HOW TO MANAGE UNIVERSITIES IN ASIA, EAST EUROPE AND NORTH AMERICA BASED ON THE PREFERENCES OF STUDENTS?

Okulicz-Kozaryn W. dr. hab., Master of Business Administration, Head of Group East European Research Group Okólna 107, Czestochowa, 42218 Poland E-mail: okwalery@gmail.com ORCID ID: 0000-0001-6486-1369 Kalaman O. Ph. D., Associate Professor Department of Management and Logistics Odessa National Academy of Food Technologies Kanatna str., 112, Odesa, Ukraine, 65039 E-mail: kalaman.olga@gmail.com ORCID ID: 0000-0001-5586-7654


ISSN 2312-847X
ЕКОНОМІКА ХАРЧОВОЇ ПРОМИСЛОВОСТІ Том 11, Випуск 4/2019 were also analyzed. The publications that are the closest to the topic of the study were selected for a thorough analysis later [1; 2; 3; 4; etc.]. The analysis of scientific sources showed that the methods of auditory learning dominate in didactics (theory of learning) [5; 6; etc.]. A large number of scientific sources have shown that it is possible to consider students as Clients [7; 8; etc.]. Therefore, the management of universities should be focused on the needs and preferences of students. Finally, the third part of the publications [9; 10; etc.] showed that Eastern European students do not prefer the auditory method of teaching at lectures. And we remember, the analysis of information sources showed that the auditory method of learning dominates the theory of learning.
After the analysis of the latest publications on the problem the goal of the review was formulated.
Forming of the aims of the research. It is very important to know how to manage universities in order to meet the preferences of students.
The object of the research is educational services at lecture.
The subject of the research is the preferences of students at a lectures.
The study covered one country in Asia (Kazakhstan), two countries in East Europe (Croatia and Ukraine), two countries in North America (Mexico and the USA) from January 2018 to September 2019. Several groups of students in the above-mentioned countries were selected as the object of the study.
The main research methods were literature review, survey and statistical processing of survey results [11]. Six groups of students were interviewed (table 1).  [13] Thus, there were 59 respondents who took part in the survey. There are 6 groups of respondents. The main question discussed in the paper was: -What way of learning at lectures do I prefer? There were three possible answers: 1. The teacher gives a presentation, and I write with a slide show.
2. The teacher slowly dictates, and I write.
3. The teacher quickly says, and I write.
The first answer refers to the visual way of learning at lectures. In the paper [5] a visual way of learning in detail is shown. There are two techniques of visual learning: Information lecture and Lecture-visualization. The information lecture uses an explanatory and illustrative method of presentation. The lecture-visualization reading is reduced to a coherent, detailed commenting by a teacher of the prepared visual materials, that reveal the topic of this lecture fully. These materials should ensure the systematization of the knowledge of the students, the presentation of new information, setting of problem situa-tions and possible solutions.
The second and third answers refer to the auditory way of learning at lectures. The authors are sure the auditory way of learning is not necessary to explain.
The goal of the research is to compare preferences of students at lectures at universities in Asia, East Europe and North America.
Giving an account of the main results and their substantiation. According to the results of the questionnaire processing, there are three figures showing the proportion of students who prefer the auditory method of lectures and the visual method of lectures. Figure 1 shows general results of the initial assessment of respondents' preferences (Asia). Fig.1 shows that the Asian students do not prefer the auditory lecture method of teaching at lectures. Fig. 2 shows general results of the initial assessment of respondents' preferences (East Europe). Fig. 2 shows that the East European students do not prefer the auditory lecture method of teaching at lectures. Fig. 3 shows general results of the initial assess-     Fig.3 shows that the North American students do not prefer the auditory method of teaching at lectures. Fig. 1-3 shows, that the proportion of respondents who chose the visual way of teaching at lectures ranges from 62% in Asia to 90% in North America.
The data provided in Table 2 shows the expected value, Ẋ; the standard deviation for the sample, δ х ; the standard deviation for the population, δ х-1 for four groups of respondents. Let X be a discrete random variable which takes the values x 1 , x 2 … x n with respective probabilities p 1 , p 2 … p n [11]. Then mathematical expectation of X denoted by Ẋ is defined as: -n -the total number of data points. After the determining the average values and the variation of the characteristics, the data were presented in the tabular form for the further analysis.
For statistical calculations, the value "1" was assigned to the visual lecture method of providing of educational services. The value "0" was assigned to the auditory lecture method of providing of educational services. The answers No. 2 and No. 3 of the main issue were combined for the study because they relate to the auditory lecture method of providing of educational services.  Table 2 shows the quantitative difference in the size of the Averages of samples for a series of Asian and East European and North American respondents. For a more detailed analysis of the significance of the difference, we turn to statistics. The difference between two mathematical expectations was estimated [14]. The data of table 2 allows to make comparisons based on the sample mean (Ẋ) and on the mathematical expectation of the General population (μ).
Statistical hypotheses for two pairs of respondents will be verified below: -first, a comparison of Asian and East European students' preferences will be executed concerning the method of teaching at lectures (series number 1 and number 2), -then, a comparison of Asian and North American students' preferences will be executed concerning the method of teaching at lectures (series number 1 and number 3), -and finally, a comparison of East European and North American students' preferences will be executed concerning the method of teaching at lectures (series number 2 and number 3), The Research hypothesis: there are no significant differences between two independent samples.
