Интеграция образования, 2019, том 23, № 3 (96)

Научный журнал

УЧРЕДИТЕЛЬ И ИЗДАТЕЛЬ:

федеральное государственное 
бюджетное образовательное 

учреждение высшего 

образования «Национальный 

исследовательский Мордовский 
государственный университет 

им. Н. П. Огарёва»

430005, Россия, Республика Мордовия, 

г. Саранск, ул. Большевистская, 68/1

АДРЕС РЕДАКЦИИ:

430005, Россия, Республика Мордовия, 

г. Саранск, ул. Большевистская, 68/1

Тел./факс: +7 (834-2) 48-14-24

Издается с января 1996 года

Периодичность издания – 4 раза в год

Подписной индекс в каталоге 

агентств «Роспечать» 

и «МК-Периодика» – 46316

ISSN 1991-9468 (Print), 2308-1058 (Online)

Vol. 23, No. 3. 2019
(July – September)
Continuous issue – 96

Scholarly journal

FOUNDER AND PUBLISHER:

Federal State

Budgetary Educational

Institution 

of Higher Education
“National Research 

Ogarev Mordovia
State University”

68/1 Bolshevistskaya St., Saransk 430005, 

Republic of Mordovia, Russia

EDITORIAL OFFICE:

68/1 Bolshevistskaya St., Saransk 430005, 

Republic of Mordovia, Russia

Tel/Fax: +7 8342 481424

Published since January 1996

Periodicity: Quarterly

Subscription index in catalogue 

of agencies “Rospechat” 

and “MK-Periodiсa” – 46316

e-mail: inted@mail.ru, inted@adm.mrsu.ru

 http://edumag.mrsu.ru

© ФГБОУ ВО «МГУ им. Н. П. Огарёва», 2019

При цитировании ссылка на журнал 

«Интеграция образования Integration of Education» обязательна.

Полное или частичное воспроизведение в СМИ материалов, опубликованных 

в журнале, допускается только с разрешения редакции

ИНТЕГРАЦИЯ ОБРАЗОВАНИЯ 
INTEGRATION OF EDUCATION

DOI: 10.15507/1991-9468

DOI: 10.15507/1991-9468.096.023.201903

Том 23, № 3. 2019
(июль – сентябрь)

Сквозной номер выпуска – 96
16+

ИНТЕГРАЦИЯ ОБРАЗОВАНИЯ. Т. 23, № 3. 2019

Научный журнал «Интеграция образования Integration of Education» публикует 

оригинальные научные исследования в области интеграции образования. Наименование 
и содержание рубрик журнала соответствуют следующим отраслям науки: ПЕДАГОГИКА,
СОЦИОЛОГИЯ, ПСИХОЛОГИЯ.

Редакция осуществляет научное рецензирование (двустороннее слепое) всех посту
пающих в редакцию материалов с целью экспертной оценки. Все рецензенты являются 
признанными специалистами по тематике рецензируемых материалов. Рецензии хранятся 
в издательстве и редакции в течение 5 лет. Редакция журнала направляет копии рецензий 
авторам статей, а также, при поступлении соответствующего запроса, в Министерство науки 
и высшего образования Российской Федерации.

Журнал придерживается стандартов редакционной этики в соответствии с международ
ной практикой редактирования, рецензирования, изданий и авторства научных публикаций 
и рекомендациями Комитета по этике научных публикаций.

Журнал входит в Перечень рецензируемых научных изданий, в которых должны быть 

опубликованы основные научные результаты диссертаций на соискание ученой степени 
кандидата наук, на соискание ученой степени доктора наук по научным специальностям 

и соответствующим им отраслям науки: 

22.00.04 – Социальная структура, социальные институты и процессы (социологические науки) 

13.00.02 – Теория и методика обучения и воспитания (по областям и уровням 

образования) (педагогические науки)

19.00.07 – Педагогическая психология (психологические науки)

Журнал индексируется и архивируется в: 

Российском индексе научного цитирования (РИНЦ) 

SCOPUS
EBSCO

ERIH PLUS

Ulrichsweb Global Serials Directory

SHERPA / Romeo

ResearchBib

Журнал является членом Committee on Publication Ethics (COPE), Open Access Scholarly 

Publishers Association (OASPA), Directory of Open Access Journals (DOAJ), 

Ассоциации научных редакторов и издателей (АНРИ), CrossRef 

и международного сообщества рецензентов Publons

Материалы журнала доступны по лицензии Creative Commons “Attribution” 

(«Атрибуция») 4.0 Всемирная

INTEGRATION OF EDUCATION. Vol. 23, No. 3. 2019

The Integration of Education journal publishes original research in the field of education. 

The titles and contents of sections correspond to the following branches of science: PEDAGOGY, 
SOCIOLOGY, PSYCHOLOGY.

In order to permit complex expert evaluation, all manuscripts undergo double-blind peer 

review. All reviewers are acknowledged experts on the subject of peer-reviewed materials. 
The reviews are stored at the Journal’s editorial office for a period of five years. Reviews (or 
a substantiated rejection) are forwarded by the Editorial Board to the author(s) of the submitted 
article. Reviews are also forwarded on request to the Ministry of Education and Science of the 
Russian Federation.

The Journal adheres to the standards of editorial ethics in accordance with the interna
tional practice of editing, reviewing, publishing and authorship of scientific publications and 
recommendations of the Committee on Publication Ethics.

