This article aims to assess the changes in the HEIs management system elements during the pandemic. The methodology was built on the analysis of management cases of Kyiv National University named after Taras Shevchenko and National University "Lviv Polytechnic". The internal documentation of HEIs management: strategies and development plans, internal documentation of quality management system implementation defining the main challenges of HEIs management were also used for case analysis. Results. It was determined that the pandemic generated significant structural changes in the system of HEIs management caused by changes in students' needs, development, and spread of innovative learning technologies, reduction in the number of international students, closing, merging, and restructuring of universities due to funding cuts. The pandemic has put forward challenges to the core business of higher education in supporting students through a wide range of curricula. These challenges make it much more difficult to implement interactive, person-centered traditional classroom instruction based on years of university experience. To adapt to a long-term pandemic, HEIs require flexible educational methods that will continuously adapt to different stages. COVID-19 led to the activation of long-term pedagogical trends, created a natural experiment to test and evaluate numerous innovations.
The article deals with the physical education teachers' perspectives in a changing
For the effective development of Ukraine in the conditions of global changes (political, economic, social, educational) the priority should be transition to a new economy – knowledge economy. The basis of knowledge economy will be the professional development of specialists in innovative business structures through lifelong learning, in particular formation of their transversal competencies. These qualitatively new specialists will be able to ensure the transition of companies to innovative forms of organization of production activities. The purpose of the article is to reveal the importance of transversal competencies formation among specialists of innovative business structures in lifelong learning to ensure competitiveness of Ukrainian companies at the international level. Methodology. To achieve the goal, general scientific and special research methods were used: comparative analysis and generalization – to study the international experience of innovative business structures; synthesis of theoretical and empirical data – to characterize Ukrainian companies according to the innovation index; structural-functional and system analysis – to study the features of knowledge economy and form hard, soft and business skills. Results. In formation of business structures, Ukraine still uses traditional criteria, while in the world there are innovative approaches – companies "gazelles", clusters, etc. Characteristic features and problems of gazelle companies functioning are analyzed, in particular concerning the personnel component. It is proposed to consider successful enterprises as centers of new economic zones, around which related enterprises, promotion infrastructure, clusters should be purposefully built. It is determined that national economic competitiveness is associated with knowledge and innovation driven capital. Two approaches to the management of business structures are analyzed. The first is based on implementation of subject-subject relationships, development of innovative transversal competencies in order to expand managers' “breadth of management skills" through LLL-education. The second is the experience of innovative enterprises, where management is transformed into information management with its inherent impersonal post / non / management. Formation of the phenomenon of transversal competencies on the basis of LLL-education is analyzed. This is ensured by changes in hard skills, acquisition of new soft skills and integrated business skills, which contributes to the creation of a new generation of professionals. It is determined that business skills are integrated from soft skills, which accumulate intellectual property knowledge, investment and financial literacy, sales skills, presentations and business negotiations, event management, project management, people, their work and time, etc. Emphasis is placed on the importance of forming knowledge economy based on the intellectual potential of society, in which the main levers are the processes of accumulation and use of information and its transformation into knowledge, which depends on the economic progress of the country. It is determined that on the basis of formation of scientific and educational clusters, introduction of crowd technologies, crowdsourcing in education during life the professional development of experts of innovative business structures will be provided. Practical importance. The results of the research can be used in the creation of training programs, retraining, reskilling and changing types of work in the modern production space, which include provisions of knowledge economy for professional development of innovative business structures through lifelong learning. The basic postulates of research can be useful for managers whose companies implement innovative approaches to management, the latest technologies in production activities and promote mobility in retraining in accordance with sociel needs. Correlation/ originality. Conclusions reached will help economists, politologists, social scientists and LLL learning educators to understand the importance of innovative concepts in development business structures and formation transverse competencies based on hard, soft and business skills.
Ze względu na plastyczność i dynamikę współczesnego życia społeczno-kulturowego można zauważyć, że edukacja przedstawia się obecnie jako system otwarty, tzn. taki, w ramach którego nie da się zaproponować pewnych stałych i niezmiennych rozwiązań. Zdaniem autorek artykułu oznacza to, że zmienność i dynamika problemów społecznych, ekonomicznych, psychologicznych czy środowiskowych determinuje konieczność podjęcia przez współczesnego człowieka tzw. kształcenia ustawicznego. Autorki podkreślają, że wdrażanie w społeczeństwach procesu kształcenia ustawicznego w obecnych warunkach społeczno-kulturowych będzie sprzyjać zrównoważonemu rozwojowi zarówno całej ludzkości, jak i poszczególnych społeczności.
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