Evaluating Effectiveness Of Project-Oriented Model In Management Learning

Objective: The student's humanistic position is not only the result of the teacher's personal influence but also a controlled process. As a result of the implementation of this process, the student receives an understanding of what should relate to the humanistic process and the humanistic function of society. Background: The basis for the formation of humanism for all participants in the students' educational process is determined either by the teacher's position or by the installation in the pedagogical process. So, any impact on the part of the teacher can be perceived as an exceptional factor of influencing the student's personality, which can be perceived as a compulsory education requirement. Method: Assessment of pedagogical effectiveness was carried out by means of an expert survey. Diagnostic and processing of empirical data was carried out according to the methodology for assessing the importance of each individual requirement for the proposed educational materials. Results: The study examines the components that form the student’s humanistic position on the basis of the traditional components of the formation of the pedagogical teaching strategy. The practical significance of the study is determined by the fact that it is possible to implement the concept of the formation of active skills in students during certain actions and the formation of other humanitarian positions. Conclusion: The study shows that the level of formation of the students' humanistic position concerning all participants in the educational process depends on updating the educational process of training specialists based on the developed theoretical and methodological foundations.

The article considers the situation of inclusive education implementation in general secondary education institutions of Ukraine, which should provide quality education to all applicants. Providing quality and accessible education, including secondary education, realises every individual’s right full, economically independent life through obtaining an education, and the profession later on. This will allow one to become a complete actor in all social processes; it will help overcome social exclusion. The author specifies the definition of exclusion and outlines social groups of excluded, which are represented not only by people with health problems but also by those who find themselves in difficult life circumstances, such as migration, resettlement, and being in a new socio-cultural environment, etc. Special attention is paid to the social group of talented children who require particular professional sensitivity. Paper emphases the peculiarities of the organisation of education of children with disabilities according to the traditional system, which was inherited from the Soviet Union, and forms the idea of changing approaches to the special children’s educational process. The situation regarding the real state of implementing inclusive technology, which was massively initiated in educational institutions of general secondary education, is outlined. The results of expert interviews are analysed, which allows the author to determine the achievements in implementing the concept of inclusion in the educational process; the first challenges faced by direct participants in the inclusive educational process, the main risks and expectations of managers in education. Recommendations for optimising the educational process based on the inclusion are offered.

Permanent change of methods of analytical processing of digital data for objective analysis and adequate decisions based on available information. In the educational process, analytics of significant amounts of data is used to adequately study and understand the data that are continuously generated in the educational sphere for further in-depth analysis to improve management methods that ensure a sufficient level of qualification of students of higher educational institutions. For this purpose, an automated information and reference system of higher education institution management was developed and tested, and on its basis, analytical analysis of the accumulated data flows was carried out. Since analytics is a painstaking process of determining, systematic analysis and interpreting particularly significant patterns from large continuous streams and volumes of data. Analytical data processing is based on innovative methods of intellectual analysis of large amounts of data, such as association, clustering, classification, categorization, correlation, evaluation, forecasting, and analysis in light of current trends and visualization. The purpose of this work is to use predictive analytics to improve the quality of the educational process by providing objective consolidated information to guide higher education institutions in making informed management decisions. This research work mainly focuses on the urgent need to introduce methods of analytical processing of large data flows into the educational management system of the educational institution, and the following strategies are proposed to meet such needs. When implementing automated information and reference system of educational process management, it is necessary to use various components and their functions. In the information and reference system of educational process management, there are various components, such as electronic learning tools, electronic means of providing access to educational content, the use of information technology, various services, etc. This document also focuses on key issues related to the basic components and their functionality in the studied system for processing both dynamic and analytical data. The effective use and processing of analytical educational data by different methods have a significant potential for identifying and forecasting significant accumulated knowledge from educational data, which provides the education management system to recommend appropriate solutions for a flexible planning process that will ensure the quality of educational services for the future.KeywordsEducationInformation systemInformation technologyAnalytical data processingEducational management

Teaching (Cooperative) Business: The “Bluefield Experiment” and the Future of Black Business Schools

With the continuous expansion of enrollment in private colleges and universities and the expansion of private universities' scale, China's private universities has been exposed to the shortage of education funds and the decline of teaching quality, especially the performance evaluation problem, which has aroused widespread concern in society. Based on the comprehensive research results at home and abroad, this paper establishes the performance evaluation index system of private universities and discusses how to scientifically evaluate the performance of private universities, just take a private university as an example, aiming at improving the utilization rate of higher education resources and promoting the rapid and healthy development of private universities.

