Organization of business activities. Asaul A.N.

NAUKOV1POV1DOMLENNYA

A.N. Asaul

Saint Petersburg

L.F. Manakov

Novosibirsk city

PROBLEMS OF TRAINING MANAGERS IN UNIVERSITIES OF THE RUSSIAN FEDERATION

The development of education determines the future of the country for 30-40 years. Management has penetrated into all spheres of human activity and is studied as an academic discipline in all universities in Russia. The subject field, theoretical foundations and methodological foundations of university management have expanded immeasurably and gone beyond the classical management of the last century. However, in recent years, university management has not been adopting new views on the picture of organizational reality, but has been mechanically borrowing “fashionable” terms and repeating Western management concepts. Such managerial clothes hide the new essence of organizational activity. In the theoretical baggage of university management, according to various estimates, only 5-7% of “added value (useful value)” comes from university innovators. In the world of management, what is in demand is not creators of new meanings of organizational activity, but interpreters of simplified, primitive principles of management, multipliers of common truths. There is a skimming on the surface without diving into the depths of the methodological foundations.

An era of intellectual drive must begin in management, but for now the “shackles of the prisoner in the cave” are so heavy that they do not allow him to go outside, into the light, to free himself from the captivity of imposed ideas about existence, about organizational reality. The basis for the “freezing” of management is provided by the structure of educational programs for training managers at our universities. The current situation of domestic university management can be assessed as crisis.

In an extremely generalized form, all complaints against management merge into one thing - insensitivity to the intellectual demands of our time and the challenges of the future.

University management is focused on the assimilation and use of knowledge already obtained somewhere and by someone and therefore becomes an obstacle to the development of the university’s own management thought and its own scientific research. Thus, by mastering the basics of management, we blocked ourselves from serious management science. All successful undertakings of scientific research in university management perish before reaching the “embryo” stage due to the transformation of management into a verbal-historical discipline, separate performance by management departments of functions - training professionals, conducting research work, mastering the skills of organizational and managerial actions.

In recent years, general management has been subject to dogmatism. The question is increasingly being asked: how and where to evolve?

What is the managerial area of ​​knowledge? The evolution of management thought over the past 20 years is a vast graveyard of words and definitions. Initially, they expressed quite vital concepts, then, from frequent superficial use, they turned into worn-out nickels that did not reveal the new meaning and content of organizational reality. Today, after a short paralysis of managerial thought, management is again becoming a system-forming element of organizational activity. Today, management theory, overloaded with outdated ideas (stereotypes), is navigating a stormy sea of ​​challenges and has every chance to move forward.

There are several reasons for the crisis of university management, the most important of which is that the speed of movement into the future of the main participants in the environment in which quality management is in demand was incorrectly assessed. The pace, scope of change, and trajectory towards success are developing faster than thought.

Modern and future organizational reality cannot be comprehended through the concepts of classical and neoclassical management; it provides only a very general and rough framework for understanding new factors, modern formulations of non-paradigmatic (cooperative) problems. Traditional management unduly simplifies organizational activities, narrows the range of possible states and paths of development, and loses sight of new trends in the formation and self-development of organized systems. A huge amount of scientific knowledge has emerged in the field of managing complex systems, requiring systematization and organization according to fundamental principles.

Fall and fail are similar words meaning “fall” and “failure”, they threaten those who ignore new knowledge, trying to hide behind a glorious past, while a new generation of consumers of educational services has emerged who need competencies, not qualifications. Today, qualification is not a ticket to life, but tightly laced boots on a swimmer’s feet: “We know more and more, we understand less and less.”

In many ways, we still think in the “old” categories, we still “sell” scattered knowledge rather than competencies, we use outdated methods of delivering knowledge, while the knowledge, skills and abilities themselves are changing.

The challenge of the future is that consumers of educational and information services themselves choose any convenient way for them to obtain knowledge, receive it in a convenient form, in the right place and in the right volume.

If earlier human virtue consisted of loyalty to traditions, now it is creativity. Save

The loss of tradition turns them into a burden, blinders for self-realization.

Traditional management pays virtually no attention to non-paradigmatic problems of complexity, chaos and self-organization, and synergy effects. There is a need for a transition from the study of simple systems to the study of complex ones, from linear thinking to nonlinearity, from consideration of processes near equilibrium to the analysis of unstable processes, from control parameters of functioning to parameters of order and chaos. New knowledge in management comes into competition with old ones, elements of new knowledge undergo a period of maturation, and there is a high probability of its survival.

Previous well-developed methods of linear analysis and linearization are of little use for studying the nonlinear dynamics of complex systems, the phenomena of self-organization and self-assembly of complex structures.

An important task of management is to determine the parameters of the organizational order of complex systems and to search for attractor structures (centers of attraction and active force) that allow organizations to be brought into a mode of sustainable functioning and development. Creating new meanings, new interpretations, new ideas in a broader context is the key task of creative management.

The dominance of pedagogical activity over scientific activity at universities has led to the conservative mood of the majority of management teachers, the separation of students from serious research work, and its displacement into electives and clubs. “Why cheat on yourself when it’s easier to break a mirror.”

In addition, in industry universities there is unspoken discrimination against management as an educational and scientific discipline (reducing it to marketing, special issues) both by representatives of “useful” technical disciplines and by university administrations, among whom there is an amazing ignorance of the fundamentals of the theory and practices of modern creative management.

All this led to a lowering of the requirements for students in the field of managerial training, a deterioration in the capabilities of universities in training highly qualified specialists, bachelors and masters of management, and the immersion of university management thought into suspended animation.

The profession of a management teacher first ceased to be respected, then it ceased to provide food, and now it threatens to disappear altogether as a prestigious activity. Today we can state and record the disappearance of intellectual managers-teachers as a professional layer. Management students are obsessed with pragmatism; give them specific, simplified instructions on how to achieve success or become a millionaire. An intellectual teacher of management is needed where the business community intends to look within itself. But in our country it does not intend to do this; such an activity is considered boring and harmful. The stereotypical thesis dominates: “To navigate in any situation, you should know only two things: where the sun shines and where the wind blows.” Traditionally we ask the question: “good or bad,” although the more pressing problem is at a different intellectual level: “true or false.”

Today it is believed that only a successful person who has earned a day's worth of money can judge management.

gi, a management scientist and teacher, is a sucker and a loser, and business people are not interested in his opinion.

Meanwhile, proper management training requires a certain distance, a certain distance from everyday practical activities. Only from a distance are intentions and tendencies “you can’t see face to face” visible, and it is possible to meaningfully portray the current reality.

Due to overload in the educational process and lack of free time, the personality of a management teacher is irreparably deformed, and the personality is corroded. Therefore, all recently published textbooks and books on management turn out to be poorly “digested” Western models, or manuals for “dummies” “screwed together” from ready-made blocks, or cheap local amateur performances (“chewing chaff”) according to the Recommendation method. lem - “cut and glue.”

Thus, today's management teacher is, by definition, a creature who has nothing to do with quality management. The shortage of personalities in management is a consequence of this phenomenon (the dominance of rationality) and “stagnation” in the development of management ideas (applications for the future), concepts, and decisions.

There are many completely diverse crisis manifestations in the evolution of management thought. If you pay attention to the composition of management scientists, few of them have primary creative professions, like the first fathers of management (mechanical and electrical engineers). Among them are pure economists, teachers, historians, etc., who did not learn to build and create materially.

