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ANALYSIS FOR MODELS OF INTEGRATION PROCESSES IN HIGHER EDUCATION
INSTITUTIONS: IN CASE OF UZBEKISTAN
Adizov Sanjar Rashidovich
Independent Researcher Of Tashkent State Technical University, Uzbekistan
AB O U T ART I CL E
Key words:
higher education, integration,
university 3.0, potential, cooperation, science.
Received:
17.07.2024
Accepted
: 22.07.2024
Published
: 27.07.2024
Abstract:
In the article, the issues of the theory,
methodology and practice of the integration of
science, education and business, especially the
need for the socio-economic development of its
innovative aspects, the models of the organization
of integration processes in higher education
institutions are studied.
INTRODUCTION
Ensuring the competitiveness of the national economy in the conditions of today's globalization, rapid
development of science and technology in the world, by training highly qualified specialists with in-
depth modern knowledge, achieving wide implementation of innovative scientific developments in
production, puts new high demands on science, education and production. In the world, special
attention is paid to scientific research on improving mechanisms of management of science, education
and production, innovation cluster infrastructure. In this regard, the ongoing research on the support
of innovative activity infrastructure entities, effective management of targeted development of the
innovation market, and improvement of the mechanism of providing investment to startup projects of
innovative activity entities has an important place.
Today, innovative development of the economy is gaining priority in ensuring the stable economic
growth of the world and national economy. In developed countries, 70-90 percent of the gross domestic
product is created due to the development of innovative activities. Through the implementation of such
strategically important scientific-technological and promising innovative projects, the high
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development of the economy is achieved on the basis of modernization of leading production industries,
technical and technological updating, introduction of local innovative technologies. Training of
competitive, highly qualified personnel with all advantages in higher education institutions, and their
purposeful use for the peace and prosperity of our country, and the well-being of our people, is one of
the main requirements of a market economy based on strict competition. Because in the positive
solution of the above-mentioned global issues, the role of highly qualified personnel who are a
component of our country's huge scientific, creative, intellectual and labor potential, who have
graduated from higher education institutions since the years of independence, are following the
requirements of the market economy in the labor market, and are working effectively in organizations,
is important.
LITERATURE REVIEW
In the international experience, a number of studies on the management and organization of innovation
processes have been conducted. Including J. Bírne, T. Jorgen, T. Loukkola, G. Ates, K. Holländer, N.
Koltcheva, Ѕ. Krѕtíc, F. Rarada, Yuerodoc Ѕurvey Í., R. Altbach, F.E. Ѕheregí, M.N. Ѕtríkhanov, T. Kealey, F.
Alberício, Í.N. An example of this is the work of scientists such as Humreter.
Scientific research on the development of innovative activity and management system in Uzbekistan
K.Kh. Abdurakhmanov, O.K. Abdurakhmanov, A.Sh. Bekmurodov, H.M. Imamov, N.K. Yoldoshev, N.
Makhmudov U.Sh Yusupov, H.M. Abdusattorova, G.K. Tarakhtieva, I. Ismatov, B.Sh. Usmonov, M.Q.
Kadirov, J.D. Eltazarov, T.Z. Teshaboev, T. Shodiev, Sh.A. Atamuradov, Conducted by M. F. Hakimova, A.
O. Ochilov, Sh. Otajonov and other scientists.
The development of the integration relations of science, education and production systems can be
carried out in the conditions of the development of cooperation and integration processes. The cluster
approach and its role in increasing the level of innovative activity in the economy are mainly considered
in the scientific works of foreign researchers, including E. Dakhmen, A. Marshall, M. Porter, S. Rosenfeld,
D. Sole, I. Tolenado, V. Feldman. , M.Enright et al.'s researches can be singled out. Principles and
problems of cluster organization in the territory of Russia M. Afanasev, L. Myasnikov, N.N. Vnukova, K.V.
Ekimova, V.A. Kundius, L.S. Markov, K. Nikolsky, V.F. Stukach, V.V. Scientists like Titov have reflected in
their scientific works.
Scientific research on the development of innovative activity and management system in Uzbekistan
K.Kh. Abdurakhmanov, O.K. Abdurakhmanov, A.Sh. Bekmurodov, H.M. Imamov, N.K. Yoldoshev, N.
