КОРЕЛЯЦІЙНА ВЗАЄМОЗАЛЕЖНІСТЬ БРЕНДУ ЗАКЛАДУ ВИЩОЇ ОСВІТИ ТА БРЕНДУ ЙОГО НАУКОВО-ПЕДАГОГІЧНОГО ПРАЦІВНИКА

The article highlights the European progress of the Ukrainian higher education within the framework of the Association Agreement between Ukraine and the European Union and on the basis of Ukrainian legislation (Laws of Ukraine «On Higher Education» (2014) and «On Education» (2017), underlines that European integration of Ukraine is the strategy of development of the Ukrainian state, and the integration of the higher education system of Ukraine into the European Higher Education Area is recognized as one of the principles of state policy in the field of higher education. It is determined that the quality assurance system of education, defined by the Ukrainian legislation, consists of a quality assurance system in educational institutions (internal quality assurance system); external quality education system; quality assurance systems in the activities of the governing bodies and institutions that carry out external quality assurance of education. It corresponds to the European philosophy and practice of ensuring the quality of education. The characterization of the essence of Europeanization and Europeanization of higher education, European benchmarks in the field of higher education in the European Higher Education Area are provided. The author emphasizes that the dynamics of the implementation of these standards by the countries varies, although the commonality is the introduction of systems of internal quality assurance, external quality assurance, creation of an institution for the quality assurance of higher education. The challenges that exist on the way of synchronization of the quality assurance system of higher education in Ukraine with the European standards, as outlined in the Standards and Recommendations for Quality Assurance in the European Higher Education Area, are highlighted. A conclusion is made about the dynamic progress of the Europeanization of higher education in Ukraine and the need for further synchronization with European standards.

The article examines the problems and prospects of the accreditation system as a tool for ensuring the quality of higher education in Ukraine. The state and peculiarities of integration of the Ukrainian accreditation system into the European context are investigated. The purpose of this study is to analyse the accreditation system of higher education in Ukraine and to study its impact on ensuring the quality of education in accordance with European standards. The emphasis is placed on analysing the theoretical and practical aspects of accreditation in Ukraine, identifying problems and opportunities for further improvement. The study uses general scientific methods. The method of documentary analysis was also used. The article examines topical issues related to the accreditation system of higher education in Ukraine, in particular the factors that affect its effectiveness and compliance with European standards. The analysis of the state of integration of the Ukrainian accreditation system into the European dimension has revealed key challenges and prospects. The theoretical aspect of the study highlights the conceptual foundations of accreditation, its goals, and impact on the quality of education. The practical analysis revealed problems such as the lack of a unified assessment methodology and insufficient coordination between accreditation bodies. The results of the study can serve as a basis for developing specific strategies and recommendations to improve the effectiveness of accreditation and maintain higher quality standards in Ukrainian higher education. The article emphasises that accreditation is an important tool for monitoring and ensuring the quality of higher education in Ukraine. It serves not only as a mechanism for determining the compliance of higher education institutions with the established standards but also guarantees a high standard of education and compliance with academic standards. Recommendations for improving the quality of higher education in Ukraine are proposed, taking into account the European experience in the field of accreditation. The study emphasises the importance of affinity with European models and the need for active cooperation to ensure a high standard of quality of higher education in Ukraine.

