НАУКОВО-ПЕДАГОГІЧНИЙ ПОТЕНЦІАЛ УНІВЕРСИТЕТУ ЯК ПРЕДМЕТ НАУКОВОГО ДИСКУРСУ

Abstract

The results of the analysis of the scientific works that directly or indirectly reveal the content of the concept of «scientific and pedagogical potential of university» are presented. Attention is focused on the features, properties and relationships of this pedagogical phenomenon described by different authors. According to the results of the analysis, it is concluded that this concept is in the process of shaping, so there is no terminological unity in relation to it. The analysis did not reveal the characteristics of the scientific and pedagogical potential of University as a system with certain elements and connections. The authors use the terms «scientific and pedagogical potential of higher education institutions», «scientific and pedagogical potential of higher education», «scientific and pedagogical personnel potential» as synonyms in various contexts. However, most of the authors describe scientific, personnel (pedagogical), and innovative potentials separately. Therefore, shaping the concept of «scientific and pedagogical potential of University» becomes relevant both in the scientific and practical sense. On the basis of the main tasks of institutions of higher education specified by Law of Ukraine «On Higher Education», it is concluded that the scientific-pedagogical potential of University, in addition to the mentioned constituents, is characterized by educational and research environment, resources and opportunities provided there. In shaping a comprehensive concept of «scientific and pedagogical potential of University», all of them should be taken into account. The features and characteristics identified during the research that are directly related to the scientific and pedagogical potential of University, the mission of universities as educational and scientific centers allowed us to build a construct of the concept under study. At the institutional level, its components are represented by University’s human resources; material, technical and information resources for teaching, training and research; by a network of structural divisions that provide training applicants for higher education as well as research activities of scientific – pedagogical workers; educational and managerial innovations; the volume and level of scientific results and educational services; channels and mechanisms of internal and external communication; the results of integration into the world educational and scientific space; and the activity of subjects of the educational process. We do not consider the concept of scientific and pedagogical potential to be the only and exhaustive one. However, the resources, characteristics, and indicators taken as a basis will contribute to further shaping the concept under study. It is predicted that the process of shaping the concept of «scientific and pedagogical potential of University» will continue with the participation of the general scientific community.