HIGHER EDUCATION INNOVATICS: THE ROLE OF INNOVATIVE ENVIRONMENT IN TRANSFORMATION OF THE SPHERE OF HIGHER EDUCATION AND SCIENCE

Innovation policy in the field of higher education and science is one of the main components of the state socio-economic policy of social development and is aimed at creating favorable conditions for the market launch of new ideas created in this sphere. The purpose of the study is to analyze the decisive influence of academic capitalism on the formation of innovation policy in higher education and science, contributing to the creation of an innovative environment for transformational change in this sphere. The methodology of the research is based on an objective standardized approach to the analysis of factual data on the development and implementation of innovation policy in higher education systems and leading universities of the world, the latest published results of experiments, materials of scientific literature on innovation policy and innovation management. Research results. The main directions of innovation policy of entrepreneurial university and innovation relations in the sphere of higher education and science are investigated. It is shown that innovative transformations in the sphere of higher education and science, as a rule, take place within the framework of the innovative policy determined by the leaders of this sphere. It is noted that innovation policy in higher education is a link between the policy of research and scientific (scientific and technical) activities, search and dissemination of knowledge, education and training of qualified specialists in the field of technological development, industrial policy and environmental policy. The authors studied the following: the types of activities promoted by innovation in higher education and innovative environment of this activity; the main directions and main components of innovative policy of entrepreneurial university; innovative relations in higher education and science; innovative environment; the importance of having the necessary competencies, their formation and development; internal and external sources of competencies for universities, etc. Practical implications. The authors suggest that innovation policy in higher education is a link between the policy of research and scientific (scientific and technical) activities; search and dissemination of knowledge; education and training of qualified specialists – on the one hand, and technological development; industrial policy and environmental policy – on the other. This can be used in the creation of the theory and practice of innovation policy development in higher education. The article as a whole is devoted to the further development of the theoretical foundations of higher education innovatics.

The work is devoted to the study of the main types of innovations in the sphere of higher education. The following types of innovations are considered: innovations of technological and organizational type; innovations of educational and pedagogical type; innovations of structural and pedagogical type; innovations of economic and market type. Also analyzed innovative information technologies, information and innovation management, as well as innovative marketing are widely used in the management of innovative activities in education. They are combined into a group of means and tools for managing innovative activities in education. They can occur in almost all types of innovations in the education system, which can lead to innovative changes to achieve new quantitative and qualitative education parameters. The analysis in the article of some types of innovations in the higher education system shows that they can lead to innovative changes. These are organizational-type innovations in the field of higher education; educational and pedagogical innovations in the higher education system; means and tools for managing innovative activities in education; innovations to solve problems of forced or emergency distance learning, etc. Also are important innovations in higher education related to the protection of life on Earth (environmental, resource-saving and alternative fuels, food security, health care, population control, etc.), as well as new types of innovations in higher education and science caused by global changes, extraordinary and force majeure circumstances. The authors argue that the prospect of building a knowledge society with an innovation-oriented type of economy in any country requires a profound reform of the national economy humanitarian sphere, innovative development of higher education system, science and scientific-technology activity. This should be done on the basis of reasonable combination of the best foreign experience with national traditions. The results of the research can be useful both for specialists in the field of higher education and science, as well as for students, postgraduates, and researchers in the field of innovative activity and innovative development.

