INSTITUTIONAL MANAGEMENT IN INTERNATIONALIZATION OF UKRAINIAN HIGHER EDUCATION

Purpose. To identify the possibilities of institutional management as an effective tool for the internationalization of Ukrainian higher education. Methodology. The authors used the method of comparative analysis, which allowed them to highlight the general characteris­ tics of institutional management, evaluate their effectiveness in the internationalization of Ukrainian higher education and con­ sider their practical use to achieve maximum results. Findings. The authors used the capabilities of institutional management to define the idea and mission of the internationaliza­ tion of Ukrainian higher education. The possibilities of Ukrainian higher education and its institutions were investigated. The results obtained were used as a basis for the development of a strategic plan for the internationalization of Ukrainian higher education. Originality. For the first time, the possibilities of institutional management have been used to define the idea and mission of the internationalization of Ukrainian higher education and develop a strategic plan for the internationalization of higher education in Ukraine. Practical value. The authors unified certain rules of institutional management for their more effective use in the internalization of Ukrainian higher education. This has increased their practical value. The possibilities of higher education in Ukraine were stud­ ied and eight key areas were identified, the development of which can ensure the quality of the internationalization of Ukrainian higher education.

Introduction.The concept of the internationalization of higher education takes an important place in the modern re form of university management. Leading international, re gional and national organizations such as the Organization for Economic Cooperation and Development (OECD), UNES CO, the World Bank, the European Commission, national governments, the International Association of Universities (IAU), the European Association of Universities (EUA) and others, are promoting internationalization as a leading quality indicator of university education.
The internationalization of higher education is the subject of research in numerous publications. The book by Marianne A. Larsen Internationalization of Higher Education can be singled out, which summed up the intermediate results of the research in this area and outlined the prospects for the devel opment of internationalization [1]. Larsen understood the complex, multicenter and contradictory processes of interna tionalization and established four main directions of the re search [1]: 1. Research on the transnational mobility of students, sci entists, knowledge, programs and providers.
2. Research on production of mobile products, knowledge and identities.
3. Research of the significance of the territory (region) in the internationalization of higher education. 4. Research on the determining and decisive role of global university rankings, whose indicators determine changes in the spatial landscape of higher education.
A respected expert in the internationalization of higher education is Hans de Wit, Director of the Center for Interna tional Higher Education (CIHE) at Boston College, USA. The Center finances the magazine International Higher Edu cation (IHE), which is published in six languages (English, Chinese, Russian, Spanish, Portuguese and Vietnamese), which promotes and approves new ideas for the international ization of higher education.
In the article "Internationalization of Higher Education", Н. de Wit promotes an ethical approach to understanding and approving internationalization [2]. According to de Wit, the mobility of students, academics and programs; reputation and branding (based on the results of global and regional university rankings); and the paradigm shift from collaboration to com petition, have become major manifestations of the internation alization in higher education over the past 30 years. According to de Wit, international education has become an industry, a source of income and a vehicle for enhancing reputation. Tra ditional values that in the past stimulated international activi ties in the field of higher education, such as exchange and co operation, peace and understanding, human capital develop ment and solidarity, have given way to new concepts and chal lenges: "competition", "income", "soft power", "reputation". This fact that has taken place must be accepted and compre hended in order to prevent the final loss of connection with the origins -care for a person and their perfection [2].
In the article "Internationalization of Higher Education", de Wit, coauthored with P. G. Altbach, highlighted global trends in the process of the internationalization and formulat ed recommendations for the future. The authors noted that quantitative data on the number of international students seeking degrees, international talents and academics; students receiving loans abroad; on agreements and memorandums of understanding; as well as international publications in coau thorship in influential academic journals, have become not only the key manifestations of the internationalization of high er education, but also the factors determining the internation alization [3]. The factors that previously accompanied inter nationalization have become its driving force. As a conse quence, internationalization has led to a growing dominance of the English language in research and, in some countries, in teaching; to the digitization of information, knowledge, teach ing and scientific work; formalization of creativity and leader ship. A new industry was established, built on the internation alization, that transformed higher education. The industry has turned the process of internationalization into a business proj ect that dictates its goals, objectives and values.