The integration of Ukrainian higher education into the European educational area is a key condition for its reform and development. It provides for the activation of cooperation between Ukraine and the European Union in the field of higher education, harmonization of higher education systems, deepening of cooperation between higher education institutions of different countries, increasing the quality and importance of higher education in social processes, expanding the autonomy of universities and participation in academic mobility programs. The model of the European integration of higher education in Ukraine was developed. It can be used by other countries, taking into account the national features of their educational systems. The completeness of the adopted decisions and implemented measures regarding the modernization of the structure of higher education and the National Framework of Qualifications, the introduction of modern standards and educational programs, the principles and mechanisms of their development and implementation, compliance with European norms of organisation of educational process were studied and evaluated. The process of development the National Agency for Higher Education Quality Assurance as the key element of the quality system was analyzed. It has been established that all measures are carried out according to European practices and are consistent with the goals set by the Strategy for the Development of Higher Education in Ukraine in 2022-2032. These are significant steps towards improving the quality of Ukrainian higher education. It was determined that certain components of European integration are still in the process of implementation. It was emphasized that significant efforts will be required to rebuild Ukraine as a whole, to restore and develop higher education, in particular, in the postwar period in connection with the losses incurred because of the aggression of the Russian Federation. Received: 14 February 2023Accepted: 20 April 2024

The actualization of research on the problem of charitable and philanthropic support for the formation of higher education institutions of Ukraine is due to the fact that constructive retro-experience has prospects for use for the post-war recovery and development of modern institutions of higher education in Ukraine. The purpose of the study is to analyze the experience of charitable and philanthropic support for the establishment of higher education institutions in Ukraine at the beginning of the 19th century. Research methods. Achieving the goal of the article made it possible to use the methods of analysis, synthesis, comparison, concretization and generalization. The article specifies the main approaches to interpreting the concepts of «charity», «charitable activity», «patronage», «patronage activity». Based on the analysis of dissertations and scientific publications, it was established that the establishment of higher education institutions in Ukraine at the beginning of the 19th century took place with significant charitable and philanthropic support from broad sections of the population: nobles, craftsmen, former Cossacks, and peasants. It manifested itself in the provision of funds for the opening of higher education institutions, the transfer of material assets and land allotments, etc., which significantly supplemented budget funding. The value of the experience of charitable and philanthropic support for the formation and development of the system of higher education in Ukraine in the first half of the 19th century is indicated, since philanthropists were the initiators and sponsors of the opening of most universities, higher women's courses, lyceums and schools (gymnasiums) of higher sciences, and philanthropic support for the opening and development of universities and institutions of higher professional education in Ukraine in the 19th century became a common phenomenon.

Increasingly, studies address higher education institutions’ brand personalities, as universities communicate specific brand personality attributes in their marketing to build stronger, longer-lasting relationships. This study uses the six dimensions in the university brand personality scale (UBPS) of Rauschnabel, Krey, Babin, and Ivens (2016) to qualitatively explore 34 marketing students’ interpretations of a single university's brand personality, through brand storytelling toward co-creating brand value and differentiation. The transcribed narratives were analysed iteratively through deductively dominant content analysis in two stages. Findings from the anthropomorphic-based stories informed a matrix describing students’ subjective interpretations of their university's brand personality. The study's contribution is three-fold. Theoretically, it distinctively integrates signalling and social identification theory in a brand personality inquiry. Methodologically, this study's unit of analysis – students’ anthropomorphically grounded brand stories – is unique. Practically, it provides university marketers with student-enlivened university brand personality understandings to drive university brand relationships and differentiation.

