In the article the method of analysis of financial potential using taxonomy method has been developed as well as it has been tested on the basis of empirical data of Ukrainian forestry enterprises. The application of such a method made it possible to construct a rating assessment of a complex and multifactorial economic object – the financial potential, using algorithms of systematization to multidimensional quantities. The authors present the stages of application of analytical procedures for assessing the dynamics of taxonomic indicators of financial potential as well as for constructing the rating of the suggested business entities. An innovative model of financial potential of forestry enterprises is proposed, which will allow to identify the complex of properties of an object as a basis for forming a set of analytical procedures for assessing its state. The obtained results of the analysis can serve as the basis for constructing a management strategy to optimize the financial potential of the enterprise.
The main goal of the article is to develop a model for the development of the pedagogical competence of the finance teacher at the university. The object of the study is the pedagogical competence of the finance teacher at the university. The importance of developing the pedagogical competence of the finance teacher at the university has been proven. The research methodology can be described as a set of methods of modelling and theoretical and methodological analysis. According to the results obtained during the study, we presented a multi-store number of the main aspects of the formation of the pedagogical competence of the finance teacher at the university. Elements of scientific novelty are represented by processes to form the pedagogical competence of the finance teacher at the university, which are depicted on educated models. The study has a restriction in the form of concentration only on the characteristics of the teacher at the university. In the future, it is necessary to expand your scientific attention to other specializations. The prospects of further research may be an analysis of foreign experience in the formation of the pedagogical competence of the finance teacher at the university. Aspects of the formation of pedagogical competence for teachers of other higher educational institutions, and not just a finance teacher at the university, remain unresolved.
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