Models of higher education institutions work financing

Today, the existence of independent Ukraine as a civilized country with a European vector of development is under threat. For higher education, the problem of training qualified specialists capable of rebuilding the agricultural sector of our country is extremely acute. After all, military aggression led to the loss of human potential, including the displacement of participants in the educational process within Ukraine and abroad (more than 2,000 educational institutions were damaged by bombings and shelling, more than 200 of them were completely destroyed); among pupils/students and teachers/teachers there are killed and wounded (since the beginning of the war, as of mid-August 2022, 361 children died and 711 were wounded; more than 8 million people crossed Ukraine). A significant number of higher education institutions were completely or partially destroyed (as of July 22, 2022, 7 institutions of higher education and 9 institutions of professional pre-higher education were completely destroyed, 46 institutions of higher and postgraduate pedagogical education, 69 institutions of professional pre-higher education were damaged. The greatest destruction and damage was experienced by institutions of higher education and professional pre-higher education of Donetsk, Luhansk, Kharkiv, Chernihiv, Mykolaiv, Zaporizhzhia regions. Part of the students lost full access to educational resources, although in the majority of institutions the educational process during the period of martial law was organized in the form of distance learning.Higher agricultural education also suffered significant losses. In order to organize safe education, universities were relocated from the occupied territories, including agricultural higher education institutions: Dmytro Motornyi Tavri State University of Agrotechnology, Luhansk National Agrarian University (joined to Volodymyr Dal East Ukrainian National University by a separate order of the Ministry); Kherson State Agrarian and Economic University, etc. Therefore, we consider it urgent to search for innovative ways of high-quality professional training of future specialists during the war and after its end in Ukraine. The subject of the research is designing the content of education in crisis situations.Overcoming the crisis in higher education caused by the war requires decisive action. Therefore, when developing educational resources, university teachers should focus on the Strategy for the Development of Higher Education in Ukraine for 2022–2032 and the Operational Plan for its Implementation in 2022–2024. This strategic document defines the priorities of the higher education system at the current stage of development of society and the country's economy, as well as the main characteristics that will be formed by 2032. The goals and objectives of the Strategy are a detailed road map for rebuilding and continuing the reform of the higher education system in the post-war period. Completing the tasks defined by the Strategy will reduce the destructive consequences caused by the full-scale invasion of the Russian Federation on the territory of independent Ukraine.Modern realities require changes in the organization of the educational process in higher education. The purpose of the article is to study the conceptual foundations of designing the content of higher education, taking into account the peculiarities of the educational process in crisis conditions.The research methodology is based on basic research in the philosophy, pedagogy and psychology of professional education; the general psycho-pedagogical theory of learning and cognition, in particular about the relationship between theory and practice; on the conceptual positions of pedagogy and psychology regarding the role of computer-oriented methods, means and forms of education in the professional training of future specialists in higher education, on person-oriented, systemic, integrative and professional approaches to teaching and education of students of higher education institutions. To solve the research tasks, the study used a complex: theoretical – analysis of philosophical, pedagogical, psychological, methodical literature and information resources of the Internet, which highlight the problems of forming the content of education in the process of professional training of future specialists; analysis of domestic and foreign experience and conceptual approaches to the study of this problem; analysis of the peculiarities of the educational process in crisis conditions.Conclusions. The war has intensified and expanded the challenges already facing education due to the COVID-19 epidemic. For the Ukrainian educational system, this test became a kind of incentive that opened a window of new opportunities, becoming a catalyst for long-overdue modernization changes in education. First of all, it is about the development of digital and distance education, in particular online. In accordance with these forms of education, the content of education should be adapted. When designing the content of higher education, it is necessary to take into account the integrative nature of modern educational disciplines, their purposeful orientation towards holistic and systematic preparation for professional activity. One of the important conditions for designing the content of education is to take into account the needs of the labor market in our country in the near future and focus on Ukraine's entry into the European educational space.

