The article presents the diagnostic and analytical results of the research on higher school teachers' competence at Borys Grinchenko Kyiv University (Ukraine). Theoretical and methodological analysis is carried out and the content of three competence profiles of lecturers in higher education is defined: professional and pedagogical, social and personal, academic, reflecting the main areas of the lecturer's activity. Diagnostic tools of qualitative assessment of teachers' competence components in each of the profiles are developed. The study allowed for revealing the development of certain lecturer competences according to the identified profiles: innovative, digital, management (professional and pedagogical profile), leadership, civic (social and personal profile), research, international cooperation, and scientific PR (academic profile). The results of the diagnosis are the basis for the development and implementation of a system of measures for increasing the quality and standardization activities of higher education lecturers at the institutional, national and European levels. The article provides appropriate recommendations.
Purpose. To examine the mechanism of managing changes resulting from the promotion of a new value system by higher education institutions. Methodology. The research is based on the methods and tools of cultural economics, which allow the authors to comprehensively reveal the relationship between the value system and behavior, on the one hand, and the changes caused by values and behavior, on the other hand. The authors used the methods of modeling, comparative analysis, strategic and systematic approaches to the analysis of economic and managerial organization of the cultural sector and the behavior of producers and consumers. Findings. The study proved that: 1) the value system and its manifestations in practice signal the readiness of city residents to accept or reject changes; 2) the success of promoting a new value system depends on the alignment of the initiative to change the existing value system with the values of the change recipients; 3) the inconsistency between the value system that is being promoted and the recipients values shall be eliminated by means of communication with the change recipients. Communication aims to remove anxiety from expected changes and make the changes attractive to the recipients; 4) anxiety shall be remedied by the messages convincing the change recipients of the positive effects of changes on their value system and of the negative consequences if the recipients reject changes. Originality. The application of Schwartzs Theory of Basic Values and the model of Lngstedt and Manninen allowed the authors to explore the mechanism of managing changes resulting from the promotion of a new value system by a higher education institution. Practical value. The obtained results allow for the effective use of the methods and tools of cultural economics in the formation and promotion of a new system of values by a higher education institution.
Постановка проблеми. Всім людям, незважаючи на національність, колір шкіри, місце проживання, фах, посаду та інші чинники, притаманні обмежений термін життя, прагнення забезпечити якомога вищий його рівень, відмінні потреби й можливості їх за-доволення. Однак можливості реалізації своїх прагнень у людей різні, що є передумовою диференціації населення за рівнем та якістю його життя, тобто виділення багатих, осіб із середніми статками і бідних. Понад те, поглиблення майнового розшарування насе-лення більшість сприймає як об'єктивний наслідок розвитку суспільства, і водночас, як передумову загострення протиріч між окремими верствами населення, зокрема, через суперечливе походження капіталів багатіїв і відсутність у бідних коштів на задоволення навіть їхніх фізіологічних потреб.Бідність набуває різного рівня та глибини, що зумовлено відмінностями рівнів еко-номічного розвитку й дієвості соціальних програм. І хоча у світі є різні критерії бідності та підходи до її подолання, усі країни мають за мету скоротити масштаби цього суспільного явища та його негативний вплив на соціально-економічну ситуацію, оскільки усвідом-люють: бідність обмежує не лише міру задоволення індивідуальних потреб, а й сукупний попит, обсяги виробництва й торгівлі, і, зрештою, стримує економічне зростання. Україна не є винятком, оскільки тут посилюється стурбованість широкого загалу через зростання масштабів бідності і поглиблення розшарування населення за статками, скорочення їхніх реальних доходів та ін., що підтверджує актуальність досліджень, спрямованих на розв'язання проблеми бідності. 125
The article is devoted to the analysis of the competitiveness of institutions of higher education from the point of view of Educology – an integrated science of education, which is a kind of educational synergy for the study of the field of education. Emphasizing the interdisciplinary nature of educational research, which includes economic, social, legal, cultural, managerial and other aspects, the author characterizes the concept of competition and competitiveness in the field of education in the context of the internationalization of the educational industry, investigates its factors. The article reveals the essence of competition, its functions and driving forces of the educational market, as well as the interrelationship of the influence of the latest trends in the development of education on the competitiveness of higher education institutions. Special attention is paid to the analysis of the concept of «educational services», the main approaches to its definition, the characteristics of the features of the creation of educational services by institutions of higher education, their classification and types of educational services on the educational market, as well as the concept of additional educational services. The author notes that the main task and the main function of competition is the conquest of the educational market, the fight for the consumer, the victory of one’s competitors, and the provision of stable profits. In addition, the essence of competition is expressed by certain forces that encourage it to develop, regardless of whether it operates only on the domestic market or on the foreign market as well. The article pays special attention to the characteristics of educational services, which have the following advantages: availability of additional educational services provided by a higher education institution; the possibility of mobile exchange of students and internships for teachers both within the country and abroad; practical significance of training, its practice-oriented content; assistance with employment for graduates of a higher education institution; proper material and technical base, availability of modern information and communication technologies.
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