The Journal is included in the List of peer reviewed scientific journals published by the 
Higher Attestation Commission in which major research results from the dissertations of 
Candidates of Sciences (Ph.D) and Doctor of Science (D.Sc.) degrees are to be published. 

Scientific specialties of dissertations and their respective branches of science are as 

follows: 

22.00.04 – Social structure, social institutions and processes (social sciences)

13.00.02 – Theory and methods of teaching and education (by areas and levels of education) 

(pedagogical sciences)

19.00.07 – Pedagogical psychology (psychological sciences)

The journal is indexed and archived in:
Russian Index of Scientific Citations

SCOPUS
EBSCO

ERIH PLUS

Ulrichsweb Global Serials Directory

SHERPA / Romeo

ResearchBib

The Journal is a member of the Committee on Publication Ethics (COPE), Open Access 
Scholarly Publishers Association (OASPA), Directory of Open Access Journals (DOAJ), 
Association of Scientific Editors and Publishers (ASEP), CrossRef and the international 

community of reviewers Publons

The Journal’s materials are available under the Creative Commons 

“Attribution” 4.0 Global License

ИНТЕГРАЦИЯ ОБРАЗОВАНИЯ. Т. 23, № 3. 2019

РЕДАКЦИОННАЯ КОЛЛЕГИЯ

Вдовин Сергей Михайлович – главный редактор, ректор ФГБОУ ВО «МГУ им. Н. П. Огарёва», 

кандидат экономических наук, доцент, ORCID: https://orcid.org/0000-0001-7363-1389, rector@adm.mrsu.ru 
(Саранск, Россия)

Полутин Сергей Викторович – заместитель главного редактора, директор НИИ регионо
логии ФГБОУ ВО «МГУ им. Н. П. Огарёва», доктор социологических наук, профессор, ORCID: 
https://orcid.org/0000-0003-0399-4154, polutin.sergei@yandex.ru (Саранск, Россия)

Гордина Светлана Викторовна – ответственный секретарь, член Европейской ассоциации науч
ных редакторов (EASE), кандидат педагогических наук, ORCID: https://orcid.org/0000-0003-2265-418X, 
inted@adm.mrsu.ru, inted@mail.ru (Саранск, Россия)

Буквич Райко Миланович – профессор Географического института «Jovan Cvijic» Сербской академии 

наук и искусств, доктор экономических наук, профессор, ORCID: https://orcid.org/0000-0001-6744-3912,
r.bukvic@mail.ru (Сербия, Белград)

Варгас-Эрнандес Хосе Гуадалупе – доктор философии в области государственного управле
ния Исследовательского центра экономических и управленческих наук университета Гвадалахары, 
ORCID: https://orcid.org/0000-0003-0938-4197, jvargas2006@gmail.com (Гвадалахара, Халиско, Мексика)

Гафуров Ильшат Рафкатович – ректор ФГАОУ ВО «Казанский (Приволжский) федеральный 

университет», доктор экономических наук, профессор, ORCID: https://orcid.org/0000-0001-7744-2067,
public.mail@kpfu.ru (Казань, Россия) 

Загвязинский Владимир Ильич – заведующий академической кафедрой методологии 

и теории социально-педагогических исследований ФГАОУ ВО «Тюменский государственный университет», 
доктор педагогических наук, профессор, академик  РАО, ORCID: https://orcid.org/0000-0002-6223-6356, 
v.i.zagvyazinskij@utmn.ru (Тюмень, Россия)

Камильо Aнджело – доктор философии, ассоциированный профессор менеджмента Школы 

бизнеса Университета Сонома, camillo@sonoma.edu (Бербанк, США)

Кириллова Ольга Владимировна – председатель Российского экспертного совета, предста
витель РЭС в Scopus CSAB, президент Ассоциации научных редакторов и издателей, кандидат 
технических наук, ORCID: https://orcid.org/0000-0002-0785-6181, ovkir@list.ru (Москва, Россия)

Кумар Сагар Лалит – вице-канцлер (президент) Гималайского университета, доктор философии, 

профессор, dr_lksagar@yahoo.co.in (Нью-Дели, Индия)

Маврудеас Ставрос – профессор департамента экономики Университета Македонии, доктор 

философии, ORCID: https://orcid.org/0000-0003-2230-7479, smavro@uom.edu.gr (Фессалоники, Греция)

Макаркин Николай Петрович – президент ФГБОУ ВО «МГУ им. Н. П. Огарёва», доктор экономиче
ских наук, профессор, ORCID: https://orcid.org/0000-0002-3952-5811, makarkin@mrsu.ru (Саранск, Россия)

Маралов Владимир Георгиевич – профессор кафедры психологии ФГБОУ ВО «Череповец
кий государственный университет», доктор психологических наук, профессор, ORCID: https://
orcid.org/0000-0002-9627-2304, vgmaralov@yandex.ru (Череповец, Россия)

Мерзлякова Галина Витальевна – ректор ФГБОУ ВО «Удмуртский государственный универ
ситет», доктор исторических наук, профессор, rector@udsu.ru (Ижевск, Россия) 

Мишра Камлеш – вице-канцлер Университета Ансал, доктор экономики, misra1957@gmail.com 

(Гургаон, Харьяна, Индия)

Прахмана Рулли Чаритас Индра – научный сотрудник в области математического образования 

департамента математического образования, Университет Ахмад Дахлан, доктор философии, ORCID: 
https://orcid.org/0000-0002-9406-689X, rully.indra @ mpmat.uad.ac.id (Джокьякарта, Индонезия)