The article purpose is to introduce important theoretical items of training future agrarians in higher education institutions (HEIs) taking into account the views of modern scientists (Ukrainian and foreign) on professional education and training as well as outlining the priorities of higher agricultural education in Ukraine based on the experience of Great Britain.The methodology is introduced by different methods (analysis, synthesis, observation, description) of the research.There are research results in the paper. The literature on the study subject was analyzed and the theoretical ground of agricultural education and training (namely the definitions of training, vocational education, vocational education and training, professional education, agricultural education, training future agrarians in HEIs), were clarified and generalized. The ideas about the nature of agriculture, its importance in modern society, and approaches to agricultural education were cleared up. It was pointed out that the aim and tasks of training future agrarians were correlated with the needs of sustainable agriculture, labor market and human resource development. The aim of the training of future agrarians in higher education is identified as the formation, development and practical application of a wide range of knowledge and skills which are mastered in different subject areas related to agriculture, taking into account such factors as climate change, sustainability, food safety requirements, etc., oriented the professional and personal development of human resources. The priorities in the field of higher agricultural education in Ukraine according to the current national and international tendencies were detected.Conclusions: there is the interrelation between the agriculture and professional education and training in HEIs; clarifying the principle terminology provides an important theoretical precondition for future agrarians training in HEIs; the outlined priorities of higher agricultural education in Ukraine focus on economic, social, and individual aspects and take into account national and international achievements.

The paper examines the formation of agricultural higher educational institutions of the Southern Urals from 1920 to the 2020 years. The dynamics of development of the Chelyabinsk Institute of Mechanization and Electrification of Agriculture, Orenburg Agricultural Institute, Bashkir Agricultural Institute is shown. The specialization of institutes in the following areas is presented: agronomy, animal science, agroengineering. The features of the formation of scientific directions and schools in agricultural universities of the region are described. The role of scientific schools of agricultural institutes in solving national economic problems is revealed. (Research purpose) The research pupose is systematization of historical materials in the field of formation and development of agricultural education in the Southern Urals (using the example of higher educational institutions). (Materials and methods) Used documents and other sources during the analysis of the development of higher agricultural education in the Southern Urals, contributing to the disclosure of the material during the study period. (Results and discussion) Author reviewed the areas of work of problem laboratories, experimental bases (sites), farms, and showed their role in improving the quality of education in agricultural universities in the region. (Conclusions) In the history of the formation and development of higher agricultural education in the Southern Urals, the following stages can be traced: 1930-1945 is the period associated with the quantitative processes of meeting the needs of agriculture in the region with highly qualified personnel; 1946-1960 is the period of growth in the quality of training graduates of agricultural higher educational institutions in the region; 1960-1980 is the period of development of new narrower areas of agricultural specialties; 1980-2000 is the period ofintegration of higher education, science and production. The growth of university science is noted. The qualification of scientific and pedagogical staff of agricultural universities is growing due to the well-organized work of the advanced training system; 2000-2020 is the period of building a new model of agricultural education associated with changes in the agricultural sector: digital transformation and growing robotization.

