THE THEORY AND METHODOLOGY OF MANAGING ADDITIONAL PROFESSIONAL EDUCATION FROM THE PERSPECTIVE OF THE SOCIOLOGY OF MANAGEMENT

Abstract

This article delves into the theory and methodology of managing additional professional education (APE) through the lens of the sociology of management, set against the backdrop of contemporary socio-economic transformations. The relevance of this topic stems from the urgent need to adapt educational systems to the rapidly evolving labor market, which demands professionals equipped with self-organization, critical thinking, digital literacy, and a commitment to lifelong learning. APE emerges as a pivotal instrument for fostering human capital and ensuring professional mobility. The study draws on an extensive corpus of scholarly works in the sociology of management (N.L. Zakharov, E.M. Babosov, V.V. Shcherbina, among others), foundational contributions from classical sociologists (É. Durkheim, T. Parsons, R.K. Merton), and empirical data. It employs methods such as comparative and critical analysis, theoretical modeling, conceptual synthesis, and social forecasting. Particular emphasis is placed on the three-tiered structure of the sociology of management (empirics, mid-range theory, and methodology) which facilitates the examination of APE through sociological research, addresses learner motivation, and supports the development of adaptive educational programs. The article elucidates the methodological foundations of APE management, incorporating A.A. Bogdanov’s tectological approach, systems analysis, and population ecology. It underscores the imperative of aligning APE with labor market needs, crafting interdisciplinary programs, and overcoming institutional inertia. The study explores APE models, such as the corporate model at Herzen State Pedagogical University and inter-university cooperation, which focus on professional development and socialization. The findings highlight the multifaceted nature of APE management, necessitating the integration of professional, socio-cultural, and psycho-pedagogical dimensions to prepare specialists capable of navigating modern challenges.