Сингх Кадьян Джагбир – доцент департамента коммерции Колледжа им. Свами Шраддхан
нанда, Университет Дели; почетный директор Индийского глобального института управления, 
образования и исследований, доктор философии в коммерции, магистр экономики и финансов, 
ORCID: https://orcid.org/0000-0002-1882-0643, Dr.jskadyan@gmail.com (Нью-Дели, Индия)

Стриелковски Вадим – профессор Пражской бизнес-школы, директор Пражского Института 

повышения квалификации, научный сотрудник Калифорнийского университета Беркли (США), доктор 
наук, профессор, ORCID: https://orcid.org/0000-0001-6113-3841, strielkowski@berkeley.edu (Прага, Чехия) 

Фёльдeш Чаба – заведующий кафедрой германского языкознания факультета гумани
тарных наук Эрфуртского университета, доктор филологических наук, профессор, ORCID: 
https://orcid.org/0000-0002-4711-2072, foeldes@foeldes.eu (Эрфурт, Германия)

Хамуда Самир – профессор физического факультета университета Бенгази, ORCID: https://

orcid.org/0000-0002-9958-0257, dr.hamouda@gmail.com (Бенгази, Ливия)

Хорватова Зузана – старший преподаватель кафедры юридических дисциплин и государ
ственного управления Метропольного университета Праги, доктор философии, ORCID: https://
orcid.org/0000-0001-8838-2792, zuzana.horvathova@mup.cz (Прага, Чехия) 

Чошанов Мурат Аширович – профессор кафедры математических наук и подготовки учителя Техас
ского университета, доктор педагогических наук, профессор, ORCID: https://orcid.org/0000-0002-2852-4311,
mouratt@utep.edu (Эль-Пасо, Техас, США) 

Чупрунов Евгений Владимирович – ректор ФГАОУ ВО «Национальный исследовательский Ниже
городский государственный университет им. Н. И. Лобачевского», доктор физико-математических наук, 
профессор, ORCID: https://orcid.org/0000-0002-6455-1026, rector@unn.ru (Нижний Новгород, Россия) 

Шафранов-Куцев Геннадий Филиппович – научный руководитель ФГАОУ ВО «Тюменский 

государственный университет», доктор философских наук, профессор, академик РАО, ORCID: 
https://orcid.org/0000-0001-7823-0525, g.f.kucev@utmn.ru (Тюмень, Россия)

Юсофф Сазали – директор Института педагогического образования Tuanku Bainun Campus (IPGKTB), 

Министерство образования Малайзии, доктор философии, sazali@iab.edu.my (Пенанг, Малайзия) 

Янчук Владимир Александрович – декан факультета профессионального развития специалистов 

образования ГУО «Академия последипломного образования», доктор психологических наук, профессор, 
ORCID: https://orcid.org/00000-0002-4524-8371, yanchuk1954@gmail.com (Минск, Республика Беларусь)

INTEGRATION OF EDUCATION. Vol. 23, No. 3. 2019

EDITORIAL BOARD

Sergey М. Vdovin – Editor-in-Chief, Rector of National Research Mordovia State University, Ph. D. 

(Economics), Associate Professor, ORCID: https://orcid.org/0000-0001-7363-1389, rector@adm.mrsu.ru 
(Saransk, Russia)

Sergey V. Polutin – Deputy Editor-in-Chief, Director of Research Institute of Regional Stud
ies of National Research Mordovia State University, Dr. Sci. (Sociology), Professor, ORCID: 
https://orcid.org/0000-0003-0399-4154, polutin.sergei@yandex.ru (Saransk, Russia)

Svetlana V. Gordina – Executive Editor, member of European Association of Science Editors (EASE), 

Ph. D. (Pedagogy), ORCID: https://orcid.org/0000-0003-2265-418X, inted@adm.mrsu.ru, inted@mail.ru 
(Saransk, Russia)

Rajko M. Bukvich – Professor of the Jovan Cvijic Geographic Institute of the Serbian Academy of Sciences 

and Arts, Dr. Sci. (Economics), Professor, ORCID: https://orcid.org/0000-0001-6744-3912, r.bukvic@mail.ru 
(Belgrad, Serbia)

Angelo A. Camillo – Ph. D., Associate Professor of Management, School of Business, Sonoma State 

University, Camillo@sonoma.edu (Burbank, USA)

Evgeniy V. Chuprunov – Rector of Lobachevsky University, Dr. Sci. (Phys.-Math.), Professor, 

ORCID: https://orcid.org/0000-0002-6455-1026, rector@unn.ru (Nizhniy Novgorod, Russia)

Csaba Földes – Professor of Germanic Linguistics, Faculty of Humanities, University of Erfurt, ORCID: 

https://orcid.org/0000-0002-4711-2072, foeldes@foeldes.eu (Erfurt, Germany)

Ilshat R. Gafurov – Rector of Kazan (Volga region) Federal University, Dr. Sci. (Economics), Professor, 

ORCID: https://orcid.org/0000-0001-7744-2067, public.mail@kpfu.ru (Kazan, Russia)

Samir Hamouda – Professor, Department of Physics, University of Benghazi, ORCID: 

https://orcid.org/0000-0002-9958-0257, dr.hamouda@gmail.com (Benghazi, Libya)

Zuzana Horváthová – Senior Lecturer, Chair of Legal Specializations and Public Administration, 

Metropolitan University, Ph. D., ORCID: https://orcid.org/0000-0001-8838-2792, zuzana.horvathova@mup.cz 
(Prague, Czech Republic)