The relevance of the work. The main threats and challenges facing higher education during the war period, namely, a threat to life and health of participants in the educational process; destruction and damage to the infrastructure of higher education institutions; forced relocation of institutions; the impact of war on the contingent of applicants for higher education and the composition of scientific and pedagogical workers; ensuring equal access to higher education; and other conditions, including limited funding − directly or indirectly affect the state of the entire higher education system. The article examines the process of ensuring the sustainability of the domestic higher education system through the transformation of its components; the decisions made by state governing bodies and higher education institutions and the measures implemented to ensure the viability of the industry in the conditions of martial law and reconstruction in the post-war period are assessed. Purpose. To study the impact of the russian aggression on the sphere of higher education, to analyze the adopted management decisions and the implemented measures, to evaluate their effectiveness in ensuring the functioning of the System in the conditions of war and reconstruction in the post-war period. To inform the educational environment about its modernization in the conditions of martial law. Scientific novelty. From the standpoint of ensuring the sustainability of the system in wartime, management decisions are comprehensively studied and measures are implemented to improve industry management, ensure access to higher education, optimize the university network, and modernize the organization of the educational process. The progress in the process of integrating higher education in Ukraine into the European Higher Education Area is assessed. The practical significance of the work consists in: establishing and assessing the focus and state of implementation of amendments and additions made to the Law during its validity; assessment from the standpoint of ensuring the sustainability of the industry in the conditions of war and the integration of Ukrainian higher education into the European educational space, new legislative and regulatory acts, implemented and planned measures aimed at implementing reforms in the field of higher education; constant information support for the process of implementing the provisions of the Law, the development of the System in the context of modern challenges. Results of the research. The study, analysis and comparison of the adopted management decisions and the consequences of their implementation indicate that the measures taken by government bodies and higher education institutions to overcome the negative impact of the war on the industry ensure its sustainability and efficiency in difficult wartime conditions: the network of higher education institutions is streamlined, the necessary contingents of applicants for higher education are successfully formed and supported, the structure of specialist training, organization and content of the educational process are modernized.

The purpose of the work is to study and actualize an important, but little-researched aspect of the Ukrainian revolution of 1917-1921 – the development of higher education during the Hetmanate of Pavlo Skoropadskyi. Considering the concentration of higher education institutions in Kyiv at that time, this study is based on the analysis and reconstruction of the development of old and the establishment of new universities in Kyiv during the time of the Ukrainian State. The research methodology is based on the approaches that will give the greatest productivity and have practical significance for today. They include both the general scientific (analysis, deduction, induction, logical, synthesis, etc.) and the special scientific (historical-typological, comparative-historical, problem-chronological, synchronization, etc.) methods. The principles of the research lie in the observance of scientific ethics, maximum objectivity, and scientificity with a popular science approach in presenting the results so that they are understandable to a wide listening audience, taking into account the relevance for these days. The scientific novelty is attributable to the focus on that aspect of the Hetmanate period that has not been thoroughly studied and, at the same time, allows us to give a lot for the present to ensure the further sustainable development of Ukraine as an independent and successful state – in the field of higher education. Information about the higher education institutions that were established or operated in Kyiv under the Hetmanate is presented. Conclusions. Considerable attention of Hetman's government to the development of higher education in Ukraine, particularly the establishment of new institutions of higher education – not only reforming but also powerful financing of higher education – is paid. The thought-out Ukrainization of higher education is confirmed. Also, there is no pressure on higher education institutions and respect for their autonomy. The development of higher education for national minorities was also ensured. All this has important practical significance for modern Ukraine.

The development of innovativeness affects the modernization of higher education, in particular, technical in the context of STEM education. It was noted that the modernization of higher education in Ukraine needs to take into account the general trends in the development of higher education systems in the context of globalization and European integration processes. The expediency of the structural-functional model of teaching physical and technical disciplines on the basis of STEM education in the conditions of transdisciplinarity is substantiated. It has been established that a change in the field of higher education, in particular technical, taking into account the development of STEM education, involves a review of the concept of training specialists in each specific field of activity, therefore, the modernization of the content of education requires updating the educational and methodological base (goals, content, methods, forms and means), through which modern innovative approaches will be implemented in the future. The experimental component of the study of physical phenomena has developed due to an increase in the number of different types of experiments (quantitative and qualitative) in physical experiments using STEM technologies (new physical kits, ICT, 3‑D modeling, etc.). Taking into account modern trends and the main directions of improvement of the educational process, a methodology for teaching physical and technical disciplines was created, which is aimed at effectively familiarizing students with the basics of physics, which is necessary for further study of the disciplines of a professional direction and should be aimed not only at high-quality, scientifically and methodologically justified teaching of the content of its basics, which is provided by the educational activity of the teacher but also mainly at the activation of independent educational and research activities of students. Such a method should develop and stimulate interest in knowledge and understanding of Physics, their application in explaining the phenomena and processes of the microcosm and the surrounding world as a whole, and give students an effective system of knowledge, skills and abilities, and form a scientific outlook. The results of the conducted comparative experiment to identify the effectiveness of the proposed method of teaching physical and technical disciplines in the context of STEM education showed that the level of formation of physical knowledge, abilities and skills of students of higher education in the control groups is lower than the corresponding level in the experimental groups. The critical value determined according to the table for the level of significance accepted in pedagogical research is ; , that is , and on the basis of the Kolmogorov-Smirnov criterion leads to the conclusion , that is (0.035 > 0.0003), that is, the developed method of teaching physical and technical disciplines in the conditions of the development of STEM education is more effective than the existing one.

