Брендинг высших учебных заведений: принципы, технологии

Abstract. Introduction. Higher education institutions are a multicomponent centers of professional development of future specialist and centers of formation of human and social capital of country. An important condition for ensuring the competitive functioning of education institution, its ability to increase spiritual and intellectual potential of country is the development of organizational culture of institution. Organizational culture is a collective characteristic of the sociopsychological environment of educational institution, formation and development of which is determined by adaptability to external changes. Effective organizational culture contributes to the achievement of intellectual and cultural social goals by clearly defining the mission, goals and development strategy of higher education institution. Purpose. The purpose of the article is investigation the formation and development of powerful organizational culture of higher education institutions and presentation of its role in achieving competitive advantages of organizations at educational services market. Results. The essence of organizational culture of higher education institution is investigated. The views of scholars on interpretation of the terms «organizational culture» and «corporate culture» are presented and generalized. There is noted that organizational culture is a basis for formation of corporate culture of organization. Factors influencing the formation and development of organizational culture of higher education institution are identified and characterized, such as: professional activity of management, personal and professional development of teachers and students, macroeconomic environment, structural and organizational characteristics of institution. The influence of organizational culture on achievement of higher educational institutions' competitive advantages due to improvement of effective indicators of educational and scientific activity is presented. Modern tendencies in educational services market caused by migratory moods of youth, aging of the population are presented. The main measures to improve the organizational culture of higher education institutions at different levels (administrative, teaching, student and service) are described, which will increase the competitive position of organization. Conclusions. Organizational culture is very important for ensuring the quality and effectiveness of educational, scientific and cultural processes of higher education institutions, uniting the values, goals and norms of behavior and communication between all participants in educational process, regardless of positions and social roles. The full development of organizational culture of higher education institutions requires the coordination of values, skills and abilities of all representatives of organization to achieve a synergistic effect.

Electronic environment has its great effect on university libraries that serve higher education. These libraries are considered the backbone of higher education and scientific institutes as they play an important role in higher education process as a whole with a special reference to scientific research. The importance of these libraries lies in that they provide information resources and services which improve scientific researches. Meanwhile, electronic environment has greatly affected their roles; an act which led to the appearance of so many kinds such as digital libraries, electronic libraries, etc…. This environment imposes new roles on libraries so that they can keep playing their part to serve scientific research. Moreover, due to the continuous progress witnessed in developed countries in the form of newly issued researches, libraries have to offer new services that can cope with the new technological era. For this reason, the topic of this study is selected which is: the role of university libraries in the light of e-learning environment to improve higher education and scientific research. The goal of this study is to shed light on the role of university libraries based on the e-learning environment to identify the benefit they can get to help with enhancing scientific research. Identifying the role of digital libraries and data resources with an aim to develop higher education lies in that these libraries support learning and teaching processes generally and e-learning process specifically. They are also considered an essential factor for scientific research requirements in addition to enhancing the skills and capabilities of the pillars of the educational process. They have an effective role and high efficiency to improve information resources, economize expenditures, minimize costs and save time as well as effort. E-learning technologies have the world confronted with a new revolution in education and opened new horizons for recent norms of education as well as training at all educational institutes especially higher education ones. E-learning requires dependency on recent technologies so as to offer students a quality educational content in an effective way through its distinguished positive characteristics like minimizing time, effort and costs in addition to its high capacities to improve the students’ learning levels and skills effectively. Besides, it aims to provide a quality teaching and leanring environment that is interesting and exciting enough for both students and teachers to get rid of time and space limitations allowing students to learn according to their abilities, appeals, and levels of knowledge and skills. E-leaning and its different varied technologies have recently become a necessity for higher education. The great concern to benefit from its high capacities forms a basic effective feature to improve and enhance the educational process at higher education institutes.