Jagbir Singh Kadyan – Ph. D. (Commerce), M.Com (PIMR & Marketing); M.A (Eco); MMS (Fin); 

GDC&A; MIMA; AMT- AIMA, Associated Professor of Department of Commerce, Swami Shraddhanand 
College, University of Delhi, Honorary Director: IndoGlobal Institute of Management, Training and Research, 
ORCID: https://orcid.org/0000-0002-1882-0643, Dr.jskadyan@gmail.com (New Delhi, India)

Olga V. Kirillova – President of the Russian Expert Council (REC), Representative of the REC in 

Scopus SCAB, President of Association of Scientific Editors and Publishers, Ph. D. (Engineering), ORCID: 
https://orcid.org/0000-0002-0785-6181, ovkir@list.ru (Moscow, Russia)

Sagar Lalit Kumar – Vice Chancellor (President) of Himalayan University, Ph. D. (Education) 

& D.Litt. (Education), Professor, ORCID: https://orcid.org/00000-0002-1882-0643, dr_lksagar@yahoo.co.in 
(New Delhi, India)

Nikolay P. Makarkin – President of National Research Mordovia State University, Dr. Sci. (Economics), 

Professor, ORCID: https://orcid.org/0000-0002-3952-5811, makarkin@mrsu.ru (Saransk, Russia) 

Vladimir G. Maralov – Professor of Psychology Chair, Cherepovets State University, Dr. Sci. (Psy
chology), Honored Scientist of the Russian Federation, ORCID: https://orcid.org/0000-0002-9627-2304, 
vgmaralov@yandex.ru (Cherepovets, Russia)

Stavros Mavroudeas – Professor of Political Economy, Department of Economics, University of Mace
donia, Ph. D., ORCID: https://orcid.org/0000-0003-2230-7479, smavro@uom.edu.gr (Thessaloniki, Greece)

Galina V. Merzlyakova – Rector of Udmurt State University, Dr. Sci. (History), Professor, rector@udsu.ru 

(Izhevsk, Russia)

Kamlesh Misra – Vice Chancellor, Ansal University, Ph.D. (Philosophy), misra1957@gmail.com 

(Gurgaon, India)

Rully Charitas Indra Prahmana – Senior Lecturer and Researcher in Mathematics Education for 

Master Program on Mathematics Education Department, Universitas Ahmad Dahlan, Ph. D., ORCID: https://
orcid.org/0000-0002-9406-689X, rully.indra@mpmat.uad.ac.id (Yogyakarta, Indonesia)

Gennady F. Shafranov-Kutsev – Research Supervisor, Tyumen State University, Dr. Sci. (Philosophy), 

Professor, Member of the Russian Academy of Education, ORCID: https://orcid.org/0000-0001-7823-0525, 
g.f.kucev@utmn.ru (Tyumen, Russia)

Wadim Strielkowski – Professor of Prague Business School, Director of Prague Institute for 

Qualification Enhancement, Visiting Professor of University of California, Ph. D., Professor, ORCID: 
https://orcid.org/0000-0001-6113-3841, strielkowski@berkeley.edu (Prague, Czech Republic)

Mourat A. Тchoshanov – Professor, Departments of Mathematical Sciences and Teacher Education, 

University of Texas at El Paso, Texas, USA, Ph. D., ORCID: https://orcid.org/0000-0002-2852-4311,
mouratt@utep.edu (El Paso, Texas, USA)

José G. Vargas-Hernández – Member of the National System of Researchers of Mexico. Research Pro
fessor at University Center of Economic and Managerial Sciences, University of Guadalajara, M.B.A.; Ph.D., 
ORCID: https://orcid.org/0000-0003-0938-4197, jvargas2006@gmail.com (Guadalajara, Jalisco, México)

Vladimir A. Yanchuk – Dean of Faculty of Development for Specialists in Sphere of Education of Academy 

of Postgraduate Education, Dr. Sci. (Psychology), Professor, ORCID: https://orcid.org/00000-0002-4524-8371, 
yanchuk1954@gmail.com (Minsk, Belarus)

Sazali Yusoof – Director at Institute of Teacher Education Tuanku Bainun Campus, Ministry of Edu
cation of Malaysia, Ph. D., sazali@iab.edu.my (Pinang, Malaysia)

Vladimir I. Zagvyazinsky – Head of the Academic Department for Methodology and Theory of So
cial and Pedagogical Research, Tyumen State University, Dr. Sci. (Pedagogy), Professor, Academician of 
Russian Academy of Education, ORCID: https://orcid.org/0000-0002-6223-6356, v.i.zagvyazinskij@utmn.ru
(Tyumen, Russia)

ИНТЕГРАЦИЯ ОБРАЗОВАНИЯ. Т. 23, № 3. 2019

COДЕРЖАНИЕ

Международный опыт интеграции образования

Т. Рохмани, Б. Суджанто, М. Р. Луддин. Реализация академической ответственности 

в высшем образовании: ситуационный анализ ......................................................... 336

М. Ф. Сехас Мартинес, Д. Х. Мендоса Веласко, М. Наварро Сехас, Х. Л. Рогель

Вильясис, Я. М. Ортега Фрейре. Подготовка преподавателей и оценка их 
деятельности на основе компетентностного подхода ............................................... 350

И. Съямси. Апробация модели обучения профессиональным жизненным навыкам 

среди подростков, бросивших школу ....................................................................... 366

С.-К. Джун. Влияние общения со сверстниками на социальное отчуждение 

и психологический комфорт студентов в колледже ................................................... 379

Психология образования

Н. С. Колишев, Е. В. Славутская, Л. А. Славутский. 