Makhmudov U.Sh Yusupov, H.M. Abdusattorova, G.K. Tarakhtieva, I. Ismatov, B.Sh. Usmonov, M.Q.
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Kadirov, J.D. Eltazarov, T.Z. Teshaboev, T. Shodiev, Sh.A. Atamuradov, Conducted by M. F. Hakimova, A.
O. Ochilov, Sh. Otajonov and other scientists.
ANALYSIS AND RESULTS
It is natural to ask questions about what is the state of training of specialists in higher education
institutions of the republic now, whether competitive personnel are trained in Uzbekistan that meet
world standards or not. To answer these questions, we draw your attention to the following information
from the World Bank. Not a single higher education institution from Uzbekistan was included in the list
of 500 most famous universities in the world based on 2 global ratings. This fact alone makes it possible
to train personnel with deep professional knowledge in Uzbekistan's higher education institutions, to
engage in modern research and development and to organize work on the main tasks set for the
development of society. it shows that the issues of turning them into economic, cultural-educational
and scientific centers have not been resolved so far.
There are many reasons for this problem. Here are some of the systemic flaws:
-
educational and laboratory bases of higher educational institutions do not fully meet the
requirements of the time. In addition, for various reasons, students are not able to complete
practical training in enterprises and organizations equipped with modern equipment and facilities.
This situation causes the quality of education in the higher educational institutions of the republic
to remain in a low state. However, as foreign experience shows, laboratories in higher education
institutions should be at least 5-10 years ahead of production and equipped with appropriate
modern equipment, that is, they should play the role of a real locomotive that "pulls" higher
education forward;
-
the number of students per 10,000 inhabitants and the indicators of the Human Development Index
in the republic are much lower than the average indicators of the countries of the Commonwealth
of Independent States in the next decade (enrollment of young people in higher education
institutions decreased from 17% in 1991 to 9% in 2017 (general education schools, academic
lyceums and vocational - regarding graduates of vocational colleges)). In the academic year
2018/2019, the coverage of higher education institutions increased to 15 percent. As a result, there
is no real competition in the employment of graduates. In such conditions, employers are forced to
hire graduates not on the basis of selection, but only on the basis of their diploma;
-
most students enrolled in higher education institutions have a low desire to learn. They are more
interested in getting a degree than getting an education. This situation is related to the admission of
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applicants to higher education institutions. Their existing admission process was related to
nepotism, nepotism, abuse of their positions by some officials, corruption, and the system was not
allowing to select young people with real knowledge and talent. These negative situations were put
an end to in the 2018/2019 admission;
-
the tests conducted in most cases do not allow to determine the ability of logical thinking of the
applicants, because there are many questions related to dates in the tests. The State Test Center
under the Cabinet of Ministers of the Republic of Uzbekistan has done some positive things in this
regard, the experience of some foreign countries has been studied, the test database has been
revised, the tests are held outside of higher education institutions, in buildings that do not belong to
them, for 15 days, and their results are published the day after the test. to be announced. However,
updating the content of the tests is a permanent process, which requires constant, uninterrupted
updating of its database. For these reasons, the work done by the State Test Center on this front can
be said to be the first steps;
-
there is no modern system for evaluating the activity, knowledge and pedagogical skills of
professors and teachers. In this regard, the attestation of leaders and professors conducted by the
management and control bodies, the "Regulation on recruitment of teaching staff to higher
education institutions on the basis of competition", and various ratings conducted at the end of the
year do not give the expected results;
-
effective public control over the educational process in higher education institutions is not
established;
-
higher education institutions have not become communication centers where innovative and
technological ideas can be exchanged, the necessary conditions have not been created for
professors, teachers, young scientists and students to take initiative in order to systematically study
and analyze existing problems and shortcomings in relevant fields and make proposals for their
solutions. 1);
-
the internationally recognized educational standards have not been thoroughly studied in the
republic, state educational standards have not been developed and put into practice, taking their
positive aspects into account. As a result, the acquired knowledge, qualifications and skills of most
graduates do not meet the internationally recognized educational standards, including foreign
companies, organizations and firms that do not employ graduates as much as possible;
-
the process of organizing teaching in the higher education system, the system of evaluating the
knowledge of students receiving education does not meet today's requirements. The number of
subjects in the state educational standards introduced in the republic is extremely large, and this