The purpose of the article is to analyze innovative and very interesting methods of teaching foreign (English) language cadets and officers of higher military educational institutions. The aim of this research is to determine the strategy that is best chosen by the teacher in order to help cadets and officers of higher military educational institutions to achieve a high level of knowledge of a foreign language (English). The relevance of the research is not only to take classes under the new «Flipped classroom method» in groups of cadets and officers of higher military educational institutions, but also to prove that this implementation will improve and accelerate the acquisition of knowledge of a foreign language. In the article a number of advanced teaching methods that have already become traditional are examined and the needs of modern teaching of a foreign language in higher education institutions are met. The article reveals the essence of the «inverted class» (Flipped classroom) concepts and «inverted learning». In the article all the positive aspects of learning with the help of using the concept of «inverted class» (Flipped classroom) are analyzed. The prospects for the use of this concept are determined, taking into account world examples of its introduction into the educational process in foreign educational institutions. The research objective is to offer a special program on the Flipped Classroom learning methodology to better learn foreign (English) language by cadets and officers of higher military educational institutions, and to prove that with the help of this technique high levels of foreign language skills in the field of professional communication can be achieved. The author studies the differences between the traditional and flipped lessons, and taking into account new functions of a teacher in the lecture-room and the teacher as a tutor. The article describes main advantages and possible disadvantages of the flipped-class learning.

The article substantiates the effectiveness of implementing health‐preserving technologies in higher education institutions based on the principles of pedagogical modeling. The prospects of integrating these technologies into the educational process to design a health‐preserving educational environment in higher education institutions have been studied. It has been demonstrated that modern higher education institutions face the necessity of providing optimal conditions for student learning and development, which include not only academic training but also the support of physical and mental health. It has been established that health‐preserving technologies are an integral component of professional training, contributing to the improvement of higher education quality. The implementation of these technologies based on pedagogical modeling enables the creation of a systematic approach to fostering healthy habits and ensuring a supportive educational environment. Health‐preserving technologies (HPT) are considered a comprehensive set of methods, tools, and approaches aimed at supporting and enhancing individuals' physical, mental, and social health in various environments, including educational institutions. In the context of higher education, HPT encompasses a wide range of tools integrated into the educational process, administrative functions, and the overall institutional environment to create favorable conditions forstudent learning and development. Health‐preserving technologies (HPT) are defined as systematically implemented measures and innovations aimed at preventing negative health impacts, enhancing physical activity, improving psychological well‐being, and promoting the social welfare of students. A classification of HPT is proposed, grouping them into ergonomic, psychological, social, and informational categories. The functions of HPT in higher education have been identified as follows: prevention of occupational diseases and stress, enhancement of academic performance, development of self‐regulation skills, creation of a supportive educational environment, and facilitation of social integration and interaction. It has been demonstrated that the implementation of HPT in higher education institutions should be based on clearly defined principles, including systematicity, individualization and adaptability, comprehensiveness, preventive orientation, innovativeness, ethicality, and confidentiality. Pedagogical modeling has been explored as a methodological foundation for integrating HPT into the educational process of Ukrainian higher education institutions. It has been determined that the use of modeling enables the creation of educational frameworks that consider the physiological, psychological, and social health aspects of higher education learners. This approach not only prevents occupational diseases and stress but also fosters the development of self‐regulation skills and a responsible attitude toward personal health. The integration of health‐preserving technologies into the educational process based on pedagogical modeling is an essential step toward ensuring the sustainable development of higher education institutions. This integration creates favorable conditions for student learning and development, promotes their physical and mental well‐being, and enhances the overall effectiveness of the educational process.

Purpose – is to determine the current state of physical education teaching in higher education institutions. Research material and methods: pedagogical modeling and forecasting; analysis, synthesis, generalization, specification. Results. It was found that the educational process of physical education in higher education institutions is regulated by state regulatory and legal acts. However, in the context of expanding the autonomy of educational institutions, the role of internal regulation in higher education institutions regarding the specifics of the organization of physical education of students is growing. It has been established that the traditional model of building the process of physical education of students is being developed mostly in higher education institutions. However, recently, other models have been developed, which have advantages in terms of the maximum development of individual physical abilities of applicants, as well as the formation of their physical fitness, taking into account the needs of the future profession. However, the formation of models of physical education as full-fledged components of the system is complicated by problems related to the peculiarities of training in wartime and distance/asynchronous teaching. They need to be solved not as separate issues in the structure of the educational process, but in the context of improving the entire system of physical education, taking into account the achievement of the goal of preserving the health of student youth.. Conclusions. Thus, the main models of the organization of the process of physical education in higher education institutions and their possibilities in ensuring the quality of the educational process in today's conditions have been established. It is noted that the modern system of physical education of higher education institutions needs correction in accordance with current conditions and the future transformation of the educational process. It has been established that there are problems with the organization of training and control of the success of higher education students, as well as the quality of the physical education process against the background of maintaining stable forms of its implementation in the educational environment.