From here the ship of scientific and real management gives a noticeable tilt towards the humanitarian shore.

There is a radical separation of research approaches from the object and subject of management, the field of management is invaded by economists with their model constructions and frameworks of rational behavior, sociologists with structural functionalism, social structures of the organization, psychologists with the psychology of management, etc. Representatives of these sciences claim universality their approaches to the study and cognition of any organized structures and, like a boa constrictor, try to swallow the entire object (organization) whole.

And there is apparently no way back here, the only thing that is possible is to attract new principles of synthesis (synergetics) of useful prerequisites, ideas from related fields of knowledge into management, first into the peripheral zone, and then into the core of management theory, which “ are not tightly attached to management, but are used in various research programs to understand organizations from different points of view. So, for example, the economic concept of rationality, freed from connection with selfish interest, turns in management into simple management decision-making when choosing from several options for action.

When formulating a network economy, it is no longer possible in management to brush aside the network interaction of people, where a lot of useful things have been done by representatives of the social sciences. Today networks have

as important as institutions and organizational structures.

Economists and sociologists rightly accuse managers of outright pragmatism: they study not so much the external and internal circumstances of the construction, functioning and development of organizations (economic entities), rather, we are talking about constructing and designing the desired, better, more effective image of them, replacing the question “what is happening” " question "how to do it." Under these conditions, the manager turns from a “knowing person” into a “doing person.” Therefore, it becomes clear why economists and sociologists are beginning to conquer the empty methodological and theoretical space of management “with trees without roots and buildings without foundations” (V.V. Radaev).

Managers should not indulge in feelings of irritation at the intrusion of other disciplines into the field of management and argue with economists and sociologists in the style of “You weren’t standing here.” Although a number of economists and sociologists see management and managers as a common enemy, calling them “constructors of a non-existent reality.” We have different initial premises, a different composition of key variables.

Management already spends a lot of effort on justifying the obvious, showing its weakness, instead of revealing the essence of things, phenomena and processes in organizational and managerial relations. Economists and sociologists only announce current problems, and the problems themselves are solved by management. Management should be built on a synthetic principle - we take something positive from economic theory, something from sociology, something from psychology, something from anthropology, something from the general evolutionary theory (“many in one” or “all straightaway"). This involves a holographic display, sliding along many facets with immersion in the methodological provisions of many disciplines. The next reason for the crisis in university management is the wrong pedagogical attitude: we strive to provide a lot of disparate knowledge instead of laying the foundations for the student to build his own knowledge system. The Internet “knows” many orders of magnitude more than the best management teacher. The time of generalists is a thing of the past; indeed, knowing a lot does not teach intelligence. Excess information leads to impoverishment of the soul (A. Leontyev). The main thing is to be able to find a path to knowledge, find a solution and take measured actions to achieve success.

Under these conditions, the task of the teacher is not so much to give the pupil (student) knowledge, but to teach him to acquire, if necessary, this knowledge; constantly replenish and complete your personal knowledge system. “It is better to have a well-arranged head than a head filled with numerous knowledge” (E. Morin). From an omniscient person - to a person who can know, to a person with the potentiality of the mind. The key goal of the teacher is to reveal the student’s potential, his creative and constructive capabilities, and help him find his own path in a professional environment and in life in general.

Today's management training is conducted from the perspective of hyperspecialization - a process leading to

a dramatic increase in the fragmentation and fragmentation of organizational and managerial knowledge, leading to the destruction of the integral intellectual space of managers. Each discipline included in the educational program of managers has a closed and self-contained nature, has its own perspective, is not associated with methodological support and is not connected or coordinated with other academic disciplines.

In recent years, leading foreign and domestic universities have widely used conceptual ideas and patterns of synergetics, a new scientific direction, to synthesize (link) various disciplinary knowledge, skills and abilities, fundamental and applied, knowledge and activities. From the standpoint of synergetics, educational programs for managers should have systemic properties: interdisciplinarity, multi-disciplinarity, transdisciplinarity.

Interdisciplinarity means the cooperation of various academic disciplines, the use of a common conceptual apparatus to understand and provide basic phenomena and processes in management activities. It is also an exchange of interdisciplinary research results.

Multidisciplinarity, which is a characteristic of the educational program, means that any phenomenon of the object and subject of management, the processes of their functioning and development is studied simultaneously from different sides by several academic disciplines. For example, the development of organizations is considered from the perspective of the theory of progress > theory of economic growth > theory of evolutionary development > theory of infrastructural development > theory of strategic decisions > theory of innovative development > theory of nonlinear dynamics.

Transdisciplinarity is the transfer of cognitive schemes from one disciplinary area to another, going “beyond” specific disciplines, passing “through” disciplinary boundaries, for example, transferring cognitive schemes of biology, psychology, cultural studies, co-evolution into the theory of organizational change. Thus, each academic discipline included in the inter-, multi- and transdisciplinary complex is simultaneously open and closed, conjugate, interconnected and localized. Studied in a broader context, constantly self-renewing, it acquires flexibility.

The postulate of objectivity is replaced by a postulate of pro-activity, the first steps are taken towards the synthesis of disciplines and the formation of a unified intellectual and educational space for managers. Synergetics in education today is considered as an approach, method and content of education. Here, the teaching procedure, the method of communication between the teacher and the student, is mutual formation and development, the creation of conditions for the generation of knowledge by the student himself, open dialogue, joint activity, direct and feedback, life at the same pace.

As a result, the student acquires not so much “know what” as “know how”. The teacher and the student become partners in cooperation, they are in a synergistic relationship, the one who does not know turns into one who knows, the one who knows into one who understands. Not only does the walker make the road, but the road also makes the walker. The waste of a teacher’s mental energy is at the same time its increase,

ensuring the opening and growth of the soul (V.P. Zinchenko). Our students influence us, our works build us (M. Buber). The main problem is how to manage the learning process without controlling it, how to overcome the chaos in the head without overcoming it, but through small resonant motivating and stimulating influences to ensure self-managed and self-sustaining learning and development of the student, to awaken deeply hidden impulses and desires in him ( including the inherent desire to comprehend new things in everyone).

This is achieved on the basis of inactive situational cognition. The subject and object of learning are in mutual and synchronous formation, awaken each other in the process of interaction, there is an interweaving of direct and feedback connections, they mutually determine each other and use mutually provided opportunities.

The most important thing in modern education is teaching the method and art of knowledge. Modern management education is the transfer of integral blocks of information, non-linear thinking in alternatives, the transition to visual thinking and effective ways of transferring knowledge: “text + image”, “formula + visualization”, the course of the organizational and managerial process described by it.

This is the simultaneous use of logical-conceptual and visual-figurative thinking, comprehension of the organizational world through image and number. The role of synergetics as a method in forecasting and designing the achievable future self-development of organizational systems and scenarios for their evolution is especially great.

Synergetic thinking, focused on the future, allows you to see the real features of the future organization and personality from the following positions:

The future is open and unpredictable, but not arbitrary; due to the law of co-evolutionary prohibition, there is a certain range of possible future states;

The current state of affairs is built from the future and in accordance with the future;

Possible changes in the intrinsic properties of complex systems can lead to a transformation of the set of possible paths to the future;

To achieve the future, a certain typology of resonant influences is necessary, where it is not the intensity that is important, but their exact configuration (the soft defeats the hard, the weak defeats the strong);

The art of soft management lies in the methods of self-government, self-development and self-control (small reasons for big events);

To correctly construct the future, it is necessary to take into account the broad context of the potential phenomena and events being studied.