The article discusses directions for the development of research and innovation activities in agricultural higher education institutions, taking into account modern trends within the framework of the reform of the higher education institution and the environment for its implementation. The research was carried out using the following methods: theoretical analysis, comparison, generalization and statistical analysis, abstract-logical method and methods of synthesis, induction, deduction. The main market, participants and types of services for research and innovation activities of agricultural in[1]stitutions of higher education have been determined. A generalized characterization was made for various competitive positions based on the main indicators of research and innovation activity of agricultural univer[1]sities and their competitive advantages were formed. The need to strengthen the scientific potential to ensure the competitiveness of higher education institutions of Ukraine is substantiated. Systematized specific sectoral features character[1]istic of the scientific and innovative activities of agri[1]cultural higher education institutions and the restraining factors of the external and internal environment for the development of university science have been deter[1]mined. The priority directions for the development of scientific and innovative activities of agricultural insti[1]tutions of higher education have been generalized and the need to increase the volume is emphasized insuf[1]ficient funding opportunities for updating the material and technical base and laboratory equipment negatively affect the quality of education and the results of scien[1]tific research. It was concluded that the reform should take into account the differences in the development of research and innovation potentials of agricultural uni[1]versities, historical conditions and regional features, resource potential, as well as modern challenges fac[1]ing agrarian education, science and the agrarian sector of the economy, which will avoid possible losses and maximally adapt them to new conditions and challeng[1]es. The cluster type is proposed as a priority vector of development, which will allow to mobilize available resources and concentrate efforts on breakthrough ar[1]eas of agricultural science, ensure high-quality training of specialists, commercialize knowledge and become a driver of innovative development at the national and regional levels of the agricultural sector. The new direc[1]tions of scientific research in the agrarian sphere of the post-war reconstruction of the country are summarized, the focus on which will allow to increase the valuable contribution of agricultural higher education institutions at the country level and, accordingly, to strengthen the research and innovation potential. Stimulation of cluster initiatives, in which universities should acquire the role of integrator, should become a tool for involving agrar[1]ian higher education institutions in solving the urgent tasks of the state in the conditions of post-war recovery. Key words: agricultural institution of higher edu[1]cation, research activity, innovative activity, innovative environment, competitiveness, competitive position, agribusiness market, sustainable development of rural areas.

For higher education institution, one of the most important tasks is to form its own competitive advantages, search, interest and retain consumers, because the main goal of HEIs is its long-term successful activity based on the quality of educational services. On the one hand, the transition to market relations has contributed to the emergence of nongovernmental (private) higher education institutions, increasing the number of participants and a variety of educational programs. On the other hand, the demand for higher education services has risen sharply. As a result, competition in the education market has intensified, which has prompted higher education institutions to increasingly use marketing to adapt their activities to market conditions. The complexity of positioning a higher education institution is determined by the diversity of consumers of educational services, including employers as representatives of the labor market. Therefore, the task of the educational organization is to find a unique position that, being significant for all or most consumers, would allow the higher education institution to differentiate itself from competitors. The article investigates the directions of positioning of higher education institutions. It is established that as a result of increasing competition in the market of educational services, there is a need for higher education institutions to increasingly use marketing to adapt their activities to market conditions. The essence of the definition of "positioning" from the point of view of different authors is considered, the concept of positioning through the prism of higher education institutions is singled out. The criteria for selecting higher education ЕКОНОМІКА ТА УПРАВЛ ІННЯ НАЦІОНАЛЬНИМ ГОСПОДАРСТВОМ 42 Випуск І (81), 2021 institutions by potential entrants (economic, social, organizational), generalized a survey of respondents to identify areas of positioning (ownership, educational programs, demand for graduates in the labor market, interaction with the business environment, additional services to consumers, staff , opportunities for comprehensive personal development, cost).

The types of services of agricultural institutions of higher education in the main markets of its activity - the consumer market and the market of agribusiness enterprises - have been determined. These markets differ in consumer purchasing behavior patterns and the specifics of service provision. Based on the generalization of the results of the study, the properties of educational services are highlighted, taking into account the specifics of the functioning of agricultural educational institutions. It has been proven that there are certain contradictions regarding the training of specialists and the requirements of employers, and it is noted that in connection with this, vertically integrated companies of the holding type began to actively train specialists in the agrarian profile at their own facilities. Directions for the development of activities of agricultural vocational training centers were formed in order to meet the demands of employers. An analysis of the portfolio of educational services of agricultural higher education institutions in terms of educational (educational-professional and educational-scientific) programs was carried out, its structure was determined by the levels of training of applicants, and the share of offers from the total number in the product portfolio was determined when calculating the average value of offers: EP of the first (bachelor) level higher education – 44.0 %; second (master's) level - 41.0 %, third (doctor of philosophy) level - 15.0 %. It has been established that agricultural universities have expanded the list of EPs and specialties of higher education, which indicates the diversification of educational activities and orientation towards the use of market opportunities: the portfolio of EPs of various levels includes both traditional for the agricultural sector and modern specialties (IT technologies, marketing, economics , management, finance, banking and insurance, etc.). Current areas of development for agricultural universities are postgraduate education, which involves professional retraining and advanced training, as well as the introduction of Long Life Learning programs; expansion of the list of services at the expense of English- speaking EPs; creation of EPP, ESP, technologies and innovative products, promoting them to the enterprise market and introducing them into practical business activities, etc. It has been proven that the competencies of agricultural universities should be considered as important elements of competitiveness and the ability to create popular innovative EPs. Taking into account the role of agricultural higher education for the development of the industry and rural areas, the main structural elements of the education system model, as well as the roles and measures that universities should focus on when organizing their educational activities, are defined. The proposed measures will contribute to ensuring the competitiveness of educational products of agricultural universities in the relevant markets. Key words: agricultural education, institution of higher education, competencies, competitive advantages, competitiveness, educational activity, educational program, portfolio of educational services.