Research goal: the research is aimed at theoretical substantiation of applying the augmented reality technology and its peculiarities at higher technical educational institutions. Research objectives: the research is to solve the problems of determining the role and place of the technology in the educational process and its possible application to physics training. Object of research: teaching physics to students of higher technical educational institutions. Subject of research: the augmented reality technology as a component of the training process at higher educational institutions. Research methods used: theoretical methods include analysis of scientific and methodological literature; empirical methods include studying and observation of the training process. Research results: analysis of scientific publications allows defining the notion of augmented reality; application of augmented reality objects during laboratory practical works on physics is suggested. Main conclusions. introduction of the augmented reality technology in the training process at higher technical educational institutions increases learning efficiency, facilitates students’ training and cognitive activities, improves the quality of knowledge acquisition, provokes interest in a subject, promotes development of research skills and a future specialist’s competent personality.

Aim – conduct an analysis of the Russian market of educational programs in the field of additional professional education for specialists of pharmaceutical companies. Material and methods. The analysis of the market of educational programs was based on the data of the annual reporting of a number of institutions of higher education for the period from 2017 to 2021. Based on the data obtained, the share indicators of educational organizations in the Russian market of educational programs in the field of additional education of specialists from pharmaceutical enterprises were determined. The share indicator was used to determine the concentration of the educational programs market and the level of competition in the market using the concentration index and the Herfindahl – Hirschman index, respectively. In addition, in the course of the work, such analysis methods as generalization, methods of logical, classification analysis were used when combining ongoing programs of additional professional education into groups of systemic and comparative analysis when assessing both the overall profitability of the market by year and the profitability of individual universities. Results. Based on the analysis, data were obtained on the profitability of the market for additional professional education services for pharmaceutical industry specialists; the presence of a high level of concentration of educational services in the market of additional professional education with a slight level of competition was established; the features of the implementation of additional professional training for specialists in the pharmaceutical industry are determined. Conclusion. The importance of additional professional education for specialists in the pharmaceutical industry has been confirmed. The further direction of development of the sphere of additional professional education for workers of pharmaceutical enterprises has been determined. The increase in the Russian market of additional educational programs based on current data on the development of the industry was justified. Recommendations have been formulated to expand the currently implemented programs of additional professional education based on the growing needs of the pharmaceutical market.

The development of modern information-communication technologies has enabled the development of electronic knowledge distribution channels that expand the effective level of general and specialist education. This trend is also present in higher education because higher education institutions and institutes increasingly rely on the use of modern information-communication technologies in their operations. The effects of the use of personal computers, the Internet and global social networks are multiple in the higher education system as well. In the process of acquiring new knowledge, developing creativity, as well as ensuring greater activity in the process of education, new learning technologies, with the use of multimedia systems, created the prerequisites for the engagement of all individual and collective resources. The most important source of the state’s competitive advantage is the ability to educate and retain highly educated personnel in the field of information technologies. From that aspect, the paper discusses information technologies as a scientific discipline and general conditions for education in the field of information technologies. The impact of technical and pedagogical changes on education in this area is analyzed with particular attention. It is known that information technologies are suitable for vocational education, and the modern environment sets specific requirements regarding the applicability of knowledge acquired in higher education institutions. The dynamic and turbulent market emphasizes the applicability of knowledge as a key requirement in the educational process. These short researches propose new educational modules that should structure teaching in the field of information technologies in accordance with the global demand in this sector. Every society strives for a more efficient and economical system of education, and therefore the issue of the use of new information technologies in education comes down to the problem of creating a theoretically ideal model of the use of these technologies at all levels of education and work.

