Abstract
The article proves that one of the objectives of the contemporary high school is developing the potential of all participants of the pedagogical process, giving them opportunities for revealing creative abilities. Such a change in the role of education in society has led to innovative processes. We distinguish the following elements of innovative activity in HEIs: the goal (increasing the efficiency of resource use in the HEIs), the content (the processes of creating and applying the innovations, including regular ones) and the product (the quality of training the graduates of the HEIs). We also identified the following types of innovation: organizational, processive and productive, which are the subjects of innovative activity in the HEIs. Under these circumstances, the planning and application of innovations are considered as the area of involving teachers into innovation activity. We specified the factors increasing the number of innovative activities: organizational and technological preparation of creating innovations is considered pre-innovation activity; the production of innovations depends on research and scientific work; the application of innovations includes the stages of implementation, design and dissemination. We distinguished contextual, educational, scientific and innovative processes and the process of strategic development of human potential. We identified the prospects of researching the innovative environment of HEIs as a condition for effective innovative activity of teachers. Generally, the structure of indirect management of the innovative process includes the main stages of the reflexive regulation of searching a new idea: the stages of criticism, conscious rethinking and normalization of the activity. The organizational structure of such management includes the following stages: diagnostic, regulatory, analytical and verification. Knowledge of the varieties of structures and their main stages is necessary to define the whole system of reflective management, because the innovation process consists of micro-innovation processes, which need to be adjusted in communication. We analysed the basic structural components of the authors’ technology of managing the innovation process at the department level as a structural part of НЕІs.
Highlights
The accelerated development and global integration of social production and the informatization of society require appropriate changes in education (Kneale et al, 2016)
There is no information in the scientific literature about the possibilities of managing the innovative process by increasing the level of pedagogical reflection of teachers in the real conditions of work of structural parts of higher education institutions (HEI), in particular we are talking about the departments
Knowledge of the varieties of structures and their main stages is necessary to define the whole system of reflective management, because the innovation process consists of micro-innovation processes, which need to be adjusted in communication
Summary
The accelerated development and global integration of social production and the informatization of society require appropriate changes in education (Kneale et al, 2016). Significant changes in the national education policy are taking place in our country. This is due to the transition to a position of self-oriented pedagogy. One of the tasks of the modern high school is to reveal the potential of all participants in the pedagogical process, to give them the opportunity to show creative abilities. Such a change in the role of education in society has mostly led to of innovative processes. Regarding innovation in higher education, the researchers distinguish three levels of innovation: conceptual, organizational, activity, scientific and methodological
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