsibility in solving specific problems of acquiring professional and life experience, developing new professional competencies. In our opinion, the teacher-mentor, being a key figure in the mentoring program, must have successful professional experience, positive professional, personal and life results, the willingness and ability to share their experience, and provide professional support to the mentor. To highlight the criteria for the professional competence of a teacher-mentor, we turned to the necessary qualities of successful mentors, indicated in the Methodology (target model) of mentoring. The results of the study show that for purposeful work on the development and improvement of the institution of mentoring in a modern educational organization, it is necessary to develop and implement an in-house mentoring program, to create its high-quality resource support.

Ganaeva E.A., Maslovskaya S.V.
MARKETING OF INTERACTION SUBJECTS OF THE EDUCATIONAL PROCESS IN THE SYSTEM OF ADDITIONAL PROFESSIONAL EDUCATION ^{[№ 3 ' 2018]}
This article deals with the problem of managing the quality of interaction between subjects of the educational process in the system of additional professional education on the basis of methodical aspects of marketing interaction. The idea that the current state of the educational organization in the system of additional vocational education is largely determined by the level of interaction between the subjects of the educational process is substantiated. The purpose of the article is to identify the factors influencing the marketing of interaction on the quality of educational services in the system of additional vocational education. The article reveals the main problems of the system of additional vocational education to identify the spheres of influence of marketing interaction on the quality of educational services in the system of additional professional education. Particular attention is paid to identifying ways to overcome the problems of modern additional vocational education. The article analyzes the temporary logical change of organizational models of additional vocational education. The author comes to the conclusion that competition in the sphere of additional professional education has created prerequisites for developing new views on the provision of educational services, developing a strategy for the image activity of the educational organization, and improving the quality of education. Based on the work of D. Cravens, the author defines the main characteristics of marketing based on the specifics of his key functional areas, identifies in it the procedural structure: work with marketing information (collection, analysis); decision making (marketing mix); execution of decisions (supervision and control over the results). The author identifies and describes the prerequisites that influence the formation of marketing interactions in the system of additional vocational education, taking into account effective technologies of cognitive marketing (consumption marketing).