The paper summarizes the experience in higher education institutions financing, substantiates the trends in their financial support models diversification. The study systematizes approaches to the organization of higher education institutions financing under market conditions and reveals their advantages and disadvantages in terms of the effects at the level of an individual and society as a whole. It defines tools and models of the financing under orientation on demand, supply and strategic purposes of the national development. The study proves the need to substantiate the rational balance of individual and social effects in higher education institutions financing, which can be achieved through a combination of market self-regulation and state regulation of the higher education services market. The system of methods was used in the study, namely: monographic – to define the research aim and conclusions, the method of theoretical generalization of foreign and domestic scientists was used to critically analyze the existing approaches to the organization of financing the work of agricultural education higher institutions. General scientific methods of cognition, such as analysis and synthesis, induction and deduction, systemic integrated approach, were used to systematize the models of financial support for higher agricultural education institutions and to generalize the conclusions. The paper substantiated that the state should take leading positions in higher education institutions financing. The role of state funding in ensuring sustainable development of agricultural education higher institutions has been identified considering the specificity of educational services and their role in ensuring sustainable development of the agricultural sector of the economy and rural areas. It is argued that the current conditions of free economic development and challenges the institutions face requires focusing on consumer demand and adjusting their educational services through prompt updating the changing educational programs based on modern research, attracting a larger number of stakeholders in the financing model formation. The modern tendencies typical of the market of educational services determining the expansion of the participants of the organization of financing the higher education institutions activity, are considered. The importance of financing elements focused on the innovations development, the role of which will grow in the future, especially in the form of competitive and targeted financing is revealed. It is proved that the results-based approach to the organization of financing also reduces the risks of macroeconomic inefficiency and contributes to reducing the information asymmetry. The obligatory presence of the state in the organization of research funding in higher education institutions is justified due to the positive impact of research on educational services quality and increases their value for an individual and society. The paper considers options for market-oriented higher education financing and the state's demands in terms of the concept of management, public and private funding methods, the education fee. It is established that the changing conditions of the market of educational services require a revision of targets for state funding due to the following factors: increased number of foreign students, use of information and communication technologies, increase in the integration of higher education institutions nationally and internationally. Key words: higher education institution, higher agricultural education, concepts of higher education institution management, methods of free economic education financing, sources of higher education institutions financing.

The paper highlights the opportunities for implementing an cross-disciplinary approach in institutions of professional pre-higher and higher education in Ukraine under conditions of decentralization. The paper aims to identify the status and prospects of implementing the cross-disciplinary approach in institutions of professional pre-higher and higher education under conditions of guaranteed academic autonomy. The following theoretical methods are used in research: analysis of scientific literature and legislative acts; synthesis, systematization and generalization of the obtained results; surveys; statistical processing of empirical data. The results. It is found out that the academic autonomy of vocational schools and higher education institutions in Ukraine is declared at the state level through the right to introduce specialties, develop and implement educational programs, independently determine forms of education and forms of organizing educational process, determine the content and curricular, provide publishing activities. The results of the survey among both vocational schools teachers and higher education institutions teachers show that the realization of the right to academic autonomy for different participants of educational process is not equal. They are most implemented for the education institutions administration, then for teachers and only then for students. It is substantiated that implementing the principle of autonomy of pre-higher and higher education institutions under the conditions of increased influence of the global labour market on education and growing qualification gap actualizes the need to introduce the cross-disciplinary approach. A survey aimed at introducing forms of cross-disciplinary education shows their above-average use in vocational schools and higher education institutions, mostly in cross-disciplinary links, combining knowledge, methods from different specialties while studying individual subjects and between disciplines in the curriculum. The direction of development of cross-disciplinary programs is the least realized in practice. Conclusions. Positive developments in terms of efficiency, productivity, quality and affordability are possible only if all the stakeholders unite their efforts as well as the staff of vocational schools and higher education institutions start to work together. The research provides the basis to assert that the strategic directions for developing educational sector in Ukraine aimed at decentralization and autonomy identified at the state level are relevant. The autonomy of educational institutions improves the quality of vocational education through the development and implementation of new specialties and specializations, the integration of educational programs within individual specialties, strengthening cross-disciplinary links at the level of content and teaching methodology.