The purpose of the work is the study of the complex essence of higher education as anintegral part of the anthroposphere (technosphere); definition of the main fundamental tasks of innovativeacademic (university) entrepreneurship; studying the main types of innovations initiated by academiccapitalism in the higher education system, which can lead to innovative changes and their classification;determination of the main objects of innovation activity in the field of higher education and science andexpedient directions of further innovative development of higher education in Ukraine; studying the typesof innovations in the higher education system.The authors consider innovative transformations in the field of higher education and science asobjectively conditioned transformational changes caused by the environment of academic capitalism. Thecore of the study is academic or university entrepreneurship, based on market relations spread byacademic capitalism in the field of scientific and educational activities of higher education institutions, research institutions, and other institutions and organizations in this field. An important basis of scientificwork is the application for national conditions of the theory of triple helix Etskowitz’s innovativedevelopment of society.The scientific novelty is that the authors: studied the world experience of innovative changes in highereducation and science taking place in the environment of academic capitalism; formulated and proposedtheoretical data for new approaches in understanding the innovative transformations in the field of highereducation and science, which are economic categories and occur according to the laws of the market;proposed new approaches for further innovative reform of higher education and science in the context ofacademic capitalism. A new scientific term of “innovatics of higher education” has been put intocirculation.Provisions on the uniqueness of the essence of higher education, the main fundamental tasks ofinnovative academic (university) entrepreneurship, types of innovations initiated by academic capitalismin higher education, which can lead to innovative changes, and their classification as theoretical, andpractical significance for the development of domestic science and higher education are proposed. Alsothe main objects of innovative activity in the field of higher education and science, appropriate areas forfurther innovative development of higher education in Ukraine, as well as types of innovations in highereducation that can lead to innovative changes are identified.

For the first time in Russian-language historiography on the basis of an analysis of the most important components of Franco-German cooperation in the field of higher education the evolution of cooperation between higher education institutions of France and Germany in the post-war period is presented. The prerequisites for Franco-German cooperation after the Second World War are determined. The evolution of academic mobility between these countries is considered. The results of activities to create equivalents of documents on higher education in France and Germany are revealed. The Franco-German joint institutions of higher education are characterized. The aim of this work is to consider the evolution of cooperation between France and Germany in the field of higher education in the post-war period of time through the prism of its key aspects. The relevance of this study is due to the lack of research on this issue in Russian-language historiography. In addition, the study of Franco-German relations in the field of science and higher education in the post-war period is also of practical importance, since the experience of this cooperation, or its individual aspects, can be used in the field of higher education and science of our state. As a result of the analysis of key aspects of the Franco-German university cooperation, the following stages were identified in bilateral cooperation. 1. Establishment of Franco-German educational cooperation (1949–1963) – a period of post-war contradictions and the emergence of academic mobility between universities in France and Germany. The intensification of Franco-German cooperation in higher education was due to the unfolding Cold War and the ongoing process of European integration: the cultural sphere acted as a means of overcoming Franco-German antagonism. 2. Franco-German cooperation after the conclusion of the Treaty of Elysee (1963 – the end of the 1970s) – a period of expansion of academic mobility and the creation of new tools for its implementation; at the same time, this period of cooperation was marked by a shift in the attention of the governments of France and Germany towards national education issues. 3. The beginning of the process of institutionalization of Franco-German cooperation (late 1970s – 1993). The transition to the third stage of cooperation is due to the emergence of new trends in bilateral educational partnerships: the creation of coordinating institutes and joint educational institutions and the beginning of solving the problem of equivalence of diplomas. 4. The cooperation of France and Germany after the formation of the EU in 1993 – the Franco-German partnership at the present stage and within the European Higher Education Area. The implementation of the provisions of the Bologna Agreement in practice significantly unified the higher education systems of France and Germany, which facilitated bilateral academic exchanges, and the two countries’ participation in European educational programs became an additional incentive for their intensification.

The continuous development of economic globalization has led to huge changes in the field of education in Russia. Unfortunately, due to the serious social problems left after the collapse of the Soviet Union, Russian society found itself in a state of serious national crisis, and the field of higher education was not spared. Russian higher education has faced a number of problems. In 2003, Russia joined the Bologna Process and began a comprehensive reform of higher education. This process has made an important contribution to ensuring the quality of European higher education, implementing the integration of European higher education and promoting research and innovation in the field of European higher education. The promotion of innovations in education, especially in the field of higher education, has become a key factor in increasing its international competitiveness.

