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CHAPTER 5
CHAPTER 5
P io i ies o De eloping he Scien i ic and
Pedagogical Po en ial o Academic S a in Uk ainian
Uni e si ies unde Ins i u ional Au onomy
Abs ac
This s udy analyzes he p io i ies o de eloping he scien i ic and pedagogical po en ial o
academic s a in Uk ainian uni e si ies unde ins i u ional au onomy. The esea ch is based on
a su ey o 243 s a membe s, wi h da a p ocessed and analyzed using MS Excel. The indings
show ha , al hough human esou ces a e he key asse o highe educa ion, s a de elopmen
is no su icien ly p io i ized wi hin uni e si y managemen sys ems. The mos u gen needs iden-
i ied include enhancing he p es ige o he p o ession, s eng hening mo i a ion, educing each-
ing wo kload, imp o ing esea ch in as uc u e, in oducing e ec i e incen i es, and es ablishing
sys ema ic moni o ing and e alua ion. S a de elopmen is iewed bo h as a manage ial challenge
and as a i al esou ce o imp o ing he e ec i eness o uni e si ies in he knowledge economy.
The chap e s esses ha inno a i e pe sonnel managemen p ac ices should ocus on ecogni-
ion, engagemen , and ca ee g ow h, he eby os e ing o ganiza ional esilience and in e na ional
compe i i eness. I concludes ha c ea ing e ec i e incen i e sys ems o s imula e pa icipa ion
in esea ch and in e na ional p ojec s mus become a co ne s one o uni e si y policy, ensu ing he
sus ainable de elopmen o Uk ainian highe educa ion ins i u ions.
KEYWORDS
Scien i ic and pedagogical po en ial, Uk ainian uni e si ies, ins i u ional au onomy, academic
s a de elopmen , knowledge economy, ecogni ion and engagemen , ca ee g ow h, o ganiza-
ional esilience, in e na ional compe i i eness, sus ainable de elopmen .
Ma king he de elopmen o he "knowledge economy" as a na ional p io i y o Uk aine makes
inc eased demands on local highe educa ion ins i u ions (HEIs) in e ms o ul illing hei scien i ic
and pedagogical po en ial. I is based on he po en ial abili y o academic s a o p oduce new
knowledge, ideas and inno a ions, ans e ing hem o s uden s, hus o ming hem as ep esen-
a i es o a new gene a ion o p o essionals.
DOI: 10.15587/978-617-8360-20-7.CH5
Yu ii Skyba, Olena O ych, I yna D ach,
Volodymy Ko une s, Oleksand Zhabenko, Vale ii Yushchuk
© The Au ho (s) o chap e , 2025. This is an Open Access chap e dis ibu ed unde he e ms o he CC BY license
136
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Educa ional policy and e o ms: he impac o globaliza ion
Choosing as a basis he high poin s o in e na ional (Suppo ing g ow h and jobs – an agenda
o he mode niza ion o Eu ope's highe educa ion sys ems [1]; Bucha es Communiqué [2]; Ye-
e an Communiqué [3]; Rome Minis e ial Communiqué [4]) and na ional legisla ion and egula ions
on educa ion (Law "On Educa ion" [5]; Law "On Highe Educa ion" [6]; Na ional Repo on he
S a e and P ospec s o Educa ion in Uk aine, [7, 8]; S a egy o Highe Educa ion De elopmen in
Uk aine o 2021–2031 [9]) on he alue o scien i ic and pedagogical po en ial o highe educa ion
academic s a in building up highe educa ion scien i ic and educa ional po en ial, o eign scien is s
scien is s (K. Tü k [10], Р. Seldin, J. E. Mille , C. A. Seldin [11], R. de la To e, A. Lusa, M. Ma eo,
E.-H. Aghezza [12], e c.) and Uk ainian esea che s (S. Kalashniko a, I. D ach, O. Ko alenko, S. Ku -
ba o , N. Ne me zhycka, O. Palama chuk, V. Ryabchenko, L. Che ona [13, 14], V. Lugo yi [15];
Yu. Skyba, G. Cho noi an, O. Zhabenko, I. Regeilo, O. O ych, V. Mu ome s, S. Melnyk [16, 17],
O. Ya oshenko e all [18–20], Slyusa enko [21], Yakymenko e all [22], e c.) emphasize ha he
de elopmen o his po en ial is no an end in i sel , bu a ac o in expanding he HEIs academic and
ins i u ional au onomy and s eng hening he social unc ion o highe educa ion in socie y.