According to T. Kuhn, we are facing the birth of a new scientific paradigm of management. The time has come to “shake up the entire casket of scientific knowledge about management to the bottom.” In this work, we must rely on the conclusion that there are no timeless theories in management sciences, since no assumptions about the organizational and economic behavior of business entities can be absolutely true and no theoretical conclusions are true everywhere.

As Y. Yakovets correctly notes, “any field of science is heterogeneous, multi-structured, it presupposes the simultaneous coexistence and struggle of paradigms: relict, outgoing, dominant, incoming, establishing.” Everything that is subject to change by nature, but does not change as time demands, turns into stagnation.

French historian Jacques Le Goff argued that the condition for successful development is two factors - continuity and change. In the absence of the first, defeat awaits us; in the absence of the second, death by slow fire. The slogan of the day is “live in the present, do not part with the past and rush into the future. Change time and space."

An important task for further research is to trace how the theoretical foundations of management have changed, how to harmonize the diverse theoretical approaches used in the description, interpretation and explanation of the phenomena and processes of growth, evolution, development of complex nonlinear systems, enriching the theoretical positions, conceptual apparatus and logic of evidence when developing a sustainable strategy functioning and dynamic development of organizational entities. The more diverse the theoretical positions are, the deeper their content, the more conscious the strategic decisions and actions for change are.

Already today, any organizational and managerial activity is becoming practically a creative and constructive activity, and here we need a conceptual shift, a change in the conceptual structure of thinking, a transition from the categories of being to an event, from existence to formation and coexistence of elements of the past, present and future (to the art of living together) , from independence to connectedness, from evolution to co-evolution, from dimension to co-dimension, from similarity to scale invariance of ISD participants, from actual to potential. At the same time, the previous categories do not disappear, but acquire a new meaning with a shift in the focus of attention. What is needed is a generalization and a new interpretation of the vast empirical material, the entire sum of the latest facts about the organizational dynamics of complex systems in a nonlinear environment, the ambiguous paths of their development, predetermined in this environment. The evolution of organizations is determined not by their initial conditions and not by their past (they are “forgotten”), but by the future, by new attractor structures, which are affected by the processes of self-completion. Today, the main problem is how to manage without managing, that is, to ensure self-managed development by attractors rather than externally controlled development, to provide space for the self-organization of effective structures, and to promote the choice of the shortest paths to accelerated development. These resonant impacts on the investment and construction environment (at the right time and in the right place), their “timeliness” and “relevance” are verified and tested by the contours of the future, rather than by the existing imperfect supra-organizational structures of the investment and construction complex.

In our opinion, the core of positive management pragmatism should be not only a better understanding of organizational reality, but also the development of ways

active formation of organizational entities, which are interpreted as a kind of “mental activity”, and in the training of managers of the new generation - the formation of a professional “knowing, thinking and doing”. The invasion of management by methods and approaches that have long been inherent in other related sciences is becoming not only a fashion, but also a desire to find a new explanation for the familiar and newly emerging realities of organizational and managerial activity. “If you want to solve a problem, don’t think about it, think around it” (A. Poincaré).

At the same time, in this case, problems of other sciences - not management - intrude into management. In the development of management as a scientific discipline, several periods can be distinguished: “pre-disciplinary” (before 1950), “disciplinary” (before 2000); “interdisciplinary” and today “multidisciplinary-transboundary” or within another topological scheme: “dispersed”, “focused”, “divided”, “integrated”, “harmonious”.

Thus, management is turning into an area of ​​interdisciplinary and cross-border intersection of many scientific disciplines, and only with further deepening of the synthesis of this multidisciplinarity can we count on obtaining models of effective behavior and effective development of complex socio-economic systems that are adequate to organizational reality. This involves a transition to the fundamental level of systemic, co-evolutionary and synergetic laws and patterns of organization, self-organization and chaos of complex systems, when special attention is paid to their nonlinear properties, which are responsible for the processes of organizational change. We have touched only on part of the theoretical and methodological problems in university management. There is still a whole layer of problems associated with justifying the applicability of certain laws, principles of synergetics and co-evolution in the knowledge of socio-economic systems. On the one hand, they become a stimulus for the development of new scientific directions (for example, systemic nonlinear organizational dynamics), on the other hand, they become an obstacle, an object of criticism, misunderstanding and non-perception, repeating the fate of the first stages of development as everything new, previously unrealized. These new laws, patterns and principles of knowledge of complex systems will become the basis, imperative criteria for socio-economic and organizational sustainable development, provided that they are brought together into the paradigmatic scheme of a system-synergetic approach. Therefore, our statement that there is a gap between the pace of development of the theoretical and methodological foundation of university management and the growth of complexity, uncertainty, nonlinearity of organizational dynamics, the movement of future challenges and responses to them, and specific knowledge about them is quite fair. Hence the growing distrust in the capabilities of traditional management. This situation has developed in accordance with the “principle of organizational degradation” (G. Hilmi), “a system operating in a chaotic environment or in an environment with a level of organization lower than the level of the system itself is doomed: constantly losing its structure, it

dissolves after some time in the surrounding, more chaotic environment.”

The presence of a conceptual gap in the vision of the prospects for resolving the crisis in university management is a serious obstacle to the development of coordinated unified approaches to the disclosure (knowledge) of the patterns of creation, functioning and development of effective organizational entities. In a broader context, this is associated with the general scientific process of shifting the methodological focus in the study of socio-economic complex, open, nonlinear systems towards the system-synergetic paradigm. A new methodological approach in management allows not only to remove linear points, but also to identify a fairly small number of order parameters (variables) that describe the behavior and dynamics of such systems, which make it possible to carry out diagnostic and predictive procedures and overcome the “curse of dimensionality.”

Thus, further development of management is possible only on the basis of natural scientific argumentation of its conceptual foundations within the framework of the synthesis of traditional systemic, structural-functional, co-evolutionary and system-synergetic approaches, as well as data from system simulation modeling.

For example, let's consider one of the properties of complex systems - regeneration, i.e. the ability of systems to restore deformed structures and functions. This property is reflected in the processes of self-organization, self-regulation, self-restoration, self-purification, self-construction, self-assembly, which should be considered as the most important components of organizational potential in one direction or another of socio-economic development, as a way out of the crisis. With all the ideological and methodological richness of these approaches, the dominant features of recent years are the “separation” and “stopped” development of university management.

The lack of development of the systemic-coevolutionary-synergistic paradigm, inaccurate (often incorrect) interpretation of the features of modern organizational reality leaves serious gaps in the intellectual space of organizational issues and causes a feeling of natural incompleteness of organizational and managerial knowledge, interferes with decision-making in the practice of internally effective and externally effective management of companies and company networks. Working from textbooks is becoming a thing of the past. Managers must learn to think, act and achieve effectively without the visible supports of hierarchy in the presence of a large number of potential centers of power. The ability of managers to achieve success depends more on the number of partnerships in which they are the center than on their position in the hierarchy.