Динамика структурирования личностных черт учащихся при переходе 
в основную общеобразовательную школу ................................................................. 390

М. В. Ветлужская, А. А. Абрамова, К. Г. Сердакова, Е. Е. Быкова, 

Р. С. Хамматова, Р. В. Шурупова. Особенности эмоционального интеллекта 
и эмпатических способностей у студентов медицинского вуза ................................. 404

А. В. Микляева, Е. К. Веселова, Г. В. Семенова, Е. В. Бахвалова. Этическая 

регламентация как ресурс в разрешении проблем взаимодействия субъектов 
образования в условиях интеграции и инклюзии ...................................................... 423

Академическая интеграция

В. Н. Головачева, Н. И. Томилова, Г. Б. Абилдаева. Разработка комплекса 

критериев анализа ответов обучаемого в экспертных системах 
контроля и оценки знаний .............................................................................................. 440

Е. А. Шилова, А. В. Закрепина, Е. А. Стребелева. Исследование педагогического 

контекста диагностической компетенции учителя-дефектолога ................................... 458

Л. С. Чикилева. Роль тьютора в выборе инструментов педагогического управления 

для организации самостоятельной работы по иностранному языку .......................... 475

Информация для авторов и читателей (на рус. яз.) ................................................... 490

Информация для авторов и читателей (на англ. яз.) .................................................. 492

http://edumag.mrsu.ru
DOI: 10.15507/1991-9468.096.023.201903

ISSN 1991-9468 (Print) 

ISSN 2308-1058 (Online) 

INTEGRATION OF EDUCATION. Vol. 23, No. 3. 2019

CONTENTS

International Experience in the Integration of Education

T. Rokhmani, B. Sujanto, M. R. Luddin. The Implementation of Academic 

Responsibility in Higher Education: A Case Study ....................................................... 336

M. F. Cejas Martínez, D. J. Mendoza Velazco, M. Navarro Cejas, J. L. Rogel Villacis, 

Y. M. Ortega Freire. A Performance-Centred Competency-Based Approach 
to Quality University Teaching ......................................................................................... 350

I. Syamsi. Preparation for Vocational Life-Skills Education Model Implementation 

for School Dropouts ....................................................................................................... 366

S.-K. Jun. The Mediating Effect of Peer Communication between Social Withdrawal 

and Life Satisfaction of College Students ........................................................................ 379

Psychology of Education

N. S. Kolishev, E. V. Slavutskaya, L. A. Slavutskii. Dynamics of Personality Trait 

Structuring During Student Transition to Secondary School ......................................... 390

M. V. Vetluzhskaya, A. A. Abramova, K. G. Serdakova, E. E. Bykova, 

R. S. Khammatova, R. V. Shurupova. Characteristics of Emotional 
Intelligence and Empathic Abilities in Medical Students ............................................. 404

A. V. Miklyaeva, E. K. Veselova, G. V. Semenova, E. V. Bakhvalova. Ethical 

Regulation as a Problem-Solving Resource Leading to Participant Interaction 
in the Educational Process in Terms of Integration and Inclusion ................................ 423

Academic Integration

V. N. Golovachyova, N. I. Tomilova, G. B. Abildaeva. Development of a Set 

of Criteria for Analysing Trainee Answers in Expert Control Systems 
and Assessment of Knowledge .......................................................................................... 440

E. A. Shilova, A. V. Zakrepina, E. A. Strebeleva. Study of the Pedagogical Context 

of the Diagnostic Competence of Special Education Teachers/Rehabilitators ................. 458

L. S. Chikileva. The Role of the Tutor in the Choice of Pedagogical Management 

Tools for Autonomous Work in Foreign Languages ......................................................... 475

Information for Authors and Readers of the Journal (In Russian) ................................... 490

Information for Authors and Readers of the Journal (In English) .................................... 492

http://edumag.mrsu.ru
DOI: 10.15507/1991-9468.096.023.201903

ISSN 1991-9468 (Print) 

ISSN 2308-1058 (Online) 

ИНТЕГРАЦИЯ ОБРАЗОВАНИЯ. Т. 23, № 3. 2019

The Implementation of Academic Responsibility 

in Higher Education: A Case Study 

T. Rokhmani*, B. Sujanto, M. R. Luddin

University of Negeri Jakarta, Jakarta, Indonesia,

* teguhrokhmani@yahoo.com

Introduction. Academic responsibility consists in the duty of higher education providers to their students. By 
implementing academic responsibility, these providers respond to the demands of their society. The purpose 
of this article is to explore and analyse: implementation of education and teaching; mentoring; service to 
the university; research, publication; community service and changes. 
Materials and Methods. A qualitative research approach, employing the case study method, was used. Data 
were obtained from in-depth interviews from lecturers and students, field observations, as well as collating 
and reviewing documents.
Results. The results of the study show that, in the implementation of education and teaching, the planning 
stage refers to the process of drafting the semester lesson plan. Student-centred active and participatory 
learning models are maintained; in mentoring, the guiding process simultaneously combines academic 
guidance, career guidance and personal-social guidance. While service provision is prioritised as one of 
the important educational aspects, in the implementation of research, it improves the ability of lecturers to 
research; in publications, to meet writing standards, peer assessment standards and documentation standards; 
in community service, it consists at the level of how to devote the knowledge possessed by the academic 
community to the progress of society; in change leadership, it involves technology, structure and human 
resources.
Discussion and Conclusion. There is a commitment to support the implementation of academic responsibility 
of higher education through engagement in teaching, mentoring, serving the university, discovering, 
publishing, truth-telling, serving the community and leading change. This academic process shows the value 
of commitment to a better quality of higher education. 