Howe e , acco ding o he analysis o mode n educa ional p ac ice, domes ic uni e si ies
do no ully make use o he oppo uni ies, p o ided by he Laws o Uk aine "On Educa ion" (2017)
and "On Highe Educa ion" (2014), o de elop scien i ic and pedagogical po en ial o hei academic
s a . This is mani es ed in he lack o e ec i e measu es o aise he p es ige o scien i ic and ped-
agogical wo k and mo i a e uni e si y s a o p o essional g ow h; wo k o e load wi h educa ional
and o he ac i i ies; he dependence o HEI s a lis on he numbe o s uden s ha c ea es isks
o unemploymen o esea ch and eaching s a (RTS) and causes i s mig a ion, hus educing
human esou ce and scien i ic and pedagogical po en ial o he na ional highe school; obsolescence
o o al lack o esea ch and in o ma ion in as uc u es o p o esso s' sel - aining as well as o
aining highe educa ion s uden s ha hinde s he implemen a ion o esea ch-based aining and
p o essional de elopmen o esea ch and eaching s a ; insu icien de elopmen o o ganiza ional,
me hodological and inancial mechanisms o managing p o essional de elopmen o esea ch and
eaching s a , moni o ing i s quali y and e alua ing esul s; weak con ac s o HEIs wi h leading
scien i ic ins i u ions and s akeholde s, e c.
Thus, iden i ying he needs and he ea e de e mining he p io i ies o uni e si ies o manage
he g ow h o p o esso s' scien i ic and pedagogical po en ial is o high heo e ical and p ac ical
impo ance o de eloping an e ec i e s a egy o hei de elopmen , imp o ing hei anking and
ensu ing he p ope quali y o highe educa ion se ices based on mode niza ion ends o Eu opean
and domes ic highe educa ion in he p ocess o joining Eu opean Highe Educa ion A ea.
Analizing he la es scien i ic sou ces on his issue, we disco e ed ha i inco po a es scien-
i ic in e es s o many scien is s in he ield o educa ional/pedagogical sciences.
Thus, he pu pose o he s udy is o de e mine he de elopmen needs o academic s a 's
scien i ic and pedagogical po en ial o Uk ainian uni e si ies in he con ex o expanding ins i u-
ional au onomy and o iden i y oppo uni ies o conside when de eloping ins i u ional de elopmen
s a egies a local uni e si ies.
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chap e 5. P io i ies o De eloping he Scien i ic and Pedagogical Po en ial o
Academic S a in Uk ainian Uni e si ies unde Ins i u ional Au onomy
CHAPTER 5
5.1 LATEST RESEARCH ANALYSIS
In pa icula , he de elopmen issue o uni e si ies' esea ch and inno a ion po en ial is
e leased in he wo ks o S. Kalashniko a, I. D ach, O. Palama chuk, V. Ryabchenko, L. Che -
ona [13, 14], V. Lugo yi [15], O. Slyusa enko [21] and o he s; p o essional de elopmen ech-
nologies o ese ach and eaching s u and inc ease o i s po en ial a e co e ed in esea ch pa-
pe s o Yu. Skyba [16, 17], O. Ya oshenko [16–20], N. Di inska [18–20], O. Zhabenko [16–20],
G. Cho noi an [16–20], I. Regeilo (16, 18–20), O ych O. [17], V. Mu ome s [16], Melnyk S. [23],
I. Tamozhska, N. Tymo iienko, A. Demianiuk, M. Klyap, M. Tsu kan [24], S. Yakymenko, T. Vasіu ina,
D. Ne odo , L. Panki , A. S yzhako , M. Denysiuk [22] and o he s.
Scien i ic sou ces, de o ed o esea ch in he ield o highe educa ion, cha ac e ize di e en
ypes o ese ach and eaching s a po en ial, namely: in ellec ual one (M. Dolishniy, K. Lipo ska,
S. Mani , S. Illyashenko, e c.), emo ional one (A. Ga sko, O. Smiguno a, e c.), spi i ual one (V. Pa-
nok, E. Pomi kin, e c.), leade ship one (S. Kalashniko a, T. Gu a, e c.) and pe sonal one (D. Leon-
ie , V. Ryabchenko, e c.).
