Pub Date : 2022-12-20DOI: 10.31874/2520-6702-2022-14-81-91
Nataliia O. Semenii
The realities of today require quick and effective decisions in all spheres of life. One of the conditions that will contribute to the development of this process is the development of human leadership qualities. Having them, a person will learn to take responsibility for their actions and their consequences, to adapt to changing conditions of life. The views of modern domestic and foreign scientists are concentrated on the problem of leadership. In it they see the success not only of a particular person, but also of the state as a whole. Since the formation of a personality mostly takes place in primary school, the purpose of this publication was to determine the leadership qualities and features of their development in future primary school teachers, who must have them in order to form them in their pupils. In order to find out the state of formation of leadership qualities in future teachers, an experiment was conducted with first-year students of the first (bachelor's) level of higher education majoring in “Primary Education”. In order to determine the levels of leadership development, the methodology “Diagnostics of leadership abilities” (E. Zharikov, E. Krushelnytsky) was used. The data analysis shows that 78 % of students have poorly expressed leadership qualities. This is a demonstration that it will be difficult for students to develop these qualities on their own. The development and testing of tasks that will help students develop their leadership qualities and effectively carry out the educational process in primary school will encourage the solution of this problem. The presented tasks are focused on the use of group forms of work to improve leadership skills and stimulate students to self-development and self-realization.
当今的现实要求在生活的各个领域作出迅速而有效的决定。促进这一进程的发展的条件之一是人类领导素质的发展。有了它们，一个人将学会为自己的行为和后果负责，适应不断变化的生活条件。现代国内外科学家的观点都集中在领导问题上。在这种情况下，他们不仅看到了个人的成功，而且看到了整个国家的成功。由于人格的形成主要发生在小学，因此本出版物的目的是确定未来小学教师的领导素质和发展特征，他们必须拥有这些才能在学生中形成。为了了解未来教师领导素质的形成状况，本研究以“小学教育”专业一年级(本科)学生为实验对象。为了确定领导力发展的水平，使用了“领导能力诊断”(E. Zharikov, E. Krushelnytsky)的方法。数据分析显示，78%的学生的领导能力表现不佳。这表明学生自己很难培养这些品质。任务的开发和测试将有助于学生培养他们的领导素质，有效地开展小学教育过程，将鼓励解决这一问题。所呈现的任务侧重于使用小组形式的工作来提高领导技能，并激发学生的自我发展和自我实现。
{"title":"Leadership Qualities of Future Primary School Teachers: a Theoretical and Practical Discourse","authors":"Nataliia O. Semenii","doi":"10.31874/2520-6702-2022-14-81-91","DOIUrl":"https://doi.org/10.31874/2520-6702-2022-14-81-91","url":null,"abstract":"The realities of today require quick and effective decisions in all spheres of life. One of the conditions that will contribute to the development of this process is the development of human leadership qualities. Having them, a person will learn to take responsibility for their actions and their consequences, to adapt to changing conditions of life. \u0000The views of modern domestic and foreign scientists are concentrated on the problem of leadership. In it they see the success not only of a particular person, but also of the state as a whole. Since the formation of a personality mostly takes place in primary school, the purpose of this publication was to determine the leadership qualities and features of their development in future primary school teachers, who must have them in order to form them in their pupils. \u0000In order to find out the state of formation of leadership qualities in future teachers, an experiment was conducted with first-year students of the first (bachelor's) level of higher education majoring in “Primary Education”. In order to determine the levels of leadership development, the methodology “Diagnostics of leadership abilities” (E. Zharikov, E. Krushelnytsky) was used. The data analysis shows that 78 % of students have poorly expressed leadership qualities. This is a demonstration that it will be difficult for students to develop these qualities on their own. The development and testing of tasks that will help students develop their leadership qualities and effectively carry out the educational process in primary school will encourage the solution of this problem. The presented tasks are focused on the use of group forms of work to improve leadership skills and stimulate students to self-development and self-realization.","PeriodicalId":150572,"journal":{"name":"International Scientific Journal of Universities and Leadership","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120939200","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-20DOI: 10.31874/2520-6702-2022-14-103-115
T. Sych
The article is grounded on the author’s study of national educational practices for training masters of management which is based on the study of official websites of Ukrainian universities and educational programs for students of higher education of the second (master's) level of specialty 073 "Management" (Management of an educational institution), analysis of scientific works on training masters of management in the USA and the analysis of official websites of higher education institutions of the USA. The comparative analysis of educational programs for training masters of management in the educational field at universities of the USA and Ukraine was carried out. The analysis of the scientific literature, which characterizes and compares the structure and management system of higher education in the USA and Ukraine, the study of regulatory documents, that regulate educational activities at the second (master's) level of education, provided an opportunity to determine the peculiarities of approaches to the master's training of managers in the field of education in these countries. On the basis of the comparative analysis of directions, terms, methods of training, the target component, the structure of blocks and the subject matter of content components of educational programs, common and distinctive features in the preparation of masters of management in the educational field in the universities of the USA and Ukraine were identified, and directions for improvement of domestic training programs were determined. According to the obtained results, it was concluded that domestic universities are guided by the current standard of higher education of Ukraine in this specialty for formulating the purpose of the educational programs. The attention is focused on the technological aspects of management of educational institutions in the substantive components of the programs. The educational programs of US universities differ in their greater variability, which emphasizes the directing of the learning strategy of the universities educational programs to the needs of the program users.