Perhaps you are a doctoral student, mapping out how to parcel your dissertation; perhaps you are a junior scholar, strategizing your research plan; perhaps you are a senior scholar, who is thinking about what you want to say to the field. No matter what stage you are at as a management researcher, you might be looking to the Academy of Management (AOM) journals as a natural home for any and all of these creative research pursuits. However, it might not always be crystal clear how you should craft your work for the AOM journals, what contribution you might make at each journal, and consequently to which journal you should target your intellectual contributions.
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Introduction: The article deals with research of scientific approaches to management of educational process in higher military educational institutions. The peculiarities and tendencies of educational process development under transformational conditions were defined based on the results of modern scientific researches. The purpose is to define scientific approaches to educational process of higher military educational institutions management. Results: The philosophical and methodological determinants of a new educational paradigm were justified. According to these, the management system of higher military educational institution is a system of an open type, based on the best educational practices and its acceptation as standards of educational activity helps to form a new organizational culture . Originality: due to results of research it was revealed, that the modern education is a system of an open type. According to the necessity, it leads to shift to the new paradigm, which is based on usage of multiple alternative approaches to educational systems and process management. Currently, educational process management in the institutions of higher education is provided on the basis of systemic, functional, synergetic, active, reflexive and other scientific approaches’ methodology. Conclusion : The task of modern educational management in the higher military educational institutions is to define socially important aims of educational activity, professionalization of scientific and pedagogical workers on the basis of their personal potential development, providing internal and external communication and distribution of resources due to its educational priorities.

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.

The development of the network communication platform of university teaching management system is researched to improve the efficiency of college educational administration management, and promote the sharing and scheduling of academic resource information. University teaching management platform includes four basic entity objects: goal of educational management, teaching information processing nodes, teaching resources data collection node and network communication and information management platform. In addition, it needs to define the external network, remote task management unit and a user to complete the application of the entire system. In the routing and data forwarding protocol, the routing engine aggregation protocol is used to link the link estimation, data forwarding and the information management. Device driver is developed in the Linux kernel environment, the application program is used to access the kernel driver files in the API interface, in the host computer, QT development environment is established to achieve the development and integration of college educational management system. The simulation results show that the system has good network communication and data transmission capacity. In the university educational administration management, it can accept the control command for disposition parameter and carrying on the corresponding movement, the teaching management efficiency and the ability is enhanced.

The study focuses on reforms in Ukrainian modern education industry, in particular, on the attempt to outline the functional state of one of the most important phenomena of changes, i.e. the concept of “education quality”. The authors point to the possibility of analysing the phenomenon from several perspectives: terminological, conceptual and ideological. They envisage that such an approach can help to parameterize the contemporary educational phenomenon, which is too complex to define unequivocally. The text of the article demonstrates the complexity of the problem to analyse in one way as it is multicomponent and multidimensional. Most researchers engaged in assessing education quality within the contemporary Ukrainian educational space focus their attention on two or more dimensions, which is projected on educational activities in terms of analysing its process or its outcome. According to the authors, strategic inaccuracy and blurred approach to the phenomenon are the reasons for numerous attempts to conceptualize a complex concept unidimensionally at the same time losing its multidimensionality. One of the reasons for this is the dynamics of educational processes under the conditions of information society formation. The authors consider the problem of “education quality” concepts functioning against the background of rapid development of educational communication processes during modern digital epoch. Most current approaches used to define the concept of “education quality” give grounds for justifying the multidimensionality of the phenomenon, which can be explained by reforming the educational communication itself, the dynamics of global processes of cognition and information change in the methods of interaction between educational process participants. The dynamics of information process development in modern society requires systematic and reasonable steps in regard of implementing educational innovations, and the matter of “education quality” phenomenon necessitates a new and integrated target-driven research in order to establish clear boundaries of this too broad and multidimensional concept. Key words: education, education quality, information technologies in education, pedagogical communication, information society, terminology.