Presently, the process of assessing the effectiveness of higher education institutions and analysing the dynamics of its change needs to be improved, which determines the relevance of this study. The purpose of this study was to improve the assessment of the efficiency of agricultural higher education institutions of Ukraine in the scientific and journalistic context, as well as to investigate the changes in dynamics using the non-parametric method of assessing the relative efficiency of data envelopment analysis. The study used methods of statistical processing and data analysis, linear programming, computer computing to solve research problems, and logical and analytical methods to determine the purpose of the study, the means of achieving it, substantiate the findings of the study, and formulate conclusions. To evaluate the effectiveness of scientific and publishing activities of these higher education institutions, the input-oriented model of variable returns to scale of the data envelopment analysis method was applied. Using statistical data for 2020- 2022, the net technical efficiency of scientific and publishing activities of 37 agricultural higher education institutions of Ukraine was assessed. Based on the results of the assessment, a rating of agricultural higher education institutions in Ukraine was compiled. It was found that in 2021 and 2022, 27% of the surveyed higher education institutions were 100% effective. The average net technical efficiency in 2021 and 2022 was 0.91. In 2021-2022, 27% of agricultural higher education institutions increased the efficiency of scientific and publishing activities, 59% did not change, and 14% decreased. On average, there was a 1% increase in the use of educational resources in the field of agricultural higher education. Thus, the scientific and publication activities of agricultural higher education institutions during the study period are progressive. The findings of this study can be used for a reasonable ranking of higher education institutions according to the efficiency of scientific and publishing activities, analysis of the dynamics of changes in efficiency.

Background. The increasing intensity of competition in the international market for higher education services leads to an increase in the importance of brands of higher education institutions (HEIs) and the branding of national higher education in general. The aim of this study is to determine the target setting and the main objectives of the country’s higher education branding in the international market of educational services. Materials and methods. Methods of comparative and critical analysis, analytical processing of the collected data, graphical display of trends and interrelations, synthesis, etc. are used to achieve the purpose and accomplish the assigned tasks. Results. Analysis of the dynamics of appeals to the Google-system with queries to search for such words and phrases as: "Brand"; "Higher education"; "Uni­versity" showed that after a sharp decline in the number of brand and branding queries in March 2020, the trend of increasing attention to this concept among Internet users began to grow again. At the same time, in the last months of 2021, there is a trend towards a decline in requests for higher education and universities. The risk of such a situation for the deve­lopment of existing universities lies in the fact that the latter is happening against the back­ground of the periodic introduction of quarantine restrictions and the loss of the opportunity to establish constant offline communications with students and youth audience. On the basis of a critical analysis, comparison and systematization of the existing definitions of the concepts of "branding of higher education" and "brand of higher edu­cation", it is proposed to understand the process of "branding of higher education" as a process aimed at implementing the strategy for the development of higher education, strengthening the identity of the higher education system of the country in the international market of educational services, support competitiveness of the higher education sector by establishing effective communications with all stakeholder groups both within the country and abroad. It has been substantiated that the "brand of a higher education institution" should be understood as a specific model of ideas and value characteristics about the HEI and its educational services in the minds of stakeholders. It is emphasized that the process of the higher education branding should be aimed at forming the value of the brand. This requires the following tasks, the implementation of which: 1) will create a strong competitive brand of higher education in the country, which will help solve educational problems and meet the needs of the labor market, especially within the country; 2) provide preconditions for further geographical diversification in the provision of educational services of the country’s HEIs; 3) will increase the volume of foreign and domestic investment in the educational and scientific space of the country. Along with this, the factors that should be paid attention to in the process of higher education branding and which were formed under the influence of Globalization 4.0 and the manifestation of the consequences of the COVID crisis were identified. Considering the level of development of the higher education system in the country, the choice of one of the following branding strategies for higher education is envisaged: internal orientation; internal-external orientation; external-internal orientation. It is established that Ukraine must now implement a strategy of internal-external orientation of higher education branding. It was noted that it would be better to track the results of higher education branding through special assessment and monitoring of changes in the Global Tertiary Education Brand Index and by region. Conclusion. The problem of the higher education branding, as evidenced by the results of the study, is far from simple and requires the setting of specific tasks, the completion of which should contribute to the achievement of the goal of maximizing the value of the country’s higher education brand. In the process of higher education branding and specific HEIs branding the interests of various groups of stakeholders as well as changes that taking place in the international market of educational services (including due to Globalization 4.0 and the effects of the pandemic) should be taken into account. The results of the study can be further used to develop and substantiate metho­dological approaches to determining the Global Tertiary Education Brand Index and the corresponding country indices, by which it will be possible to track imbalances and competitive advantages in the development of higher education in the regions of the country. Keywords: branding, brand management, higher education, brand of higher education institution, risks, strategies of higher education branding, digitalization, the market of educational services.

