(2018) Science and education, 4, 35-42. Odessa.

Mykhailo Baimuratov,
Doctor of Law, professor, chief scientific advisor,
Institute of Legislation of the Verkhovna Rada of Ukraine,
the Honored Man of Science and Technology,
Ivan Myshshak,
Doctor of History, chief scientific advisor,
Institute of Legislation of the Verkhovna Rada of Ukraine,
4, Nestorivskyi Lane, Kyiv, Ukraine,
Oksana Krynytska,
PhD (Candidate of Economic Sciences),
Odessa National Academy of Food Technolodgies,
112, Kanatna Str., Odesa, Ukraine

MECHANISM OF ENSURING QUALITY OF
HIGHER EDUCATIONAL INSTITUTIONS’ WORK

The article substantiates the peculiarities of the functioning of the mechanism of ensuring the quality of higher educational institutions’ work. At the present stage, the process of integration of the national system of higher education into the European and world educational space is actively taking place in Ukraine, the modernization of educational activities in the context of European requirements is being carried out. Consequently, the assurance of the quality of educational activities is now on the top of the agenda of higher educational institutions and is one of the criteria of the effectiveness of its management. The purpose of the article is to substantiate the theoretical and technological direction of improving the quality of educational activities of higher educational institutions in the context of the formation of the corresponding mechanism. The objectives of the article are to develop scientific and methodological provisions on the functioning of the mechanism of managing the quality assurance system of educational activities of higher educational institutions and conducting an experimental research that will identify the directions of improving the quality of higher education in Ukraine. In carrying out the research, the expert methods, in particular the questionnaire method, were used. The conceptual scheme of the mechanism of ensuring the quality of educational activities of higher educational institutions is proposed and it is determined that the factors affecting the external and internal environment influence the effectiveness of its functioning. The technology of raising the quality of higher education with the participation of the National Agency, based on a powerful methodological basis in the form of a quadratic approach: human-centered, systemic, competence and synergetic, has been grounded. The state-public administration can become the newest mechanism of ensuring the quality of higher education. The measures of effective functioning of the mechanism of quality assurance of educational activities in higher educational institutions have been determined.

 higher education, educational process, competitiveness of education, quality of education, educational activities, mechanism.

