Larysa Gorodianska


Full text (pdf)
Language: Ukrainian
Abstract. The article proposes innovative approaches to the search for opportunities for the growth of human intellectual potential with a view to the effective implementation of innovations into the economic activities of enterprises. The structure of the reconstitution of the intellectual potential of a person has been formed in terms of directions, methods and indicators of reconstitution. The features of the development of the intellectual potential of a person by reconstitution of professionally important qualities in an extensive and intensive way are determined. It is argued that the intensive type of human reconstitution is an innovative approach related to the reconstitution of its intellectual potential. Such an approach to reconstituting the intellectual potential of a person will contribute to the organization of effective implementation of innovations in the economic activity of enterprises. It is substantiated that due to the reconstitution of the intellectual potential of a person, there is a revival of innovative development at all levels of the economic system. The expediency of choosing key competencies as indicators of an intensive type of reconstituting the intellectual potential of a person is substantiated. The article analyses a set of key human competencies, the main among which in terms of innovative development of the economic system are leadership, communication, creativity, and critical thinking. The acquisition of such competencies by a person, as an important component of the productive forces of the economic activity of an enterprise, gives it certain advantages. The article also offers a model of feedback between methods and indicators of innovative reconstitution of human intellectual potential. The model is based on the innovation paradigm of the 21st century. It proposes that the management of the enterprise has s choice within the framework of the innovative model in education among one of four areas: vocational and/or higher education; professional pre-higher education; adult education; advanced training based on the predictive quality of reconstituting the intellectual potential of a person. The feedback model makes it possible to evaluate the growth of the desired key competencies as a set of indicators for reconstituting the intellectual potential of a person and to make a rational choice of the method of innovative reconstitution. This will contribute to the effective use of human potential in order to actively involve it in the process of implementing the strategy of innovative development of the enterprise.
Keywords: reconstitution, human intellectual potential, innovation, model, structure of reconstitution, indicators of innovative reconstitution, key competencies.

1. National Institute for Strategic Studies. (2020). On the internal and external situation of Ukraine. Retrieved from [in Ukrainian].
2. Ukrainian Institute of the Future. (2018). Ukraine 2030E – a country with a developed digital economy. Retrieved from [in Ukrainian].
3. Government portal. (2022). Reform of education and science. Retrieved from [in Ukrainian].
4. Government portal. (2022). Goals of sustainable development and Ukraine. Retrieved from [in Ukrainian].
5. Kremen, V. (Ed.). (2021). National report on the state and prospects for the development of education in Ukraine. Kyiv: Konvi Print [in Ukrainian].
6. Schumpeter, J. А. (1934). The Theory of Economic Development (1911).
7. Drucker, P. (2003). Effective management. Economic tasks and optimal solutions. Moscow: FAIR-PRESS [in Russian].
8. Bryukhovetskaya, N. & Buleev, I. (2019). Resources and mechanisms of investment and innovation development of industrial enterprises in Ukraine. Bulletin of Economic Science of Ukraine, 1 (36), 11-25 [in Ukrainian].
9. Kovtunets, V., Londar, S., Melnyk, S. & Castel-Branko, E. (2021). Requirements of the Ukrainian labor market to the level of education of employees. Educational Analytics of Ukraine, 4, 5-20. DOI: [in Ukrainian].
10. Gorodianska, L. (2021). Reconstitution of the Economic Resources: Innovative Basis. Bulletin of Economic Science of Ukraine, 1(40), 99-105. DOI: [in Ukrainian].
11. Kremen, V. (2005). Education and science in Ukraine – Innovative Basis. Strategy. Implementation. Results. Kyiv: Hramota [in Ukrainian].
12. Kalin, V. (2010). Education paradigms in modern world pedagogical practice. Social and Humanitarian Vectors of Pedagogy of Higher Education, Proceedings of the 2nd International Scientific Conference. Kharkiv: KhDADM [in Russian].
13. Melnikova, O. (2014). Innovations in higher education as a factor in the formation of the national knowledge economy. Collection of scientific works of the Kharkiv National Pedagogical University named after G. S. Skovoroda. Series: Economics, 14, 16-27 [in Ukrainian].
14. Rashkevych, Yu. (2014). The Bologna process and the new paradigm of higher education. Lviv: Publishing House of Lvov Polytechnic. Retrieved from [in Ukrainian].
15. Rogova, V. & Londar, S. (2021). Prospects for the establishment of a system of educational management indicators (SOLID INFO) as a factor for improving the effectiveness of state education policy. Educational Analytics of Ukraine, 5, 5-17. DOI: [in Ukrainian].
16. Chizhevsky, B. (2021). Scientifically substantiated and accordingly funded reforms in the field of science and education are the key to successful development of the state. Education Reform in Ukraine. Information and analytical support, Proceedings of the 3rd International Scientific and Practical Conference. Kyiv: SSI “Institute of Educational Analytics”. Retrieved from [in Ukrainian].
17. Gorodyanskaya, L. & Sizov, A. (2020, April 24). Subjective-activity approach to the organization of military specialists’ training in the system of higher education. Youth Military Science at Taras Shevchenko National University of Kyiv, Abstracts of Papers of the All-Ukrainian Scientific and Practical Conference of young scientists, adjuncts, listeners, cadets and students. Kyiv [in Ukrainian].
18. London, M. (Ed.). (2001). The Oxford Handbook of Lifelong Learning. Oxford: University Press.
19. Gartner (2018). Gartner Top 10 Strategic Technology Trends for 2019 : Global Education Futures Report (2018).
20. Gorodianska, L. (2013). Reconstitution the Economic Resources: theory and methodology of accounting and analysis. Kyiv: KNEU [in Ukrainian].
21. Barabas, D., Dzhafarov, D., & Shpak I. (2016). Educational innovations and their implementation in Ukraine. Scientific Bulletin of Odessa National Economic University, 3, 35-54 [in Ukrainian].
22. Ananyeva, T. (2020). Ten competencies that will be in demand in 2020. Retrieved from [in Russian].
23. Shackleton, V. (2003). Psychology of Leadership in Business. St. Petersburg: Peter [in Russian].
24. Senge, P. et al. (2003). Dance of Change: New Challenges for Learning Organizations. Moscow: Olimp-Bizness [in Russian].
25. Fulop, J., Linstead, S. & Dunford, R. (1999). Leading and managing. Management: a Critical Text, 120-210. South Yarra: Macmillan Business.
26. Stogdill, R. (1974). Handbook of Leadership: a survey of theory and reserch. New York: Free Press.
27. Ponomarev, Ya. (1988). Psychology of creativity. Trends in the development of psychological science, 21-25 [in Russian].
28. Koptelov, A. (2022). Autor’s Curve – Results of Digital Transformation. Retrieved from [in Russian].
29. Goncharenko, S. (2012). Formation of non-linear (synergetic) thinking of students. Didactics of the professional school, 2, 3-7 [in Ukrainian].