Risk management in document preservation: challenges and controls in higher education institutions

Modeling global transfusion medicine education.

The article focuses on elucidating the distinctive aspects of designing the environment within educational institutions. It identifies the typical characteristics of design found in domestic higher education institutions, encompassing architectural solutions and functional concepts, as well as principles governing the division of educational spaces and zones. The article also examines the influence of classroom design on academic performance effectiveness. Notable illustrations of contemporary design within the educational environment of Ukrainian higher education institutions are presented. Additionally, the article explores design and architectural solutions employed in educational institutions abroad. Furthermore, the article puts forth original approaches toward shaping a modern design framework for educational institutions' environments. This research aims to uncover the specific characteristics associated with the design of educational institution environments. The object of investigation is the educational institution itself, viewed as a subject for design and architectural solutions. Research methods. The research employed various methods including description, analysis and synthesis, comparison, generalization, and modeling. The article delves into the distinct features associated with the design of educational institution environments. It identifies the defining characteristics of design within Ukrainian higher education institutions, explores the rationale behind such design approaches, and examines the evolution of design in the modern era. The study establishes the key aspects related to the design of specific educational spaces such as study rooms, lecture halls, specialized discipline offices, and computer rooms within Ukrainian higher education institutions (hereinafter HEIs). Additionally, recreational areas are characterized as a unique type of educational space, providing students with an opportunity to rest during breaks and prepare for upcoming classes. The study presents an analysis of the merits and drawbacks of the design of educational environments in contemporary domestic higher education institutions. It discerns the distinctive attributes within each category and assesses their influence on students' academic performance. Moreover, the study emphasizes the emerging trends that should be pursued in the development of modern HEIs design. The article uncovers the distinctive characteristics of designing educational institutions both in Ukraine and abroad. It emphasizes the particulars of designing lecture halls, study rooms, specialized rooms, and laboratories. Building upon the obtained results, this research develops approaches and principles for shaping the design of educational institution environments in Ukraine.

As risk analysis and risk management get increasingly caught up in political debates, a new way of looking at and defining the risks of modern technologies becomes necessary

Purpose — This paper describes how environmental accounting philosophy affects several aspects of risk management in higher education institutions. Design/methodology/approach — This paper employs a qualitative research design with a literature review approach. Findings — The Risk Management framework in higher education institutions is constructed based on philosophical ideals from the environmental accounting dimension. The environmental accounting dimension's philosophical values include profit, people, planet, phenotechnology, and prophet. Based on these five factors, leaders of organizations will always make decisions about their vision and mission, goals, strategies, policies, risk management procedures, and risk classification. Practical implications—The research's results could assist all workers and work unit leaders in understanding how opportunities, hazards, and risk management affect gaining a competitive edge and carrying out the mission and vision of higher education institutions. Originality/value — This paper provides a framework integrating risk management practices in higher education institutions with the five environmental accounting dimensions (profit, people, planet, phenotechnology, and prophet). Keywords — Environmental Accounting, Risk Management, Higher Education. Paper type — Qualitative study

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 aim of the project was to investigate corporate governance practices in UK higher education institutions (HEIs). Specifically, the project sought to examine the role and effectiveness of the audit committee in supporting what was initially conceptualised as financial leadership’ in HEIs. What makes a board, and its various committees, an effective mechanism is a key and recurring question, which has been raised in academic, practitioner and policymaking circles and is relevant to companies, public bodies, charities and universities alike. The case of the audit committee is often highlighted in practice and in the literature, since it is a central plank of any corporate governance structure, normally tasked with overseeing the financial, control, auditing and risk management aspects of the organisation. In the light of the rapidly changing and uncertain financial environment faced by UK HEIs, the role of the audit committee is critical in monitoring, advising and shaping the HEI’s direction, and its work and structure have been the subject of detailed guidance by the Committee of University Chairs (CUC), supplemented by developmental resources from the Leadership Foundation for Higher Education and accountancy firms. However, what has been missing so far is a comprehensive cross-sectional analysis of the audit committee’s actual structure and characteristics in UK HEIs and the impact this has on organisational outcomes, and a deeper understanding of the role and activities of the audit committee from the field. In terms of the practical direction adopted during the research and how the results are presented in the final report, this has cascaded into three sub-objectives that we have fully achieved; ie, to: (a) investigate the characteristics of the audit committee in UK HEIs (b) investigate HEIs’ level of public accountability and the likely impact of the audit committee on accountability and other organisational outcomes (c) explore the role and effectiveness of the audit committee in detail.

