PHENOMENON OF SCIENCE IN UNIVERSITY AND ECONOMIC COGNITION

Анотація

The article substantiates how the problem arises for university teachers to combine education, science «in narrow sense» with research and development that focuses on the needs of social practices. It is shown that such a combination is typical for socio-humanitarian systems of cognition and practice, in particular for education, research and development in the field of economics.An original method of articles analysis, which uses an assessment of a number of literary sources of different authorship in the list and references to them in the text, qualitative and quantitative assessment of the sufficiency of reasons for propositions and conclusions, and for scientific novelty and practical usefulness, is proposed. It is noted that the evaluation of the reasons and of the belonging to scientific and practical usefulness can't be deprived of the evaluator's subjectivity, but it is a step towards supplementing the evaluation of bibliometric indicators by analyzing the content of publications.Examples of Ukrainian authors' articles on economic topics in three professional journals are analyzed and it is shown that the statements of the articles largely lack grounds, including references to the world results. As a rule, publications lack proof of scientific novelty, while practical usefulness of the presented results is proved more thoroughly. Examples of references in economic articles of foreign authors are given and it is shown that the latter, on average, make fuller use of professional achievements as a basis for their own judgments. It is concluded that the publications of domestic teachers in economics are more focused on practical research and development, while the presentation and proof of scientific results are given less attention.The result of our study, which to some extent can claim originality and novelty, is to substantiate and prove the problem for university teachers to achieve quality and effectiveness in three related but different activities – in education, research and development in economic practice and scientific research. Using the examples of the analyzed articles it can be concluded that the difference between scientific cognition and applied research and development in the field of economics arises when specialists use limited world heritage, they can't find effective scientific methods to solve specific problems of practice or lack motivation.

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