Розвиток наукової думки щодо визначення категоріального змісту дефініції якості вищої освіти. Аналіз наукових поглядів представників східноєвропейських наукових шкіл. Визначення чинників, що обумовлюють складність прояву категорії якості вищої освіти.
Аннотация к работе
The development of scientific thought as for determining the content of categorical definitions of quality of higher education was reviewed and the peculiarities of its formulation within the current scientific research were determined; based on results of the analysis of the content of scientific views of representatives of Eastern European research schools on the interpretation of the definition of «quality of higher education», its content was conceptualized; the factors that lead to complexity and diversity of manifestation of the category of quality of higher education were defined, as well as its authors interpretation was processed. Рассмотрено развитие научной мысли относительно определения категориального содержания дефиниции качества высшего образования и определены особенности ее формулировки в пределах современных научных исследований; в результате анализа содержания научных взглядов представителей восточноевропейских научных школ, относительно толкования дефиниции «качество высшего образования», было концептуализировано ее содержание; определены факторы обуславливающие сложность и многогранность проявления содержания категории качества высшего образования, а также сформулировано ее авторское определение. Factors that lead to complexity and diversity of the manifistation of the category of quality of higher education: multilevel outcomes (quality of knowledge, abilities, skills and values of university graduates) and multi-criterialism in assessing both the quality and its characteristics (components); multi-subjectivism of personalization of experts in the quality of higher education (students and their parents, students and universities, employers and their unions, the state and society, national and international expert agencies); polisynchronnic evaluation (changing content and technology assessment, as according to the expert, and in the context of time and the conditions of monitoring) and its subjectivity (lack of objective criteria); multidimensional evaluation of displaying the objects (curricula, educational technologies, mechanisms of management and administration, learning outcomes, etc.) and their variability and controllability. Ways of content disclosure: compliance of higher education (as a result, as the process, as an education system) with the needs, goals, requirements and norms (standards); a set of personality traits together with higher education, reflecting its professional competence, values, social orientation and makes the ability to meet both personal, spiritual and material needs and the needs of society; description of the quality of educational objectives, conditions (resources) and processes that ensure the quality of results; characteristics that reflects both professional competence, values, social orientation and gives possibility to satisfy both personal, spiritual and material needs, and the needs of society; systematic set of hierarchically organized, socially important intrinsic properties of higher education; integral characteristics, which is related to any of the professional areas of the university for the design, implementation and monitoring of the educational process, as well as the infrastructure of the educational process and self-evaluation of universities; correspondance of learning outcomes of educational processes and institutional conditions for the purposes towards the goal of developing individuum and society. Активізація вчених щодо дослідження проблематики якості вищої освіти на початку 80-х років ХХ століття не означає, що до цього часу питання якості надання вищої освіти ВНЗ були позбавлені уваги з боку представників наукової спільноти, адже ще у 50-ті роки ХХ століття відповідний феномен починає позиціонувати серед перспективних напрямів в організації наукових пошуків.