This article is about the essence of the concept of «educational service», its specific features and differences from other types of services. Particular attention was paid to the classification of services provided by higher education institutions. Taking into account all the specificity of the education market, services provided by institutions of higher education can be divided into educational, scientific and educative institutions. The essence of educational, scientific and educative services provided by institutions of higher education was considered. It was determined that the acquisition of higher education is one of the main directions of intellectual, cultural, spiritual, social and economic development of society. The legislative regulation of providing paid services in institutions of higher education of Ukraine was analyzed. It was determined that modern development of market relations is closely connected with the formation of the educational services market. The world experience of educational establishments activity clearly proves that the provision of high-quality scientific and educational services and skillful management of them are the guarantee of successful activity of higher educational institutions in modern conditions. The ability to form modern educational programs, to navigate the difficult and unstable conditions of market competition, to develop management mechanisms which aimed at the efficiency and quality of the educational process, allows implementation of the marketing concept of higher education institutions in practice. Nowadays it is known that marketing tools are the most effective ways of defining and researching social needs,demands and requirements. This suggests that the process of marketing incipience in education area is one of the main steps towards more qualitative and professional provision of educational services to the consumer, as well as to the market success and competitiveness of educational organizations. There are few unresolved aspects of the problem of services development in the education area left today despite the fact scientists paid a lot of attention to this problem. This leads to the study of the current state of the services market that provide institutions of higher education, the development of a modern model of cooperation in the labor market and education services market. Also, should be improved the economic mechanism of regulating the educational services market and the management system for this market.