{"title":"Comparative Analysis of Educational Programs for the Training of Masters of Management in the Education Field in the Universities of the USA and Ukraine","authors":"T. Sych","doi":"10.31874/2520-6702-2022-14-103-115","DOIUrl":"https://doi.org/10.31874/2520-6702-2022-14-103-115","url":null,"abstract":"The article is grounded on the author’s study of national educational practices for training masters of management which is based on the study of official websites of Ukrainian universities and educational programs for students of higher education of the second (master's) level of specialty 073 \"Management\" (Management of an educational institution), analysis of scientific works on training masters of management in the USA and the analysis of official websites of higher education institutions of the USA. The comparative analysis of educational programs for training masters of management in the educational field at universities of the USA and Ukraine was carried out. \u0000The analysis of the scientific literature, which characterizes and compares the structure and management system of higher education in the USA and Ukraine, the study of regulatory documents, that regulate educational activities at the second (master's) level of education, provided an opportunity to determine the peculiarities of approaches to the master's training of managers in the field of education in these countries. On the basis of the comparative analysis of directions, terms, methods of training, the target component, the structure of blocks and the subject matter of content components of educational programs, common and distinctive features in the preparation of masters of management in the educational field in the universities of the USA and Ukraine were identified, and directions for improvement of domestic training programs were determined. According to the obtained results, it was concluded that domestic universities are guided by the current standard of higher education of Ukraine in this specialty for formulating the purpose of the educational programs. The attention is focused on the technological aspects of management of educational institutions in the substantive components of the programs. The educational programs of US universities differ in their greater variability, which emphasizes the directing of the learning strategy of the universities educational programs to the needs of the program users.","PeriodicalId":150572,"journal":{"name":"International Scientific Journal of Universities and Leadership","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125578188","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-20DOI: 10.31874/2520-6702-2022-14-20-29
A. Chechel
The article analyses the results of surveys of students of higher educational institutions of Ukraine regarding the resumption of activities in the conditions of a full-scale invasion of Russian troops on the territory of Ukraine. It was determined that new conditions and challenges to development require actualizing the issue of adaptive leadership development as one of the important soft skills among the competencies of a successful education seeker. This is of particular importance in the training of civil servants — leaders of communities, who, within the framework of their official powers, must take on not only the issue of ensuring personal needs (livelihood, education, development), but also the responsibility for making non-standard decisions in changing conditions of uncertainty and danger. Taking into account the challenges and urgent needs of civil servants in the conditions of war, a generalization of the results of the survey of civil servants and representatives of local self-government regarding the development of adaptive leadership, non-standard decision-making and responsibility in solving adaptive problems was carried out. Requests for the development of relevant competencies of adaptive leaders are proposed to be included in educational programs for the training and advanced training of civil servants. It has been proven that the main criteria for the adaptability of the modern civil service can be defined as the professional development of civil servants as adaptive leaders, increasing the level of their professional competence, the development of personal leadership qualities, the use of best world practices, and the creation of institutional prerequisites for the reform of the civil service and public administration, sustainability and follow-up of the civil service system, its prompt response to demands and challenges arising in connection with the processes of social transformation, economic development, and European integration of Ukraine.