Keywords: academic responsibility, higher education, university teaching, university research, community 
service

For citation: Rokhmani T., Sujanto B., Luddin M.R. The Implementation of Academic Responsibility in 
Higher Education: A Case Study. Integratsiya obrazovaniya = Integration of Education. 2019; 23(3):336-349. 
DOI: https://doi.org/10.15507/1991-9468.096.023.201903.336-349

© Rokhmani T., Sujanto B., Luddin M. R., 2019

УДК 37.014

DOI: 10.15507/1991-9468.096.023.201903.336-349

http://edumag.mrsu.ru
ISSN 1991-9468 (Print), 2308-1058 (Online)

МЕЖДУНАРОДНЫЙ ОПЫТ ИНТЕГРАЦИИ 

ОБРАЗОВАНИЯ / INTERNATIONAL EXPERIENCE 

IN THE INTEGRATION OF EDUCATION

Контент доступен под лицензией Creative Commons Attribution 4.0 License. 
The content is available under Creative Commons Attribution 4.0 License.

INTEGRATION OF EDUCATION. Vol. 23, No. 3. 2019

INTERNATIONAL EXPERIENCE IN THE INTEGRATION OF EDUCATION

Реализация академической ответственности 

в высшем образовании: ситуационный анализ

Т. Рохмани*, Б. Суджанто, М. Р. Луддин 

Государственный университет Джакарты, г. Джакарта, Индонезия,

* teguhrokhmani@yahoo.com

Введение. В условиях очередной промышленной революции экономическая конкуренция основывается 
не на природных ресурсах, а на технологических инновациях. Университетам необходимо выработать 
стратегии, чтобы вписаться в новую развивающуюся технологическую платформу. Институциональные 
изменения в вузах приводят к трансформации взаимоотношений, стиля лидерства и выработке общих 
ценностей между университетским сообществом и всеми заинтересованными сторонами. Целью 
данной статьи является исследование и анализ внедрения новых методов образования, наставничества, научно-исследовательской и публикационной деятельности в главном университете Индонезии.
Материалы и методы. Исследование проводилось среди членов профессорско-преподавательского 
состава Государственного университета Джакарты. Участники определялись с помощью целевой 
выборки. В работе были использованы качественные методы исследования: ситуационный анализ 
(кейс-стади), глубинные интервью, полевые наблюдения и анализ документов.
Результаты исследования. Проведенное исследование позволило авторам сделать следующие выводы: при разработке стратегии образования в университете большую роль играет планирование, 
которое заключается в составлении планов занятий на семестр и разработке  моделей интерактивного 
обучения, ориентированных на вовлечение студентов в научно-исследовательскую деятельность. 
В наставничестве процесс руководства сочетает в себе академическое руководство, профориентацию 
и личностно-социальное руководство одновременно. Авторы отмечают, что планирование в сфере 
учебной деятельности  расставляет акценты с учетом новых реалий, в сфере исследований – улучшает мотивацию преподавателей к научно-исследовательской деятельности, а в сфере публикаций –
совершенствует качество академического письма, экспертной оценки и документации. 
Обсуждение и заключение. Авторы рекомендуют расширить проведенное исследование на другие 
высшие учебные заведения Индонезии и привлечь студентов в качестве полноценных участников 
научных исследований в университете. Все эти методы позволят повысить качество высшего образования в Индонезии. 

Ключевые слова: академическая ответственность, высшее образование, университетское преподавание, 
университетское исследование, общественная работа

Для цитирования: Рохмани Т., Суджанто Б., Луддин М. Р. Реализация академической ответственности в высшем образовании: ситуационный анализ // Интеграция образования. 2019. Т. 23, № 3. 
С. 336–349. DOI: https://doi.org/10.15507/1991-9468.096.023.201903.336-349

Introduction

In an era characterised by globalisa
tion and the Fourth Industrial Revolution, 
the role and function of higher education 
institutions should be based on an understanding that the competitive resources of 
countries have shifted. The competition 
of economic products in the world market 
is no longer primarily based on natural 
resources, cheap labour and other relative 
goods, but rather on technological innovation and creativity in the field of science 
and technology [1]. In order to carry out 
their roles and functions, universities have 
certain academic duties. Kennedy defines 
academic duty as the necessary counterpart to academic freedom, albeit much 
more rarely cited. According to Kennedy, 
academic responsibilities that must be un
dertaken by universities include teaching, 
mentoring, serving the university institution, discovering, publishing, truth-telling, 
reaching beyond the institutional walls and 
managing change [2]. Gillespie et al. and 
Seidel define the scope of higher education as comprising research, teaching and 
service [3–5].

In responding to current trends in cam
pus development, it is necessary that the 
university’s mission of providing higher 
education be redirected and expanded. The 
campus not only forms the centre of the 
development of science and technology but 
also the development of moral and cultural 
change in the spirit of innovation [6]. The 
fundamental changes required on the part of 
an education institution in order to improve 
its university quality rankings require a di

ИНТЕГРАЦИЯ ОБРАЗОВАНИЯ. Т. 23, № 3. 2019

МЕЖДУНАРОДНЫЙ ОПЫТ ИНТЕГРАЦИИ ОБРАЗОВАНИЯ 

rected strategy. To realise this, a comprehensive and complex programme of institutional 
change is needed that transcends organic 
organisational development. What makes 
higher education institutions different from 
other socioeconomic institutions is their 
status, as established by the academic community, having with a collegial character 
and upholding academic values in order to 
improve the education of the nation’s youth. 

