Consultative Paradigms and Methods of Modern Psychological Practice in Ukraine

The article examines the budget financing of higher education institutions (HEIs) in Ukraine for 2019-2021. The existing budget financing system, which is based on a formulaic approach to the distribution of state budget expenditures among HEIs, is analyzed. The considered components of the budget financing of HEIs: the amount of financing of stable activities; the amount of funding provided depending on the activity indicators of the higher education institutions and the funding of the reserve. Factors affecting the size of each component were analyzed. The peculiarities of considering the regional aspect in the distribution of expenses for higher education have been revealed. The unevenness of budget financing of HEIs in the regional section was determined. Thus, in 2021, according to the volume of financing of state-owned HEIs, 5 out of 24 regions of Ukraine received UAH 11,648 million out of UAH 18,299 million of total funding in Ukraine, which was 63.8%. In addition, 19 HEIs (13%) out of 145 HEIs under state ownership of the country received funding in the amount of UAH 7,711 million, which was 42% of the total funding of HEIs of Ukraine. Financing of stable activities of higher education institutions is the main part of revenues from the budget for educational activities and ranges from 81 to 97% of the total financing of the i-th HEI. And considering the regional aspect is carried out, based on the formulaic methodology, only in the component that depends on the performance indicators of the HEIs. The amount of funding provided, depending on the activity indicators of HEIs, ranges from 2.7% to 19.1% of the total funding of the institution. Thus, the article examines the problems of budget financing of regional universities. According to the results of the conducted research, it was proposed to revise the regional indicator, which is taken into account when calculating the amount of funding provided depending on the activity indicators of HEIs. The authors proposed to adjust the indicator of the scale of activities of the higher education institution, as there is double counting, because the calculation contingent is taken as the basis. Effective state policy should be one of the ways to solve the regional problems of budget financing of HEIs mentioned in the article, as a component of the development of regional HEIs. Since the state policy should be aimed at supporting the balanced sustainable development of all territories of Ukraine.

In many countries, funding for higher education institutions is insufficient and requires the search for new financial instruments and financing models. One such financing model could be the issuance of social impact bonds aimed at improving the efficiency of higher education institutions. The study focuses on the use of financial instruments as social bonds for additional funding of higher education institutions. The peculiarities of social bonds and the possibilities of their application in the field of higher education are explored in the paper. The results of the study comprise three proposed innovative approaches to the development of a mechanism for the issuance of bonds. The first approach assumes that the issuer of social bonds in favour of the university is a bank or other financial institution. The second approach is based on the methodology of issuing social bonds by a university with the participation of the state. The third approach to the use of social bonds is the creation of a platform for financing long-term educational programs; it can be done with the participation of a large company implementing large-scale socio-economic projects. Such platform will have a great social and economic effect.

The analysis of legislative support of higher education of Latvia was carried out. It was defined, that institutions of higher education are autonomous institutions of education and science with the right to self-government. The autonomy of higher education institutions is characterised by the division of power and responsibility between the State authorities and the management of the institution of higher education, as well as between the management and the academic staff. The sources of funding of higher education institutions from state sources were found out. They include the financial resources of the state budget for education; income from tuition fees; targeted financial resources. The types of economic activity of higher education institutions were determined. The components of the system of state funding of higher education institutions were highlighted: formula funding (basic funding of studies), which is related to the number of study places; performance agreements for preparation of a certain number of specialists and for development of scientific activity; 3) formula funding (basic funding of science) for institutions of higher education, scientific institutions, and scientific institutes established by institutions of higher education; 4) funding to scientific activities through competitions. The allocation methods of state financial resources for higher education institutions were determined. The first one includes direct allocations from the state budget to higher education institutions. The second one involves indirect subsidies through state-guaranteed loans. The components of new three-pillar model of state higher education funding were presented. They are: basic (base) funding, performance funding, and innovation- and profile-oriented financing. The analysis of financial autonomy indicators of universities was carried out.

