Nataliia Mazur
https://orcid.org/0000-0001-8673-5873
INTEGRATION OF TEMPORARILY RELOCATED HIGHER EDUCATION INSTITUTIONS AND INTERNALLY DISPLACED PERSONS INTO THE COMPETITIVE ENVIRONMENT OF THE EDUCATIONAL SERVICES MARKET DURING A PERIOD OF NEW SOCIAL SAFETY THREATS
Full text (pdf)
Language: Ukrainian
Abstract. Higher education in Ukraine has found itself in new realities, and the national market of educational services has obtained completely new features of the competitive environment, which combine the results of integration processes and socio-political factors derived from the martial law. As a result of military actions, temporarily relocated higher education institutions (HEIs) emerged as a special category in the market of educational services. The aim of the paper is to study the problems and needs of temporarily relocated HEIs and internally displaced persons, as participants of the educational process, under their integration into the competitive environment of the educational services market. The author determined that for HEIs a study (degree) programme is the main product presented on the market. The primary indicator of the competitiveness of study programmes is the demand declared by entrants to the first (bachelor’s) level of higher education. Trends in the formation of a competitive environment in the market of educational services were analysed based on the results of the admission campaign. It was defined that the tendency for Kyiv and Lviv universities to hold the leading positions in most study programmes was preserved. The article presents a comparative analysis of the dynamics of the main competitiveness indicators for study programmes, being most popular among entrants, in HEIs identified as leaders in terms of the number of applications and in temporarily relocated HEIs. The relocated HEIs are facing a particularly acute problem with filling the licensed number of students. Based on the admission results of 2022, a part of relocated universities enrolled only as many students as to fill the positions funded by the state. Temporarily relocated HEIs and internally displaced research and pedagogical staff need additional social protection tools and special support and assistance in resuming full-fledged activities from host communities, local self-government bodies, the government and international organizations.
Keywords: higher education, competitiveness, competitive environment, educational services market, study programme, temporarily relocated higher education institutions (HEIs), internally displaced persons, social safety.
https://doi.org/10.32987/2617-8532-2023-3-87-104
Keywords: higher education, competitiveness, competitive environment, educational services market, study programme, temporarily relocated higher education institutions (HEIs), internally displaced persons, social safety.
https://doi.org/10.32987/2617-8532-2023-3-87-104
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10. Zakharova, O. (2020). Transformation of the scientific and educational potential of higher education institutions of Ukraine as a result of the temporary occupation of part of the territory of Donetsk and Luhans regions, annexation of the Republic of Crimea. Educational Analytics of Ukraine. 4(11), 47-59. DOI: https://doi.org/10.32987/2617-8532-2020-4-47-59 [in Ukrainian].
11. Zakharova, O. (2020). The Impact of Internally Displaced Academic Staff from the Temporarily Occupied Territories of Donetsk and Luhansk Regions and the Autonomous Republic of Crimea on the Scientific and Educational Potential of Ukrainian Higher Education Institutions. Education Reform in Ukraine. Information and Analytical Support: Abstracts of Papers of the 2nd International Scientific and Practical Conference, 182-185. Kyiv. Retrieved from https://iea.gov.ua/wp-content/uploads/2020/11/Zbirnik-tez-dopovidej-konferentsiyi_Reforma-osviti-v-Ukrayini-2020.pdf#page=183 [in Ukrainian].
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21. Mazur, N. (2022). Temporarily Displaced Higher Education Institutions Competitiveness: Admission-2022. Competitiveness of the National Economy: Proceedings of the 20th International Scientific and Practical Conference, 133-136. Kyiv. Retrieved from https://econom.knu.ua/wp-content/uploads/2022/10/%D0%9C%D0%B0%D1%82%D0%B5%D1%80%D1%96%D0%B0%D0%BB%D0%B8_%D0%B7%D0%B1%D1%96%D1%80%D0%BD%D0%B8%D0%BA_%D0%A1NE20222.pdf [in Ukrainian].
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24. Osvita.ua. (2021). Consolidated Rating of Higher Education Institutions of Ukraine in 2021. Retrieved from https://osvita.ua/vnz/rating/86998/ [in Ukrainian].
25. Osvita.ua. (2023). Quotas for Enrollment in Higher Education Institutions. Retrieved from https://osvita.ua/consultations/bachelor/55433/ [in Ukrainian].
26. Nikolaiev, Ye., Rii, H., & Shemelynets, I. (2022). In strange walls: how displaced universities overcome problems. Retrieved from Retrieved from https://voxukraine.org/u-chuzhyh-stinah-yak-dolayut-problemy-peremishheni-universytety [in Ukrainian].
27.Myhovych, I. (2019). Functional potential of educational services exporting process for temporarily displaced universities of Ukraine. Education and Pedagogical Sciences, 1(170), 13-24. DOI: https://doi.org/10.12958/2227-2747-2019-1(170)-13-24 [in Ukrainian].
28. Ukrinform. (2019). Ministry of Education and Science of Ukraine wants to unite universities displaced from the occupied territories. Retrieved from https://www.ukrinform.ua/rubric-society/2793223-mon-hoce-obednati-peremiseni-z-okupovanih-teritorij-visi.html [in Ukrainian].