{"title":"Professional Development of Civil Servants: Trends and Perspectives Based on Adaptive Leadership","authors":"A. Chechel","doi":"10.31874/2520-6702-2022-14-20-29","DOIUrl":"https://doi.org/10.31874/2520-6702-2022-14-20-29","url":null,"abstract":"The article analyses the results of surveys of students of higher educational institutions of Ukraine regarding the resumption of activities in the conditions of a full-scale invasion of Russian troops on the territory of Ukraine. It was determined that new conditions and challenges to development require actualizing the issue of adaptive leadership development as one of the important soft skills among the competencies of a successful education seeker. This is of particular importance in the training of civil servants — leaders of communities, who, within the framework of their official powers, must take on not only the issue of ensuring personal needs (livelihood, education, development), but also the responsibility for making non-standard decisions in changing conditions of uncertainty and danger. \u0000Taking into account the challenges and urgent needs of civil servants in the conditions of war, a generalization of the results of the survey of civil servants and representatives of local self-government regarding the development of adaptive leadership, non-standard decision-making and responsibility in solving adaptive problems was carried out. Requests for the development of relevant competencies of adaptive leaders are proposed to be included in educational programs for the training and advanced training of civil servants. \u0000It has been proven that the main criteria for the adaptability of the modern civil service can be defined as the professional development of civil servants as adaptive leaders, increasing the level of their professional competence, the development of personal leadership qualities, the use of best world practices, and the creation of institutional prerequisites for the reform of the civil service and public administration, sustainability and follow-up of the civil service system, its prompt response to demands and challenges arising in connection with the processes of social transformation, economic development, and European integration of Ukraine.","PeriodicalId":150572,"journal":{"name":"International Scientific Journal of Universities and Leadership","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127520430","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-20DOI: 10.31874/2520-6702-2022-14-30-41
N. Nykyforenko, M. Chaplyk, Iryna Sikorska
The article presents the results of the sociological study of everyday practices of applicants entering Ukrainian higher education institutions from the temporarily occupied territories of Ukraine. The research was supported by Konrad Adenauer Foundation and conducted in June 2020 in Mariupol. Seventeen deep interviews with the students allowed to get the insights of their everyday life (work, study, consuming, leisure, communication, etc.) in the temporarily occupied territories, focusing on their needs, interests, fears, values, priorities, and plans for the future. The research clearly showed that people in the temporarily occupied territories live in the economic realities typical to the late Soviet era and the period of early capitalization of the economy in Ukraine of early 1990s. The tendencies towards impoverishment of the population and youth unemployment were mentioned along with primitivizing of their leisure activities and introduction of a powerful ideological component into the latter. The youth in these territories for years has been living in the atmosphere of secrecy and fear, restrictions of personal freedoms, and heavy propaganda influence. The war and its consequences became an existential challenge for the absolute majority of the interviewed young people that affected all areas of their lives. Yet, some of the participants, being aware of the negative consequences of military actions and social political transformations in the temporarily occupied territories were inclined to tolerate the existing situation. On the emotional level, young people demonstrated deep attachment to their family, their «little homeland», which explained their desire to maintain close ties with the occupied territories. In spite of existing spiritual bonds and conflicting spatial identification, the participants nevertheless associated their life strategies with migration, where Ukraine and the EU are on top of their priority list. However, according to the respondents’ assumption there are not many young people in the occupied territories who would share this. The data obtained from the survey are valuable for establishing a dialogue and constructive interaction among students, and for creating a tolerant, psychologically safe academic environment in the higher education institutions with significant number of students from the temporarily occupied territories of Ukraine, whose habits, values, and thoughts are already somewhat different from the way of thinking of youth in the other parts of Ukraine.