Зі збільшенням доступності Інтернету і стрімкого розвитку засобів комунікації, потреби в доступності до інформаційно-телекомунікаційних ресурсів, незалежно від місця їх надходження, постійно зростають. Одними з осередків таких ресурсів є заклади вищої освіти (ЗВО). Сучасні ЗВО і їх корпоративні мережі – це багаторівневе ієрархічне середовище, у якому стикаються інтереси і дані різних груп користувачів: студентів, науково-педагогічних працівників, адміністрації тощо. Оскільки периметр класичної корпоративної інформаційної мережі ЗВО продовжує розвиватися, саме застосування смартфонів, планшетів та інших кінцевих пристроїв з вебдодатками або спеціалізованими АРМ-ами сприяє невідворотній зміні освітнього процесу. Це, своєю чергою, надає користувачам можливість отримувати доступ до навчальних сервісів ЗВО знаходячись як в освітньому закладі, так і поза його межами. Разом з тим при впровадженні концепції доступу до інформації виникає цілий ряд завдань, які необхідно вирішити в процесі забезпечення інформаційної та кібербезпеки ЗВО, а саме: забезпечити: запобігання несанкціонованого доступу до приміщень ЗВО та його локальної мережі; виконання вимог і рекомендацій існуючих політик інформаційної та кібербезпеки; контроль підключених до корпоративної мережі пристроїв на предмет відповідності діючим політикам; логічний поділ корпоративної мережі на зони безпеки без зміни існуючої інфраструктури тощо. Крім захисту інформації обмеженого доступу, необхідно також забезпечити безпеку інформаційних систем ЗВО, зокрема, наприклад, такої системи, як «Електронний Університет». Випадкове або цілеспрямоване виведення цих систем з ладу може зупинити процес навчання і порушити договірні умови між навчальним закладом та студентом (у разі оплати освітніх послуг), нанести матеріальний, моральний та інший збиток громаді навчального закладу та ЗВО в цілому внаслідок проєктно-технологічної та/або інформаційної діяльності. Саме тому питання забезпечення інформаційної і кібербезпеки ЗВО нині є надзвичайно актуальним.

The Sarbanes-Oxley Act is legislation enacted as a result of the financial criminal wrongdoings of companies such as Enron and WorldCom. As a result of such wrongdoings, the government intervened and legislation was passed in 2002 (the Sarbanes-Oxley act of 2002). Although the act only applies to publicly traded companies, many institutions, including institutions of higher education, have adopted the "best practices" of the Sarbanes-Oxley Act. The concept underpinning the "best practices" is that transparency, accountability and ethical conduct in financial policies and practices are prevalent in every organization, and institutions of higher education are not exempt. The research findings from our inquiry into institutions of Higher Education indicated that many of the institutions of higher education that implemented the best practices did so because they thought it was the "correct thing to do"- implying that best practices of the Sarbanes-Oxley Act - transparency, accountability and ethical conduct in financial polices and practices should be adopted. As a second step, this study attempts to qualitatively determine why institutions of higher education decided to implement any of the best practices. What, if any perceived benefits were gained, and if the institutions believed that they have achieved those benefits as of the time of the interviews. The findings made it clear that there is a general sense that implementing the best practices of Sarbanes-Oxley is important and the right thing to do. The implications of implementing the best practices of Sarbanes-Oxley will show employees and others outside the institution that the institution wants to do the right thing, that accountability and transparency are important. Also, it will likely help establish an ethical culture within the institutions of higher education through the institution's code of conduct that improper behavior will not be tolerated. Based on current findings, we postulate that institutions of higher education that have implemented the best practices of Sarbanes-Oxley will be better poised should future regulation be enacted. Also, we expect that funding agencies will consider positively the fact that there are organizations that are exercising their fiduciary responsibilities by implementing the best practices of Sarbanes-Oxley.