This paper seeks to facilitate research on the processes of innovation and change in higher education, an area of scholarly endeavor which is attracting much interest of late. To meet this goal, a conceptual distinction is first drawn between the broad process of organizational change and the more specific processes of purposive change and innovation. Then, a typology of four research frameworks relevant to innovation and change is presented and illustrated through exemplary studies in the field of higher education. Using techniques of causal modeling, a prototypic flowgraph is constructed to capture the major features of each framework. Flowgraphs are cast in terms of posited relationships between generic variables which can be operationalized to suit the particular needs and setting of a given study. The authors further suggest that the most productive research on change and innovation in higher education will be based on sound theoretical reasoning employing combinations of the four frameworks. They argue that the specificity inherent in causal modeling can clarify important conceptual issues and thereby promote more informative investigation.

The purpose of the work is to study the complex essence of higher education as an integral part of the anthroposphere (technosphere); to define the main fundamental tasks of innovative academic (university) entrepreneurship; to study the main types of innovations initiated by academic capitalism in the higher education system, which can lead to innovative changes and its classification; to determine the main objects of innovation activity in the field of higher education and science and expedient directions of further innovative development of higher education in Ukraine; to study the types of innovations in the higher education system. Innovative transformations in the sphere of higher education and science are considered by the authors as objectively conditioned transformational changes caused by the environment of academic capitalism. The core of the study is academic or university entrepreneurship based on the market relations spread by academic capitalism in the sphere of scientific and educational activities of universities, research institutes and other institutions and organizations of this field. An important basis of scientific work is the application to national conditions of the Triple helix model of innovation of N. Etzkowitz on the innovative development of society. Scientific novelty consists of the following: the world experience of innovative transformations in the sphere of higher education and science occurring under conditions of academic capitalism is studied; theoretical data for new approaches in understanding of innovative transformations in the sphere of higher education and science which are economic categories and occur under market laws are formulated and offered; new approaches for further innovative reformation of higher education and science under conditions of academic capitalism are offered. A new scientific term of “innovatics of higher education” has been put into circulation. Provisions on the uniqueness of the essence of higher education, the main fundamental tasks of innovative academic (university) entrepreneurship, the types of innovations initiated by academic capitalism in higher education that can lead to innovative changes, and their classification of both theoretical and practical importance for the development of domestic science and higher education are proposed. The main objects of innovative activity in the sphere of higher education and science, the corresponding directions of further innovative development of higher education in Ukraine, as well as the types of innovations in higher education that can lead to innovative changes are also defined.

The state guarantees equal access to higher education. Due to the Chernobyl disaster, war, or other circumstances (death of both parents or deprivation of their parental rights, damage to health, which led to limitation of life activities and establishment of disability), we have entrants who do not have the opportunity to exercise their right to higher education on equal terms with other entrants who were not affected by these circumstances.
 We have a number of legislative acts to regulate these relations to ensure equal access to higher education for socially disadvantaged population groups, among which the Constitution of Ukraine and the Law of Ukraine «On Education» are generally declarative in national legislation. The Law «On Higher Education» already specifies the subjects of administrative guardianship in the field of higher education, as well as their right to a specific type of administrative guardianship in the field of higher education. Exercising his right to equal access to higher education, the subject of administrative guardianship in the field of higher education applies to the institution of higher education with a request to provide a specific type of administrative guardianship in the field of higher education, the institution of higher education takes measures to provide administrative guardianship in the field of higher education. Relations arise, which should be called administrative-legal relations of administrative guardianship in the field of higher education. Why precisely administrative-legal relations, because firstly, these relations are regulated by the norms of administrative law, for example, the norms regulating the procedure for admission to an institution of higher education and relating to subjects of administrative guardianship in the field of higher education are created and approved by the Ministry of Education and Science of Ukraine, that is, by the central body of the executive power, secondly, in the presence of a wide range of rights, the student is in a certain subordination to the institution of higher education, so according to Article 63 of the Law of Ukraine «On Higher Education», the student of the institution of higher education undertakes to observe the statute and internal regulations of the institution of higher education, comply with the requirements for occupational health and safety, safety technology, industrial sanitation, and fire safety provided by the relevant rules and instructions, comply with the requirements of the educational (scientific) program (individual curriculum (if available), observing academic integrity, and achieve the study results determined for the corresponding level of higher education, thirdly, administrative guardianship in the field of higher education is provided at the expense of the state budget, fourthly, administrative-legal relations regarding the provision of administrative guardianship in the field of higher education arise in the presence of administrative-legal norms , which prescribe them. Institutions of higher education under the supervision of the Ministry of Education and Science of Ukraine, as well as persons who are entrants or students of higher education and wish to receive administrative guardianship in the field of higher education, are the subjects of administrative-legal relations regarding administrative guardianship in the field of higher education. This article is dedicated to the study of the topic of administrative-legal relations for the provision of administrative guardianship in the field of higher education, subjects, objects and legal grounds for the emergence, change and termination of these relations.