The following example can be given. In 2004, two editors from The Chronicle of Higher Education, the United States' premier academic news agency, raised an investment fund and created a new business venture, Inside Higher Ed. At present, Inside Higher Ed is a media company and online publication with a monthly circulation of 3.67 million. This is an entire in dustry that develops the internationalization in higher education and earns on its development [4]. Inside Higher Ed promotes the idea of internationalizing higher education as a process of commercializing research and higher education. International ization appears in its new image -an international competition for the recruitment of foreign students from rich and privileged countries in order to generate income, ensure national security and promote national interests at the international level [4].
A new understanding of the process of the international ization of higher education and the rules of the industry cre ated on its basis are forcing national governments to reform management models and stimulate the internationalization of higher education institutions. Modern world university rank ings are determined by the key factors of internationalization: a) the number of foreign students; b) presence of international affiliates; c) participation of universities in exchange programs for students, staff and researchers; d) internationalization of curricula and courses, including the use of new methods; ways and tools of influence; e) partnerships in various fields of research and education between higher education institutions at the regional and in ternational levels.
The purpose of the present article is to study the possibili ties of institutional management as an effective tool for the in ternationalization of Ukrainian higher education.
Results. Institutional management is understood by the authors as a process of developing plans and organizing avail able production resources for effective activities to achieve a set goal and a stated mission. Institutional management in the internationalization of higher education is the organization of effective activities at four levels: international, regional, na tional and university. In fact, this is strategic financial man agement, which provides for: 1. Defining the current situation. 2. Defining the desired situation. 3. Determining the sequence of actions necessary to achieve the desired situation.
Institutional management in the higher education system should at least ensure: a) linking educational and research programs with practi cal activities; b) cooperation between universities in joint research pro grams, creation of a network of universities; c) attracting highly qualified specialists from various fields of activity and fields of study to higher education; d) interdisciplinarity and multidisciplinarity of the re search carried out in higher education institutions; e) relationship with the public and the media; f) fostering social responsibility among students and teach ing staff and their involvement in public life.
The modern possibilities of institutional management as a tool for the internationalization of higher education are de scribed, for example, in the article by A. A. Firsova [5]. When we talk about the possibilities of institutional management, we, first of all, understand the relevant indicators and effective tools for modeling the impact on innovative systems for their balanced development. A. A. Firsova, et al. studied the possi bilities of institutional management in ensuring balanced, sus tainable development of regional innovation systems, taking into account the region's related factors and needs [5]. The use of the cognitive modeling methodology and scenario impulse modeling helped the authors establish the relationship be tween the regional innovation system and higher education institutions and develop tools for diagnosing inconsistency problems and improving the development of institutional management in regional innovation policy [5].
Institutional management begins with the formulation of the idea and mission of the organization. In fact, it defines the core values and functions of the internationalization process, includ ing the ethical principles on which the internationalization of higher education is based. We formulate the idea of the interna tionalization of Ukrainian higher education. The idea of the in ternationalization of Ukrainian higher education is to transform the higher education system of Ukraine in accordance with the European educational tradition [6] with the aim of further inte grating Ukrainian society into European culture [7].
The mission of internationalization is to integrate Ukrai nian higher education into the global industry of internation alization in order to reorganize the management model of Ukrainian universities in accordance with the new instrumen tal paradigm of university education [8].
The key role in institutional management is played by stra tegic planning. The stated idea and mission focus the process of the internationalization of higher education in Ukraine, while strategic planning determines and approves the sequence of actions. In our case, strategic planning of the international ization provides for an analysis of the possibilities of Ukrainian higher education and its institutions in order to develop spe cific steps to achieve maximum results.
Strategic planning for the internationalization of Ukraini an higher education should ensure: a) achieving highquality educational services for domestic and foreign students; b) improving the professional training of students; c) forming targeted interaction between producers and consumers of international educational services; d) strengthening international cooperation and competi tiveness of Ukrainian higher education institutions; e) conducting highly qualified research on the issues rele vant to the Ukrainian society and implementating the results.