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should be recognized as one of the main reasons why the current rating system for evaluating
student knowledge does not work well. If the students' knowledge is not evaluated correctly, they
will not be interested in learning (disinterest), and an unhealthy atmosphere will appear between
the professors and the students. Therefore, it is necessary to completely change the assessment of
student knowledge. In this regard, it is appropriate to make extensive use of the experience of higher
education institutions operating in the republic, such as Tashkent International University of
Westminister, Singapore Management Development Institute, Turin Polytechnic University in
Tashkent;
-
graduates of higher education institutions are not only required to acquire general professional,
specialized, scientific-technical, theoretical-practical knowledge, that is, to "fill" the "brains" of
graduates-students with this knowledge, but they are not required to think independently, make
correct and quick decisions . In teaching students, while increasing the volume of independent
education, it is necessary to form deep knowledge, skills and abilities in them, such as quick thinking
and adequate decision-making. In this regard, most of the graduates of republican higher education
institutions cannot compete with the graduates of higher education institutions of most developed
and developing countries;
-
intellectual property of higher education institutions - scientific and pedagogical competence,
knowledge and experience of professors and teachers, consulting and professional retraining
services are not being used effectively in enterprises and organizations. As a result, rich professional
knowledge, qualifications, and skills accumulated in higher education institutions for many years (it
takes an average of 10 years to become a candidate of science, and at least 20 years to become a
doctor of science) do not go out of this institution;
-
the number and weight of professors and teachers with scientific degrees and academic titles
working in higher education institutions has decreased in the last 5 years. This is primarily related
to reforms in the system of training highly qualified scientific and scientific-pedagogical personnel.
As a result, professors-teachers who do not have high qualifications and do not have academic
degrees and titles are teaching students in higher education institutions;
-
most professors and teachers with academic degrees and titles in higher education institutions are
not sufficiently engaged in science. This situation can be partly explained by the fact that the doctors
of science are getting older (on average they are around 70 years old and above). Publication of
monographs, scientific articles, creation of inventions, and implementation of the results of scientific
research work in departments cannot be considered satisfactory. For some pedagogues, the main
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goal is to get a candidate of science or doctor of science diploma. After reaching this point, most
graduates end up doing science;
-
lack of highly qualified, experienced leaders and employees of ministries, enterprises and
organizations operating on the basis of secondment in higher education institutions;
-
students are not involved in scientific-research works or the weight of those involved is very low;
-
training of highly qualified scientific and scientific-pedagogical personnel through basic doctoral
studies and doctoral studies in higher educational institutions is slow. About 10 percent of
researchers who have completed basic doctoral studies defend their theses on time. These
processes are related to various bureaucratic obstacles and vacancies in Scientific Councils imposed
by the High Attestation Commission under the Cabinet of Ministers of the Republic of Uzbekistan.
Such bureaucratic obstacles and bureaucrats discourage young people from scientific research work
and prevent the effective conduct of scientific research work in higher education institutions;
-
the state of provision of literature in the republic's higher education institutions from specialized
subjects fully meeting the requirements of the time is also not up to the level of demand.
Departments are free to write textbooks and manuals. Due to the fact that professors and teachers
who are old and have high professional training do not know a foreign language, mainly English,
using (or translating) Western literature created in this language, 10 - 15 years pass before they
create textbooks or training manuals, and they become obsolete;
-
the use of new pedagogical and information technologies in the educational process is slow, most
classes are still conducted in the old style, without visual aids, information technologies and
handouts;
-
in most cases, mutually beneficial cooperation between higher education institutions and employers
has not been established;
-
some subjects (subjects) are taught repeatedly in general education schools, academic lyceums,
vocational colleges and higher education institutions in the country;
-
established only in the name of mutually beneficial cooperation between higher education, science
and industry, etc.
Despite the multitude of models, the main trend defining the changes in the modern university is its
transition from the University 1.0 model to the University 3.0 model.
University 1.0 is only engaged in educational activities, it carries out the transfer of knowledge,
personnel training and social development.
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University 2.0 is a research university that simultaneously fulfills two missions - teaching and research.