Анотація. Проаналізовано проблему професійної підготовки фахівців у сфері освітнього менеджменту. Виявлено, що поява зазначеної спеціальності зумовлена метаморфозами в суспільно-економічному житті та гострою конкуренцією між освітніми установами. З огляду на чисельність полівекторних наукових публікацій зазначена проблема актуальна і динамічна, відтак поле для її розкриття дає нові дослідницькі напрями. Огляд літератури дозволив окреслити такі ключові проблеми освітнього менеджменту: практична діяльність керівника, упровадження інновацій; процес підготовки фахівців; моніторинг ефективності та оцінка якості освітнього менеджменту. Через ознайомлення та аналіз із ними ми зробили спробу розкрити сучасні тенденції та актуальні проблеми підготовки менеджерів освіти. З’ясовано, що освітній менеджмент — міждисциплінарна категорія, котра перебуває на периферії теорії і практики освітньої галузі та економіки. І якщо в першому варіанті зв’язок очевидний, то у другому — на перший погляд латентний, проте саме суспільно-економічні процеси детермінують діяльність керівника, завдання якого полягає у вивченні тенденцій ринку праці та побудові ефективної стратегії загального розвитку закладу освіти. Актуальним питанням є висвітлення базових для керівника особистісних якостей, психологічних характеристик і практичних умінь. Так, чільне місце займає вивчення когнітивної сфери, творчого потенціалу та готовності до інноваційної діяльності. Злободенною залишається і проблема організації освітнього процесу. Зокрема, компетентнісного підходу і розкриття творчих можливостей студентів як ресурсу для майбутньої професійної діяльності. Глибше розуміння професійної підготовки забезпечив фрагментарний аналіз окремих аспектів діяльності закладів вищої освіти в Україні, Великій Британії та Сполучених Штатах Америки (по одному закладу із кожного регіону). Установлено, що загальні тенденції підготовки аналогічні, проте європейські ЗВО акцентують увагу на міжнародній академічній мобільності; США — на практичній компоненті; України — теоретичній базі. На основі вищезазначеного матеріалу ми розробили ієрархічну модель факторів-детермінантів освітнього процесу підготовки освітніх менеджерів. Визначили, що їхній вплив, залежно від масштабності дії — лише на освіту чи на суспільство в цілому, може бути явний або латентний. Така модель дає чітке уявлення про місце освітнього менеджменту в суспільному житті. Перспективи дальших досліджень убачаємо в розробленні конкретних рекомендацій, що стосуються розв’язання актуальних проблем підготовки менеджерів освіти. Ключові слова: заклад вищої освіти, професійна підготовка, керівник, освітній менеджмент, лідерство, освітній процес, інновації, мислення зростання. Формул: 0; рис.: 2; табл.: 0; бібл.: 13.

The work of the institution of professional higher education in the conditions of competition between educational institutions is analyzed. In modern conditions in institutions of professional higher education in order to survive and function effectively, it is necessary to coordinate their goals with the goals of the labor market and education; heads of educational institutions to review the forms and methods of work with all participants in the educational process, to develop in them the skills of charity, civic activity, to expand their participation in the development, adoption and implementation of legal decisions in the field of education; be able to cooperate with patrons, deputies, organizations and public and public institutions. With the development of democracy and the expansion of the practice of co-management, institutions of professional higher education will increasingly rely on public organizations and communities. This will help complete the transition from a policy of patronage and domination of the state over the public to their constructive partnership and interaction. The task of democratization of management as a result of constructive dialogue of the institution of professional higher education, the public and the state is to unite all subjects for joint actions on the basis of their real interest in the development of education.
 The refore, the management system must be constantly developed and improved, respectively, the heads and managers of educational institutions, as managers of education, must constantly improve their skills.