Implementation of electronic learning or “e-learning” into higher education institutions has been one of the main strategic plans for many universities worldwide in the past few years. The use of e-learning technologies in higher education requires teachers to adapt their knowledge and skills, as well as develop new competences which include knowledge and skills in technical, pedagogical and organizational sense and which are defined regarding the educational context and the amount of e-learning technology used. Due to the complexity of e-learning technology usage in class, a problem of inadequate acceptance of the technology by higher education teachers emerges, and therefore it is important to determine the factors that influence the teachers' acceptance of the e-learning technology. There are many theories/models in existing publications which help determine the factors influencing the user who is accepting technology or innovation. In this paper only few of the theories/models have been singled out which were used in previous researches in the field of e-education. Teacher's motivation for accepting and using e-learning in his/her educational process is a crucial factor which is also closely connected to contextual and institutional factors, as well as personal factors of each teacher. The aim of this chapter is to give an overview of the results gained in the previous researches whose systematization serves as a basis for future empirical researches, and which helps higher education teachers and institutions in the process of adopting and using e-learning in higher education.

The article is devoted to the consideration of the problem of formation of innovative culture of a teacher of a pedagogical institution of higher education. the innovative culture of the teacher is considered as a scientific phenomenon, as well as a component of professionalism and a factor in improving the educational process.The purpose of the article is to summarize the results of theoretical research into the essence of innovative culture, the relationship between this phenomenon and the concepts of innovative pedagogical activity, components of professional pedagogical activity and their formation in the process of professional training in the conditions of a pedagogical institution of higher education. The logical relationship between the realization of material and spiritual culture in the innovative activity of an individual is presented. The peculiarity of the formation of an innovative culture in the process of professional pedagogical activity in the conditions of an innovative educational environment is illustrated. The essence of the innovative culture phenomenon is revealed on the basis of axiological and structural-functional approaches and its components are determined. The main factors that determine the formation of the need for the innovative orientation of the teacher’s pedagogical activity in the modern conditions of educational activity in the institution of higher education are revealed. Evaluation criteria were formulated and an empirical study was carried out to determine the levels of formation of innovative culture among teachers of a pedagogical institution of higher education, and the characteristics of individual groups of teachers according to the determined levels were presented. Based on the analysis of the pedagogical characteristics of certain groups of scientific and pedagogical workers, the peculiarities of their atitude to perception, understanding, creation and application of innovations in the educational process were characterized: from active-positive to passive-negative. The key competencies of a modern teacher and their selection criteria are defined, which determine the ability to engage in innovative pedagogical actvity and ensure the effective performance of pedagogical functions and tasks in accordance with the content of the formed innovative culture. According to the results of the conducted research, the conclusions were made that the innovative culture of the teacher is an integrated component of the professionalism of the pedagogical worker at the personal and professional levels. The formation of the teacher’s innovative culture determines the effectiveness and quality of pedagogical activity in the context of the development of the innovative educational environment of the institution of higher education.

The rapid development of distance education is due primarily to the emergence of fundamentally new conditions for working with information thanks to the opportunities provided by new information technologies. The technology of the educational field allows you to acquire knowledge at a distance from the educational institution, and this is becoming the norm. Thanks to new technologies, learning and teaching methods are no longer limited by space and time. Modernity offers great flexibility in when, where and how to acquire knowledge, offering unique learning opportunities to acquirers. Distance learning is one of the fastest growing areas of education, and its noticeable impact on all education delivery systems has greatly helped the development of information technology. To meet the needs of a changing world, the future of distance learning must be accessible in time, without geographical barriers, competitively priced/valued and learner oriented. With the beginning of a full-scale war, higher education in Ukraine faced a difficult question — how to organize an effective educational process in such conditions? The experience of previous years came in handy for the organization of distance learning as the only possible form of education during the war. Today it is already possible to draw preliminary conclusions about its application. The implementation of distance education during the pandemic made it possible to see both negative and positive features of using this form of education. The acquired knowledge helped Ukrainian educators to organize the educational process quickly and efficiently in the conditions of war. The article examines the peculiarities of the use of distance learning tools in institutions of higher education during military operations in Ukraine. The chronology of events and problems faced by Ukrainian education, starting from February 24, 2022, is highlighted. The importance of distance education in the current conditions is emphasized, as thanks to it, higher education institutions were able to restore a high-quality educational process. Distance learning tools are defined as software products that teachers use in a digital environment that includes audio, video, and digital text. This work is about the best tools specially designed for online learning and without which distance education seems impossible now.