Analysis of the possibilities of Ukrainian higher education and its institutions includes: 1. Assessment of the legal framework and its compliance with the modern internationalization industry.
2. Assessment of the financial resources that Ukraine is able to invest in or attract to the development of the interna tionalization of higher education.
3. Assessment of human resources. 4. Assessment of Ukrainian and international experience in the industry of internationalization of higher education.
We explore the possibilities of Ukrainian higher education and its institutions in order to propose a strategic plan for the internationalization of Ukrainian higher education based on the results.

Assessment of the legal framework of Ukraine in order to determine its compliance with the modern industry of the internationalization of higher education.
The main document that cur rently defines and regulates the declared idea and mission of the internationalization of Ukrainian higher education is The Communiqué, adopted at the Ministerial Conference, which was held in Paris on May 24-25, 2018 [9]. The Conference of Ministers of Education is a dialogue between delegations from the member states of the European Higher Education Area (EHEA) and delegations from the countries outside the EHEA. The Paris Communiqué stresses the need to improve the implementation of the fundamental values of democracy. It approves the standards of higher education that should con vey the concepts of peace and freedom.
The main emphasis of the Paris Communiqué was made on two aspects [9]: 1. Formation of the values that form the basis of the Euro pean Higher Education Area, namely, academic freedom, vir tues, institutional autonomy, and the participation of students and academic staff in selfgovernment.
2. Social responsibility of universities for the development of a cohesive and inclusive society. This implies: а) improving intercultural understanding; b) involving the public in the higher education management model; c) developing moral consciousness; d) promoting access to higher education for people from all walks of life.
Ukraine has committed itself to reforming the higher edu cation system and providing a legal basis for [9]: 1. Implementation of ESGprinciples (Environmental, Social, and Corporate Governance) in national and institu tional practices.
2. Approval of the "European Approach for QA of Joint Programmes". Joint programs are a hallmark of the European Higher Education Area (EHEA). They are designed to en hance student and staff mobility, promote peer learning and collaboration, and transfer excellence.
3. Participation in the Database of External QA Results, DEQAR. The base provides access to reports and decisions on higher education institutions/programs that have been exter nally reviewed for compliance with the European Standards and Guidelines (ESG). The database contributes to the trans parency of external quality assurance in the European Higher Education Area.
4. Implementation of the Lisbon Convention on the Rec ognition of Qualifications. The problem of refugees and dis placed persons is urgent for Ukraine [10].
In general, assessment of the legal framework of Ukraine testifies to a clear strategic course of Ukraine towards integra tion with the European Union. This strategy is enshrined in the Constitution of Ukraine. Currently, the legal framework of Ukraine is being regulated in accordance with the legislation of the European Union, including laws and regulations on higher education. This is evidenced by continuous changes in the Law of Ukraine "On Higher Education". The latest changes were adopted by the Verkhovna Rada of Ukraine on April 23, 2021, and are aimed at the internationalization of Ukrainian higher education [11].

Assessment of financial resources that Ukraine is able to invest in and/or attract to the development of the internationalization of higher education.
In 2020, the Ministry of Education and Science of Ukraine spent UAH 16.26 billion (about $670 million) to finance 136 higher education institutions and 12 their affiliates. Funding for five universities included in the QS World University Rankings, The Times Higher Education World University Rankings and Academic Ranking of World Universities, has increased by several million hryvnia [12]. By comparison, the University of Oxford's budget for this period was £2.145 billion (about $3.035 billion). In fact, the budget of one university exceeds the funding of Ukrainian higher educa tion institutions by 4.5 times.
The difference in funding for research projects looks even more catastrophic. For instance, in 2017, funding for research projects (in dollar terms) amounted to the USA -$543 bil lion; Germany -$127 billion; Ukraine -$1,7 billion [13].