The Research hypothesis is Н 0 : μ 1 -μ 2 = 0,0. The Research hypothesis asserts that there are no significant differences in the students' preferences in different groups, if one does not take into account random deviations.
The Alternative hypothesis: there are significant differences between two independent samples.
The Alternative hypothesis is Н 1 : μ 1 -μ 2 ≠ 0,0. The Alternative hypothesis asserts that there are significant differences in the students' preferences in different groups, if one does not take into account random deviations.
For the standard significance level of 99,0% (p = 0,01), z tabl = 2,58 [14]. Table 3 presents the calculation results for series 1 and series 2. In our case, | z stat | = 1,091. Since z tabl is higher than | z stat |, then the Research hypothesis is accepted: there are no statistically significant differences between two independent samples, if one does not take into account random deviations.
For Asian and East European students there are no statistically significant differences in preferences con-cerning the method of teaching at lectures. So, the difference in the preferences of Asian and East European students, concerning the method of teaching at lectures, is not fundamental, qualitative. The difference must not be taken into account. Table 4 presents the calculation results for series 1 and series 3. In our case, | z stat | = 6,222. Since z tabl is higher than | z stat |, then the Alternative hypothesis is accepted: there are statistically significant differences between two independent samples, if one does not take into account random deviations.
For Asian and North American students there are statistically significant differences in preferences con-cerning the method of teaching at lectures. So, the difference in the preferences of Asian and North American students, concerning the method of teaching at lectures, is fundamental, qualitative. The difference must be taken into account. Table 5 presents the calculation results for series 2 and series 3. In our case, | z stat | = 10,000. Since z tabl is higher than | z stat |, then the Alternative hypothesis is accepted: there are statistically significant differences between two independent samples, if one does not take into account random deviations.
For East European and North American students there are statistically significant differences in preferences concerning the method of teaching at lectures. So, the difference in the preferences of East European and North American students, concerning the method of teaching at lectures, is fundamental, qualitative. The difference must be taken into account.
In this study, the opinions of independent respondents are transformed into strong scientific facts. We cannot consider the results obtained as a new scientific law, a new scientific regularity or a new scientific trend. We can be sure to take the results as a new scientific fact.
This new scientific fact should be taken into account in the process of finding an answer to a research question: How to manage universities in Asia, East Europe and North America based on the preferences of students?
In the process of finding we have seen: -For Asian and East European students there are no statistically significant differences in preferences concerning the method of teaching at lectures.
-For Asian and North American students there are statistically significant differences in preferences concerning the method of teaching at lectures.
-For East European and North American students there are statistically significant differences in preferences concerning the method of teaching at lectures.
We can draw two conclusions based on the results of the statistics: 1. Management in Asian and Eastern European universities based on student preferences at lectures may be the same.
2. Management in Asian and Eastern European universities based on student preferences at lectures should be absolutely different in comparison with management at North American universities.
It's time to answer the practical and scientific questions of our research. In the first case, it is a change in the goals of investing in higher education. In the second case, management is possible through managerial decisions.
The authors had analyzed all possible ways of university management through managerial decisions. In our case, the authors consider the following ones to be the most effective and real. It is necessary: -to develop effective methods for the visual method of teaching, -to equip all lecture halls with tools for visual teaching methods at lectures, -to train university lecturers to use visual teaching methods in lectures.
And finally, may be it is a good idea to separate training of students who prefer auditory and visual meth-ods of teaching at lectures.
In the practical part of management of the higher education system it is necessary to redirect investment flows to the following goals: -the theoretical foundations of the visual method of teaching at lectures, -the technical equipment of lecture halls, -the retraining of the teaching staff of universities.
The results of the study can be considered as a reason for discussion. Is it a lot or a little, to poll 59 respondents?
For example, in the paper of [15], 50 managers were only interviewed. We see in the paper [16] that there were 48 respondents. In the paper [17], 28 nurses were purposely selected and interviewed. And, in the research [18] the research was carried out with the participation of 15 university students only. So, we can be sure that 59 respondents are enough to get the reliable results in our study.
Are we sure of the results of our study? At the stage of verification of statistical hypotheses, the results are highly statistically significant (99,0%). The result indicates that the decision will be correct in about 99,0% of cases and wrong only in 1,0% of cases. In this sense, we have a decision-making process with accurate, controlled probability. The theory of statistics gives no reason to doubt the correctness of our results [19].
Conclusions and prospects of the further investigations. The goal of the study was achieved -we have compared preferences of students at lectures at universities in Asia, East Europe and North America.
The results of the study have showed: 1. We should manage the higher education system across four paths at least: -it is necessary to develop effective methods for the visual method of teaching, -it is necessary to equip all lecture halls with tools for visual teaching methods at lectures, -it is necessary to train university lecturers to use visual teaching methods in lectures, -and finally, may be it is a good idea to separate training of students who prefers auditory and visual methods of teaching at lectures.
2. Funds should be invested in visual teaching methods, including: -in the development of the theoretical foundations of the visual method of teaching at lectures, -in the technical equipment of lecture halls, -in the retraining of the teaching staff of universities.
3. Management at Asian and Eastern European universities based on student preferences at lectures should differ from management at North American universities.
4. The goal of the follow-up research is to continue the study of managing at North American universities.