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1

РИЗИКИ ДІЯЛЬНОСТІ АГРАРНОГО УНІВЕРСИТЕТУ: ХАРАКТЕРИСТИКА ПРОЦЕСІВ ПОПЕРЕДЖЕННЯ ТА ПОДОЛАННЯ

100%
Клочкова Т.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 3(57)
384-390
EN
The article focuses on the identification and analysis of the risks that may arise in the activity of the agrarian university. The theoretical methods such as analysis, synthesis, comparison and generalization have been applied in order to meet the goal of this paper. The identified risks are of primary importance and occupy the first position in the registry of the higher educational institution. In particular, we have considered the financial risk, the risk of student recruitment and the risk of staffing. The financial risk means reduction in state funding, decline in net profit due to drop in the number of entrants, ineffective and inefficient use of funds, failure of the faculties and departments to exercise budgetary control and others. Mitigating actions include diversification of sources of funding to decrease reliance on any source; the development of financial strategy; performance of objectives relating to financial control; accurate budgeting. Early warning mechanisms of the financial risk occurrence involve regular review of progress against targets; reviews of performance against budget. The risk of student recruitment includes a lower student recruitment and retention, failure to attract high quality students, failure to recruit foreign students. Mitigating actions may be an improved communication with schools, colleges, industry; departmental review of courses; academic quality control mechanisms; focused recruitment process; clear mission statement on teaching, improvement of student support function to reduce withdrawals. Early warning mechanisms are the following: monitoring student application numbers; monitoring web site activity; feedback from schools, colleges, industry; withdrawals monitoring. The staffing risk involves failure to attract academic staff of sufficient number and standing; failure to develop and retain high quality academic staff and others. Mitigating actions may be a constant review of remuneration package; promotion on merit rather than longevity; constant review of remuneration package; fast track promotion scheme and so on. Early warning mechanisms are the following: monitoring of staff turnover rate; increasing staff turnover; poor take up of staff development activity. The further research should focus on the possibility to use the experience and best practice of the European universities under the issue being studied in Ukraine. The methods of risk management are a good source of reference for agrarian university.
2

ЗМІСТОВА ХАРАКТЕРИСТИКА ЗОВНІШНІХ І ВНУТРІШНІХ РИЗИКІВ У ДІЯЛЬНОСТІ АГРАРНИХ ВИШІВ

100%
Клочкова Т.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 8(52)
119-125
EN
The article focuses on the identification and analysis of the risks that may arise in the process of teaching foreign languages in the agrarian higher education institutions. The theoretical methods, such as analysis, synthesis, comparison and generalization, have been applied in order to meet the goal of this paper. The author characterizes the risks of high priority, such as the qualitative risk (risk of failure to attract students who are identified as gifted and talented), the recruitment risk (risk of inability to recruit enough student contingent), the risk of failing to achieve the main goal of foreign language teaching in the agrarian universities, which is to ensure a sufficient level for practical use of a foreign language in the future professional activity of specialists in the agrarian sector, the risk of low student motivation in learning a foreign language, as well as the reputational risk. The above mentioned risks are connected to, or dependent upon, the reputational risk. It is important to understand the relationship between these types of risks so that they can be effectively prioritized. Having identified the key risks in the process of teaching foreign languages in the agrarian universities, consideration has then been given to how they should be managed to reduce their probability or impact, should they occur. It is essential to understand the interaction between the identified risk and mitigation. One risk may require several mitigations to be in place to ensure it is effectively managed. The examples of appropriate risk mitigation measures which may reduce the impact of each risk on the process of teaching foreign languages in the agrarian higher educational institutions are given along with the detailed risk description. The mitigation measures to be put in placeare followed by early warning mechanisms essential for timely prevention of occurring adverse events in teaching process. The further research should focus on the possibility to use the experience and best practice of the European universities under the issue being studied in Ukraine. The European model of risk-based approach to teaching foreign languages is a good source of reference for the Ukrainian agrarian higher school.
3

РИЗИК-МЕНЕДЖМЕНТ: ТЕОРІЯ І ПРАКТИКА УКРАЇНСЬКОЇ ВИЩОЇ ШКОЛИ

100%
Клочкова Т.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 1(45)
417-425
EN
The author analyses the risks of the Ukrainian higher school with the application of the theoretical methods such as analysis, comparison, classification and synthesis of scientific literature and regulatory documents. In particular, the article focuses on the risks that may threaten the goal-achieving probability and realizationof the Ukrainian higher school development strategy. Risk classification is made in the context of providing quality of the educational services, consumed by the government, society, university, business and individual. The risks of external and internal environment of the higher education sector, influencing the strategic development of university, are identified. The external risks are beyond the influence of university, so they are difficult to be identified, controlled and managed. The internal risks arise from the events within university and depend on the risk subjects (university structure, the staff, the students, the faculties, the departments). No only external and internal risks, but also their interdependence is considered specifically. Among the key risks of the higher school are the following: economic slowdown, poor governance, damage to brand or reputation, an inadequate staff recruitment, a low enrollment rate, bad experience of the students, a low quality of teaching and research, inadequate technical support. In Ukraine risk management is a new direction in the management practice of universities and the higher education management research. We can identify the following features of its development: low awareness of risk management, risk culture, actions on how to eliminate or minimize risks, among the university staff and administration; a lack of risk management infrastructure in higher education (institutions, tools, techniques); a lack of regulatory support from the government; unavailability of methodological recommendations on the introduction of risk management; significantly different risk profiles ( the ratio of different kinds) of the Ukrainian and the UK universities and the motivation for the introduction of risk management. The further research should focus on the possibility to use the experience and best practice of the UK universities under the issue being studied in Ukraine. The British model of managing risk is a good source of reference for the Ukrainian higher school that is considering developing a similar framework.
4