Effective implementation of higher education policy is impossible without adequate financial support for higher education institutions. Given the deficit of budget funds, the higher education institutions faced significant difficul-ties in the formation of financial resources for the implementation of their functions, which forced them to look for sources of additional funds, especially extra-budgetary sources of funding. The purpose of the article is to study the economic and legal aspect extra-budgetary financing of higher education institutions, in particular to substantiate the feasibility of diversifying financial resources of higher education institutions in in conditions of reducing budget funding; coverage of certain areas of extra-budgetary activities of higher education institutions and attraction of charitable assistance (fundraising). It is substantiated that the diversification of sources of funding for higher edu-cation institutions is associated with chronic budget underfunding, increased competition between higher education institutions, the need to increase the salaries of research and teaching staff, etc. It was found that extra-budgetary sources of funding for higher education institutions are divided into funds from extra-budgetary activities and earmarked funds. Certain areas of extra-budgetary activities of the higher education institutions are identified: the field of educational services (paid education, preparation for admission to the higher education institutions, and in-dependent external evaluation, retraining, advanced training, training of foreign students, providing individual paid consultations, paid short courses and seminars, etc.), research and production activities (contractual research work, consulting activity; innovation incubators, scientific and technical parks, etc.), commercial activity (publishing of textbooks, rent of areas and scientific equipment, etc.), services for students and staff (paid services for nutrition, treatment and rehabilitation), financial asset management. It is noted that the main source of extra-budgetary funds of higher education institutions of state and communal forms of ownership are funds from the provision of paid educational services. The content of fundraising as a new direction of attracting attraction of financial support by the educational institution is considered. The expediency of creating an endowment (permanent free economic fund) for the purpose of financing scholarships, research grants and other programs has been proved.

With the onset of new public management, there is a shift in the methods of financing of higher education institutions across the countries of the world, particularly emerging market economies, from public financing to private financing of higher education.1 Many countries adopted this shift very quickly while others have moved towards a gradual shift in adopting new systems to various extents. With the gradual decline in public financing of higher education institutions in developing countries like India, due to the competing demand for public funds and thereby privatization of public higher education institutions to share the cost of higher education to meet the growing demand for higher education, there are many new innovative methods that are adopted to finance higher education institutions. Further, the massification of higher education has encouraged the expansion of private higher education institutions to meet the sudden burst in the demand for higher education. The article discusses the issues and challenges in implementing the innovative methods of financing across the developed and developing countries with special regard to their implementation in a developing country like India.

Introduction. Higher education is always one of the most important priorities of social development. In the Strategy for the Development of Higher Education in Ukraine for 2022-2032, it is noted that Ukraine has an ineffective system of higher education, which, first of all, is due to insufficient funding of the industry. The long-term model of financing higher education had a number of systemic flaws and therefore proved to be ineffective, which complicated the process of training modern specialists. Institutions of higher education in the country constantly experience a lack of financial resources to ensure full-fledged current functioning; most of them have practically no funds for the development of their own material and technical base, stimulation of better results of the work of the teaching staff, participation in educational and scientific international cooperation. Solving these problems requires the introduction of new approaches to the process of financial provision of higher education institutions. The purpose of the article is track the change in priorities in financing higher education, compare the financing models of higher education institutions used in Ukraine, determine their shortcomings and advantages, justify proposals for improving the current model of budgetary financing of higher education institutions, taking into account the best foreign practices. Results. The data on the distribution of higher education financing volumes among their sources in the countries that are part of the Organization for Economic Cooperation and Development are presented; the dynamics of the share of expenditures on higher education from the state budget of Ukraine in expenditures on education and aggregate expenditures of the state budget, as well as in GDP. A conclusion was made regarding the insufficient amount of funding in the field of education. Approaches to determining the content and financing mechanisms of higher education are analyzed. The change of priorities in the financing of higher education in Ukraine is tracked, the main shortcomings and advantages of the used financing models are highlighted. Suggestions for improving the current formulaic model of budget financing of higher education institutions, taking into account the best foreign practice, have been formulated. Conclusions. Financing of higher education directly affects the efficiency of the industry and the achievement of strategic guidelines for its development. In the conditions of martial law, the issue of financial support becomes particularly acute and urgent due to the acute shortage of budgetary resources. It is noted that the model of financing higher education institutions should be clear, transparent and diversified, and state financing should be based on a formulaic approach that takes into account the final results of higher education. It is proposed to supplement the formula for the distribution of state budget expenditures on higher education among institutions of higher education with indicators grouped according to the following directions: financial environment, academic environment, technology and innovation, student dormitories. Emphasis is placed on the need for a real implementation of the principle of financial autonomy of Ukrainian universities, which includes, in particular, the diversification of financial resources and the broad involvement of alternative sources.

Developing reliable and valid tools for measuring the effectiveness of psychological and psychotherapeutic interventions is a critical task of modern psychological science and practice in Ukraine. The article presents a description of approbation of the psychological questionnaire (scale) for measuring self-assessment of development mentalization and self-agency in the process of mentalization-based psychological counseling (therapy) (SAMS). SAMS was developed within the theoretical psychoanalytic paradigm based on the psychodynamic tradition of empirical studies of the effectiveness of psychological interventions. The theory of mentalization by P. Fonagy and the theory of self-agency by J. Knox became the theoretical foundation of the SAMS. The purpose of the empirical study is to develop the body of SAMS and to check it for reliability and validity. Psychometric strengths of the SAMS were checked on a sample of clients of the project “Poradnya” (psychological counseling center) of psychology and psychotherapy Department of the Ukrainian Catholic University. 86 people were studied in the initial research and 32 in the re-test research. The study examined the SAMS methodology for internal, constitutional, and re-test reliability and its structural and constitutional convergent validity. According to the results of the conducted empirical research, it can be stated that the SAMS technique has high reliability and validity. Therefore, it can be used in further scientific studies of the effectiveness of psychological interventions in the same way as in psychological practice in Ukraine.