A he same ime, despi e he signi ican numbe o pape s on he p oblem o de eloping
ese ach and eaching s a po en ial, he p io i ies, needs and g ow h mechanisms o i s scien i ic
and pedagogical po en ial s ill emain insu icien ly subs an ia ed. Acco ding o ou hypo hesis, he
de elopmen e ec i eness o academic s a 's scien i ic and pedagogical po en ial in Uk aine de-
pends on he ha moniza ion o hei needs wi h he p io i ies o educa ional policy and s a egies o
HEI ins i u ional de elopmen . The e o e, he e is a need o a special su ey on RTS needs, and u -
he esea ch on possible models and plans o he de elopmen o domes ic uni e si ies' scien i ic
and pedagogical po en ial is o high demand.
The s udy o p io i ies and needs o he de elopmen o scien i ic and pedagogical po en-
ial o Uk ainian uni e si ies' academic s a in he con ex o expanding ins i u ional au onomy
was conduc ed by esea che s o he Depa men o In eg a ion o Highe Educa ion and Science
o he Ins i u e o Highe Educa ion o he Na ional Academy o Educa ional Sciences o Uk aine
du ing 2022–2024. To ob ain empi ical ma e ial, he esea che s de eloped a ques ionnai e con-
sis ing o 6 closed-ended ques ions wi h 56 sugges ed answe s, s uc u ed in blocks ha co e ed
he mos impo an a eas in de eloping scien i ic and pedagogical po en ial o Uk ainian uni e si ies'
academic s a .
The su ey was conduc ed in he pe iod om May o June and om Sep embe o Oc o-
be 2022. Rese ach and eaching s u om 11 uni e si ies o Uk aine (3 o hem – classical,
4 – echnical, 2 – economic, 1 – pedagogical and 1 – medical), in pa icula , om Sumy S a e
Uni e si y (SSU), Uzhho od Na ional Uni e si y (UzhNU), Yu iy Fedko ych Che ni si Na ional Uni-
e si y (ChNU), Na ional Technical Uni e si y "Kha ki Poly echnic Ins i u e" (NTU "KhPI"), Lu sk
Na ional Technical Uni e si y (LNTU), Na ional A ia ion Uni e si y (NAU), Kyi Na ional Economics
Uni e si y named a e Vadym He man (KNEU), Simon Kuzne s Kha ki Na ional Uni e si y o Eco-
nomics (KhNUE), Na ional Pedagogical D agomano Uni e si y (NPU), Na ional Pi ogo Memo ial
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Educa ional policy and e o ms: he impac o globaliza ion
Medical Uni e si y, Vinny sya (NMUV), Na ional Uni e si y o Wa e En i onmen al Enginee -
ing (NUWEE) illed in he ques ionnai e. Highe educa ion ins i u ions ep esen ed 8 o he
25 egions o Uk aine, including he leading uni e si y cen e s – Kyi and Kha ki .
The quan i a i e and quali a i e analysis o he su ey esul s was conduc ed using he me h-
ods o ma hema ical s a is ics based on Excel so wa e. To de e mine he p io i y ac o , he a ing
was based on he numbe o esponses highe han 50%.
In o al, 243 uni e si ies' esea ch and eaching s a ook pa in he su ey on a olun a y
basis, o which 75.3% ha e a scien i ic deg ee (D .Hab. – 24 people (9.9%), PhD – 159 peo-
ple (65.4%)), no deg ee – 60 p o esso s (24.7%).
The dis ibu ion o he su eyed uni e si ies' esea ch and eaching s a is shown on
Fig. 5.1.
9.9
65.4
24.7 D .Hab.
PhD
No deg ee
Fig. 5.1 The sha e o su eyed esea ch and eaching s a by ca ego y (%)
5.2 RESULTS ANALYSIS
Du ing he su ey, conside able a en ion was paid o iden i ying ac o s ha a e impo an
o he de elopmen o scien i ic and pedagogical po en ial o local uni e si ies' academic s a .
So, Ques ion 1 "Which o he ac o s a e key o ca ee g ow h in you HEI?" ga e us he
ollowing answe s om he esponden s (Table 5.1).
The su ey da a, p esen ed in Table 5.1, shows ha he ep esen ed uni e si ies' esea ch
and eaching s a conside he "p o essional compe ence de elopmen " as he mos impo an
ac o o ca ee g ow h a he uni e si y (7 uni e si ies).
The second mos impo an ac o is "in e na ional ac i i y" (6 uni e si ies), he hi d place
akes he " esea ch achie emen s" ac o (in 5 ou o 11 uni e si ies he sha e o answe s is highe
139
chap e 5. P io i ies o De eloping he Scien i ic and Pedagogical Po en ial o
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CHAPTER 5
han 50%) and he ou h place is " eaching achie emen s" (in 3 ou o 11 uni e si ies a esponse
a e is 50% o highe ).