{"title":"Everyday Life of the Applicants of the «Donbas-Ukraine» Educational Centers (Sociological Survey)","authors":"N. Nykyforenko, M. Chaplyk, Iryna Sikorska","doi":"10.31874/2520-6702-2022-14-30-41","DOIUrl":"https://doi.org/10.31874/2520-6702-2022-14-30-41","url":null,"abstract":"The article presents the results of the sociological study of everyday practices of applicants entering Ukrainian higher education institutions from the temporarily occupied territories of Ukraine. The research was supported by Konrad Adenauer Foundation and conducted in June 2020 in Mariupol. Seventeen deep interviews with the students allowed to get the insights of their everyday life (work, study, consuming, leisure, communication, etc.) in the temporarily occupied territories, focusing on their needs, interests, fears, values, priorities, and plans for the future. The research clearly showed that people in the temporarily occupied territories live in the economic realities typical to the late Soviet era and the period of early capitalization of the economy in Ukraine of early 1990s. The tendencies towards impoverishment of the population and youth unemployment were mentioned along with primitivizing of their leisure activities and introduction of a powerful ideological component into the latter. The youth in these territories for years has been living in the atmosphere of secrecy and fear, restrictions of personal freedoms, and heavy propaganda influence. The war and its consequences became an existential challenge for the absolute majority of the interviewed young people that affected all areas of their lives. Yet, some of the participants, being aware of the negative consequences of military actions and social political transformations in the temporarily occupied territories were inclined to tolerate the existing situation. \u0000On the emotional level, young people demonstrated deep attachment to their family, their «little homeland», which explained their desire to maintain close ties with the occupied territories. In spite of existing spiritual bonds and conflicting spatial identification, the participants nevertheless associated their life strategies with migration, where Ukraine and the EU are on top of their priority list. However, according to the respondents’ assumption there are not many young people in the occupied territories who would share this. \u0000The data obtained from the survey are valuable for establishing a dialogue and constructive interaction among students, and for creating a tolerant, psychologically safe academic environment in the higher education institutions with significant number of students from the temporarily occupied territories of Ukraine, whose habits, values, and thoughts are already somewhat different from the way of thinking of youth in the other parts of Ukraine.","PeriodicalId":150572,"journal":{"name":"International Scientific Journal of Universities and Leadership","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115087349","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-20DOI: 10.31874/2520-6702-2022-14-127-138
Yurii Skyba, Lesya Chervona, O. Palamarchuk
The article updates the role of studentship and student self-government as an active participant in the educational process, a partner in the processes of reforming higher education, that is involved in the government structures of the higher education institution, particularly, in the process of ensuring the quality of higher education. Based on the analysis of normative legal acts and scientific sources, the authors highlight the state and institutional level of influence of student self-government on decision-making regarding the processes of ensuring the quality of education. The foundation for the development of opportunities for student self-government is provided by the state level, that adopts normative legal documents that create prerequisites to the participation of student self-government in the procedures of ensuring the quality of education, particularly, the Law of Ukraine «On Higher Education», that regulates the activities of student self-government bodies in Ukraine; «Standard of higher education»; «Regulations on the Accreditation of Educational Programs for the Training of Higher Education Candidates», that prescribe requirements for the participation of representatives of student self-government in the system of internal quality assurance. The implementation of the above-mentioned legal acts and the student-centered approach in the educational process of higher education institutions are ensured at the institutional level. Student self-government at the institutional level has a significant number of mechanisms and tools for influencing the internal quality assurance of education, for example through: procedures for the formation and implementation of educational programs at higher education institutions; procedures for ensuring the quality of teaching and learning at higher education institutions; procedures for preventing academic dishonesty at higher education institutions. The authors also highlighted the main tools used at higher education institutions considering the opinion of student self-government, such as: surveys, meetings of project groups, academic councils of faculties and higher education institutions, etc. The implementation of the above-mentioned measures, discussion and response to existing problems with representatives of the student body, are the key to improving the quality of education and the prestige of higher education institutions.