The article is devoted to the topical problem of forming the information and digital competence of future teachers in the educational environment of a pedagogical university. The purpose of the article is to justify the need to create a high-quality informational and educational environment in pedagogical universities, which contributes to the formation of informational and digital competence of future teachers. To achieve the set goal, a set of methods was used: analysis and generalization of scientific and pedagogical sources, state documents, results; modeling and synthesis of the obtained data. The article presents the domestic regulatory framework that determines the informatization and digitization of the educational process in institutions of higher education: Recommendations for the implementation of mixed education in institutions of professional pre-higher and higher education (2020); Digital competence framework for citizens of Ukraine (2021); The concept of development of digital competences (2021) and the plan of measures for its implementation was approved; Conceptual and reference Framework of digital competence of pedagogical and research-pedagogical workers (project 2021); A typical program of professional development of pedagogical workers on the development of digital competence (2021); The concept of digital transformation of education and science for the period until 2026 (project 2021). The essence of the concepts «educational environment», «information-educational environment» and the constituent components of the educational environment of a pedagogical university are revealed: information-content, organizational-activity, spatial-subject. The author’s position on the requirements for a high-quality educational environment of a pedagogical university is presented: a high level of professionalism, pedagogical skill, general culture and digital literacy of the scientific and pedagogical staff; availability of a distance education platform in a higher education institution; wide use of modern information technologies; compliance with the rules of etiquette and protection in local and global networks, as information security.

Extremism and radicalization have become serious problems that are spreading rapidly around the world, penetrating even institutions of higher education in Indonesia. In response, institutions of Islamic higher education in Indonesia have developed interreligious literacy (IL) learning. To analyse this model’s effectiveness in reducing radicalization, this article maps recent changes in the management of religious lectures and courses by focusing on two renowned institutions in Indonesia: Maulana Malik Ibrahim State Islamic University (UIN), Malang, and Tulungagung State Islamic Institute (IAIN). This study finds that IL learning involves direct learning at Christian colleges and places of worship, living in villages, and inviting leaders of various faiths to institutions of Islamic higher education. Under this model, religious learning has shifted from a doctrinal to a humanistic-functional approach. This article presents the IL model as a ‘best practice’ and urges the revitalization of religious education materials and learning models to improve students’ religious experiences and communicate peaceful, inclusive and humanistic religious values.

The current era of globalization and the subsequent internationalization of higher education are undoubtedly the two main influencing factors determining the developmental path of higher education systems and institutions in both developed and developing countries. Apparently, many higher education systems and institutions, especially those from the emerging economies, are positioning themselves in the global higher education landscape through networks, student mobility programs, and other academic exchanges with developed countries. Generally, globalization induces competition between high-ranking education systems and institutions, rather than inspiring capacity building wherein 'capacity building' refers to intentional, coordinated, and mission-driven efforts aimed at strengthening the management and organizations to improve their performance and impact. This occurs through development, strategic planning, program design and evaluation, board development, financial planning and management. There is an increasing desire among higher education institutions (HEIs) and governments for data that compares institutions and indicates standards as they attempt to attract the best students and academic staff (Hazelkorn 2008a). In addition, for the consuming public, there is a demand for transparency and information that have not been forthcoming from the HEIs and governments (Hazelkorn 2008a). Naturally, this environment led HEIs to devise and implement global rankings to facilitate status-building ambitions while providing information to the public.KeywordsPublic SphereGovernance SystemHigh Education SystemStatutory BodyVice ChancellorThese keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Requirements of society to the level of training of future masters of medicine for pedagogical activity, able to improve the educational process on the basis of modern technologies, techniques and means of training in the conditions of dynamic transition from theoretical training to independent professional activity, emphasize attention on the revision of the goals, content of the educational process in institutions of higher education on preparation of masters of medicine for pedagogical activity, especially on methodology of development of experience of pedagogical activity at all stages of education. An important aspect of the process of forming the readiness of future masters of medicine for pedagogical activity in the conditions of institutions of higher medical education – is the choice of a set of methodological approaches and their corresponding principles, that influence on the choice of methods and means of training, the construction of a holistic process of vocational training. Considering the formation of readiness for pedagogical activity as a complex and multidimensional process, a full study of which cannot be carried out from one position, it is necessary to respond to axiological, systemic, competent synergetic, active and cultural approaches. Having researched the problem of a high-quality preparation of future masters of medicine for successful independent pedagogical activity, it was summarized that this process will become more effective conditioning that the professional formation of future masters of medicine will occur as a result of their internal movement on the basis of reflection, self-analysis of their own pedagogical activity and the development of internal motivation for self-improvement and gaining pedagogical experience. This, at the same time, necessitates the improvement of the process of theoretical preparation of future masters of medicine, in particular the introduction of technologies of the activity type, aimed at the development of personal and professional qualities of future teachers in institutions of higher medical education.