Table 5.1 Fac o s impo an o ca ee g ow h in HEIs, in numbe o pe sons, %
Uni e si y
Numbe o pe sons
To al
Teaching
achie emen s
Resea ch
achie emen s
P o essional
compe ence
de elopmen
In e na ional
ac i i y
Quan . % Quan . % Quan . % Quan . % Quan . %
SSU 3 23 13 100 4 30.8 12 92.3 13 100
UzhNU 11 32.4 22 64.7 20 58.8 18 52.9 34 100
ChNU 6 31.6 13 68.4 7 36.8 5 26.3 19 100
NTU "KhPI" 17 54.8 14 45.2 9 29 5 16.1 31 100
LNTU 8 38 15 71.4 12 57.1 6 28.6 21 100
NAU 11 57.9 15 78.9 16 84.2 18 94.7 19 100
NUWEE 8 34.8 11 47.8 11 47.8 5 21.8 23 100
KNEU 10 50 5 25 13 65 11 55 20 100
KhNUE 6 30 9 45 15 75 11 55 20 100
NPU 6 26 8 34.8 14 60.7 6 26 23 100
NMUV 3 15 8 40 12 60 12 60 20 100
Conside ing he esul s o he su ey o esea ch and eaching s a , p o essional compe ence
de elopmen is one o he mos impo an ac o s in ca ee de elopmen . So, we belie e ha
uni e si ies should in oduce and expand using a ious o ms and echnologies o imp o e hei
le el, including semina s, wo kshops, ainings, webina s, mas e -classes, open cou ses, e c.
Le us no e ha he impo ance o "in e na ional ac i i y" o he ca ee g ow h was indica ed
by he esponden s om 2 uni e si ies – NAU and SSU (94.7% and 92.3%, espec i ely);
" esea ch achie emen s" we e no ed by only 1 uni e si y – SSU (100%), "p o essional compe ence
de elop men " – NAU (84.2%) and KhNEU (75%), " eaching achie emen s" – NTU "KhPI" (54.8%)
and NAU (57.9%).
Thus, as seen om he esul s, he " eaching achie emen " ac o has he leas impac on
he de elopmen o a uni e si y p o esso 's p o essional ca ee . Howe e , in ou opinion, he
uni e si ies' lack o desi e o p o ide quali y eaching in gene al has a nega i e impac on he
educa ion quali y o i s s uden s.
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Educa ional policy and e o ms: he impac o globaliza ion
In addi ion, he ques ionnai e e ealed such answe s o he esponden s as: ac i i y, desi e
o do business and wo k in a eam, closeness o adminis a ion, amily ies, inancial incen i es o
people who is able o p omo e ca ee g ow h. These answe s show ha uni e si ies do no always
conside p o esso 's achie emen s in his/he ca ee .
Fac o s inhibi ing ca ee and p o essional g ow h, as belie ed by he esponden s, a e: o e -
load o educa ional and o he wo k – 20.4%, ou da ed and weak ma e ial and echnical base –
20%, weak con ac s wi h leading scien i ic ins i u ions – 18.7%, lack o scien i ic manage /
supe iso – 12.1%, low o eign language p o iciency le el – 11.7%, un a o able psychological
a mosphe e in he eam – 9%, low le el o compu e p o iciency – 7.7%.
Rega ding Ques ion 2 o ou su ey “Wha o ms o RTS p o essional de elopmen /ad anced
aining a e implemen ed in you HEI?”, he ollowing dis ibu ion o answe s was es ablished
(Table 5.2).