{"title":"Student Self-Government and Its Role in Ensuring the Quality of Higher Education","authors":"Yurii Skyba, Lesya Chervona, O. Palamarchuk","doi":"10.31874/2520-6702-2022-14-127-138","DOIUrl":"https://doi.org/10.31874/2520-6702-2022-14-127-138","url":null,"abstract":"The article updates the role of studentship and student self-government as an active participant in the educational process, a partner in the processes of reforming higher education, that is involved in the government structures of the higher education institution, particularly, in the process of ensuring the quality of higher education. Based on the analysis of normative legal acts and scientific sources, the authors highlight the state and institutional level of influence of student self-government on decision-making regarding the processes of ensuring the quality of education. The foundation for the development of opportunities for student self-government is provided by the state level, that adopts normative legal documents that create prerequisites to the participation of student self-government in the procedures of ensuring the quality of education, particularly, the Law of Ukraine «On Higher Education», that regulates the activities of student self-government bodies in Ukraine; «Standard of higher education»; «Regulations on the Accreditation of Educational Programs for the Training of Higher Education Candidates», that prescribe requirements for the participation of representatives of student self-government in the system of internal quality assurance. The implementation of the above-mentioned legal acts and the student-centered approach in the educational process of higher education institutions are ensured at the institutional level. Student self-government at the institutional level has a significant number of mechanisms and tools for influencing the internal quality assurance of education, for example through: procedures for the formation and implementation of educational programs at higher education institutions; procedures for ensuring the quality of teaching and learning at higher education institutions; procedures for preventing academic dishonesty at higher education institutions. The authors also highlighted the main tools used at higher education institutions considering the opinion of student self-government, such as: surveys, meetings of project groups, academic councils of faculties and higher education institutions, etc. The implementation of the above-mentioned measures, discussion and response to existing problems with representatives of the student body, are the key to improving the quality of education and the prestige of higher education institutions.","PeriodicalId":150572,"journal":{"name":"International Scientific Journal of Universities and Leadership","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132711118","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-20DOI: 10.31874/2520-6702-2022-14-64-80
V. Lugovyi, O. Slyusarenko, Zhanneta Talanova
In the article, based on data from the Shanghai Ranking (ARWU) 2003-2022, ranking achievements of elite associations of top universities in the USA (AAU), the United Kingdom (Russell Group), Canada (U15 Group), Japan (RU11), China (C9 League), Australia (Group of Eight), Germany (U15), taking into account the political and economic context of their functioning, the factors of the effectiveness of such associations are determined to ensure the leadership of member universities. It has been found that the greatest synergistic effect of association is achieved in small associations or their parts (with the number of up to 10-20 institutions), which include institutions close in terms of ratings, which are characterized by significant (resonant) intragroup interaction and which are provided with strong national support. Activities at the same level of complexity of educational programs and research and development, selective significant cooperation on the principle of "equal to equal" (thus achieving the effect of resonant interaction) serve as a guarantee of successful collective advancement to the top levels of excellence of all participants of the interaction. Otherwise, the formal association either declines or undergoes informal internal stratification (differentiation) into groups more homogeneous in complexity of activity, not all of which can withstand the competitive struggle for leadership and the ability to fully use the advantages of formally open science due to its actual closedness in part complex knowledge for insufficiently capable universities. An alternative to the selective associative union of universities withing the country can be their direct organizational consolidation with systematic state support to transform into powerful university centers, as is done in France, or a strong national policy for the development of flagship universities, as in Switzerland. Scientifically based practical recommendations on the creation of a domestic elite Association of Ukrainian Universities (AUU) and the strategy of their consolidation are formulated in order to overcome the growing global backwardness of higher education of Ukraine, which is especially relevant in the conditions of the specifics of open science and the post-war recovery of the country on an innovative, high-intellectual, and high-tech basis.
{"title":"Complex Activity & Selective Associativity: the Effectiveness of Elite University Association","authors":"V. Lugovyi, O. Slyusarenko, Zhanneta Talanova","doi":"10.31874/2520-6702-2022-14-64-80","DOIUrl":"https://doi.org/10.31874/2520-6702-2022-14-64-80","url":null,"abstract":"In the article, based on data from the Shanghai Ranking (ARWU) 2003-2022, ranking achievements of elite associations of top universities in the USA (AAU), the United Kingdom (Russell Group), Canada (U15 Group), Japan (RU11), China (C9 League), Australia (Group of Eight), Germany (U15), taking into account the political and economic context of their functioning, the factors of the effectiveness of such associations are determined to ensure the leadership of member universities. It has been found that the greatest synergistic effect of association is achieved in small associations or their parts (with the number of up to 10-20 institutions), which include institutions close in terms of ratings, which are characterized by significant (resonant) intragroup interaction and which are provided with strong national support. Activities at the same level of complexity of educational programs and research and development, selective significant cooperation on the principle of \"equal to equal\" (thus achieving the effect of resonant interaction) serve as a guarantee of successful collective advancement to the top levels of excellence of all participants of the interaction. Otherwise, the formal association either declines or undergoes informal internal stratification (differentiation) into groups more homogeneous in complexity of activity, not all of which can withstand the competitive struggle for leadership and the ability to fully use the advantages of formally open science due to its actual closedness in part complex knowledge for insufficiently capable universities. An alternative to the selective associative union of universities withing the country can be their direct organizational consolidation with systematic state support to transform into powerful university centers, as is done in France, or a strong national policy for the development of flagship universities, as in Switzerland. Scientifically based practical recommendations on the creation of a domestic elite Association of Ukrainian Universities (AUU) and the strategy of their consolidation are formulated in order to overcome the growing global backwardness of higher education of Ukraine, which is especially relevant in the conditions of the specifics of open science and the post-war recovery of the country on an innovative, high-intellectual, and high-tech basis.","PeriodicalId":150572,"journal":{"name":"International Scientific Journal of Universities and Leadership","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122711135","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-20DOI: 10.31874/2520-6702-2022-14-116-126