College leaders and policymakers benefit by understanding the relationship between increases in private giving, changes in state appropriations and how to position the institution to maximize both sources of revenue. Anecdotal and attitudinal studies suggested that fundraising success may affect state funding of higher education institutions. Recent quantitative research examining all Maryland 4-year public institutions indicated that total private giving was a partial predictor of state funding per full-time equivalent student, although there was no multiplier effect on private giving leveraging increased state operating funding. This research demonstrated a new method to examine the private and state support of Historically Black Institutions (HBIs) and Traditionally White Institutions (TWIs) and the supplanting of state funding, which is the focus of this article. My analysis of data from Maryland's four HBIs compared to TWIs was undertaken to compare fundraising activity and state operating funding support during the period FY1997 – FY2006. This research was inspired from an understanding of public choice theory, the correlation of endowment size and institutional quality rankings, and the cost of excellence study. I developed a quantitative study of Maryland 4-year public institutions over a 10-year period. My research analyzed the change in private giving in terms of the institutional endowment and treatment of state funding as the equivalent of spending from a pseudo endowment. Pseudo endowment is a ratio that simulates an unrestricted endowment necessary to support an equivalent spending level equal to state funding and will be explained in greater detail within the research design section of this article.

В статье обобщены проблемные положения финансирования деятельности вузов, в т.ч. с использованием программно-целевого метода, содержащиеся в научных трудах отечественных авторов, а также представленные в материалах Счетной палаты Российской Федерации; изложены особенности реализации программно-целевого финансирования учреждений высшего образования. Сделан вывод о том, что развитие системы финансирования деятельности вузов в целом соответствует зарубежной практике; имеются отдельные недостатки финансирования учреждений высшего образования, в т.ч. с использованием программно-целевого метода, который, несмотря на это, обладает возможностью оперативной трансформации своего организационно-методического инструментария. The article summarizes the problematic provisions of financing the activities of universities, including using the program-target method, contained in the scientific works of domestic authors, as well as presented in the materials of the Accounting Chamber of the Russian Federation; outlines the specifics of the implementation of program-target financing of higher education institutions. It is concluded that the development of the system of financing the activities of universities in general corresponds to foreign practice; there are some shortcomings in the financing of institutions of higher education, including using a program-target method, which, despite this, has the ability to quickly transform its organizational and methodological tools.

Process management in any organization is primarily limited by characteristics of the organization. This equally applies to higher education area. The management system for higher education institutions is based on its institutional characteristics. The essential elements on which the quality of knowledge management in higher education institutions depends are: the status of higher education institutions, the quality of institutions of higher education and the system of financing higher education institutions. In the case of Montenegro, as transition country, important elements of the system of higher education are defined by Low from 2018. The status of the institutions does not comply with international standards. We do not have the possibility for a clear international recognition of higher education institutions in Montenegro (University, College, College-University ), as well as clearly defined universities of academic and applied sciences university (Croatian University). The functionality and equity of higher education institutions must be ensured by regulations and change the disability status of independent faculties in the current legislation. Problematic points of the existing Law are related to the following: financial guarantee of continuity of study programs and re-accreditation of study programs. It is necessary to legislate new principles of higher education financing which support the balance between the financing of higher education institutions (on the basis of a contract on education of a certain staff profile) and direct student financing (through vouchers for the benefit of students, at the expense of the budget and / or granting loans to students education, which, depending on the achieved success, which students return to certain deadlines after graduation and employment). Tuition fees for all institutions of higher education must be based on an objectively determined cost of student studies, and tuition fees below the cost price (prohibition of dumping fees) should not be tolerated, except for the usual incentives, discounts and scholarships at the expense of the institution's funds, but not the funds that the institution receives from the budget. Accreditation and re-accreditation of the higher education institution should provide conditions for: internal quality assurance, external quality assurance and control of the process by quality assurance agencies. Under the conditions of this higher education system, uninterrupted development of modern forms of higher education is possible, especially one that is dominant in developed education systems, as well as the success of knowledge management in the higher education system.

