Здійснено дослідження теоретичних і методичних засад спадщини академічного
потенціалу наукових шкіл менеджеризму, які фундаменталізували формування
професійної підготовки майбутніх фахівців з публічного управління до педагогічної
діяльності; розроблено та обґрунтовано методику та модель організації професійної
підготовки майбутніх фахівців з публічного управління до педагогічної діяльності;
визначено структуру професійної компетентності, встановлено та обґрунтовано
критерії, показники та схарактеризовано рівні її сформованості у розроблених
управлінсько-педагогічних умовах. Удосконалено та конкретизовано семантику та
структурно-логічний алгоритм змістового наповнення організації освітнього процесу
професійної підготовки майбутніх фахівців з публічного управління до педагогічної
діяльності; сформульовано поняття «фахівець публічного управління» та специфіку
«професійної компетентності фахівців з публічного управління», «професійна
компетентність фахівців з публічного управління педагогічного спрямування»,
«педагогічна діяльність майбутнього фахівця з публічного управління». Верифіковано
ефективність моделі організації професійної підготовки майбутніх фахівців з
публічного управління до педагогічної діяльності з експертним оцінюванням.
In the course of the pedagogical research, the objective has been completed, it being the
substantiation of theoretical and methodical basis, development and experimental testing of
the model for organizing educational process of professional training of future specialists in
public administration for pedagogical activity.
The novelty of provisions found in the present dissertation paper is as follows: for the
first time, we formulated and substantiated theoretical and methodical foundations for content
and intent analysis of the heritage and academic potential of managerialism schools that
facilitated formation of professional training of future specialists in public administration for
pedagogical activity; we have developed and substantiated a methodology and a model for
organizing professional training of future specialists in public administration for pedagogical
activity; structure and definition of professional competence for future specialists in public
administration have been developed; criteria and indices have been determined, levels of its
formedness in designed administrational and pedagogical conditions have been characterized,
the semantics of organizing professional training of future specialists in public administration
for pedagogical activity has been improved and concretized on the basis of event analysis and
with the use of activity-based, process-based and qualitology-related approaches; we have
elaborated the concept of “specialist in public administration” and the particularity of
“professional competence of specialists in public administration,” “professional competence of
specialists in public administration in the field of education,” “pedagogical activity of a future
specialist in public administration”; effectiveness of the model for organizing professional
training of future specialists in public administration for pedagogical activity has been
substantiated, elaborated and verified, with the expert assessment. Practical importance of the obtained results consists in implementation of a model for
organizing professional training of future specialists in public administration for pedagogical
activity; formation of scientific and methodical support for elements of the following
educational modules: “Methodology of system management (research, teaching administrative
management, assessment and expert appraisal)”, “Policy – education, quality control,
sustainable development”, “Administration – public administration and local self-government,
administration for development (social-economic, environmental, institutional, securityrelated)”,
“Occupational pedagogics and special psychology of public administration and
management”; scientific and methodical support for the following areas of knowledge has
been developed: 07 “Management and administration” (073 “Management”, 074 “Public
administration and management”) and 28 “Public administration and management” for
specialty 281 “Public administration and management”. Materials of this research could be of
practical importance for a wide range of specialties related to professional training of specialists
in the field of public administration and management. The introduction provides substantiation
for relevance and rationale of the dissertation paper, highlights its relation to scientific programs,
plans, themes and defines the objective, goal, subject and object of research, formulates the
methods of research, reveals its academic novelty, theoretical and practical importance,
determines the candidate’s personal contribution to the previous works published in coauthorship,
provides information on the approbation and implementation of the research results, lists related publications, and outlines the structure and scope of the dissertation thesis. The first
chapter “Theoretical and methodical aspects in professional training of future specialists in
public administration” carries out the axiological analysis of research thesaurus for professional
training of future specialists in public administration, presents and popularizes the academic
potential of managerialism for scientific schools involved in professional training of future
administrators; it also reveals the legal and regulatory framework in the field of branch-wise
management of socio-cultural organization forms. The second chapter “Methodology of
organizing professional training of future specialists in public administration” selects
methodological approaches and principles of scientific cognition, managerialism, public
administration and organization of professional training of future specialists for pedagogical
activity at institutions of higher education; it substantiates capability of forms, methods and
means of organizing professional training of future specialists in public administration for
pedagogical activity as seen in the circumstances of globalization challenges; it provides
scientific and methodical substantiation for the content of professional training of future
specialists in public administration for pedagogical activity in managerial and pedagogical
conditions. In the third chapter “Substantiation, development and experimental testing of the
model for organizing professional training of future specialists in public administration,” the
pedagogical experiment is planned and implemented on a step-by-step basis, the model for
organizing professional training of future specialists in public administration is substantiated
and designed, with subsequent experimental testing and verification including expert
assessment.