This article examines the models of marketing activities in higher pedagogical educational institutions. The research focuses on the efficient use of international experiences in this field and the necessity of applying such models in the Republic of Azerbaijan. Global changes in the education sector in the modern world compel higher education institutions to reconsider their management strategies and build more effective operational mechanisms. In particular, the establishment of marketing services for pedagogical educational institutions plays a significant role in enhancing their reputation in society, expanding the student body and contributing to the preparation of professional staff in line with labor market demands. Higher pedagogical educational institutions are increasingly becoming competitive entities within the modern education market. The expansion of students’ choices, the development of distance learning, and international education programs require local universities and pedagogical institutes to organize their marketing activities more effectively. Therefore, the application of modern marketing strategies is of great importance for increasing the attractiveness of higher pedagogical institutions, promoting educational services to a wider audience, and informing potential students. The correct implementation of marketing strategies helps higher pedagogical educational institutions promote their services to a broader audience, improve the efficiency of student admissions, and enhance graduates’ employment opportunities. A successful marketing policy of educational institutions highlights their contribution to society, creates favorable conditions for attracting new investments to improve the quality of education, and at the same time allows the institution to present its academic and innovative potential to a wider audience. Research in this field shows that higher education institutions in developed countries employ various strategies to organize marketing services. Among these strategies, special emphasis is placed on branding and reputation-building of universities, the use of digital marketing tools, effective use of social media and online advertising, improvement of student-oriented services, and the expansion of international cooperation. Although certain steps have been taken in Azerbaijan toward the development of the marketing system of higher pedagogical institutions, there remains a need for a more systematic approach and the application of scientifically substantiated models. In particular, for the improvement of educational marketing in the pedagogical sphere, it is important to strengthen competition among universities, ensure broader use of modern technologies and digital platforms, enhance public relations of educational institutions, and develop strategies aimed at attracting foreign students. At the same time, it should be noted that research on the organization of marketing services in higher pedagogical institutions is not yet fully developed. The creation of new models in this field, the application of modern approaches, and the adoption of contemporary marketing strategies by higher pedagogical institutions to increase their competitiveness are of great significance. Therefore, the relevance and depth of study of this topic are high, since the effective organization of marketing services is one of the key conditions for the successful development of higher pedagogical institutions. This article analyzes existing approaches to the organization and development of marketing services in higher pedagogical institutions and identifies new scientific-practical directions. For the first time, the conceptual foundations of the systematic organization of marketing services in higher pedagogical institutions have been developed. Existing educational marketing models have been reviewed, and a new marketing strategy adapted to the specific features of pedagogical institutions has been proposed.

The article deals with topical issues of education of deontological culture in the process of training modern teachers, the basis of which is the level of professional readiness and pedagogical culture. Modern views on the concept of “pedagogical deontology”, the main components of pedagogical deontology as a science of the behavior and duty of a modern pedagogical worker are analyzed, the essence of the deontological culture of the future teacher and its structural components in the context of professional development are determined.The deontological component of the training of a modern teacher is defined as an organized and purposeful process characterized by continuity (it begins in the institution of higher pedagogical education and continues in the further professional activity of the teacher).The article emphasizes that the deontological component of a teacherʼs professional training involves deontological knowledge, abilities and skills of pedagogical activity, which direct the activity of the teacher to a responsible attitude to professional duties, knowledge of norms of behavior, orientation to universal human values.An important condition of a teacherʼs professional activity is the ability to establish emotionally favorable subject-subject relations between participants in the educational process.The necessity of creating psychological-pedagogical conditions and organizing an educational environment, which contribute to the free development and formation of the younger generation, which largely depends on the professional competence, culture, moral and deontological views of teachers, is justified.The importance of pedagogical spirituality as the basis for the formation of a humane personality, which bears personal responsibility for its own future and the future of the entire society, has been proven.Emphasis is placed on the relevance and necessity of mandatory introduction of the pedagogical profile of the educational discipline “Pedagogical Deontology” in institutions of higher education, which purposefully conveys deontological principles and approaches to the subjects of modern education. Keywords: pedagogical deontology; pedagogical culture; deontological culture; pedagogical ethics; professional competence; universal norms and values; professional training of a teacher; pedagogical activity; educational environment.