Previous research has indicated that many PhD students undertake a PhD degree with the goal of pursuing a career in academia. Due to the competitive nature of the post-PhD job market, many of these students feel the necessity to undertake extra work outside of their degrees to increase their chances of securing employment via increasing their overall academic profile. Examples of this work include publishing in academic journals, as well as gaining teaching experience in higher education settings. The PhD journey in and of itself can be an all-encompassing lived experience, placing the doctoral student under high levels of stress, as well as negatively impacting their work/life balance and overall wellbeing. As such, any additional work taken on by the student can further add to this burden. The COVID-19 pandemic has generated an environment of economic instability in the field of higher education, which has worsened the competitive academic employment landscape. Using Bourdieu’s theory of practice, in this chapter I will detail my own experiences in the field of higher education. This will include (a) my experiences as a PhD student attempting to develop my academic profile to be a competitive candidate in the post-PhD job market, and (b) as an early career researcher navigating this job market throughout the pandemic. Of particular interest is the concept of capital and how the value of various types of capital have shifted throughout the pandemic, and subsequently how my experiences of this within the field of higher education have influenced my overall academic identity.

With the rapid development of artificial intelligence technology, ChatGPT, as an advanced natural language processing model, has shown great application potential in the field of higher education. In the field of higher education, ChatGPT not only plays an important role in promoting education and teaching, personnel training, scientific research and production, and evaluation management, but also the technological breakthrough and innovation behind it will promote the process of digital transformation of education. At the same time, the intervention of ChatGPT can not only fully activate students’ interest in learning but also effectively cultivate their independent learning ability and lifelong learning awareness, so that they can better adapt to future social development. In this regard, this paper first describes the application advantages of ChatGPT in the field of higher education, and then analyzes the challenges faced by the application of ChatGPT in the field of higher education, and finally puts forward effective application paths, in order to provide some references for relevant education researchers.

Background: Cancer policy has long called for improved access to psychological care for people with cancer and their carers. Purpose: This mixed-methods evaluation aims to explore some of the views of primary and community healthcare professionals in London on their provision of psychological care for people with cancer and their carers. It explores their opinions of what they are currently doing, and what they would like to do more of. Method: An exploratory sequential design was used in surveying and interviewing primary and community care staff in London about their cancer care work. Interviews were analysed from a phenomenological perspective. Results: 92 questionnaire responses were received (RR=31%), and 7 interviews were conducted. Respondents wanted to offer more psychological care, including peer support groups. Further training in this area was identified as necessary. Care for family and carers was reportedly lacking; this group had perceived unmet needs. GPs’, District and Community Nurses’ provision of bereavement care was reported to be reactive, variable across London and without clear structure or protocol. Conclusions: Respondents identified that psychological care for people with cancer and their carers isn’t meeting demand and requires better resourcing. Psychological care was suggested to be a driver of secondary workload. This is the accepted version of the published article.

The article is devoted to the study of patterns of formation and development of the system of fnancial support for the functioning of universities as a central element of the system of higher education institutions at the university level and to determine on this basis the relevant tendencies and problems. It is noted that the issue of retaining universities, providing their fnancial and logistical needs has been urgent since their emergence as a public institute, and it remains so today. In particular, the relevant issues are characterized in Ukraine. The principles of public fnancing of domestic universities have recently undergone signifcant changes, which have already started to be implemented since 2020. In the world, public funding for higher education institutions is through the prism of implementing appropriate public policy. Public funding for higher education is provided through national and local budgets. World practice has a diversity of funding models for universities. Based on the analysis, they can be broadly divided into two types, depending on the source of funding: public (state and municipal) and private. The fnancial models used in the practice of European universities take into account the effectiveness of the university’s activities, but they differ depending on the type of activity of the university, for example, some fnancial models are used for training and others for research activities. Regarding Ukraine, there is reason to note the general trends in the development of the countries with economiesin transition, in view of the fact that the government (the state) remains the main source of funding for higher education,while the decrease of the state budget for fnancing the education of students is evident. training, development of new programs and investment in research. A dramatic change in the mechanism of public funding of Ukrainian universities began in late 2019, when the Ministry of Education and Science of Ukraine signifcantly changed the approach to fnancing higher education. These changes are envisaged in the Concept of Reforming Financing and Management of Higher Education Institutions. In general, it should be noted that the search for and development of an effective university funding model should take into account all the activities of the university and be based on effciency, transparency and autonomy. Thisshould, in turn, increase the accountability of all participants in the educational process and enable the use of limited fnancial resources.

Resource allocation and funding in higher education is crucial to the success of reform and transformation of our higher education system. With a view to identifying trends and best practices in the area, utilizing a method of systematic literature review, we have critically reviewed relevant theories and practices from developed counties that are covered in the scholarly literature published in English in the past 10 years. Our review has revealed: (1) Several universal trends have exerted a decisive impact on resource allocation in higher education, for example, funding reduction and tuition fee increases, performancebased funding, privatization, corporatization, and internationalization; (2) Several theories underpin key research in the area, for example, new institutional economics, resource dependence theory, and political economy; (3) Several controversial issues have made their way into public debate, for example, higher education as a public good or private good, academic capitalism, educational equity, and the role of econometrics.