Yurii Vitrenko
Russia’s war against Ukraine has led to a significant increase in attention to the economic efficiency of all types of human and material resources being used currently and in future to ensure victory and especially for the post-war recovery of the country. In this regard, the need for scientific substantiation of measuring the economic efficiency of production and provision of services in the field of higher education, being financed by significant amounts of funds from the state and regional budgets, various institutional units of the economy and households, is beyond doubt. The main problem, the solution of which was set as the goal of the article, has been recognized as a lack of scientifically based legal acts approved at the appropriate institutional level in Ukraine, containing provisions on measuring the economic efficiency of obtaining higher education in the conditions of the post-war recovery of the sphere of higher education in Ukraine. The article analyzes the main international and national institutes, in particular, a number of foreign and Ukrainian publications revealing the issue of measuring the economic efficiency of obtaining higher education. The article also presents the results of the analysis of the main indicators of the network and educational activity of higher education institutions of Ukraine, the volumes of state funding of the sphere of higher education of Ukraine in 2005-2020, offers theoretical and methodological proposals and recommendations regarding the institutional regulation of measuring the economic efficiency of obtaining higher education in Ukraine. It is recommended that the measurement of the economic efficiency of obtaining higher education in Ukraine should be carried out separately for: applicants of higher education; higher education institutions; in Ukraine as a whole in accordance with the provisions of the SNR 2008; Methodological provisions for calculating the gross domestic product approved by the Order of the State Statistics Service of Ukraine dated September 17, 2018 No. 187; Methodology of National Education Accounts, UNESCO, 2016 .
{"title":"Measuring of the Economic Efficiency of Higher Education: Theoretical and Methodological Aspects","authors":"Yurii Vitrenko","doi":"10.31874/2520-6702-2022-14-116-126","DOIUrl":"https://doi.org/10.31874/2520-6702-2022-14-116-126","url":null,"abstract":"Russia’s war against Ukraine has led to a significant increase in attention to the economic efficiency of all types of human and material resources being used currently and in future to ensure victory and especially for the post-war recovery of the country. In this regard, the need for scientific substantiation of measuring the economic efficiency of production and provision of services in the field of higher education, being financed by significant amounts of funds from the state and regional budgets, various institutional units of the economy and households, is beyond doubt. The main problem, the solution of which was set as the goal of the article, has been recognized as a lack of scientifically based legal acts approved at the appropriate institutional level in Ukraine, containing provisions on measuring the economic efficiency of obtaining higher education in the conditions of the post-war recovery of the sphere of higher education in Ukraine. The article analyzes the main international and national institutes, in particular, a number of foreign and Ukrainian publications revealing the issue of measuring the economic efficiency of obtaining higher education. The article also presents the results of the analysis of the main indicators of the network and educational activity of higher education institutions of Ukraine, the volumes of state funding of the sphere of higher education of Ukraine in 2005-2020, offers theoretical and methodological proposals and recommendations regarding the institutional regulation of measuring the economic efficiency of obtaining higher education in Ukraine. It is recommended that the measurement of the economic efficiency of obtaining higher education in Ukraine should be carried out separately for: applicants of higher education; higher education institutions; in Ukraine as a whole in accordance with the provisions of the SNR 2008; Methodological provisions for calculating the gross domestic product approved by the Order of the State Statistics Service of Ukraine dated September 17, 2018 No. 187; Methodology of National Education Accounts, UNESCO, 2016 .","PeriodicalId":150572,"journal":{"name":"International Scientific Journal of Universities and Leadership","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114780870","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-20DOI: 10.31874/2520-6702-2022-14-92-102
Zhanneta Talanova, O. Kushchenko
In the article, the trends and approaches to digital transitions in higher education in the context of quality assurance are revealed based on the analysis and synthesis of the strategies of the global and European dimension, presented in the documents of the UN and the European Commission, as well as in the analytical and guiding documents of the EHEA. The global social development goals of the UN and the European Education Area are agreed primarily in terms of equal access to quality higher education for vulnerable populations, modernization of higher education institutions to create an inclusive educational environment, and are required the introduction of digitalization in higher education in order to achieve them. A trend towards the spread of digitally enhanced learning and teaching (DELT) in the EHEA covering both the traditional format of providing higher education and distance education has been revealed. The main approaches to providing digital higher education have been determined. A partnership approach to assuring high-quality and inclusive digital higher education requires the consolidation of public efforts based on the partnership of various stakeholders, and national policies and legislation should provide for such partnership and mechanisms for its implementation. The investment approach to financing the resource provision of quality digital higher education involves attracting appropriate investments in connectivity, equipment, and organizational potential and skills for successful digital transition in higher education. Digitally competency approach to the development of professional standards for University teachers and their professional development, re-training and professional excellence in the context of digital transition. An open approach to creating digital courses on platforms available for obtaining degree qualifications, partial qualifications and micro-credentials. A systematic approach to the creation and development of digital study programmes, which provides for high-quality educational content and quality assurance of digital higher education, in particular digital teaching, learning and assessment. It is emphasized that national strategic and other documents in higher education should be harmonized with international documents and strategies regarding digital transition in higher education to effectively introduce high-quality digital higher education in Ukraine and overcome the challenges of the state of war.