This article examines one aspect of the growing complexity of relationships between post-compulsory educational institutions in the United Kingdom: a growth in collaborative arrangements between higher education institutions and providers of sixth-form education. The research presented focuses on the characteristics of those schemes either in operation or being proposed at the time of the research, involving sixth forms in schools and colleges and higher education institutions. The article also considers how such schemes might be further developed if such collaborative activity is to become an established feature of the education system in England and Wales. Significant variations in the types of programme, reflecting the diversity of the higher education and sixth-form institutions involved, are reported, and a range of as yet unresolved issues relating to trans-sector collaboration are discussed. The article concludes with a consideration of the future prospects of such schemes.

<p>The article is devoted to the characterization of the specifics of the work of special institutions of higher education of Dnieper Ukraine on the edge of XIX‒XX centuries. In the process of scientific research, it has been established that the network of institutions of higher education of Dnieper Ukraine on the edge of XIX‒XX centuries was represented by three universities (Kharkiv, Kiev, Novorossiysk universities) and several institutes of special education subordinated to various departments of the Russian Empire, such as: Kharkiv Veterinary (1873), Nijensky History and Philology (1875), Kharkiv Technological (1885), Kiev Polytechnic (1898) universities. Features of the organizational and administrative structure and educational process of the mentioned types of institutions of higher education during the studied period were revealed on the basis of comparative and correlative analysis of scientific literature, archival sources. It has been established that, in contrast to universities, special institutions of higher education were guided in their work by separate statutes and regulations, which became more uniform at the beginning of the XX th century. This led to certain differences in the structure (lack of faculties, introduction of separation into departments), the definition of the composition and functions of governing bodies of higher education institutions (director, council or conference, board), formation of professorial teaching staff (professors, associate professors, private associate professors, adjuncts, graduates of secondary education institutions), awarding degrees (exclusively master's degree in veterinary studies), etc.<br>\nA number of peculiarities that characterized the organization of the educational process in institutions of special higher education was found: the development of special rules for admission to each particular educational institution, taking into account the professional orientation, the definition of the term of studies (4-5 years), the provision of preference to such forms of training as practical and laboratory classes, increase of the volume of different types of practices organized on the basis of industrial enterprises or special institutions. It has been found out that special institutions of higher education were distinguished by the system of evaluation and organization of control of educational and cognitive activity of students. Advantage was given to such forms of control as rehearsals, pass tests, project defence. The article also focuses on the regulation of the rules of the internal regulations in higher educational institutions, the rules of behaviour of students, the types of encouragements to study (state and nominal scholarships, exemptions from tuition fees), and penalties, among which detention in a punishment room was practiced.</p>

This article reveals problematic aspects of choosing and implementation of the information system (IS) in higher military education institution activity. Article gives the description of solving further tasks: describing of operations, which provide main higher military education institution capabilities, choosing commercial information system and determination of integrated IS creation variants, developing of the measures plan for higher military education institution activities automation. During the methodology development, experience of implementation of automation means in commercial, military and educational spheres was taken into consideration. Using of process-oriented approach was proposed. this gives ability to figure the system view of organization (institution) architecture, determine peculiarities of realization of managemant (strategy) processes, main processes in scientific and educational activities and enabling (additional) processes, that within the analysis phase plays the role of basis for definition of functional requirements to IS for meeting higher military education institution demands. For analysis and rating of commercial IS author have chosen quantative multi-criteria method – hierarchy analysis method, which allows to solve ill-structured problems. For IS analysis were investigated and determinate main criteria's for making the decision which can fully meet higher military education institution demands. Results of experts consultation are the base data, which is represented like paired comparison matrix for each hierarchy nodes. Determination of options priority while choosing commercial IS was performed using specialized software «MY PRIORITY 1.0». Results of this analysis can be used for argumentation of IS developer choice. Peculiarity of the given methodology is the complex approach to: identification, formal definition, analysis and improvement of higher military education institution activities; evaluation of automation level, actual needs, peculiarities of creation and IS requirements definition and automation means taking into consideration specific (military) training in higher education institution.