1. Korotkov, Y. Kontseptsiia yakosti osvity [The concept of quality of education]. Retrieved from: http://оsvіtа.uа/sсhооl/mаnаgе/gеnеr аl/1342/ [in Ukrainian].
2. Azgaldov, G., Kostin, A. (2012). Kvalimetriya v vycshei shkole [Qualimetry in high school]. Moscow: Information Knowledge [in Russian].
3. Chemerys A.O. Yakist osvity yak zahalna tendentsiia yevropeickoi intehratsii [The quality of education as a general tendency of European integration]. Retrieved from: http: //studеntаm.nеt.uа/sontеnt/vіеw/7711/97/ [in Ukrainian].
4. Ryabchenko, V. (2015). Problema yakosti vitchyznianoi vyshchoi osvity v konteksti osvitianckykh reform: retrocpektyva i suchasnist z pozytsii svitohliadnokompetentisnoho pidkhodu [The problem of the quality of domestic higher education in the context of educational reforms: retrospective and modernity from the point of view of the world-view and competency approach]. Vyshcha ocvita Ukrainy – Higher education of Ukraine, 1, 12-27 [in Ukainian].
5. Mudra, S.V. (2010). Kontseptualna model otsiniuvannia rivnia konkurentocpromozhnocti vypucknykiv VNZ. Imidzh cuchacnoho pedahoha: nauk. [The conceptual model for assessing the level of competitiveness of graduates of higher educational institutions. The image of a modern teacher]. Nauk.-prakt. osvitno-populiarnyi chasopys – Academic journal, 3, 28-31 [in Ukrainian].
6. Strіеlkоwskі, W., Gryshоvа, І. (2018). Асаdеmіс Publіshіng аnd “Prеdаtоry” Jоurnаls. Sсіеnсе аnd Іnnоvаtіоn, 14(1), 5-12 [in Eglish].
7. Nаumоv, О. B., Kоvаlеnkо, О. M., Sаvіn, S.Yu. (2017). Tесhnіquе оf Аssеssіng Futurе Mаnаgеrs’ Lеаdеrshіp Quаlіtіеs іn Mоdеrn Sосіо-Сulturаl Еnvіrоnmеnt. Sсіеnсе аnd еduсаtіоn, 10, 126-132. DOI: https://doi.org/10.24195/2414-4665-2017-10-17. Retrieved from: http://scienceandeducation.pdpu.edu.ua/doc/2017/10_201 7/17.pdf [in Eglish].
8. Gryshоvа, І.Yu., Zаmlynskyі, V.А., Shеstаkоvskа, T.L. (2017). Іmplеmеntіng Сlustеr Fоrms Іntо Nаtіоnаl Еduсаtіоn Dеvеlоpmеnt Strаtеgy. Sсіеnсе аnd еduсаtіоn, 5, 56-61. DOI: https://doi.org/10.24195/2414-4665-2017- 5-11. Retrieved from: http://scienceandeducation.pdpu.edu.ua/doc/2017/5_2017/ 11.pdf [in Eglish].
9. Baimuratov, M.О. (2015). Suchacni tendentsii pravovoho zabezpechennia nadannia osvitnikh pocluh v yevropeickykh krainakh [Modern tendencies of legal provision of educational services in European countries]. Visnyk Mariupolskoho derzhavnoho universytetu. Seriia: pravo – Bulletin of the Mariupol State University. Series: Law, 9-10, 129-135 [in Ukrainian].
10. Grуshоvа, І. Yu., Nіkоlіuk, Е.V, Shеstаkоvskа, T.L. (2017). Соnсеptuаlіzаtіоn оf thе Оrgаnіzаtіоnаl Mаnаgеmеnt Mесhаnіsm оf thе Dеvеlоpmеnt оf thе Nаtіоnаl Еduсаtіоn Systеm іn thе Соntеxt оf Іts Quаlіty. Sсіеnсе аnd еduсаtіоn, 10, 118-125. DOI: https://doi.org/10.24195/2414-4665-2017-10-16. Retrieved from: http://scienceandeducation.pdpu.edu.ua/doc/2017/10_201 7/16.pdf [in English].

(2018) Science and education, 4, 43-48. Odessa.

Oleh Dolzhenkov,
Doctor of Political Science, associate professor,
Head of the Department of Educational Management and Public Administration,
Oksana Sakaliuk,
PhD (Candidate of Pedagogical Sciences), associate professor,
Department of Educational Management and Public Administration,
South Ukrainian National Pedagogical University named after K. D. Ushynsky,
71, Staroportofrankivska Str., Odesa, Ukraine

CROSS-CULTURAL MANAGEMENT AT EDUCATIONAL INSTITUTIONS

The article substantiates the necessity and importance of cross-cultural management in educational institutions and the introduction of cross-cultural content in the training of principals. The polyethnic nature of the Ukrainian society predetermines the necessity of future experts’ development in the field of cross-cultural management and communications, and the need for the training of staff in this direction. The cross-cultural management concept is an area of administration science, whose subject is the management of relations emerging ‘at the border’ of national cultures, as well as the identification and use of behavioral patterns inherent in the national business culture in the organization management. The basic provisions of cross-cultural management have made it possible to determine its main goal, and the results of expert assessment helped to outline the tasks of cross-cultural management, which should be implemented by a principal in the process of managing a modern educational institution. The foundations of society cultural focus (values, attitudes, behavior) and its main aspects (acceptance of other people, attitude to the world, relations between people, activity, perception of space and time), which act as original factors (driving force, cause) of cultural management implementation and determine its content and nature, have been clarified. The solution of cross-cultural management tasks requires principals to possess cross-cultural knowledge. Besides, their solution will be contributed by their ability to show tolerance; awareness of the need to prevent conflicts in the educational environment; the ability to take into account the ethno-sociocultural traditions of the region in the planning of educational activities; overcome cultural and communicative barriers by means of a dialogue. The above-mentioned indicators have been assessed in master students majoring in “Educational Institution Management” using a set of diagnostic measures, and the results have shown that they predominantly have a basic level. The results obtained show the need to improve the modern process of training education managers (principals).

cross-cultural management, education managers, educational institutions, tasks of cross-cultural management.

