ORGANIZATIONAL AND ECONOMIC ASPECTS OF HIGHER EDUCATION QUALITY MANAGEMENT IN UKRAINE ON THE WAY OF INTEGRATION INTO THE EUROPEAN EDUCATIONAL AREA

Abstract

Quality assurance and quality management are the main challenges in the management of higher education institutions not only in Ukraine but also in Europe in the context of sustainable development and the coronavirus crisis. That is why, at the present stage, there is an acute need to study the problems of management in higher education quality ensuring, both internally and externally. For Ukraine, the desire to integrate into the European educational space is topical, but requires the development of new regulations of the European educational environment based on the latest technologies, which ensure the improvement of the quality of educational services with a focus on the interests of higher education applicants. Three possible options for assessing the level of services provided by higher education students have been studied. It was found that, in the vast majority, the expectations of higher education seekers do not coincide with reality. Namely, there are various inconsistencies in ideas and expectations, which are called "gaps". It is determined that the university needs to carry out all measures to implement (integrate) management processes in quality in the strategy of development of higher education. For this purpose, a scheme for integrating the quality management into the strategic control of higher education institutions is proposed. Improving the quality of educational services is possible, including through the introduction of innovations in higher education. These changes will help improve the efficiency of management in the field of higher education, strengthen positions and increase the competitiveness and performance results of universities. With this research we concludes that not all higher education institutions in Ukraine are aware that assessing the quality of educational services is an extremely important aspect on the way to improving the quality of services and increasing the competitiveness of higher education institutions themselves. Diagnosis requires feedback that will allow universities to quickly respond to the assessments of higher education seekers about the received educational services, improve them, make services as attractive as possible for higher education applicants.