The era of splitting management into separate areas is ending; it is necessary to search for universally valid principles connecting the disciplinary areas of management. Another reason for the crisis of university management is that it has fallen into a strict dependence on previous development (path depedence) or in a “development trap” (R. Chambers, R. Nu-

Riev, K. Polterovich), when the past determines the present and it is at the bifurcation point (critical junction), when a favorable opportunity arises to choose a qualitatively new theoretical and methodological basis for management. This means a revolutionary change in the substantive essence of management as an object of study, which ultimately determines the competencies and structure of behavior of university graduate managers.

The search for optimal dependence on previous development is maneuvering between the “unification trap” (the dominance of one paradigm to the detriment of Occam’s razor, applicable to most organizational and managerial problems), and the “fragmentation trap” that arises in the presence of many still insufficiently developed qualitatively new paradigms (sociocultural, synergetic, anthropic, coevolutionary and other approaches). Obviously, in the first case, the activity of the teacher is overly limited by the management path traveled, and in the second, it requires the need to develop “new approaches and methods” that are on the periphery of management theory.

The movement of peripheral concepts into the core of management theory is possible on the basis of the ideas of methodological complementarity: the effectiveness of a particular concept directly depends on its comparative advantages, attractiveness and conjugation with the concepts of the core of the theory. This problem is also solved by dividing concepts into “fast” and “slow” and taking into account the rate of change of each other. The properties of “slow” concepts determine the speed of penetration of “fast” ones into the core of the theory on the basis of collective selection, the latter consolidate the character of the slow ones. The “selectorate” is a circle of scientists and teachers who are able to take part in the development of non-traditional concepts that are credible and capable of weakening the theoretical and methodological inertia in management sciences and lifting the “blockade” of changes in university management. In this case, all concepts turn out to be co-evolutionarily related to each other, with a competitive manifestation of each.

The “train of backwardness” of university management forms the upper classes of high-age management professors, burdened with academic degrees in sociological, pedagogical and economic sciences, who have power, but cannot be considered the management elite according to the criteria of competence and criteria of efficiency - carriers of innovative achievements. More than 80% of their works do not go beyond the framework of one scientific space (structural-functional, systemic, socio-economic, situational), and the “educated community of ordinary management teachers” does not have independent scientific interests in the field of quality (creative) management and does not have the means of organized public expressions of one's independence. There are practically no innovative scientific schools in the field of management sciences in universities that are in the spotlight and capable of leading the community of management educators, forming role models and guidelines for other schools, departments,

individual teacher-scientists. Such scientific schools should act as creators of a space of new meanings, patterns, principles, and models in the field of management.

To consolidate and manifest their subjectivity, the community of management educators should unite not on the basis of administrative coercion, but on a conscious interest in integrating their efforts in the development of university management. The current management educational system does not and cannot perform an essentially unifying function; it “serves itself,” primitivizes elements of innovation and does not provide horizontal network structuring (each with each) of the community of management educators. It is necessary to create Russian and regional associations, unions of management educators and practicing managers. Only within the framework of associations can one move from a fragmented catch-up and peripheral trajectory of development to a polyphonic modernization of university management, to its holistic renewal, stop the inertial “running in circles”, leave the “communal apartment” and get out of the “historical rut” to a qualitatively new intellectual level and integrated management thinking (consciousness), corresponding to the modern civilizational matrix, built on the market archetype, competency-based approach and feedback mechanism.

It should be recognized that only management, “covered” by scientific schools and a self-organized network of associations of teachers, can overcome the crisis and develop dynamically, turning from an object of faith into rational multi-paradigm knowledge. Fixation of scientific schools and the rooting of teachers in networks of personal relationships will make it possible to increase scientific communications at the intersection of management paradigms, the intensity and creativity of their interactions, to form a single problem field of university management in the process of dialogue and to remove boundaries between conceptual spaces, and for representatives of different schools to understand each other, while maintaining its reasoned non-merger, multiplicity of equal consciousnesses. This will also make it possible to weaken the dependence of young teachers - ordinary citizens of the Management Republic on scientific schools. In the meantime, educational management is a “divided” discipline - several loosely interconnected intellectual spaces that use their own categorical apparatus, their own methodology of analysis-synthesis, presentation of results and do not have a common system-forming denominator (Esperanto).

In the conditions of the knowledge economy and information society, our graduate managers must (but for now cannot) act as one of the main carriers of the innovative and creative potential of business entities, possessing an inalienable resource - special knowledge, skills, formalized in university diplomas and the head of a manager. They become a key link in a new class of information producers (M. Castells, 2000, pp. 497-501) with high reflexivity, i.e. the ability to imagine different ways to solve new, poorly defined problems and make a choice between them. Besides,

a manager must have the ability for multidisciplinary, multifaceted entrepreneurial activity. Creative managers are deservedly included in the core of the “new middle class” that produces economic values ​​(R. Floridi, 2007, p. 85). It is clear that reaching a qualitatively new level of university management is a very large problem. But it is completely solvable.

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Member of the encyclopedia "Famous Scientists"

Asaul Anatoly Nikolaevich. Doctor of Economic Sciences, Professor, Academician of the Russian Academy of Economics

Asaul Anatoly Nikolaevich was born in the village of Reshetilovka, Poltava region on October 31, 1948. In 1972 he graduated from the Leningrad Institute of Railway Transport Engineers (LIIZHT) with a degree in “Construction, road machinery and equipment” (mechanical engineer, diploma Yu No. 104548); in 1990 – faculty of retraining of the Leningrad Engineering and Economic Institute (LIEI) with a degree in “Management, economics and organization of construction production” (DVA diploma No. 104548). A. N. Asaul’s entire working life is connected with construction, where he worked his way up from a worker to the general director (chairman of the board of directors) of OJSC Design and Construction Association Lenoblagrostroy. (1966-1999). From 2000 to the present – ​​professor at the St. Petersburg University of Architecture and Civil Engineering. From 1990 to 2007, A. N. Asaul worked at the St. Petersburg State University of Engineering and Economics (part-time). From 2004 to 2007 – chief researcher at the Institute of Regional Economics of the Russian Academy of Sciences (part-time). From 2016 to the present - chief researcher and member of the Academic Council of the Institute of Transport Problems of the Russian Academy of Sciences. N.S. Solomenko

Academic degrees and titles: 1993 – Candidate of Economic Sciences; 1997 – associate professor; 1997 – Doctor of Economic Sciences; 1999 – professor.

Scientific activity: A. N. Asaul is a well-known economist in the country and abroad. In the ranking of the most cited Russian scientists “Social Sciences” according to elibrary.ru as of September 2017, he ranks 3rd (http://dissertation-info.ru/index.php/-100-/176--100-.html ). The scientific school headed by him “Methodological problems of the effectiveness of regional investment and construction complexes as a self-organizing and self-governing system”, included in the Register of leading scientific and scientific-pedagogical schools of St. Petersburg (http://is.ifmo.ru/aboutus/2013/science- schools.pdf), has received wide recognition from the Russian and international scientific community. During the period of activity of the scientific school, more than 200 people published their scientific works based on research results. Within the framework of the scientific school under the leadership of A.N. Asaul defended 33 candidate's dissertations, and with scientific consulting - 10 doctoral dissertations.

To the outstanding scientific results of A.N. Asaul in the field of social sciences includes the creation of a scientific school “Methodological problems of the effectiveness of regional investment and construction complexes as a self-organizing and self-governing system”, the development of a new direction in industry science “Network organizations in construction” and the training of highly qualified personnel.