The article emphasizes the need for orientation of higher education in Ukraine to meet the educational needs of the individual, to restore the intellectual, spiritual potential of the nation, the output of domestic science, technology and culture to world European levels, the formation of statehood and democracy in society, the provision of the labor market by highly skilled and competitive specialists. The condition for ensuring such orientation is the change in the relevant quality indicators of higher education through the change in the national idea of higher education; the development of higher education should be subject to the laws of a market economy; Higher education development should be considered in the context of trends in the development of world educational systems, including Western European ones. A group of standards has been negotiated under the terms of guaranteeing the quality of higher education - these are standards for the internal quality assurance of institutions of higher education; - standards for external quality assurance of institutions of higher education; - European Standards for External Agencies for Quality Assurance in Higher Education. The process of assessing the quality of higher education in Ukraine, which is conducted under internal and external procedures, is investigated, namely: - the process of internal evaluation includes systematic collection of administrative information, interviews of students and graduates, informal discussions with teachers and students; - The component of external evaluation is the attendance of the faculty by the control group to determine the quality of teaching and teaching. External observers are teachers or people of professional background who, based on communication with students and young researchers, make a final report. Within the framework of the definition of psychological and pedagogical conditions for improving the quality of higher education in Ukraine, it is proposed to use the experience of the quality assurance system in European countries, namely: - a culture of quality assurance: availability of strategy, policy and atmosphere of internal quality assurance of higher education institutions; - culture of quality assurance: the autonomy of institutions of higher education as a prerequisite for the effectiveness of quality assurance processes; - culture of quality assurance: external quality assurance as a function of an independent agency and the direction of external quality assessment to improve the performance of institutions of higher education; - Motivation for quality assurance; - quality assurance of scientific activity: from the index of quotes to peer review; - the interaction of universities with stockholders; - reform of the third cycle of higher education; - Internationalization as a tool for quality assurance; - the role of students in the processes of quality assurance.

In this paper, we show how the new educational value is created and managed at Kyiv National Linguistic University taking its strategic direction towards the transformation that the higher education of Ukraine begins to undergo in its harmonization with that of Europe, in the face of the grand challenges and in response to the grand changes that are now revamping Ukraine and the world.We seek to add an interpretive depth to the concept of transformation by particularizing that this must necessarily be a change in the content, rather than merely a change in the form, which generally is the case with metamorphoses, when it is an input to the content that causes the form to change. To this end, we document the onset and the stage-by-stage development of an academic course in Computational Linguistics that in its evolution migrated from the periphery to the core of the educational program it is part of, creating a sustainable European educational culture in the educational space of the University.We give a comprehensive account of our concerted educational action in launching the course, and unpack our understanding of how exactly the course contributes to the professional and personal transformation of its students, on the one hand, and to the big transformation of higher education in Ukraine, on the other. We show that our action was informed by our educational praxis with which we continuously engaged in making the artifacts constitutive of the culture: the educational materials that we developed, and the pedagogical and psychological choices that we made when tailoring particular learning experiences for the students. All these in a tandem form our educational practice that we in this paper specify as one endowed with a European spirit. This practice is the input that we prove was transformative throughout the educational change.The course in Computational Linguistics at Kyiv National Linguistic University ensures the quality of higher education according to European standards, contributing to the national repute and internationalization of the University.