The key to changing an education in
stitution lies in implementing fundamental 
changes in order to produce academic, 
economic and social values. Institutional 
changes include redesigning or aligning systems, structures, strategies, staff and stakeholder relationships, skills, leadership styles 
and shared values. The institutional change 
efforts carried out are aimed at restoring the 
role and function of higher education institutions in order to optimally play a role in 
creating academic excellence for education, 
contributing to science, supporting industrial relations and conducing to community 
empowerment. The notion of faculty work 
has broadened to involve additional roles 
including grant writing, fundraising, public 
relations, global perspective, civility and 
developing inclusive communities.

Purpose of the Study. The purpose of 

the study was to discover and analyse the implementation of: (1) teaching; (2) mentoring; 
(3) service to the university; (4) research; 
(5) publication; (6) community service; and 
(7) change leadership at the State University 
of Jakarta (Indonesian: Universitas Negeri 
Jakarta, commonly abbreviated as UNJ).

Literature Review

Academic responsibility consists in the 

duty of higher educations to their students. 
Higher education institutions generally 
exercise this responsibility in carrying out 
various activities. Responsibilities can be 
defined in terms of obligations to perform 
certain tasks and assume certain duties [7]. 
Meanwhile, Laudon & Laudon suggest that 
responsibility is a key element of ethical 
action. Responsibility means accepting the 
potential costs, duties and obligations stemming from decisions taken [8]. Individual 
responsibilities as part of a group consist 

of work preparation, work support and 
work control [9]. Academic work, which 
is necessarily located in a social context, 
can be physical, cognitive and social, focusing on inquiry, scholarship and teaching 
in order to further human knowledge and 
understanding, as well as contributing towards social and economic well-being [10]. 
Kennedy argued that the more rarely cited
counterpart of academic freedom consists 
in academic duty. Thus, academic responsibility in higher education consist in an 
obligation, duty, function and hope that 
must be carried out in the academic field 
with commitment leading to results above 
or beyond the expectations of the institution, to satisfy the needs of achievement 
and increase self-esteem in order to achieve 
the predetermined goals carried out by the 
institution.

Bentley and Kyvic examined how lec
turers use their time for teaching, research 
and service assignments. According to 
their research, lecturers spent 40 percent of 
their time teaching, 32 percent researching, 
14 percent on administration, 7 percent on 
service provision and 6 percent on other 
activities [11]. Crespo and Bertrand’s research using survey data in Canada found 
that lecturers spend more time teaching 
than researching (44.1 percent – teaching; 
35.2 percent – research; 5.8 percent – administration and 14.8 percent – service 
assignments) [12].

According to Wals and Jickling, it is the 

responsibility of higher education providers to continue to challenge science with 
the values of critical thinking. Part of the 
exercise of these responsibilities consists 
in involving students/academics in socialscientific discourses. Wals and Jickling’s 
research found that education consists in 
a broad concern for the future of the earth 
and various aspects of human relations 
with society and the environment; for them, 
higher education must present diverse 
discourses. This can only be achieved if 
universities use inclusive language when 
describing educational activities [13].

In addition, Barth et al. found that com
petency is needed by all academics within 
the framework of sustainability in higher 

INTEGRATION OF EDUCATION. Vol. 23, No. 3. 2019

INTERNATIONAL EXPERIENCE IN THE INTEGRATION OF EDUCATION

education [14]. The results of their study 
showed that the development of key competencies in higher education is based on 
both cognitive and non-cognitive aspects 
and is closely related to a number of contexts. By combining formal and informal 
learning arrangements in higher education 
as part of a new learning culture, diverse 
contexts can be developed and competencies improved. The implication here is that 
the acquisition of competencies in higher 
education settings has several key aspects. 
The present research was based around an 
investigation of academic responsibility 
in higher education at Universitas Negeri 
Jakarta, Indonesia. 

Materials and Methods

The story of the State University of 

Jakarta began when the Presidential Decree 
No. 1, 1963, stipulated that the faculty of 
education of Universitas Indonesia, Institute of Teacher Education (ITE) and other 
education institutions and systems at that 
time should be integrated into one institution referred to as the Teacher Training 
and Institute (TTI) Jakarta. The decree officially came into effect on 16 May 1964. 
This also marked the birth of IKIP Jakarta. 
Due to the extension of the mandate given 
by the Ministry of Education and Culture in 
1999, IKIP Jakarta transformed itself into 
Universitas Negeri Jakarta (UNJ). Developing sciences, technology, arts, languages, 
sports and humanities with its main core 
business in the field of education, the UNJ 
became one of the leading state universities 
in Indonesia, integrating higher education 
with other academic disciplines. In 2009, 
UNJ succeeded in gaining the status of 
a public service agency (PBA). 

The research was carried out taking 

a qualitative approach, using the case study 
method to explore and analyse the implementation of academic responsibilities of 
higher education at Universitas Negeri 
Jakarta (UNJ). The purposive sampling 
technique was used to obtain survey data 
from participants consisting of the ViceRector of UNJ, the Head of the Institute 
for Educational Development and Quality 
Assurance (IEDQA), the Head of Research 

and Community Service Institution (RCSI), 
a number of Deans at the faculty level, 
Study Programme Coordinators, as well as 
various lecturers and students. 