The article deals with the system of development of teachers’ qualification of agricultural institutions of high edbcation in the Netherlans. The replenishment of teaching staff in the Netherlands is characterized by a significant rejuvenation of their staff as many university graduates having received the necessary pedagogical training moved to teaching in higher education in the late 90's of XX century and the beginning of the XXI century. The purpose of the article is learning the features of professional teachers` development of agricultural higher educational institutions in the Netherlands. The study is conducted using systematic and comparative approaches, using general scientific methods: analysis, synthesis, comparison, induction and deduction, as well as a descriptive method. The author highlights that the work of the Agrarian Center of the Wageningen Agrarian University (Netherlands) on the basis of a competency-based approach to the training of specialists is funded by the government, and further training for foreign specialists are paid. Emphasis is placed on the management of agricultural higher education institutions: Higher agricultural education in the Netherlands, as in France, is supervised by the Ministry of Agriculture. Professional Standards for the training of teachers of agricultural disciplines in the Netherlands are defined at the level of higher education institutions, the Ministry of Agriculture, approved by the Ministry of Education and Science and based on bachelor's or master's standards in the relevant field.Tthere is an opinion in European pedagogy that to create a system of professional development of teachers of higher education they need to have the development of: methodologies, theories and practices of harmonization of components of educational standards at different levels as a factor in improving education and personal development; methods of coordination of curricula in order to ensure continuity and unity of requirements for the content of educational programmes at different levels; comprehensive assessment of the quality of education, which ensures the continuity of requirements for the quality of professional pedagogical education at different stages; educational technologies that provide guaranteed quality of training in various areas at all stages; unified system of humanitarian training at different levels, etc. Thus, the system of professional development of teachers of agricultural disciplines in higher education institutions in the Netherlands can be characterized as two-component: professional-pedagogical and scientific-subject (research). Recent research has shown that coordinated systematic researches and activities in the field of teacher training and professional development are of paramount importance, in particular, cooperation between researchers at the international level and the exchange of research results. The author considers that professional development of teachers in agricultural institutions of higher education is the socio-cultural phenomenon, which is an autonomous whole, and an open pedagogical system.

Emerald Studies in Higher Education, Innovation and Technology seeks to provide a multifaceted and interdisciplinary approach to these interconnected topics and invites proposals from all scholars working in these fields. The underlying purpose of this series is to demonstrate how innovations in education, educational technology and teaching can advance research and practice and help us respond to socio-economic changes and challenges. The series has a broad scope, covering many topics, including but not limited to learning analytics, open and distributed learning, technology enhanced learning, digital pedagogies, data mining, virtual and augmented realities, cloud computing, social media, educational robotics, flipped classrooms, active learning, innovation networks and many more.

Some implementatation tools of the state’s budget policy due to the typification of financial relations in higher education are determined in the article. The acceptability of the type of relations of the higher education institutions (paternalism, solidarity, subsidiarity) regarding the effectiveness of the state‘s financial policy is clarified. The economic responsibility of the state and higher education insrtitutions as a basic condition of subsidiary relations is revealed.Quantitative parameters of subsidiary relations of the state as a customer of educational services and higher education institution as a service provider are determined. Financial relations in the field of higher education are characterized by antagonism between the paternalism of the state and the principle of market relations. Partnership relations are based on the principles according to which market subjects are partners in achieving their goals. The hierarchy of higher education makes partnership relations impossible due to the subordination of the goals of the institutions. Solidarity as a type of relationship implies mutual responsibility and mutual assistance based on the unity of interests of the institutions. The solidarity of the state and higher education institutions is manifested in two aspects. The first one is the relationship concerning granting permission by the state to an institution for educational activities. The second aspect consists in the relationship concerning purchasing the educational services of the institution by the state. The aspects of solidarity are a reflection of the regulatory and commercial powers of the state. The mutual responsibility of the institutions of the different levels creates a subsidiary type of relationship. The establishment of subsidiary relations means the introduction of economic feasibility of providing educational services. The object of subsidiarity between the state and institutions is the minimum break-even point of demand for educational services (in the specialty of a certain level of education and form of education). A necessary condition for determining the amount is to establish the value of costs for an academic year per student who receives the service. In case of impossibility to form the minimum amount of demand the enrolment to a specialty is canceled. According to market principles, the amount of demand for specialties is of interest to HEI in the case when the tuition fee covers the cost of providing the service. Thus, the range of educational services of the institution may change annually. Solidarity-subsidiary relations regulate the obligations of the state and higher Д. М. Загірняк, О. А. Кратт, М. В. Загірняк 26 education institutions as to financing the forecasted demand for educational services. Relations among higher education institutions are the methodological basis of public funding. Solidarity-subsidiary type of relations means a combination of individual and collective responsibilities. The state simultaneously acts as a regulator and customer of educational services. The role of the regulator is to focus consumers of educational services on the needs of the labor market, and higher education institutions – on financial autonomy. The role of the customer is to share the responsibility for financing higher education with higher education institutions, which should involve other sources of funding for educational services. A conceptual approach is linked to the determination by higher education institutions of the minimum possible break-even point of the amount of services that they undertake to sell to the state as a regulator. The state as a customer undertakes to share responsibility with institutions through the purchase of part of the services subject to the sale of a minimum amount. The conceptual approach allows achieving the unity of regulatory and commercial components in the activities of the state in the field of higher education.