This paper aimed to explore the importance, benefits, and challenges of the diversity, equity, and inclusion (DEI) framework in learning and teaching (LT) within digital business and management education (DBME). DEI components were found to be indispensable for crafting sustainable, effective, and socially responsible learning and teaching spaces in business schools across major academic disciplines, including digital business, marketing, entrepreneurship, human resources, tourism, hospitality, public relations, events management, accounting, finance, international business, and general management education. A notable gap existed among academics, practitioners, and policymakers regarding the integration of DEI principles into learning and teaching environments. Specifically, the extant literature had underreported and failed to comprehensively identify the benefits of DEI in the learning and teaching of digital business and management education, as well as the challenges associated with implementing DEI within volatile, uncertain, complex, ambiguous, disruptive, and diverse (VUCAD²) learning and teaching environments. The research method adopted was the Logic of Aggressive Synthesis (LAS). The findings demonstrated both the benefits and the potential perils of implementing a DEI framework in learning and teaching within digital business and management education. Implications and directions for future research were also discussed.

The article analyzes the current research of the future teachers’ training in the context of the problems of using innovative technologies in the professional activities. The author concludes that the digital competence of future teachers is an important component of vocational training. In the modern world, the information, presented in the digital format, is the main direction of structural reforms in many countries. The aim of the article is to highlight and characterize the modern requirements of the formation of digital competence of future teachers in the process of professional training in institutions of higher education in Ukraine. The international requirements for digital competence of citizens in an educational context have been characterized. Digital competence indicators of teachers include knowledge, skills and abilities to use online tools creatively while respecting proper rules of ethical behavior on the Internet. The importance of the formation of digital competence, as a vital skill of the personality, in the professional training of future specialists has been proved. In the context of the study, digital skills of a teacher in the 21st century have been highlighted. They should be based on the free and appropriate using of various opportunities in the process of professional activity, inherent in computer services and online technologies. The use of digital technologies in the educational process contributes to the independent cognitive activity of students and the organization of the effective interaction between its participants. Innovative technologies allow students to solve the tasks, which are as close as possible to the reality. The author defines the concept of “digital competence of future teachers” as the ability of a personality to use, select expediently and interact with digital technologies in pedagogical activity, which gives the chance to involve students in training and to cooperate effectively with all participants of educational process. Digital competence of future teachers is an important component of their professional activity, which will contribute to the effective using of innovative technologies in teaching. Owing to the modern information technologies, computer services and online technologies are widely introduced and used in the educational process.

The article considers the development of emotional competence of prospective elementary school teachers, which is understood as a set of views, values, acquired knowledge, skills in the emotional sphere, their understanding, expression, regulation and allows you to successfully organize the educational process on an emotional basis, empathy, respect, cooperation with schoolchildren, their parents, colleagues, to realize themselves in personal and professional activities. The purpose of the article is to study and theoretically substantiate the criteria, levels and indicators of the formation of emotional competence of future primary school teachers. To solve the problem, methods of analysis of psychological and pedagogical literature, systematization and generalization of theoretical material, study of experience were used. On the basis of structural components of the specified phenomenon cognitive, value, activity criteria are developed. Cognitive criterion is characterized by the presence and completeness of knowledge about emotions, feelings, emotional states, ways of their expression, causes, age features of the emotional sphere of primary schoolchildren, awareness of technologies influencing the emotional state of schoolchildren, ways to manage their emotions. The value criterion includes recognition of the value of emotions in professional and personal spheres, acceptance of own emotional experiences and feelings of schoolchildren, their parents, colleagues, humanistic attitude to communication, interaction with participants of educational process, need to be emotionally competent teacher, motivation to succeed in pedagogical activity. The activity criterion includes a set of skills and abilities of the student to adequately perceive schoolchildren' emotions, understand their feelings and their own emotional state, express their own emotions, manage them, establish productive communication, organize interaction with schoolchildren, their parents, colleagues, make a constructive impact on participants' emotional state, educational process, motivate, stimulate them, prevent conflicts, apply constructive strategies to resolve them. Given the degree nature of the acquisition of competence, the low, medium and high level of formation of emotional competence of prospective primary school teachers is determined, their characteristics are described. Keywords: emotional competence, prospective elementary school teacher, criteria, indicators, levels, formations.