When taking a qualitative research ap
proach, the main instrument is the researcher 
him- or herself. There were seven steps 
involved in the research process [15], discussed in detail as follows. Firstly, selecting 
a problem. This step consisted of selecting 
a problem seen as sufficiently consequential to warrant investigation. Secondly,
reviewing the literature on the problem. 
During this step, the researchers thoroughly 
reviewed the relevant literature in order to 
gain more understanding and insight into 
the problem and to determine what research 
might already have been carried out. Thirdly, 
designing the research. Here the researchers 
set out plans on how to conduct research in 
order to answer the question. The design 
consisted in the researchers’ plan for the 
study, which included the method to be 
used, what data would be gathered, where, 
how, and from whom. Fourthly, collecting 
the data. This step involved executing the 
research plan. The researchers had a toolbox 
of data-gathering techniques, including indepth interviewing, participant observation 
and document analysis. Fifthly, analysing 
the data. The data collected in the research 
were analysed. Qualitative data generally took the form of words (descriptions, 
observations, impressions, recordings and 
the like). The researchers organised and 
categorised or coded the large mass of data 
so that they could be described and interpreted. Although qualitative researchers do 
not deal with statistics, analysing qualitative 
data is a time-consuming and painstaking 
process. Sixthly, interpreting the findings 
and stating conclusions. In this stage, the 
researchers tried to interpret the findings in 
terms of the stated research problem. The researchers presented their interpretations and 
explanations in a narrative form, avoiding 
probabilistic explanations but instead trying 
to emphasise the trustworthiness and credibility of the findings. Seventhly, reporting 
results. The researchers made their procedures, findings and conclusions available 
in a form intelligible to others who might 

ИНТЕГРАЦИЯ ОБРАЗОВАНИЯ. Т. 23, № 3. 2019

МЕЖДУНАРОДНЫЙ ОПЫТ ИНТЕГРАЦИИ ОБРАЗОВАНИЯ 

be interested. This involved clearly and 
concisely presenting the steps in the study 
in sufficient detail that another researcher 
could replicate it.

When analysing the data, a five-step 

data analysis procedure proposed by Yin 
[16] presented in Figure 2 below was used. 
Analysis begins with compiling or sorting 
the field notes amassed from fieldwork 
and other data collection activities. Since 
these notes had been refined on a nightly 
basis, it was possible to separately amass 
notes from archival sources. This phase 
therefore consisted in putting them into 
some order, leading to the production of 
what can be described as a database. The 
second phase or procedure, referred to as 
disassembling, consisted of breaking the 
compiled data down into smaller fragments 
or pieces. This procedure was accompanied by assigning new labels or “codes” 
to the fragments. The disassembling procedure was repeated many times as part of 
a trial-and-error process of testing codes, 
accounting for the two-way arrow between 
these first two phases. The third phase was 
considered in terms of a reassembling procedure. The rearrangement and recombination processes were facilitated by depicting 
the data graphically or by arraying them 
in lists and other tabular forms. The fourth 
phase, described as interpreting, included 
using the reassembled material to create 
a new narrative, with accompanying tables 
and graphics where relevant, that would 
become the key analytic portion of the draft 
manuscript. This fourth phase may be considered as applying to the reassembled data. 
The fifth and final phase, considered in 
terms of concluding, required conclusions 
to be drawn from the entire study. Such 
conclusions related to the interpretation in 
the fourth phase and through it back to all 
of the previous phases of the cycle. Lincoln 
and Cuba’s criteria were used to improve 
the accuracy and the rigour of the findings, 
including credibility, dependability, conformability and transferability [17]. Here 
researchers seek four criteria. To support 
credibility, the investigators demonstrate 
that the picture of the phenomenon under 
scrutiny is plausible. In addressing transferability, they provide the fieldwork context 

in sufficient detail for a reader to be able 
to decide whether or not the prevailing environment is different to another situation 
which is familiar to him or her and whether 
the findings can justifiably be applied to 
the other setting. In order to conform to the 
criterion of dependability, the researchers 
strove to equip a future researcher to repeat 
the study. Finally, in order to meet the criterion of conformability, the researchers 
took concrete steps to demonstrate that the 
findings emerged from the data rather than 
their own predispositions. 

Results 

Teaching. Teaching-learning activi
ties begin with creating a learning plan, 
proceed with learning activities and end 
by applying controls. Thus, in order to 
obtain a Programme Learning Outcome 
(PLO), guidance and a minimal criterion 
rule were applied to learning activities. 
The minimal criterion of learning activities consisted in the characteristics of the 
learning process, learning plan, learning 
activities, learning monitoring and student 
learning load. Every department developed 
learning activities which were interactive, 
holistic, integrative, scientific, contextual, thematic, effective, collaborative and 
student-centred. UNJ provided training to 
lecturers to enhance learning qualities in 
every department.

As the process of preparing a learn
ing programme, the learning plan started 
with a formulation of Basic Competencies (BC), Competency Standards (CS), 
determining learning strategies that would 
be implemented, including: allocation of 
time resources, determination of lecture 
material, as well as selecting facilities and 
media needed to support the achievement 
of competency standards set. The implementation of the learning process carried 
out between lecturers and students leads to 
quality learning outcomes. The implementation of education and teaching in UNJ 
carried out every semester was referred 
to the Quality Assurance Group (QAG). 
Supervision of the learning process was 
conducted in order to ensure the properly 
functioning and qualified implementation 
of learning. Oversight of learning included