Since January 1, 2020, the higher education institutions of Ukraine have received greater autonomy. For the first time, two criteria were used in the management model of higher education institutions, which, according to the authors, will contribute to the development of the competitiveness of Ukrainian higher education. These are [12]: a) university administration has become directly respon sible for the results of university activities. This responsibility has now been digitized, formalized and recorded in contracts signed by the Ministry of Education and Science of Ukraine with the heads of higher education institutions; b) universities with better performance will receive more funding than last year's budget.
The new changes are intended to increase competition among Ukrainian universities and the responsibility of the university administration for their work.
In general, assessment of financial resources that Ukraine is able to invest in and/or attract to the development of the internationalization of higher education proves Ukraine's in ability to compete in the internationalization industry. At present, the conditions are being created to change the current situation. However, in fact, funding for higher education in Ukraine is significantly inferior to funding for higher educa tion in any other European country [13].
Assessment of human resources. When assessing the human resources involved in the higher education system in Ukraine, different methods are used. The authors used the method of integral assessment of the quality of an integrated human re source based on assessments of its components and require ments for the result. This methodology was proposed by S. R. Koev, et al. [14]. According to this methodology, the re quirements for the quality of the human resources are deter mined by the quality of the result. Under this condition, the higher the quality of the personnel component of the higher education system is, the easier it is to meet the requirements for the result. If the quality of one of the human resource com ponents of the system is lower than the predicted value, then it is impossible to satisfy the requirements, and in this case, the task of achieving a specific goal cannot be solved [14].
Modern conditions for the development of economic rela tions, including the internationalization industry, are charac terized by the growing influence of globalization processes in all spheres of activity, the growing role of social responsibility of management and constant renewal of management ap proaches. In the current conditions, the issues of complex de velopment of personnel (personnel strategy) and human re sources are of particular importance.
An effective personnel policy creates sustainable competi tive advantages, authority in the service market, longterm management efficiency, as well as the implementation of man agement initiatives in practice. Modern institutional manage ment relies on personnel who: a) have developed intuition for changes in the service market; b) have dedication to the idea and mission of the organiza tion, team loyalty; c) have the ability to obey the leader and maintain discipline; d) have the ability to organize a flexible management vertical; e) have the ability to use modern information and com munication technology; f) are knowledgeable about the market specifics of services and customer needs; g) are able to take responsibility for results and actions. Human resource management is the backbone of institution al management. S. R. Koev, et al. proved that the effectiveness of institutional management does not depend on the use of ad vanced technologies and diversification of their funding sources. Institutional management in the internationalization of Ukraini an higher education is, first of all, effective managers who interact with each other to achieve the set goals and objectives [14].
Assessment of human resources by the chosen methodol ogy points to the existing problems in the Ukrainian system of higher education. On the one hand, the modern organization of higher education in Ukraine is capable of training highly qualified personnel. It is proved by the fact that, for example, as of 2019, 650 educators had teaching experience abroad and 122 Ukrainians were conferred honorary doctoral degrees of foreign universities [13]. However, on the other hand, modern organization of higher education in Ukraine is not able to re tain highly qualified staff. Insufficient funding and an imper fect model of higher education management lead to an outflow of highly qualified staff abroad and to unemployment. For ex ample, CEDOS (Center for Society Research), recorded that in 2017, 77 424 students with Ukrainian citizenship studied at foreign universities (of which 33 370 studied at Polish universi ties) [15]. At the same time, there are no statistics in Ukraine indicating the number of students who returned to Ukraine and got jobs in their fields. CEDOS (Center for Society Re search) assumes that the overwhelming majority of students studying abroad do not return to Ukraine [15].
The second example, according to the data published by Anna Novosad, Minister of Education and Science of Ukraine (December 26, 2019), is that among the officially registered un employed, almost 50 % were people with higher education [13].
Assessment of domestic and international experience in the industry of the internationalization of higher education. Accord ing to the Annual Report of the National Agency for Quality assurance in Higher Education, in 2019, 75,605 foreign stu dents from 154 countries studied at Ukrainian higher educa tion institutions. However, the overwhelming majority of stu dents were from India (14 958), Morocco (7 390), Azerbaijan (6 228) and other countries of Asia and Africa, while students from European countries accounted for no more than 2 % [13].