Based on research materials co-authored with members of the scientific school, Professor A.N. Asaul has published more than 500 scientific articles. More than 70 monographs and 100 educational publications and scientific and methodological reference manuals have been published, more than half of the textbooks and teaching aids have been stamped by the Ministry of Education of the Russian Federation and the UMO, 6 textbooks in Ukraine, two each in Abkhazia, Azerbaijan, Armenia and Uzbekistan, one each in Kazakhstan and Kyrgyzstan. Scientific texts produced by Professor A.N. Asaul, are in demand by other members of the academic community, as evidenced by the ranking of the most productive economists in Russia (“social sciences”) (http://dissertation-info.ru/index.php/-100-h/288--100-). html), where it confidently takes 2nd place (September 2017). Personal scientometric indicator of Professor A.N. Asaul – H-index – 45. Citation of publications – more than 11,000 citations.

Since 2004, Professor A.N. Asaul publishes a series of scientific books “Economic Revival of Russia” (author of the idea and project manager). Currently 58 volumes have been published. The public recognition of publications is evidenced by medals and diplomas of book exhibitions and fairs both in Russia and abroad (Paris, London, Frankfurt am Main, Moscow - VDNH, Yekaterinburg, etc.).

All books have been awarded a national certificate of quality in the category “Best Information Project”, are laureates of the All-Russian exhibition “The Best Educational and Methodological Publication in the Industry” and are widely represented on the Internet. Since 2005, the works of members of the scientific school have become laureates and winners of the “Best Scientific Book of the Year” competition held by the National Education Foundation.

Professor A. N. Asaul is the initiator and organizer of scientific conferences in Russia. Under his leadership, 18 scientific conferences were held. He is a member of the organizing committees of international seminars and conferences. Over the past 5 years, he has presented at 15 scientific conferences.

In 2004, Professor A. N. Asaul established the scientific journal “Economic Revival of Russia” and was the editor-in-chief of this journal for eight years. In 2010-2012 The journal ranked second in terms of impact factor among economic journals. He was a member of the editorial board of the Russian Architectural and Construction Encyclopedia (1996), and the journals “Construction Economics” (2001-2008), “World of Changes” (IERAN) (2005-2008). Currently, he is actively working in the journals “Region: Economics, Politics, Sociology” (since 2001), “Bulletin of Civil Engineers” (since 2004), “Bulletin of the Khmelnitsky National University” (since 2009), “Regional Economics” Lvov (since 2010), “Economics of construction and urban management” Donetsk (since 2010). Scientific works of the Free Economic Society of Russia. Theoretical and applied economics “NOTABENE”, “Modern management technologies” (since 2017), etc.

In 2013-2014 under the guidance of Professor A.N. Asaul, the RGNF project No. 13-02-00065 “Research of the investment and construction complex: theoretical, methodological and practical aspects” was completed. Took part in the Russian Humanitarian Foundation project No. 13-12-17002 “Development of an organizational and economic mechanism for the formation of a target economic zone on the territory of the Republic of Tyva” (2013-2014). A. N. Asaul carried out a fundamental study “Formation of mechanisms for managing the development of the regional investment and construction complex as a self-organizing system” under the program of the Ministry of Education of the Russian Federation “Scientific research of higher education in priority areas of science and technology” (subprogram “Architecture and Construction”, section “Information technologies in construction, identification of effective economic, organizational and management mechanisms, creation of their mathematical models and numerical methods of implementation”).

Professor A.N. Asaul from 2000-2017 Deputy Chairman of the Dissertation Council of the St. Petersburg State University of Architecture and Civil Engineering D 212.223.04. Current expert of the Russian Foundation for Basic Research.

Education and training of scientific personnel. Professor A.N. Asaul attaches great importance to the involvement of young people in innovative activities and scientific and technical creativity; in order to increase the volume and expand the scope of educational research, scientific research (UIRS and NIRS) and innovative activities of students, systematic work is being carried out to attract students and graduate students to participate in scientific -practical conferences held by the scientific school. He actively works as a member of the editorial board in youth scientific journals “Start in Science”, “International School Scientific Bulletin”. Based on the results of open competitions for the best scientific work of Russian university students in the natural, technical and humanities in higher educational institutions of the Russian Federation, students whose work was carried out under the guidance of Professor A.N. Asaul, were repeatedly awarded a diploma and medal of the Russian Ministry of Education “For the best scientific student work,” and Professor A.N. Asaul was awarded a diploma from the Ministry of Education. According to the editorial board of the scientific journal “International Student Scientific Bulletin”, as well as the organizing committee of the “Student Scientific Forum 2017”, for active work as a leader of scientific research of students and young scientists, Professor A.N. Asaul was awarded the medal “For success in the education of youth.”

Recognition of the scientific activity of Professor A.N. Asaula: Honored Scientist of the Russian Federation (2009), Honored Scientist of the Republic of Tyva (2014) and the Udmurt Republic (2008), Honorary Professor of the Izhevsk State Technical University named after M.T. Kalashnikov, Grozny State Petroleum Technical University named after Acad. M.D. Millionshchikov, Rostov Construction University. Tuva State University, Ufa Academy of Service and Economics, Poltava University of Economics and Trade (Ukraine), Poltava National Technical University (Ukraine), Tashkent Automobile and Highway Institute. (Uzbekistan), Lvov University of Business and Law (Ukraine), Kiev University of Tourism, Economics and Law (Ukraine), honorary doctor of sciences from Novgorod State University, Lvov University of Business and Law (Ukraine), Khmelnitsky National University (Ukraine), full member of eight public scientific academies, Laureate of the Prize of the Head-Chairman of the Government of the Republic of Tyva in the field of science for 2012. He was awarded many domestic and foreign awards, including the prestigious international award in the field of scientific research “Name in Science” with a diploma and a badge “For contribution to world science” (Oxford). Awarded the Silver Medal of the Free Economic Society of Russia, the medal “250 years of the VEO of Russia”, the diploma “For a great contribution to the activities of the VEO of Russia”, the diploma “For a great contribution to the activities of the VEO of Russia, aimed at strengthening the economic power and prosperity of the Motherland. Professor A.N. Asaul is a member of the International Union of Economists, a member of the Presidium of the VEO of Russia, Vice-President of the Interregional St. Petersburg and Leningrad Region public organization of the VEO of Russia.

Professor A.N. Asaul took an active part in events dedicated to the Vernadsky family (including those organized by the IPA CIS). For preparation and active participation in events dedicated to the 150th anniversary of Academician V.I. Vernadsky, as well as for his great personal contribution to the development and popularization of his ideas by the President of the National Academy of Sciences of Ukraine, academician B.E. Paton Professor A.N. Asaul was awarded a Certificate of Honor (2013).

Marked with certificates of honor, gratitude, diplomas from the Ministry of Construction (Gosstroy) of the Russian Federation, the Ministry of Automotive Transport of the Russian Federation, the Ministry of Education and Science of Russia and the Russian Academy of Sciences; heads of regions: St. Petersburg, Leningrad region, Tuva and Udmurt republics; self-regulatory organizations (National Association of Builders, Baltic Construction Complex, National Association of Designers, Union of Builders of Udmurtia), International Union of Economists. The National Academy of Sciences of Ukraine, the Federation of Trade Unions of Russia, many higher educational institutions, economic and public organizations.

Organization of business activities. Asaul A.N.

3rd ed. - St. Petersburg: 2009. - 336 p.