University 2.0 functions include the creation of new knowledge through research activities and
consulting services for market participants. University 2.0 carries out research and development works
on industrial orders and creates "custom" technologies. The main task of such a university is the
reproduction of new knowledge, and personnel training is included in the scientific process.
University 3.0 has a higher status because it has a third mission - commercialization of knowledge and
technologies. Such a university manages intellectual property rights, forms an entrepreneurial
ecosystem, promising technological markets, and becomes a platform for creating the country's
economic superiority on a global scale. It is these universities that define the face of the modern
technological revolution.
Despite the popularization of the concept of the 3.0 mission of universities and the solidarity of
researchers and representatives of the scientific and innovative sector at various levels that universities
should develop as centers of innovative entrepreneurship, at this stage there is a lack of scientific and
methodological developments for the effective transition of higher educational institutions to the 3.0
model.
According to the general conclusion "University 3.0", experts understand a higher education institution
that studies the world, conducts project work and creates new practices. The educational process in it
ceases to be static, with the rapid obsolescence of standard training courses. In addition to classrooms,
libraries and laboratories, University 3.0 has business incubators, technology parks, project offices and
special platforms for communication with external representatives. However, this is a rather
"structural" view, and it still does not answer the question of how the management system of a higher
education institution should develop in this case.
In terms of methodology, education is divided into two levels - context and model. The socio-economic
reality of the modern higher education of the first level and the strategic systems of the concepts of
social development are analyzed, and these systems show the general changes of the university in the
context of management policy. At this level, socio-economic analysis methods of the development of
institutional systems, elements of cultural and historical epistemology and axiology are used as
methodological tools. The description of University 3.0 is constructed at the second level as a set of
interrelated models with key features identified in the context analysis phase. It uses methods of socio-
economic simulation of inter-institutional interaction and the theory of innovation processes, cultural
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and historical reconstruction, structural-functional analysis of institutional systems and social
movements. Comparative analysis of source data is used during the research.
Within the framework of the University 3.0 model, new formats of universities such as
entrepreneurship, innovation, network are emerging in the world, they perform not only educational
and research functions, but also the functions of the main process integrator within the innovative
ecosystem. The university becomes an active participant in processes related to technological
entrepreneurship, business development and formation of new markets.
Figure 1. The number of higher education institutions in our republic
The "Education and Skills-2030" project of the Organization for Economic Cooperation and
Development revealed some innovative features of the 21st century education model compared to the
traditional system.
In the period of transition of society from industrial to post-industrial, information age, universities are
experiencing deep changes, especially, which ensure their institutional changes.
Experts identify five main models of universities that exist now and are likely to remain in the future
(Table 1):
Table 1
Five models of present and future universities
University models
Characteristics
Elite universities
Universities with a strong global brand, significant
endowment, centuries of rich history and world-class
professors.
(the elite university)
Universities that provide quality education for the growing
"middle class" around the world. One of the results of
studying at this type of university will be the opportunity to
employ graduates in the world's leading companies.
77
152
220
2016
2021
2030 (forecasting)
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Universities with a narrow specialization that have managed
to take their place in the international distribution of
intellectual labor and become world leaders in certain areas
of research or education.
Public universities
Universities that play a key role in the development of the
economy at the city or regional level
—
by training qualified
personnel or organizing practical research at the request of
regional companies, authorities and local communities.
Source: "Greenfield" era in education. SEDeC study. Center for Educational Development
(SEDeC) of the Moscow SKOLKOVO School of Management, 2013. B. 13.
✓
In the modern world, the importance of education as the most important factor in the formation of
a new quality of economy and society is increasing along with the influence of human capital.
"Uchinchi Avlod" universities form entrepreneurial ecosystems, promising technological markets
and ensure global competitiveness of the local economy.
✓
University 3.0 is an educational institution of the post-industrial society, which embodies the
synergy of education (training students), science (creating new knowledge) and innovation or
entrepreneurship (application of knowledge in practice, creation of business structures). That is,
the essence of a new type of university is that the university simultaneously implements three
missions: 1) education, 2) scientific research, 3) innovation, focused on the commercialization of
knowledge. University 3.0 is an organization that is a source of entrepreneurial talent for innovative
business [4]. University 3.0 is an educational institution that contributes to the achievement of the
UN's global sustainable development goals.