Table 5.2 Fo ms o RTS p o essional de elopmen , implemen ed in HEI, in numbe o pe sons, %
Lis
o p o essional
de elopmen
o ms
Uni e si y
SSU
UzhNU
ChNU
NTU "KhPI"
LNTU
NAU
KNEU
KhNUE
NPU
NMUV
NUWEE
Numbe o pe sons
1 2 3 4 5 6 7 8 9 10 11 12
Manda o y
ainings/ cou ses
o young academic
s a
3 4 – 15 6 5 5 6 – 3 7
% 23 11.8 – 48.4 28.6 26.3 25 30 – 15 30.4
Manda o y
ainings/ cou ses
o new academic
s a
3 1 – 8 1 2 3 – – 1 4
% 23 2.9 – 25.8 4.8 10.5 15 – – 5 17.4
T ainings/ cou ses
o he de elopmen/
mode niza ion
o educa ional
disciplines
7 6 2 10 2 8 10 17 12 7 6
% 53.8 17.6 10.5 32.3 9.5 42.1 50 87 52.1 35 26
Men o ing – 4 6 8 4 15 1 2 1 7 4
% – 11.8 31.6 25.8 19 78.9 5 10 4.3 35 17.4
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CHAPTER 5
Con inua ion o Table 5.2
1 2 3 4 5 6 7 8 9 10 11 12
Elec i e/on-demand
cou ses
11 2 4 10 3 7 10 10 – 6 8
% 84.6 5.9 21 32.2 14.3 36.8 50 50 – 30 34.8
T ainings on he use
o IT in eaching
10 4 1 7 1 – 12 14 14 1 6
% 76.9 11.8 5.3 22.6 4.8 – 60 70 60.9 5 26
T ainings o
esea che s
5 2 – 3 5 10 2 1 – 1 2
% 38.5 5.9 – 9.7 23.8 52.6 10 5 – 5 8.7
In e nship in
Uk aine (in o he
HEIs, esea ch
ins i u ions, en e -
p ises, e c.)
8 27 14 23 18 17 11 7 14 12 12
% 61.5 79.4 73.7 74.2 85.7 89.5 55 35 60.9 60 52.2
In e nship ab oad
(in o he HEIs, e-
sea ch ins i u ions,
en e p ises, e c.)
8 16 10 15 18 15 7 9 6 11 9
% 61.5 47 52.6 48.4 85.7 78.9 35 45 26 55 3.1
To al, esponden s 13 34 19 31 21 19 20 20 23 20 21
% 100 100 100 100 100 100 100 100 100 100 100
The analysis o he esul s, gi en in Table 5.2, es i ied ha Uk ainian uni e si ies ac i ely
use a wide ange o capaci y de elopmen o ms o hei esea ch and eaching s a . Fi s o all,
his is an "in e nship in Uk aine" (in 9 uni e si ies he indica o is highe han 50%); "in e nship
ab oad" is on he second posi ion (in 5 – he indica o is highe han 50%); in hi d place –
aining on he use o IT in eaching and ainings/cou ses o he de elopmen /mode niza ion o
educa ional disciplines (in 4 – he indica o is highe han 50%); he ou h posi ion was aken by
elec i e/on-demand cou ses (in 3 – he indica o is highe han 50%); men o ing o esea che s
(1 – he indica o is highe han 50%); in i h place – manda o y ainings/cou ses o young
academic s a and manda o y ainings/cou ses o new academic s a (no uni e si y has sco ed
highe han 50%).
Gi en ha he in e nship p ocedu e o esea ch and eaching s a in Uk aine is somewha
o mal o a numbe o easons, p ima ily he lack o unds, we conside i app op ia e o in oduce
aining sys ems in uni e si ies o enhance esea ch and eaching s a 's esea ch and me hodo-
logical compe ence.
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Educa ional policy and e o ms: he impac o globaliza ion
In ou opinion, uni e si ies do no pay enough a en ion o such echnologies o de eloping e-
sea ch and eaching s a 's po en ial as "pee o pee de elopmen ", aining o young esea che s
and young p o esso s ha ha e ecen ly become inc easingly popula in he educa ional communi y.
We belie e ha he ac i e use o he p oposed echnologies in uni e si ies would con ibu e, on
one hand, o imp o ing he esea ch quali y, on he o he – o inc ease he highe educa ion quali y
a di e en le els.
On he posi i e side, uni e si ies a e ac i ely esponding o he challenge o digi izing highe
educa ion, in pa icula by o e ing " aining on he use o IT in eaching". I is also ob ious ha he
abo e-men ioned de elopmen o m o esea ch and eaching s a 'spo en ial is u he ele an , as
well as he con en expansion o p oposals ela ed o he digi aliza ion p ocesses in highe educa ion.
The nex Ques ions 3 o he ques ionnai e aimed a disco e ing o ms o eaching com pe ence
de elopmen , implemen ed a he uni e si y. The esul s o he su ey a e p esen ed in Table 5.3.