The purpose of the study is to analyze the features of international public-private partnerships in the field of higher education and, based on their careful study, to propose appropriate areas for improving domestic legislation. Multinational companies, high population mobility, and the problem of refugees' professional realization contribute to the constant search for interstate cooperation on education. In such conditions, quality education, increasing the competitiveness of higher education at the international level, development of innovations in the field of education and science in Ukraine, constructive cooperation and effective interaction of participants in the educational process are the requirements of our time to achieve a high level of efficiency of educational activities through innovation. The complex of these aspects determines the relevance of the topic. Such methods as analysis, synthesis, deduction, induction, and the logical and legal method were used in the article. The author's definition of the concept of "international public-private partnership in the field of higher education" was proposed within the framework of the study. The key features of this scientific category were highlighted. The key problems that prevent the normal functioning of international public-private partnership in the field of higher education were outlined, on the basis of which the author's vision of ways to solve the last problems was proposed. The study presents the author's approach to a comprehensive understanding of the features of international public-private partnership in the field of higher education and the ways of its improvement at the level of domestic legislation, which can be used in the course of further comprehension of the issues under study.

The article examines the main problems of current Russian-Chinese relations in the field of cultural exchanges and higher education in Russia and China. The goal of the research is to identify the historical origins of the formation of cooperation between the two countries in the field of higher education, the possibilities of developing the system of intercultural communications in the education sector of Russia and China in modern conditions. The research methodology includes an analysis of cultural, historical, regional and social components. The main directions of merging the cultural areas of these countries have been compared. The cooperation between the Russian Federation and the People's Republic of China at the present stage and the prospects for its development in the field of education have been studied in detail. Close attention is aimed at improving the educational process and the development of intercultural relations. This cooperation has been considered on the example of several universities in Russia and China. The experience of organizing partnerships between universities has been studied through the prism of modern Russian educational practice. Further development prospects have been highlighted, taking into account their needs. As a result of the research, the author has concluded that, despite the constant changes in the modern geopolitical situation in the world, the relations between the countries remain stably diplomatic. It has been noted that the main priority of the Russian foreign policy towards China is the development of diplomacy and mutual communication between the two bordering states; options for solving the tasks set, linking them with Russia's change in its foreign policy course and directing it towards cooperation with China, the leader of East Asian countries have been proposed. These conclusions determine the desire of modern society to achieve mutual understanding in the field of intercultural communications between Russia and China.