1. Beshelev, S. D & Нurvich, F. Н. (2006). Еkspertnye otsenki v prinіatii planovykh resheniі [Expert assessments in making planned decisions]. Moscow: Economics [in Russian].
2. Lapach, S. N., Chubenko, A. V. & Babich, P. N. (2002). Statistika v nauke i biznese [Statistics in science and business]. Kyiv: MORION [in Ukrainian].
3. Petrushenko, Yu. M. Holets, T. A. (2008). Kognіtyvna kontseptsіia kros-kulturnoho menedzhmentu [Cognitive concept of cross-cultural management]. Vіsnyk Sumskoho derzhavnoho unіversytetu – Bulletin of Sumy State University, 1, 120-128 [in Ukrainian].
4. Sviatoho, N. V. & Halilova L. A. (2014). K voprosu o sushchnosti kross-kulturnoho podhoda v upravlenii personalom predpriatiia (organizatsii) [Revisiting the issue of the essence of the cross-cultural approach in the management of the personnel of the enterprise (organization)]. Kultura narodov Prichernomoria - Culture of the peoples of the Black Sea region, 278, 174-177 [in Ukrainian].
5. Pivovarov, S. E. (Eds.). (2006). Sravnitelnyi menedzhment [Comparative management]. St. Petersburg: Piter [in Russian].
6. Suhodolskiі, Н. V. (1998). Osnovy matematicheskoy statistiki dlіa psihologov [Fundamentals of mathematical statistics for psychologists]. St. Petersburg: Izdatelstvo S.-Peterburgskogo universiteta [in Russian].
7. Todorova, N. Yu. (2009). Kross-kulturnyi menedzhment [Cross-cultural management]. Kyiv. Retrieved from: http://ea.donntu.edu.ua/bitstream/123456789/2021/1/CC M_Todorova.pdf [in Ukrainian].
8. Adler, N. J. (1991). International Dimensions of Organizational Behavior. Boston: MA : PWS-KENT Publishing Company [in English].
9. Mead R. & Andrews T. G. International management: culture and beyond. Chichester: JohnWiley & SonsLtd [in English].

(2018) Science and education, 4, 49-55. Odessa.

Nataliya Mykytenko,
Doctor of Pedagogy, professor,
Department of Foreign Languages for Sciences,
Ivan Franko National University of Lviv,
1, Universytetska Str., Lviv, Ukraine,
Nadiia Kish,
PhD (Candidate of Pedagogical Sciences), associate professor,
Department of Foreign Languages,
State University “Uzhhorod National University”,
14, Universytetska Str., Uzhhorod, Ukraine,
Olesia Stoika,
PhD (Candidate of Pedagogical Sciences), associate professor,
Department of Foreign Languages,
State University “Uzhhorod National University”,
14, Universytetska Str., Uzhhorod, Ukraine

TECHNOLOGY OF TEACHING FOREIGN LANGUAGE ACADEMIC
WRITING TO STUDENTS OF NON-PHILOLOGICAL SPECIALITIES

The article deals with the issue of effective technologies of teaching academic writing to students of nonphilological specialities with regard to the realities of Ukrainian higher educational institutions. The purpose of the article is to substantiate the technology of teaching academic writing and to validate its effectiveness experimentally on the basis of Uzhhorod National University. The theoretical (content-analysis of the sources of subject study, arrangement and generalization of theoretical assumptions, substantiation and elaboration of the technology model) and empirical research methods (scientific observation, methodological experiment, methods of mathematical statistics) were used to achieve the research goal. It has been justified that creation of the product of foreign language academic writing requires the students of non-philological specialties to possess the following skills: to define intention and main idea of utterance, to see connection between expressed thoughts; to correctly use lexical units, namely terms in the professional filed; to correctly use grammatical structures that comply with a certain genre of academic written communication; to classify and evaluate the role of lexical, grammatical and stylistic tools of foreign language in effectiveness of message transfer; to understand influence of the chosen verbal means on effectiveness of speaking and addressee’s communicative intention. The model of teaching technology of academic writing has been presented. The effectiveness of suggested technology of teaching academic writing to students of non-philological specialities has been proved by two-staged methodological experiment.

teaching academic writing, academic written communication, product, students of non-philological specialities, skills, techniques, technology of teaching.