Table 5.3 Fo ms o eaching compe ence de elopmen , implemen ed a he uni e si y, in numbe o
pe sons, %
Lis o o ms o eaching
compe ence de elopmen
Uni e si y
SSU
UzhNU
ChNU
NTU "KhPI"
LNTU
NAU
KNEU
KhNUE
NPU
NMUV
NUWEE
1 2 3 4 5 6 7 8 9 10 11 12 13
Manda o y ain-
ings/ cou ses o
imp o e eaching
Numbe o
pe sons
4 2 - 5 4 1 4 7 4 4 3
% 30.8 5.9 16.1 19 5.2 20 35 17.4 20 13
Elec i e ainings/
cou ses o imp o e
eaching
Numbe o
pe sons
10 6 3 19 5 13 8 15 16 12 9
% 76.9 17.6 15.9 61.3 23.8 68.4 40 75 69.6 50 39.1
Resea ch on each-
ing and lea ning in
highe educa ion
Numbe o
pe sons
2 6 5 9 6 17 6 7 2 5 3
% 15.4 17.6 26.3 29 28.6 89.5 30 35 8.7 25 13
Recogni ion/
p omo ion o bes
eaching p ac ices
Numbe o
pe sons
13 12 1 3 4 2 7 1 2 2 9
% 100 35.3 5.3 9.7 19 10.5 35 5 8.7 10 39.1
P o esso 's
e-po olio
Numbe o
pe sons
23213021216
% 15.4 8.8 10.5 3.2 14.3 10 5 8.7 5 26.1
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CHAPTER 5
1 2 3 4 5 6 7 8 9 10 11 12 13
Me hodological
semina s
Numbe o
pe sons
10 11 13 22 12 16 8 8 12 10 9
% 76.9 32.3 68.4 70.9 57.1 84.2 40 40 52.2 50 39.1
Feedback om
ellow eache s
Numbe o
pe sons
4 15 12 17 9 5 8 8 6 7 9
% 30.8 44.1 63.2 54.8 42.9 26.3 40 40 26.1 35 39.1
To al, esponden s Numbe o
pe sons
13 34 19 31 21 19 20 20 23 20 21
% 100 100 100 100 100 100 100 100 100 100 100
Based on he esul s, p esen ed in Table 5.3, we es ablished ha Uk ainian uni e si ies do
no ha e a su icien ly powe ul a senal o o ms o eaching compe ence de elopmen o hei
esea ch and eaching s a . Fi s o all, hese a e me hodological semina s (in 7 uni e si ies he
indica o is highe han 50%); in he second posi ion – elec i e ainings/cou ses o imp o e
eaching (in 6 uni e si ies he indica o is highe han 50%); in hi d place – eedback om ellow
eache s (in 2 – he indica o is highe han 50%); he ou h posi ion was aken by esea ch on
eaching and lea ning in highe educa ion and ecogni ion/p omo ion o bes eaching p ac ices
(in 1 (SSU) – he indica o is highe han 50%).
A he same ime, no uni e si y has ecei ed mo e han 50% o such o ms o eaching com-
pe ence de elopmen as manda o y aining/cou ses o imp o e eaching and p o esso 's e-po -
olio. Among o he op ions o eaching compe ence de elopmen o esea ch and eaching s a ,
men ioned by he esponden s, was sel -s udy o bes p ac ices and success cases o o he HEIs.
In ou opinion, he lack o a en ion o uni e si y managemen o ecogni ion/p omo ion o
bes eaching p ac ices has a nega i e impac on he mo i a ion o esea ch and eaching s a o
imp o e he eaching quali y.
The analysis o uni e si ies by ca ego ies showed ha conside able a en ion o eaching
compe ence de elopmen o esea ch and eaching s a is paid in he classical SSU and in ech-
nical – NAU and LNTU. We belie e i is caused by he uni e si y adminis a ion awa eness ha in
o de o ain a high-quali y specialis , highe educa ion p o esso s mus ha e no only scien i ic
and p o essional knowledge, bu also s a egies, echnologies and me hods o ans e ing his
knowledge as well as mas e ing he basics o pedagogical skills.
We de ined he ollowing dis ibu ion o answe s o Ques ion 4 “Wha mo i a ional/s imula ing
ools a e used in you HEI o p o essional de elopmen ?” (Table 5.4).
The esul s o he su ey p o e he ac ha a ious ools o pe sonnel and inancial policies
a e used in Uk ainian uni e si ies o s imula e he RTS' p o essional de elopmen . The analysis
o esponden s' esponses o he mo i a ing/s imula ing ools, used in uni e si ies o de elop
Con inua ion o Table 5.3
150
CHAPTER 5
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