TRANSFORMATION VECTORS OF DISPLACED UNIVERSITIES

Abstract

To determine promising vectors and approaches to the systemic transformation of displaced universities in the face of modern challenges, a ranking and analysis have been carried out at the level of two displaced universities according to four levels of the structural organization of institutions and six key vectors of the model. The subject of the study is the transformation factors of the educational process and the role of the department in the university environment based on end-to-end coordination. The research was carried out as a part of the development of the innovative development strategy of the Department of Agronomy and Forestry of Volodymyr Dahl East Ukrainian National University (EUNU). The object of the study is the factors of building integrated systems according to the modular principle. It has been established that the number of formal rank assessments in the educational block is 28.5%, in the scientific block - 53.3%, and in the marketing block - 70%. In the educational block, the level of higher education institutions and departments is distinguished, and in the scientific and marketing one - higher education institutions. At the consolidated level of the ranking for three blocks, a working model has been formed with the allocation of the leading role of the university and the department. It is taken into account that the functioning of the university as a system requires the efficiency of all involved units based on end-to-end coordination. In this sense, agricultural universities are suggested to rephrase the thesis about “precision farming” into the thesis about “precision learning” or effective transfer. During the transformation of displaced higher education institutions under the “Agronomy” educational program, an emphasis is placed on relevance and adequacy. The specificity lies in the fact that when building universities as a system, functionality is provided according to multifactorial schemes and interdisciplinarity through convergent technologies, algorithmization, coaching, and solutions similar to the modular principle of building integral systems. Approbation at the department, conferences, and trainings has confirmed the positive perception of the relevance of tasks and approaches to solving them by teachers, scientists, and students.