1. Academic writing. Retrieved from: https://sydney.edu.au/students/writing.html.
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6. Mykytenko, N., Sulym, V., Kozolup, M. (2017). Developing academic literacy: EAP for Science Majors. Lviv: LNU.
7. Rhetoric and Composition Outcomes. Northern Illinois University. Department of English. Retrieved from: http://www.engl.niu.edu/composition/outcomes.html.
8. Struhanets, L. (2000). Kultura movy. Slovnyk terminiv [Culture of speech. Dictionary of terms]. Ternopil: Bohdan [in Ukrainian].
9. Yakhontova, T. V. (2003). English Academic Writing for Students and Researchers. Lviv: PAIS.

(2018) Science and education, 4, 56-64. Odessa.

Serhiі Omelchuk,
Doctor of Pedagogy, associate professor,
vice-rector, Professor of Slavic philology,
Kherson State University,
27, Universytetska Str., Kherson, Ukraine

CONCEPTUAL CORRELATION OF “WORKING WITH A TEXT”
AND “WORKING ON A TEXT” LINGUISTIC DIDACTIC TERMS

The article investigates the normative functioning of term phrases ‘working with a text’ and ‘working on a text’ in the linguistic didactic discourse. The carried out component analysis has made it possible to determine a semantic organization of both terms on the basis of a complex analysis of scientific sources and lexicographic works. It has been proved that these terms in the Ukrainian linguistic didactic science denote different methodical concepts. “Working with a text” in the meaning of a methodical technique involves the implementation of mental actions on a certain didactic material. It means comprehension and analysis of the text. “Working on a text” is a productive activity based on the creation (composition, writing, modeling, etc.) of a speech utterance. Such constructions are structurally incomplete, but they are complete semantically. In the absence of a lexically expressed deverbative, the semantic load falls on a semantically and structurally obligatory object with the meaning of the object of an action. Ukrainian linguistic didactic scientists, as well as language teachers, predominantly use various prepositions and substantive forms to indicate a methodical technique based on text analysis. The grammatical peculiarities of the foreign correspondences of the Ukrainian preposition and substantive form ‘with a text’ in English, German, Polish, Byelorussian and Russian languages have been clarified. In the English scientific linguistic didactic literature, the phrase “working with a text” is mainly used in the meaning of “text analysis”. At the same time, the phrase “working on a text” in the meaning of “work on the creation (writing) of the text” also occurs in the English language. The grammatical construction “Arbeit mit Texten” is common in the German scientific language. Modern Polish linguistic didactics fixes the term-phrase “praca z tekstem” in the sense of an analytical kind of activity on the basis of the text. The preposition and substantive word form with the preposition “with” is also observed in the modern Byelorussian language, as evidenced by the titles of scientific studies in the Byelorussian language methodology. Researchers do not distinguish between terms “work with a text” and “working on a text” in the Russian methodical science. They use these term phrases unsystematically.

 term phrase, preposition and substantive word form, semantic and syntactic relations.

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6. Vykhovanets, I. (2004). Teoretychna morfolohiia ukrainskoi movy: akadem. hramatyka ukr. movy [Theoretical morphology of the Ukrainian language]. Kyiv: Univ. vyd-vo «Pulsary» [in Ukrainian].
7. Hohol, N. V. (2004). Formuvannia u molodshykh shkoliariv estetychnoi otsinky khudozhnoho tvoru na urokakh chytannia [Formation of younger schoolchildren aesthetic assessment of artistic work at reading lessons]. Extended abstract of candidate’s thesis. Kyiv [in Ukrainian].
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10. Zaiets, V. H. (2013). Linhvometodychni zasady navchannia ukrainskoi movy uchniv 8-9 klasiv z pohlyblenym vyvchenniam na tekstovii osnovi mizhpredmetnoho zmistu [Lingvomethodical principles of teaching Ukrainian for pupils of grades 8-9 with in-depth study on the textual basis of inter-subject content]. Extended abstract of candidate’s thesis. Kyiv [in Ukrainian].
11. Ysupova, S. M. (2013). Rabota nad tekstom pry obuchenyy russkomu yazyku kak nerodnomu [Work on the text when teaching Russian as non-native]. Filologicheskie nauky. Voprosy teorii i praktiki – Philological sciences. Questions of theory and practice, 5, 65-67. Tambov: Hramota [in Russian].
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