Brand is a socio-economic phenomenon. Brand is the product of the development of commodity economy to a certain stage. The generation of brand marks the maturity of the concept in the process of commodity exchange. To simply define a brand, it refers to a name, symbol, symbol or design of a seller or service, highlighting its competitive advantage and being distinguished from its competitors. In tandem with trends toward the popularization, marketization, and internationalization of higher education, brand marketing emerged in the field of higher education in the 1980s. In addition, with improvements in social welfare and new forms of public management, the commercialization and marketization of higher education have attracted increasing attention. The definition of the university brand can be described as that the university brand is the organic combination of representation information (name, noun, mark or design) and profound connotation (value, culture, personality and spirit), so that it is distinguished from competitors and recognized by consumers. Brand strategy is the overall planning and implementation of brand building and future development carried out by brand institutions under the guidance of brand strategic thinking based on their own conditions and analysis of the current situation and future trends of the external competitive environment. The essence of brand strategy is to shape the core expertise of the company, thereby ensuring its long-term development. Brand strategy is to establish a corporate strategy centered on building a strong brand. The core of raising brand building to the business strategy of a company lies in establishing a distinctive brand identity. Through the analysis of the actual situation and future trend of the external competitive environment, according to the guidance of its own conditions, the university conducts the overall planning and implementation of the future development of the university under the guidance of brand strategic thought. The C9 Alliance is the first university alliance between top universities in China. The alliance includes nine universities, including Peking University, Tsinghua University, Zhejiang University, Fudan University, Shanghai Jiao Tong University, Nanjing University, University of Science and Technology of China, Xi'an Jiaotong University and Harbin Institute of Technology. Its development model, development path, talent training and other aspects are the target of many Chinese universities. Centering on the connotation of university brand, this paper analyzes the brand implementation road of "C9 Alliance" university to prove the rationality of the model observation point proposed in this paper, and on this basis, puts forward reference suggestions on the implementation path of ordinary undergraduate university brand.

University brand is becoming a research topic that is increasingly of interest to researchers and university administrators because of its great role in the context of the strong development of higher education. This research aims to review and synthesize current studies on definitions, antecedents and consequences of university brand. The study applied a systematic synthesis method of 76 articles from reputable database sources in the period 2000-2023. The research findings indicate that the antecedents of university brand are divided into tangible group and intangible group with 08 factors including brand design, facilities and equipment, human resources, training programs, financial policies, communication activities, reputation and brand personality. Furthermore, from the standpoint of approaching university stakeholders, the consequences of university brand are highlighted in this study. Finally, the study points out some policy implications for institutions and suggests some future research directions.

The article studies peculiarities of organization of teaching of theoretical linguistic disciplines in the context of informatization of education. It emphasizes the importance of using internet technologies in the system of higher education, reveals main theoretical groundings of their implementation into the educational process and training teachers of English as a foreign language. The author analyses didactic parameters of using web-resources in the process of teaching linguistic theoretical academic subjects, taking as an example Theoretical grammar of the English language. The article gives an overview and brief analysis of some on-line linguistic databases, resources, free language theory courses which are widely available. The author demonstrates various possibilities of using specialized on-line resources for teaching the theory of the English language and organizing research work of undergraduate and graduate students. Reform of higher education in Ukraine is caused the needs of today society due to the building of information society and integration in the global intellectual space dimension. Modification of the requirements of educational process in higher education, its quality and semantic parties should ensure the quality of training to world standards. That is one of the main vectors and targets of the improvement of higher education in Ukraine should create a system of quality assurance and professional development aimed at forming professional independence and acquire new knowledge and skills in the conditions of intensive informational society. In this context particularly urgent search for new and upgrade existing forms of educational process appears. Thus, approaches to teaching theoretical subjects in a foreign language must be updated in view of the need for a informative professional competence. The systematic use of the Internet for relevant practical, research, creative tasks will improve professional skills improvement, skills will form the search, selection and analysis of scientific material. Further research prospects seen in a detailed study of the experience of using online technology in teaching linguistic disciplines at leading universities abroad.