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Pub Date : 2022-12-20DOI: 10.31874/2520-6702-2022-14-5-19
M. Trofymenko
The impact of russian troops full-scale invasion against Ukrainian territory on the national education system functioning was identified and analyzed, threats to the further development of the educational sector in particular higher education, related to the loss of the human capital, the destruction of educational and scientific infrastructure were characterized. The author substantiates the conditions of university activities stabilization in terms of temporary relocation. The basic components of the audit of the available resources of the universities’ functioning in terms of relocation were identified and their characteristic was provided (audit of personnel and the contingent of students, scientific and pedagogical staff and employees, management audit, communication audit (external and internal), partnership audit and audit of the material and technical base of the university). The basic components of the strategic development in the conditions of the temporary relocation from the stabilization strategy to breakthrough strategy were proposed, based on the case of Mariupol State University (MSU). The basic components that determine the process of the MSU development stabilization in the conditions of temporary relocation were substantiated (reviewing the existing educational programs, development strategy renewal, creation of a new material and technical base in the area of relocation, maximum use of the advantages of the “window of opportunities”, providing the access to all electronic platforms and services, organization of a fundraising campaign, Humanitarian Aid Centre of the University establishment). The author proposes the basic components of the breakthrough development strategy for preserving the identity of the university and MSU staff including rebranding, digitalization, internationalization, development and approval of a new educational concept, development of own material and technical base, implementation of the university social and humanitarian mission and approval of the university as an institute of public diplomacy.
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Pub Date : 2022-12-20DOI: 10.31874/2520-6702-2022-14-56-63
N. Vasynova
The article raises the problem of managing the establishment of interaction between higher education institutions and territorial communities. In modern conditions, considering the ongoing war in Ukraine, the interaction of higher education institutions and territorial communities should be diverse, contributing to social inclusion, which is a new, so-called “third mission” of the university, which is integral nowadays. It has been found that the educational and scientific mission, as a rule, provides an indirect, potential impact on the development of society, but as a “third mission”, it involves a direct impact. The prospects for interaction between the higher education institution and the territorial community are based on advanced international experience. The author emphasizes that taking into account the tendency of universities of Western countries is an important condition for increasing the efficiency of the domestic higher education system; in addition to this, effective interaction on a partnership basis will benefit the country, regional development, in particular, the development of territorial communities and higher education institutions. The main managerial measures to control the establishment of interaction between higher education institutions and territorial communities have been identified, they include the following points: modernizing the mission of the university, taking into account the potential capabilities of the institution; identifying subjects for establishing interaction with, their functions and possible forms of activity; organizing training of university employees and territorial communities for the implementation of the "third mission"; making amendments to the regulatory documents of territorial communities, educational institutions; creating bodies for managing the process of interaction; analysing of the functioning of territorial communities and higher education institutions; developing a long-term plan for interaction with communities; developing criteria for assessing the process of interaction, the results of interaction and activities of employees; developing a system for encouraging employees to participate in the process of interaction; establishing communication in the process of interaction of higher education institutions and territorial communities; including representatives of communities and other subjects of interaction in the collegial bodies of higher education institutions; establishing the process of interaction and its evaluation; preparing methodological materials to help interaction participants; resolving financial problems of interaction establishment.
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