The article discusses the formation of legislation on higher education in Russia. The sphere of education is the most important condition for the spiritual, professional formation and development of the individual, the social well-being of society, political and economic formation of the state. An analysis of the historical and legal experience of regulating public relations is a prerequisite for building modern legislation in the field of education. The relevance of the study of the Russian features of legislation on higher education of the XVII-XVIII centuries is that modern social relations in the field of education are not fully regulated. This is evidenced by a range of legal problems. Particular attention should be paid to the legislative regulation of certain powers of participants in public relations in the field of higher education, by-law legal regulation, as well as the implementation of certain legal norms of the Federal Law of 29.12.2012 № 273-FZ. The need to resolve these problems updates the relevance of theoretical problems. The answer to the above questions is an analysis of the historical foundations of Russian legislation on higher education. In the pre-revolutionary Russia, sufficient experience in managing higher education, as well as regulating relevant social relations was in place. The completeness of the study of the subject of public relations in the field of education in the historical context is closely related to the analysis of the activities of Russian universities. The article considers the reasons for the appearance of educational institutions in Russia. The first domestic educational institutions appeared at the end of the 18th century - at a historical moment when the expansion of Western European ideas for organizing university education reached the Russian state. Russia had an urgent need to train specialists in the field of public administration - officials, theologians - to strengthen the Orthodox faith, teachers - to educate and promote morality. The authorization of the first regulatory and legal sources in the field of higher education was associated with attempts to create the Slavic-Greek-Latin Academy in Moscow. The revival of the ideas of education in Russia objec'tively accelerated the process of creating domestic educational institutions. The further development of legislation on higher education is associated with the implementation of new ideas about the establishment of universities under Empress Elizabeth Petrovna and Catherine the Great . In the final part of the work, it is noted that in connection with the creation of the first educational institution in Russia, the first normative legal act regulating legal relations in the field of higher education is published - "Privilege for the Academy." During the XVII-XVIII centuries Russian legislation on higher education contained personal regulatory legal acts. They were strictly targeted and regulated the activities of the educational institution, its officials, teachers, students, as well as other participants in academic social relations.

The emphasis has been placed on the fact that due to the competent use of the necessary tools during the development and implementation of state policy in the field of higher education it is possible to create conditions for the reproduction of educational potential of our state. Particular attention has been paid to the fact that the main purpose of higher education is the state investment in human capital in order to develop skills and professional competencies for priority areas of economic activity. The ability to use them properly will ensure innovative socio-economic and cultural development of our country taking into account current needs of human beings and society. In this regard, it is important to have a clear understanding of the place and role of state policy in the field of higher education within state education policy in general, the use of the necessary legal tools in developing effective state policy within higher education, since it directly affects the competitiveness of our state on the world stage, its socio-economic development and Ukraine’s entry into the international educational and scientific space. The author has emphasized the importance of understanding the role and significance of the state policy in the field of higher education within the system of state education policy in general, outlining the priority areas of its modernization in order to bring it into line with generally accepted European standards in this area. As a result of revealing the essence of the state education policy, the author has offered to understand the state policy in the field of higher education as a set of key ideas, priorities or goals enshrined in national legislation, when the authorized subjects implement managing impact with the assistance of certain legal tools in order to ensure the proper functioning of higher education area, acquisition of skills and professional competencies by applicants for higher education, development of their employment abilities. The purpose of the state policy in the field of higher education is to create an ideal model of higher education system and its integration into the national education system, strengthening relationship between higher education institutions and the labor market, ensuring further development of socio-economic, scientific and cultural potential of our country, strengthening the intellectual potential and the state’s competitiveness on the world stage, Ukraine’s entry into the European educational and scientific space. The tasks of the state policy in the field of higher education have been systematized. That allowed to determine its characteristic features that distinguish it from other types of state policy in general and state educational policy in particular. The factors influencing the effectiveness of the state policy in the field of higher education have been highlighted. It has been emphasized that the current stage of modernization of the state policy in higher education in Ukraine is characterized by the focus on higher education as the most important innovative component of the modern economy, as the necessary prerequisite for economic growth, cultural and intellectual development.