The article reveals the peculiarities of higher education in Ukraine during its independence (1991 – 2002). The legislative framework, in particular, the Law of Ukraine “On Education”, the State National Program “Education” (Ukraine of the XXI century), the National Doctrine on Education Development, etc. has been shown. The attention is focused on the main directions of the development of higher education, such as: personal orientation of education; formation of national and universal values; creation of equal opportunities for youth in obtaining high-quality education; development of the system of continuous education and education throughout life; formation by means of education of a healthy way of life; development of the Ukrainian-language educational space; provision of economic and social guarantees for professional self-realization of pedagogical, scientific-pedagogical workers, increase of their social status; integration of education and science, development of pedagogical and psychological science; development and introduction of educational innovations, information technologies; integration of Ukrainian education into European and world educational space. The priorities of higher education in Ukraine, its principles and directions have also been determined. In particular, it is the training of people of high education and morals, qualified specialists capable of creative work, professional development, mastering and implementation of knowledge intensive and information technologies, mobility and competitiveness in the labor market; creation of the necessary conditions for the development of gifted youth; support of young people with special needs; upbringing of a healthy lifestyle, development of youth sports, tourism; ecological, legal, economic education and upbringing; succession and continuity of education; variety of types of educational institutions, variability of educational programs, individualization of education and upbringing; monitoring of educational process, increasing the quality of educational services; creation of conditions for effective professional activity, support of work capacity and preservation of health of pedagogical, scientific-pedagogical workers in accordance with their role in the society. Knowledge of peculiarities of the development of the higher education system of Ukraine, its considerable capacity and scientific potential will be able to provide further and rather rapid innovative development of this sphere.

The article considers the functioning of higher education in Ukraine, from fraternal schools to the emergence of the first universities (Ostroh Academy, Kyiv-Mohyla Academy, Universities of Lviv, Chernivtsi, Kharkiv, etc.). In particular, attention is focused on the historiography of the Kyiv-Mohyla Academy, the traditions of which are reproduced in the documentary illustrative source of I. Nechuy-Levytsky – the story “Khmary”. The functioning of the Kyiv Academy and its usual teaching methods (in particular, conducting exams) are studied on the example of this novella. The author, focusing on his own learning experience, realistically conveys the life at that time and learning conditions of students of Kyiv. Two antipodes of the intelligentsia of the older generation (Stepan Vozdvyzhensky and Vasyl Dashkovych) are analyzed, the actions of which clearly demonstrate the academic life of Kyiv in all its manifestations. The maturation of these characters as teachers and their attitude to their work are demonstrated. In contrast to the parental experience, the younger generation of Ukrainian students is represented by the story “Khmary” (Pavlo Radyuk, Olga Dashkovych). The specifics of Ukrainian women’s higher education (institutes and higher women’s courses) are revealed. In an ironic perspective, drawing on the character of Olga Dashkovych, the detrimental effects of such education through the inculcation of vain ideas, quasi-science, false ideas and ideals that led to life’s helplessness are depicted. Focusing on the story “Khmary”, the methodology of the exam is studied. Thus, on the example of Stepan Vozdvyzhensky and the Metropolitan, subjectivity is demonstrated in the assessment, the intellectual level of the examiner himself through his perception of the new European philosophy. It is found that for any generation the exam remains a test, an incentive to learn and a ground for the necessary knowledge. Keywords: I. Nechuy-Levytsky; “Khmary”; Stepan Vozdvyzhensky; Vasyl Dashkovych; Pavlo Radyuk; Olga Dashkovych; University; higher education in Ukraine; women’s education; exam methods.