The textbook provides a systematic understanding of the basics of business organization.

activities and contributes to the formation of an innovative worldview. The history of the formation and stages of development of entrepreneurship in Russia, the essence and methods of entrepreneurial activity, the environment and types of entrepreneurial structures are consistently examined.

Much attention is paid to practical issues related to the search for a business idea, the protection of information resources and ensuring the security of business activities. All problems are considered taking into account the specific conditions for the development of market relations in modern Russia,

Intended for students of specialty 060800 “Economics and management in an enterprise (by industry)”, graduate students, teachers of economic universities and faculties, as well as entrepreneurs in various fields of activity.

Format: pdf

Size: 8.7MB

Download: yandex.disk

TABLE OF CONTENTS
Preface 5
Introduction 9
Thanks 11
CHAPTER 1. ESSENCE OF ENTREPRENEURSHIP 13
1.1. Development of domestic entrepreneurship 15
1.2. Economic nature and content of entrepreneurship 27
1.3. Entrepreneurship as a special form of economic activity 38
1.4. Entrepreneurial environment 49
1.5. Goals of entrepreneurial activity 61
Tasks 71
Test questions 71
Self-test questions 77
Recommended reading 78
CHAPTER 2. ENTERPRISE NETWORK - FORM OF ORGANIZATION OF INTER-FIRM INTERACTION OF BUSINESS ENTITIES 80
2.1. Basics of forming entrepreneurial networks 81
2.2. Network associations in the investment and construction sector 87
2.3. Clusters - network territorial associations 95
2.4 Innovative business networks: technology parks, policies 106
2.5. Regional business networks: business centers, business incubators 116
Tasks 129
Test questions 130
Self-test questions 136
Recommended reading 137
CHAPTER 3. COMMERCIAL ORGANIZATIONS AS A SUBJECT OF BUSINESS ACTIVITY 138
3.1. The essence of the terms “organization” and “enterprise” 139
3.2. Organizational and legal forms of commercial organizations 145
3.3 Factors influencing the choice of legal form of organization 154
3.4. Basics of building an organizational structure, types of commercial organizations 164
3.5. Forms of company integration 174
Tasks 185
Test questions 186
Test questions for self-test 192
Recommended reading 193
CHAPTER 4. EFFICIENCY AND CULTURE OF BUSINESS ACTIVITY 194,
4.1. Principles and methods of assessing the effectiveness of business activities 195,
4.2. Planning for the development of business entities 205,
4.3. Ethics and Culture in Entrepreneurship 215,
4.4. Innovative corporate culture 225,
4.5. Organizational and managerial innovations 234,
Tasks 247
Test questions 247,
Test questions for self-test 254,
Recommended reading 255,
CHAPTER 5. BUSINESS SECURITY 257
5.1. Economic security 258
5.2. Hostile mergers and acquisitions 264
5.3. Opposition to raiding (aggression policy) 273
5.4. Information security 284
5.5. Protecting information resources and increasing information security 296
Tasks 308
Test questions 308
Test questions for self-test 314
Recommended reading 315
Conclusion 316
Applications 317

In the field of production:

1. Honored Builder of the Russian Federation (1994)
2. Honorary Academician of the Construction Complex (1995).
3. Honorary Builder of Nechernozemagropromstroy (1995)
4. Honorary Builder of Russia (1998)
5. Honorary Builder of Rosagropromstroy (2003)
6. Three times he was included in the rating of “The Thousand Most Professional Managers in Russia” by the Russian Managers Association (2001, 2003, 2004).
7. Winner of the Russian competition “Manager of the Year 2000” in the “Construction” category
8. Absolute winner of the Russian competition “Manager of the Year 2006”.
9. In 2003, for his significant contribution to the development of St. Petersburg, he was awarded the medal “In memory of the 300th anniversary of St. Petersburg”
10. Certificates of honor from the State Committee for Construction of the Russian Federation (1999, 2001, 2003)
11. Certificates of honor from the Governor of the Leningrad Region: (1998, 2002).
12. Letter of gratitude from the Governor of St. Petersburg (2000).
13. In 2005, he was awarded the national people's award by the First Russian National Academy of Culture, the Order of the Star of Creation.
14. In 2005 he was awarded the sign of the Presidential Standard.
15. In 2006, he was awarded the badge “For services to the Vsevolozhsk district of the Leningrad region.”
16. In 2007 he was awarded the honorary sign “Construction Glory”.
17. In 2007, he was awarded the 2nd degree “Builder of St. Petersburg” badge.
18. In 2008, he was awarded a Certificate of Honor by the Vice-Governor of St. Petersburg for his great services in the field of construction and many years of conscientious work.
19. In 2009, he was awarded the anniversary badge “In memory of the 200th anniversary of the Management of Water and Land Communications”
20. In 2012, he was awarded the “Honorary Railway Worker” badge for active interaction with the Ministry of Transport of the Russian Federation.
21. In 2013, for high achievements and effective work in the construction sector of the Russian Federation, he was awarded a Certificate of Honor from the SRO NP “Baltic Construction Complex”.
22. In 2013, the Council of the National Association of Designers awarded a Certificate of Honor.
23. In 2013, he was awarded a Certificate of Honor by the President of the National Association of Builders as a Member of the Public Council of the SRO NP "Baltic Construction Complex" for his significant contribution to the development of the construction industry of the Russian Federation.
24. In 2013, he was awarded the Order of Merit in Construction for many years of fruitful work, high achievements in production and scientific-pedagogical activities for the benefit of the development of the construction industry in Russia.

Recognition of scientific merits:

1. Honored Scientist of the Russian Federation (2009)
2. Honored Scientist of the Udmurt Republic (2008)
3. Honored Scientist of the Republic of Tyva (2014)
4. Honorary title "Founder of a scientific school" (2008)
5. Honorary Doctor of Science from Khmelnitsky National University (2008)
6. Honorary Doctor of Science from Lviv University of Business and Law (DOCTOR HONORIS CAUSA) (2011)
7. Professor Emeritus:
   - Rostov Construction University (2013).
   - Ufa Academy of Service and Economics (2011);
   - Tyvin State University (2009);
   - Poltava University of Economics and Trade (2006);
   - Poltava National Technical University named after. Y. Kondratyuk (2009);
   - Lviv University of Business and Law (2011);
   - Kyiv University of Tourism, Economics and Law (2012);
   - Tashkent Automobile and Road Institute (2010),

