One of the most relevant approaches to determining efficiency is rightly considered the attractiveness of the company in terms of investing in it and receiving remuneration by the owners or managers of the company. From these positions, there are three most relevant indicators of efficiency analysis can be distinguished: Return on Equity (ROE), Return on Assets (ROA), and return on EBITDA (EBITDA Margin). The ROE indicator shows how much profit each invested monetary unit brings on capital and is considered a measure of how efficiently the company's management uses its capital to make a profit. Investors most often consider ROE as acceptable provided that its value is not lower than 14 %, and in the case of a value of less than 10 % is a bad value. ROA describes how well a company uses its assets, determining how profitable a company is with respect to its total assets. ROA is best used when comparing similar companies or when comparing a company with its efficiency over previous periods. ROA takes into account the debt obligations of the company, unlike other indicators (in particular, ROE). The EBITDA margin is considered the monetary rate of return on transactions with real money before capital expenditures, taxes, and capital structure. This eliminates the impact and consequences of non-cash expenses, such as depreciation. Investors and owners can understand how much money is generated for each monetary unit of earned income, and use such an indicator as a guideline when comparing different companies. The low EBITDA Margin indicates that the business has problems with profitability, as well as cash flow problems. On the other hand, a relatively high EBITDA Margin means that business profit is stable. Keywords: efficiency, enterprise, indicator, management.
It is important to analyze the manifestations of the crisis at the regional level, which allows both regional (local) and national authorities to develop effective support tools. From this point of view, it is important to clearly understand which aspects of economic development the crisis has a key impact on, and whether such impact is uniform across different sectors and areas of economic development. Much attention is paid to the problem of assessing the state of the business environment. However, the main disadvantage of most of them is that they are sometimes difficult to conduct in terms of operational analysis and availability of open data. The object of research is the processes of studying the state of the region's economy. The subject of the research is the impact of the COVID-19 pandemic and the current economic crisis on the region's economies. In the process of scientific research, we solved such tasks: identification of key problematic factors in relation to regional economic development, including caused by pandemic and lockdown; reliable, freely available and up-to-date sources of statistical information on regional economic development are identified; a comprehensive method of generalizing the impact of the COVID-19 pandemic and the economic crisis on regional economic development. We proposed to analyze the impact of the COVID-19 pandemic and the current economic crisis on the economic development of the regions of Ukraine on the example of Sumy region. The analysis is based on open data from static authorities, which periodically publish monthly and quarterly information. The study confirmed the serious negative impact of lockdown and pandemic on the economic development of the region in a number of key indicators: the index of industrial production, the volume of industrial products sold, freight turnover and passenger turnover. At the same time, we observe a generally neutral impact of the crisis on such regional indicators of economic development as the volume of commodity export and import transactions and the stability of retail trade.
The educational ecosystem, by its very nature, gained popularity in the educational process relatively recently. Using the parameters of a biological ecosystem, a learning ecosystem is usually described as a complex community and environment where the learner interacts in a mixed environment where time, place and space are constantly changing. Entrepreneurial ecosystems have recently attracted attention mainly in the sphere of policy and decision-making, where communities and regions seek to develop and expand entrepreneurial structures in particular areas and industries. The idea of ecosystems in entrepreneurship is becoming an increasingly popular topic around the world, as economic development is seen as a solution to both social and economic problems. The article examines the peculiarities of the functioning of educational ecosystems on the example of the educational ecosystem for entrepreneurship education and the study of their role in the system of relationships "education - business - labor market". The educational ecosystem of entrepreneurship includes several levels - individuals (students, teachers, staff, practices and administration), groups of people (faculty, students), organizations (incubators, centers), events and stakeholders (stakeholders) of the community (government, politicians, industry, sponsors). Central to the educational ecosystem is internal entrepreneurial activity that functions around educational (educational), additional (extracurricular) and research (scientific) activities. The main types of educational institutions, depending on their role in the educational ecosystem, are: broker - an educational institution that assumes the role of an intermediary, will have a wide scope of activities, many courses, joint activities and research projects of teachers, but support will be provided from the bottom up, and participation may not be a priority for the institution; facilitator – the educational institution performing this role will have several separate disciplines, a limited number of teachers and support staff; hub – an educational institution that assumes the role of a center, will have both a wide range of core activities and a deep commitment to certain aspects of entrepreneurship; developer – an institution that takes on the role of developer will have significant commitments in terms of resources, infrastructure and culture, but the range of curricula, extracurriculars and research will be narrow.
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