У дисертації обґрунтовано теоретичні та методичні засади проблемного аксіологічного аналізу потенціалу наукових шкіл менеджеризму, що сприяли формуванню професійної підготовки майбутніх менеджерів; розроблено та обґрунтовано модель формування професійної компетентності безпеки майбутніх менеджерів у закладах вищої освіти; структуру їх професійної компетентності, визначено критерії (акмеологічно-мотиваційний, аксіологічно- когнітивний та дивергентний), показники та схарактеризовано рівні її сформованості у розроблених організаційно-педагогічних умовах – безпека організації освітнього процесу у ЗВО, стратегії педагогічної інноватики та безпеки національного суверенітету України за галузями. Удосконалено та конкретизовано класифікаційні ознаки семантики формування професійної компетентності безпеки менеджерів на основі методів аналогій, екстраполяцій та імітацій полікритеріального вибору в системному управлінні ЗВО; ризики системного характеру організації освітнього процесу у ЗВО. Сформульовано поняття «діпло-підготовка майбутніх менеджерів» як системи професійної підготовки управлінських кадрів. Обґрунтовано, розроблено та верифіковано за експертною системою анкетування та бального оцінювання ефективність моделі формування професійної компетентності безпеки у майбутніх менеджерів у ЗВО. Подальшого розвитку набули методологічні положення змістового наповнення та науково-методичного забезпечення діпло-підготовки майбутніх менеджерів з професійними компетентностями безпеки у ЗВО. Сформовано навчально-методичне забезпечення змістового наповнення проблемно-інтегрованого модуля «Управління безпекою соціокультурних форм організації освітнього процесу ЗВО», а саме акмеологічною, соціальною, екологічною, економічною, академічною, воєнною, кібер-безпекою, політичною стратегією національної безпеки держави; розроблено навчально- методичне забезпечення для галузі знань 07 Управління та адміністрування, спеціальності 073 Менеджмент.
This dissertation paper performs a problematic-axiological analysis of theoretical and methodical substantiation for main foundations of a national security strategy in order to state the necessity for implementing the definitions of “strategy,” “strategic planning and forecasting,” “ensuring national security” into the educational process of future specialists’ professional training. Classification features for semantics of forming professional competence of security in future managers have been established, and the structure of professional competence of security for future managers in HEIs has been substantiated, in systemic- administrative components of quality, security and protection of dignity for the graduate student as a social agent for guarantees of national interests, which provides for important qualities of a manager, in particular: active citizenship and social activism of noospheric views and biogeospheric responsibility, analytical intellectual potential, intensive absorption of large volumes of specific information of security-related nature and keeping it private, dedicated working capacity, business communication without affecting the information field in terms of quality and security, performance discipline, hedonism and lust for life, proactiveness in innovation, communicability, multimodal managerialism, organized nature and forceful perseverance, ability to compensate stress, futuristic intuitivity and optimism in positive modelling of effective results, vigorous purposefulness and dedication to national ideals of independence; for emergency and administrative abilities, in particular: organizational and securityrelated, administrative and managerial, self-management, systemic and analytic thinking, worldview, strategic partnership, ability to convince others, management and marketing of scientific and educational services, psychological and pedagogical, creative and conative perception of reality, communicative abilities of safeguarding (personal and corporate, in interaction); skill and abilities to choose, justify and develop ways, mechanisms and methods to manage quality and security of architectonic structure of sociocultural forms at various levels, for an intended purpose and in types of system administration, diplomatic management, crisis management, conflict management of security interests, informational and communicative management in access to public information and its promulgation, and steadfastness in preservation of secret information, management and quality assurance in organization of educational process, content, event and intent analysis, assessment of relevance and recognition of academic achievements, methods of expert story-telling, prognostics and modelling, systemic analysis of the quality of environmental components and civilization development, logistics, entrepreneurship, organization of dealer networks to establish demand for services and scientific products, drawing commercial proposals, advertising, ensuring document support and preparing agreements, social intercourse and time management; readiness for professional strategic and managerial, scientific and cognitive, ecosystemic and security-related, social and protective, legal protection, design and engineering tactical, production and technological, supervisory and controlling, expert and analytical, normative-technical-regulatory, qualitologic, and educational tasks in the field of security and quality management based on a strategy of sustainable development; formedness of professional competence of security in methodology of 24 scientific knowledge and teaching professionally-oriented, vocational and special subjects in the field of security and its management in cross-border, national, regional and local dimensions of institutional and personal interaction. We have developed and scientifically substantiated a model of forming professional competence of security for future managers in HEIs which is based on methodological approaches and principles, as well as on approaches and principles of organizing educational process of diplomatic training, meant to satisfy the sociopolitical demand for highly qualified administrators; it has been designed in various types of contents – target (it unites the strategic goal of security management and the goal of professional training), conditional (it assimilates functionally the systemic, multi-profile and target orientation in various kinds of security – acmeological, academic, social, environmental, economic, institutional, political, military, cybersecurity, national security of the state, and protection of its sovereignty), semantic (it systematizes the function of security management by the scale of distribution, by the level of hierarchy in implementation, by the goal, by the field of monitoring the security status; by priority level of stratagems and organization of educational process – overall-management and special), methodical (the tripartite complex of methods – ensuring educational-research-cognitive and practicalinternship activity – by the source of information, by the level of creativity, by the logic of cognition, monitoring and self-control; means – support for educational process of professional training – spatial-metric; technological, technical, methodological and technical-regulatory; synchronized forms – organization of educational process – individual-personalized, of general-group and micro-group selection; location sites – educational, scientific and research, ICT networks for interaction with the public and external partners, practical-internship of targeted didactics, standardized – traditional, mixed, network, remote (distance), mobile), relevant (criteria, levels and indicators to identify formedness of future managers’ professional competence of security in HEIs) in determined organizationalpedagogical conditions. We have determined criteria (acmeological-motivational, axiological-cognitive, and divergent) and indicators, and characterized levels in formedness of professional competence of security in future managers in HEIs as observed in developed organizational-pedagogical conditions – security of organizing educational process in HEIs, strategies of pedagogical innovation theory and of Ukraine’s national sovereignty by branches.