1. In 2000, he was awarded the honorary title and badge “Knight of Science and Arts” by the Presidium of the Russian Academy of Natural Sciences.
2. In 2003, he was awarded the honorary medal “For Achievements in Economics” by the Russian Academy of Natural Sciences. V.V. Leontyev.
3. In 2003 he was awarded the Order of the Golden Eagle with a Crown by the European Academy of Natural Sciences for his outstanding contribution to science
4. In 2004, Laureate of the Mikhail Lomonosov Prize with a gold medal for outstanding contribution to the development of science, education, culture and art.
5. In 2005, he was awarded a Certificate of Honor by the Union of Construction Associations and Organizations for many years of conscientious work in the field of construction.
6. In 2006, he was awarded the Order of Danko’s Heart by the Council of Public Organizations of St. Petersburg and Moscow for his personal contribution to the development of Russian science
7. In 2007, he was awarded the honorary title “Honored Scientist” and awarded the “Star of Scientist” by the International Academy of Ecology and Life Safety Sciences.
8. In 2008, he was awarded the honorary title “Honored Worker of Science and Education of the RAE” (Russian Academy of Natural Sciences).
9. In 2008, he was awarded the silver medal of the VEO of Russia for long-term and fruitful cooperation with the Free Economic Society of Russia, a great contribution to its activities, active participation in the implementation of projects and programs in the field of socio-economic development of Russia, for the creation of outstanding socio-economic media projects on the interstate and regional levels, for objective and professional coverage of events in the field of economics, finance and business.
10. In 2008, he was awarded the Order of Honor and Dignity “Sovereign Rus'” and the memorial prize Bronze sculpture “GUARDIAN ANGEL” for the highest professionalism and teaching activities.
11. In 2008, he was awarded a diploma by the Governor of St. Petersburg for many years of conscientious work and great personal contribution to the development of the construction complex of St. Petersburg and the system of higher professional education.
12. In 2009 he was awarded the medal named after. Nobel for his contribution to the development of invention (RAE).
13. In 2010 he was awarded the V.I. medal. Vernadsky for success in the development of domestic science (RAE).
14. In 2011, he was awarded the “Golden Department of Russia” badge for lecturing skills and achievements in the field of educational development in Russia.”
15. In 2012, he was awarded the Order of the III degree “For professional honor, dignity and honorable business reputation.”
16. In 2012, Winner of the Prize of the Head - Chairman of the Government of the Republic of Tyva in the field of science.
17. In 2013, the Russian Academy of Natural Sciences awarded him the Gold Medal “For innovative work in the field of higher education” for achievements in the development of higher education pedagogy.
18. In 2013, he was awarded the Order of the 2nd degree “For professional honor, dignity and honorable business reputation.”
19. In 2013 he was awarded the Order “Labore et scientia - labor and knowledge” by the Russian Academy of Natural Sciences.
20. In 2013, the Decree of the Legislative Assembly of the Leningrad Region declared gratitude for many years of conscientious work, great contribution to the development of the construction industry, significant successes in scientific and pedagogical activities
21. In 2014 he was awarded the K. Ushinsky medal for personal achievements in improving and developing knowledge in the field of pedagogical sciences.
22. In 2014, he was awarded the VDNKh “Golden” medal for participation in the 27th Moscow International Book Fair.
23. In 2014, he was awarded the order “PRIMUS INTER PARES (FIRST AMONG EQUALS)” for his significant contribution to the development of world science, for outstanding scientific work, discoveries and inventions.

International recognition:

1. In 2002, he was awarded the SPI Gold Medal (France, 2002) for his contribution to the field of strategic management.
2. In 2003, for his outstanding contribution to science, new technologies and economics, he was awarded the European Order of the Golden Eagle by the European Academy of Natural Sciences (Hannover).
3. In 2005, by the decision of the Presidium of the Academy of Economic Sciences of Ukraine, for significant personal contribution to the development of economic, scientific and technical spheres and active social activities for the benefit and development of Ukraine, he was awarded the “Gold Medal” named after. M.I. Tugan-Baranovsky.
4. In 2008 he was awarded the Albert Schweitzer Medal of Honor of the European Academy of Natural Sciences.
5. In 2011, he was awarded a diploma and a blue ribbon badge “For his contribution to world science” (Oxford, UK).
6. In 2013 he was awarded a Certificate of Honor from the National Academy of Sciences of Ukraine.
7. In 2013, by decision of the Presidium of the Ukrainian Academy of Agrarian Sciences, he was awarded the Honorary Badge of the UAAS.
8. In 2013 he was awarded the M.G. medal. Chumachenko Academy of Economic Sciences of Ukraine "For contribution to economics and science."
9. In 2013, he was awarded the medal “For Professional Merit, II degree” for his significant contribution to the development of economic science, outstanding personal professional achievements in the fields of economics, accounting, auditing, and finance.
10. In 2004, Honorary Citizen of the city of Vsevolozhsk and the Vsevolozhsk district of the Leningrad region.
11. In 2006, Honorary Citizen of the Reshetilovsky District, Poltava Region (Ukraine).
12. In 2006 he was awarded the Order of the Ukrainian Orthodox Church of St. Ilya Muromets, II degree
    

Public recognition of scientific publications
Laureates and winners of the National Education Development Fund competition for the best scientific book among teachers of higher educational institutions:

1. In 2006, the Textbook “Real Estate Economics” by A. N. Asaul (ed. “Peter” 2004) in the “Economics” nomination.
2. In 2007, the Book “Corporate Management and Corporate Governance” / A. N. Asaul [et al.]. - St. Petersburg: Humanistics, 2006. - 328 p. in the “Management and Marketing” category.
3. In 2008, the Book “Integrative Management in the Investment and Construction Sphere” / A. N. Asaul [et al.]. - St. Petersburg. Humanistics. - 2007. -248 p. winner of the competition in the “Management and Marketing” category.
4. In 2009, Book “Modernization of the economy based on technological innovations” / A.N. Asaul [and others]. - St. Petersburg. ANO IPEV. -2008. - 606 s. in the category "Economy".
5. In 2010, the book “Organization of Entrepreneurial Activities” / A.N. Asaul. - St. Petersburg. ANO IPEV. -2009. - 336 p. in the category "Economy"
6. In 2011, the Book “Evaluation of Machinery, Equipment and Vehicles” / A.N. Asaul [and others]. - St. Petersburg. ANO IPEV. -2011. - 287 p. in the category "Economy".
7. In 2011, the book “Creation of knowledge and information infrastructure of business entities” / A.N. Asaul [and others]. - SPb.: ANO IPEV. - 2010. - 254 p. in the “Management and Marketing” category.
8. In 2013, the Book “Evaluation of Real Estate Objects” / A.N. Asaul [and others]. - SPb.: ANO IPEV. 2012. - 472 p. in the category "Economics and Management".
9. In 2014, the Book “Self-organization, self-development and self-regulation of business entities in construction” / A.N. Asaul [and others] - St. Petersburg: ANO IPEV, 2013. - 320 p. in the category "Economics and Management".

Laureates of the All-Russian book exhibition “Golden Fund of Russian Science” in the category “Best educational and methodological publication in the industry”,
National Certificate of Quality in the category “Best Information Project”