✓
In the world, there are different approaches to determining the evaluation criteria of the University
3.0 model. But despite the differences, they all note the increasing role of the modern university in
the development of society. In many ways, it becomes the main factor both in terms of ensuring the
stability of society and in terms of providing directions for its development. Unlike in recent times,
this role is growing significantly. Such a university will turn from a social institution limited by its
functions into a central link of the development of the innovative economy and social sphere - a
scientific-educational and innovative center producing the socio-economic development of a
specific region, the entire country, as well as global processes.
✓
In University 3.0, the third mission (innovative activity and commercialization of knowledge) seems
to be as important as the first two (education and science). Therefore, in the knowledge economy,
such universities become an instrument of economic growth, working closely with business and
government. That is, the scientific activity of universities ceases to be a "special thing". Redirected
to obtain results that can be sold (commercialized), used outside, introduced into production.
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✓
Countries around the world are trying to encourage and support these processes. In many countries,
this is facilitated by a trend against the reduction of independent basic and applied research in favor
of collaboration with universities on basic research projects by high-tech companies.
✓
Within the framework of the innovative activities of the University 3.0, the activity of
entrepreneurship, local and regional authorities is included in expert-analytical and consulting
support, it opens its fields and infrastructure for citizens, controls the development of the territory,
provides lifelong education services to citizens, supports entrepreneurial projects of students taking
into account the interests of the region. powers up.
✓
The university regional innovation system model shows that universities play a key role in
interactive innovation processes [6]. In this model, higher education institutions are important
producers of knowledge that can play the role of a link in the innovative and manufacturing sector
at the regional level.
✓
The inclusive university model implies the need to adapt university functions to regional needs.
Involved universities demonstrate localized development rather than knowledge production, the
university directs its activities to industry and society, and actively shapes regional identity.
✓
One of the main goals of the University 3.0 development is to increase the relevance of its
entrepreneurial activities and turn it into an entrepreneurial university. This is based on the
following factors:
✓
The need to ensure innovative development and successful competition of their countries at the
world level;
✓
S
ocio-cultural, economic, technological changes caused by the needs of digital transformation,
robotization, creative economy;
✓
T
he need to develop the basic competencies of the XXII century, including entrepreneurial skills;
✓
I
ncreased competition in foreign and domestic markets of educational services;
✓
R
educing state funding of universities.
The main areas of implementation of the university's entrepreneurial model are:
•
commercialization of knowledge and research results
•
entrepreneurial education, formation of entrepreneurial competence
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The concept of the entrepreneurial university states that higher education institutions are increasingly
supplementing their traditional missions (research and teaching) with a third one - economic
development.
Entrepreneurship University is becoming a driver of small and medium business development in its
country, as it is a center of youth entrepreneurship, which is an important factor of economic growth.
In general, the entrepreneurial university acquires the character of a business unit, turns into a business
technology company through the system of scientific, innovative activities and personnel training.
Important features of the University of Entrepreneurship:
✓
Use of business-oriented approaches in education;
✓
E
xistence of a coaching institute for the development of entrepreneurial skills;
✓
P
articipation of students in solving real business problems together with various companies,
business and government structures, educational and scientific organizations.
CONCLUSIONS
The emergence of the university model with a new form of knowledge production (knowledge
economy) shows that scientific systems are undergoing a radical transformation, which provides the
context for the changing role of universities.
The most popular approach is the theory of "production of new knowledge". This model includes new
forms of knowledge production: interdisciplinary interaction, transdisciplinarity, heterogeneity,
reflexivity.
Currently, the university is actively changing under the influence of many influential factors. Since such
a transformation affects the entire set of its main functions, there are changes in the models of modern
universities.
According to the author, "University 3.0" is not only innovative leadership, but also an improved model
for managing scientific-innovative development based on a qualitatively new strategic approach, which
requires the creation of missing elements of the scientific-innovative and educational system of a higher
educational institution. Transforming higher education institutions into third-generation universities,
ensuring organizational and resource stability of the institution is directly related to the use of
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improved methods, mechanisms and management tools that allow creating conditions for qualitative
and dynamic reproduction of scientific and innovative potential.
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