The aim of the study is to develop and validate the construct HiEduQual (Higher Education Service Quality) to measure the level of service quality in higher education (HE) institutions. Scale development was undertaken through focus group discussions with four different stakeholders of HE that included students, parents, teachers, and employers. The scale was validated through data collection from seven different HE institutions. Based upon exploratory and confirmatory factor analysis the study found six determinants of service quality in HE. They were named as teacher quality, administrative services, knowledge services, activities, continuous improvement, and leadership quality. The final scale consisted of 37 items. The study covers three significant limitations that emerged from existing studies. Firstly, existing studies focused only on the students for generation of questionnaire items. The study takes into consideration other stakeholders to develop a measure for HE service quality provided to students. Secondly, existing studies neglect the fact that how level of service in education has changed over time, and thirdly, the current study found leadership as a significant dimension of quality in HE. Limitations and future research directions are discussed.

The development of education aims to improve the quality of educational services in order to escalate the satisfaction of every user of educational services, particularly the students and the educational outcome generally. In doing so, the improvement of the quality of the educational services providers, e.g. higher education, must be carried out properly by both the government and private organizations. However, this study finds in the literature, that there are less studies explains the service quality inside higher educational institutions with the approach of institutional strengthening to disclose the influence of institutional strengthening on service quality of higher educational institutions, particularly, the institutions from developing countries. As such, the objective of this study is constructed through the emphasis on the role of institutional strengthening on the quality and of public educational service, especially the higher educational public institutions. This study applies quantitative method through the questionnaire distributions and statistical measurement approach. Using the simple random sampling, eventually, this study obtains 93 returned questionnaires that meet the requirement to be tested statistically further. As theoretical implication, this study finds that institutional strengthening plays a significant role on service quality development. This study also recommends a constructive guideline for business owners, especially SMEs to enhance their marketing strategy as for the managerial contribution.

Problem statement. The Bologna Process has initiated the formation of a single European Higher Education Area. Today's students, through academic mobility programmes, have a unique opportunity to obtain academic experience and professional competences developed during their studies at higher education institutions in other countries. In particular, master students from Prydniprovska State Academy of Civil Engineering and Architecture (PSACEA) under agreement with National Engineering School of Saint-Etienne (France), had the opportunity to access the educational process at French Higher Technical Education Institution and conduct a comparative analysis of the educational process within the study of the discipline “Methods of teaching in higher education institution”. The purpose of the article is to conduct a comparative analysis of higher education systems in Ukraine and France on the basis of data from the State Statistics Service of Ukraine and Statistical Guidelines and reference materials of France and characterize the professional development methods of French teachers (on the example of the National Engineering School of Saint-Etienne). Conclusions. In today's globalised world, quality higher education has become a significant means of ensuring a high level of professional qualifications in all spheres of human activity. The increasing demand for higher education, as well as the increasing students number, add pressure to higher education and blur the boundaries between the economic and political sectors. Student exchanges and double degree programs provide opportunities for innovative student learning, as well as increasing the education effectiveness, which in turn leads to increased demand for this sector of public life. Despite the high cost of higher education, French universities are very popular among foreign students, including Ukrainian, as they contribute to the formation of relevant professional competencies for young people, providing greater opportunities in the further employment process. Although the number of foreign students in Ukraine is lower (compared to France), domestic our higher education institutions are also beginning to be in high demand among foreign applicants, thus strengthening not only the field of education but also international economic relations. For the Ukrainian system of teachers’ professional development, it is appropriate to study and partially implement the experience of French higher technical school. In particular, the variety of proposed methods and forms of professional development deserves attention, as it indicates the efforts of educational managers in France to create a pedagogical environment psychologically comfortable and as professionally appropriate.