1. In 2007, Management of a higher educational institution in an innovative economy / A.N. Asaul, B.M. Kaparov. - St. Petersburg: “Humanistics”, 2007. - 280 p.
2. In 2007. Assessment of machines, equipment and vehicles / A.N. Asaul, V.N. Starinsky, A.G. Bezdudnaya, P.Yu. Erofeev St. Petersburg: “Humanistics”, 2007. - 296 p.
3. In 2007, Assessing the competitive positions of business entities / A. N. Asaul, Kh. S. Abaev, D. A. Gordeev. - St. Petersburg: ANO "IPEV", 2007. - 271 p.
4. In 2007, Theory and practice of decision-making for organizations to overcome the crisis / A. N. Asaul, I. P. Knyaz, Yu. V. Korotaeva. - St. Petersburg: ANO "IPEV", 2007. - 224 p.
5. In 2008, Corporate securities as a tool for the investment attractiveness of companies / A. N. Asaul, M. P. Voinarenko, N. A. Ponomareva, R. A. Faltinsky. - St. Petersburg: ANO "IPEV", 2008. - 288 p.
6. In 2009, State entrepreneurship in construction (state construction order) / A. N. Asaul, V.A. Koshcheev. - St. Petersburg: ANO IPEV, 2009. - 300 p.
7. In 2009, Real Estate Economics: A Textbook for Universities. - 3rd ed., corrected. / A. N. Asaul, S. N. Ivanov, M. K. Starovoitov. - St. Petersburg: ANO "IPEV", 2009. - 304 p.
8. In 2009, Cost management in construction / A.N. Asaul, M.K. Starovoitov, R.A. Faltinsky - St. Petersburg: IPEV, 2009. -392 p.
9. In 2009. Organization of entrepreneurial activity: textbook / A. N. Asaul. - St. Petersburg: ANO IPEV, 2009. - 336 p.
10. In 2010. Creation of knowledge and information infrastructure of business entities / A. N. Asaul, E. I. Rybnov, O. A. Egorova, T. M. Levchenko. - St. Petersburg: ANO IPEV, 2010. - 252 p.
11. In 2010. Ethnogeographical factors of globalization and regionalization of the world / A. N. Asaul, M. A. Jaman P. V. Shukanov. - St. Petersburg: ANO "IPEV", 2010. - 296 p.
12. In 2010. Introduction to innovation: textbook / A.N. Asaul, V.V. Asaul, N.A. Asaul, R.A. Faltinsky. - St. Petersburg: ANO IPEV, - 2010, - 280 p.
13. In 2011, Production and economic potential and business activity of business entities / A. N. Asaul, M. P. Voinarenko, S. Ya. Knyazev, T. G. Rzaeva. - St. Petersburg: ANO IPEV, 2011. - 312 p.
14. In 2011 Property valuation. Assessment of intangible assets and intellectual property: textbook / A. N. Asaul, V. N. Starinsky, M. I. Knysh, M. K. Starovoitov. - St. Petersburg: ANO "IPEV", 2010. - 300 p.
15. In 2011 Property valuation. Assessment of machines, equipment and vehicles: textbook / A. N. Asaul, V. N. Starinsky, A. G. Bezdudnaya, M. K. Starovoitov. - St. Petersburg: ANO "IPEV", 2011. -287 p.
16. In 2012 Property valuation. Valuation of real estate objects. Textbook / A.N. Asaul, V.N. Starinsky, M.K. Starovoitov, R.A. Faltinsky. - St. Petersburg: ANO "IPEV", 2012 - 472 p.
17. In 2013. Economics of real estate. Textbook / A.N. Asaul. - St. Petersburg: Peter, 2013. - 416 p.
18. In 2013 Organization of business activities. Textbook / A.N. Asaul. - St. Petersburg: Peter, 2013. - 352 p.
19. In 2013. Valuation of real estate objects. Textbook / A.N. Asaul. - St. Petersburg: ANO IPEV, 2012. - 472 p.
20. In 2014, Assessment of the organization (enterprise, business). Textbook / A.N. Asaul [and others]. - St. Petersburg: ANO "IPEV", 2014. - 476 p.
21. In 2014. Formation of competitive advantage of business entities in construction / A. N. Asaul, [et al.]. - St. Petersburg: ANO "IPEV", 2014. -240 p.
22. In 2014. Economics of real estate: a textbook for universities. - 4th ed., corrected. / A. N. Asaul, [etc.]. - St. Petersburg: ANO "IPEV", 2014. - 432 p.
23. In 2014. Economics of real estate: a textbook for universities. 3rd ed. / A.N. Asaul. - St. Petersburg: Peter, 2013. - 416 p.
24. In 2014. Organization of entrepreneurial activity: a textbook for universities. 4th ed. / A.N. Asaul. - St. Petersburg: Peter, 2013. - 352 p.
25. In 2014, Economics of Real Estate: Textbook / A.N. Asaul, V.K. Sevek, M.K. Soyan. - Kyzyl: TuvGU Publishing House, 2012. - 190 p.
26. In 2014. Securities market: textbook / A.N. Asaul, V.K. Sevek, R.M. Sevek. - Kyzyl: TyvGU, 2013. - 232 p.
27. In 2014. Cost management and controlling: textbook / A.N. Asaul, M.G. Kvitsinia. - Sukhum, 2013. - 290 p.

Diploma holders

1. In 2014, Creation of knowledge and information infrastructure of business entities / A.N. Asaul [and others]. - St. Petersburg: ANO IPEV, 2010. - 252 p. in the category "Business Communications".
2. In 2014. Ethnogeographical factors of globalization and regionalization of the world / A. N. Asaul [et al.]. - St. Petersburg: ANO IPEV, 2010. - 296 p. in the category "Economic Theory".
3. In 2014. Introduction to innovation: textbook / A.N. Asaul [and others]. - St. Petersburg: ANO IPEV, 2010. - 280 p. in the category "Innovative Management".
4. In 2014 Self-organization, self-development and self-regulation of business entities in construction / A.N. Asaul [and others]. - St. Petersburg: ANO "IPEV", 2013. - 320 p. in the category “Industrial Economics and Organizational Economics”.

WinnersII International Exhibition of Scientific and Methodological Publications on Management and Economics:

1. In 2014 Valuation of intangible assets and intellectual property. Textbook / A. N. Asaul, [etc.]. - St. Petersburg: ANO "IPEV", 2010. - 300 p. in the “Textbook of the Future” category.
2. In 2014. Assessment of machinery, equipment and vehicles. Textbook / A. N. Asaul, [etc.]. - St. Petersburg: ANO "IPEV", 2011. - 287 p. in the “Textbook of the Future” category.
3. In 2014. Valuation of real estate objects. Textbook / A.N. Asaul, [etc.]. - St. Petersburg: ANO "IPEV", 2012 - 472 p. in the “Textbook of the Future” category.
4. In 2014, Assessment of the organization (enterprise, business). Textbook / A. N. Asaul, V. N. Starinsky, M. K. Starovoytov, R. A. Faltinsky. - St. Petersburg: ANO "IPEV", 2014. - 476 p. in the “Textbook of the Future” category.
5. In 2014, Production and economic potential and business activity of business entities / A.N. Asaul [and others]. - St. Petersburg: ANO IPEV, 2011. - 312 p. in the category “Functional management (production, finance, marketing, logistics).”

Books - Diploma winners of the 27th International Book Fair (Moscow, VDNKh)

1. In 2014. Valuation of real estate objects. Textbook / A.N. Asaul, [etc.]. - St. Petersburg: ANO "IPEV", 2012 - 472 p.
2. In 2014 Valuation of intangible assets and intellectual property. Textbook / A. N. Asaul, [etc.]. - St. Petersburg: ANO "IPEV", 2010. - 300 p.
3. In 2014, Assessment of machinery, equipment and vehicles. Textbook / A. N. Asaul, [etc.]. - St. Petersburg: ANO "IPEV", 2011. - 287 p.
4. In 2014, Assessment of the organization (enterprise, business). Textbook / A. N. Asaul, [etc.]. - St. Petersburg: ANO "IPEV", 2014. - 476 p.
5. In 2014 Self-organization, self-development and self-regulation of business entities in construction / A.N. Asaul [and others]. - St. Petersburg: ANO "IPEV", 2013. - 320 p.
6. In 2014 Formation of competitive advantage of business entities in construction / A.N. Asaul, [etc.]. - St. Petersburg: ANO "IPEV", 2014. - 240 p.