The largest percentage of foreign students and educators in Ukrainian universities, i. e., the indicator of their internation alization, ranges from 7.09 to 2.57 % [13]. For comparison, similar indicators of the world's leading universities (accord ing to World University Rankings) hover around 31 %.
Internationalization of higher education is viewed in na tional and national security strategies as "soft power" that can attract and cooperate rather than coerce. Internationalization as "soft power" shapes the preferences of others through attrac tiveness and interest in national culture, national idea and na tional identity. In the period of the 2018-2019 academic year, the effectiveness of the internationalization of Ukrainian higher education can be assessed by the following indicators [13]: a) 7 561 students from 183 higher education institutions took part in academic exchange programs; b) 526 dual degree programs at 186 higher education institu tions have promoted mobility and recognition of qualifications; c) four reputable organizations have become strategic partners in ensuring the quality of higher education in Ukraine: Strengthening Academic Integrity in Ukraine Project (SAI UP), promoted by the US Embassy; United States Agency for International Development (USAID); British Council); and OSCE Project Coordinator in Ukraine.
The book European Higher Education Area: Challenges for a New Decade draws attention to the fact that often the senior management of higher education institutions develops the strategy of internationalization and the strategy of institu tional management as two different strategies [16]. In this case, the process of the internationalization is perceived as a set of disparate and unrelated actions. The authors propose a strate gic plan for the internationalization of Ukrainian higher edu cation as a defining strategy for institutional management. The possibilities of Ukrainian higher education and its institutions discussed above, as well as the study of international experi ence, allow us to identify eight key areas, the consistent devel opment of which will ensure the quality of the international ization of Ukrainian higher education.
First, to increase inbound and outbound mobility of stu dents, academic and administrative staff. The increase in mo bility is planned to be carried out within the strict framework of the Paris Communiqué and the corresponding programs of the European Union, the United States and other democracies.
Second, to contribute to the internationalization of the higher education system and its institutions. The sequence of actions in this direction should include: a) internationalization of curricula and an increase in the number of programs taught in foreign languages, especially in English; b) improving the language skills (mainly English) of aca demic, assistance and administrative staff; c) creating an international and friendly atmosphere through extracurricular activities and attracting speakers/edu cators from other countries; d) including international competencies in curricula, for example, intercultural communication competencies, lan guage skills for educators and students, and others.
Third, to pay attention to all institutions of Ukrainian higher education focusing on marketing and promotion. The senior management of higher education institutions should contribute to increasing the international visibility of their in stitutions and develop a special marketing strategy aimed at their "recognition" in the world and at increasing their rank ings in specialized rating agencies such as QS World University Rankings, Times Higher Education, Academic Ranking of World Universities, and Shanghai Ranking (ARWU).
Fourth, to develop partnerships with universities from other countries, as well as strategic partnerships with interna tional networks consisting of academic, research and indus trial institutions. Pay special attention not to the number of partners, but to the creation of a partner network that ensures a close connection between training, research and production. The partner network is a bridge from university education to the innovative economy of the state.
Fifth, to pay special attention to the development of inter national research projects. International research projects should be seen as the basis for academic research in order to create a competitive academic and research environment. The development of interdisciplinary research programs focusing on current international issues will ensure the attraction of public and private funding to universities, and along with it highly qualified international researchers.
Sixth, to improve the quality of services for international students and servicing of international staff.
Seventh, to solve internal organizational issues related, first of all, to the digitization of the activities of a higher educa tion institution and provision of universities with modern communication tools.
Eighth, to improve the quality of educational services pro vided, namely: a) the level of internationalization of the curricula, which pro vides for adaptation to modern trends in science and technology; b) quality of the institutional framework, consistent with international programs and ensuring the development of prac tical skills.
Conclusions. In the course of the research, we came to the conclusion that institutional management is an effective tool for the internationalization of Ukrainian higher education. However, it needs to be improved. The authors studied the possibilities of higher education in Ukraine and identified eight key areas, the development of which can ensure the qual ity of the internationalization of Ukrainian higher education.