МЕНЕДЖМЕНТ РИЗИКІВУ ВИЩІЙ ОСВІТІ: ХАРАКТЕРИСТИКА ПОНЯТІЙНО-ТЕРМІНОЛОГІЧНОГО АПАРАТУ ДОСЛІДЖЕННЯ

100%
Клочкова Т.
Педагогічні науки: теорія, історія, інноваційні технології
|
2014
|
issue 10(44)
32-40
EN
The process of higher education modernization gives rise to a great deal of risks the higher education institutions face. This risk management policy forms part of the internal control and corporate governance arrangements of the UK universities which try to follow and adopt best practice in the identification, evaluation and control of risks to ensure that, as far as is reasonably practical, risks are eliminated or reduced to an acceptable level.Despite the fact that risks exist in the higher education system and can never be eliminated, administration and staff of the Ukrainian universities are unaware of the nature of risk and the types of risks associated with their area of work. Although many studies have attempted to explore the risk management implementation in higher education, there is a sparse conceptual framework in this sphere. The author of this article focuses on the framework of categories and concepts, associated with the coverage of the issues of therisk management implementation in higher education institutionson the basis of such theoretical methods as a method of terminological analysis, comparison, synthesis, generalization. The comparative analysis of suchkey definitions as «risk», «risk management», «risk profile», «risk owner»is madeon the basis of native and foreign scientific sources, definition and specialized dictionaries, the UK regulatory documents in the risk management sphere. It has been revealed that the Higher Education Funding Council for England (HEFCE) defines risk as «the threat or possibility that an action or event will adversely or beneficiallyaffect an organization’s ability to achieve its objectives». Risk management is characterized by it as «a process which can provide assurance that damaging things will not happen or are less likely tohappen; that beneficial things will be or are more likely to be achieved». The author has proposed her own definition of risk managementin higher education which is as follows: it is a structured and coherent approach that combines strategy, processes, people, technologies and skills to identify, assess and control the uncertainties which may impact the university’s ability to achieve its objectives and missiontoprovideeducationalservices.An attempt to clarify the common terminology of pedagogical riskology that will enhance the level of knowledge of staff and administration of higher education institutions is made. The further research should focus on the analysis of the leading concepts of risk management in the Ukrainian and foreign theory of education.
5

РИЗИК-ОРІЄНТОВНИЙ ПІДХІД ДО ВИКЛАДАННЯ ІНОЗЕМНИХ МОВ У ВИЩИХ АГРАРНИХ ЗАКЛАДАХ ОСВІТИ

63%
Клочкова Т., Кобжев О.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 9(53)
18-24
EN
The article focuses on the identification and analysis of the risks that may arise in the process of teaching foreign languages in the agrarian higher educational institutions. The theoretical methods, such as analysis, synthesis, comparison and generalization, have been applied in order to meet the goal of this paper. The author characterizes the risks of high priority, such as the qualitative risk (risk of failure to attract students who are identified as gifted and talented), the recruitment risk (risk of inability to recruit enough student contingent), the risk of failing to achieve the main goal of foreign language teaching in the agrarian universities, which is to ensure a sufficient level for practical use of a foreign language in the future professional activity of specialists in the agrarian sector, the risk of low student motivation in learning a foreign language, as well as the reputational risk. The above mentioned risks are connected to, or dependent upon, the reputational risk. It is important to understand the relationship between these types of risks so that they can be effectively prioritized. Having identified the key risks in the process of teaching foreign languages in the agrarian universities, consideration has then been given to how they should be managed to reduce their probability or impact, should they occur. It is essential to understand the interaction between the identified risk and mitigation. One risk may require several mitigations to be in place to ensure it is effectively managed. The examples of appropriate risk mitigation measures which may reduce the impact of each risk on the process of teaching foreign languages in the agrarian higher educational institutions are given along with the detailed risk description. The mitigation measures to be put in place are followed by early warning mechanisms essential for timely prevention of occurring adverse events in teaching process. The further research should focus on the possibility to use the experience and best practice of the European universities under the issue being studied in Ukraine. The European model of risk-based approach to teaching foreign languages is a good source of reference for the Ukrainian agrarian higher school.
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