IntroductionNon-recognition of gender mainstreaming in science increases the negative impact on the quality of research, research policy, and the use of scientific results in practical economic and social life (LYMOS, 2012, p. 197). It is clear that scientific researches in this field are necessary. Despite the fact that gender equality issue is one of the most popular topics within sociological researches, situation in Lithuanian universities is rarely an object of such studies. This leads to the novelty of the topic aiming to reveal the current situation and to evaluate the actual status of women in academia. The research purpose is to investigate the structure of administrative staff and academic positions by gender in both public and private universities of the Republic of Lithuania. While the research objectives are to determine whether vertical segregation prevails in the structure of academic positions and administration staff of Lithuanian higher education and science as well as to identify the main factors affecting it. In addition, it is planned to reveal the differences in gender representation comparing public and private universities personnel data. The research methodology: combination of theoretical and empirical methods was chosen. The method for empirical data collection is survey. The article consists of three sections starting with substantiation of necessity to ensure the gender balance in higher education and science, then proceeding with identifying the research methodology and analysis of the survey results. Practical implications - the results of the survey held in Lithuanian universities show the asymmetric gender distribution and vertical segregation within Lithuanian higher education system. Women dominate at the lowest administrative and research levels while men prevail at the highest levels. This conclusions lead to the need for further scientific researches in this field in order to provide validated recommendations on introduction of gender balance in Lithuanian universities.1. Equal Opportunities of Women and Men in the field of Higher Education and ScienceDespite of prevailing understanding of gender equality as one very important value and principle in contemporary world, still men and women take different roles in the field of Higher education and science. Over 40 years ago, nearly 5,000 American and Canadian children were asked to draw a picture of a scientist, and only 28 children (0.6%) depicted a woman scientist (Miller et al., 2014). Can we expect significant changes in gender roles stereotypes today?During last decades gender equality idea was widely promoted in all areas. It became one of the European Union's public policy principles. Following the strategy of Gender Mainstreaming, gender equality shall be incorporated in all policies at all levels and at all stages (Council of Europe, 1998), including all fields of academia and research. The necessity to seek the equality between women and men includes arguments related with the need to implement in general fairness, democracy and credibility, as well as research relevance and quality. Only equal participation of both genders can ensure sufficient diversity and secure the heterogeneously of scientific groups, what is widely recognized as more vigorous and innovative (Committee for Mainstreaming - Women in Science in Norway, 2007).Not ensured gender equality in research displays in horizontal segregation in different fields of science. For example, in the fields of physical and technological sciences where the concentration of researchers makes up to 50 per cent women make only 12 per cent (LYMOS, 2012). Also vertical segregation exists in the top academic and science management levels. For example, in Lithuania there is only one woman university rector (private university). The problem may be caused by the irrational use of human resources in science. In case it stays unsolved, it may have a negative impact on research and development and impede the growth of a country's economy. …

The subject of the study was the peculiarities of the legal regulation of the implementation of control (supervisory) activities in the field of higher education, due to the introduction of a risk-based approach. Some problems of law enforcement are analyzed and proposals are formulated to improve the legal framework of the system for assessing and managing the risks of harm (damage) in the implementation of federal state control (supervision) in the field of higher education. Special attention is paid to resolving the issue of the prospects of embedding monitoring in the system of control (supervisory) activities in the context of a risk-based approach in the field of education. The work uses a set of methods and methods of cognition inherent in modern science, system analysis is used as a general scientific method, and special legal analysis is used as a private scientific method. As a result, the following conclusions are made: 1) the introduction of a risk-based approach has become the core of reforming the system of state control (supervision), including in the field of education; 2) there are problems of law enforcement of the established system of criteria for assigning objects of control (supervision) to risk categories and a list of risk indicators; 3) implementation of public and professional control tools in the higher education system in activities of control (supervisory) bodies; 4) there is a potential for the use of monitoring in control (supervisory) activities. As a result, there is a need to improve the system of criteria for assigning objects of federal state control (supervision) in the field of education to risk categories, within which it is important to take into account foreign and regional experience in applying a risk-based approach. A special contribution of the author to the research of the topic is the development of his own proposals to supplement the list of criteria and update the established risk indicators. The novelty of the research lies in substantiating the importance of resolving the issue of the limits and prospects of embedding monitoring, as well as the results of public and professional control, in the system of control (supervisory) activities in the field of higher education in a risk-based approach.

creative and excellent as possible. Higher education systems are expected to provide us with the scientific and technological breakthroughs which are assumed to be indispensable for further economic and social developments, and they are also expected to produce the specialised professionals who must be able to use these breakthroughs for the good of society. Hence, higher education systems are required to be innovative, and many government policies in the field of higher education are designed and implemented to achieve this end. This article focuses upon the relationship between government strategies designed to encourage innovation in higher education and the innovative behaviour of higher education institutions. Using the theoretical perspective of the study of public administration, we will address the following questions: