مطالب

Management of innovation processes is one of the functions of local governments and, therefore, they should be the initiators and moderators of communication between research organizations and enterprises. The program formation of agglomeration innovative development involves the creation of promoting innovation body, which allows to achieve the maximum involvement degree of all the participants in the innovation process. The article is devoted to the research of urban agglomeration innovative development, the need to create a special body or center for innovation, which will form a set and interconnected, and will be integrated into the urban agglomeration and carry out innovation and technological activities as part of research and production infrastructure. The article develops a method for predicting the effectiveness of the advancement of this body through the digital space using trend models. It is expected to receive three forecasts: optimistic, realistic and pessimistic. This will accelerate the establishment of links between the players of the regional innovation market and contribute to a qualitative change in the spatial and functional structure of urban agglomerations. The development of information and communication technologies allows to create effective systems that will stimulate the agglomerations innovative development . Therefore, the communicative activities of regional governments should be carried out through the use of information and communication technologies. Thus, the urgency of developing a methodology for assessing the increase of the innovative component of agglomeration economic development is due to the low percentage of implementation research results, low science-intensive gross value added in the Ukrainian regions, the possibility of using information and communication technologies. Increasing the number of targeted visits will simplify and speed up the process of establishing links between innovation market players at the agglomeration spatial level in both the short and long term

The purpose of this study is to develop proposals and recommendations for the implementation of a process model for the development of leadership qualities of public servants and justification of the conditions for ensuring its effectiveness in terms of digital transformation. The relevance of this study is due to the need to ensure development of the process of professionalization of the senior civil service personnel on the basis of development of leadership qualities that will contribute to the effective operation of the civil service of Ukraine, change management and successful implementation of reforms in Ukraine, taking into account the best world practices. The methodology for assessing the level of managerial competencies of public servants according to the degree of implementation of strategic (key) competencies has been developed. The assessment of managerial competencies according to the degree of their significance for civil servants, the expert group identified the most important management competencies. An approach to understanding has proposed interaction of leadership competencies with managerial competencies, a diagnostic model for assessing the leadership of public servants has been developed. To implement the model, a system of indicators has been developed - single, complex and integrated indicators of civil servants' leadership, using tools: a tree of civil servants' leadership indicators, matrices for the calculated civil servants' leadership indicator, measurement scales for the corresponding level of indicators.

The spread of COVID-19 pandemic starting in late 2019 has changed the way we conduct our teaching and learning activities especially in Higher Education Institutions (HEIs). Since March 2020, classes have been conducted via online platforms. As a consequence, students missed the campus life, teamwork has been given less emphasis, fieldwork, industry visits and community service have been put aside, and most importantly the achievement of the learning outcomes towards a certain extent has been compromised. The implications of these changes need to be highly considered as they might affect the quality of graduates. This paper intends to discuss the impact of COVID-19 pandemic on the education system and highlight some potential solutions that can be considered by the academics and the top management of HEIs to address the negative repercussions of the current practices. Some research implications are also highlighted in the paper.

This study sought to investigate how doctoral candidates are positioned by journal editors and reviewers and how they establish their own position while attempting to get published, as well as the challenges and opportunities they confront throughout this process. Data were gathered from two doctoral candidates at a public university employing a mixed-methods conversion design whose qualitative phase was a multiple case study. In-depth interviews, metalinguistic commentary, and document analysis were used to track the positioning patterns. Data analysis utilizing the Appraisal model revealed that doctoral candidates were perceived as novice researchers by journal editors and reviewers. In addition, doctoral candidates’ own positioning gradually shifted from being novice and intolerant researchers to being independent and tolerant ones. Moreover, the findings revealed that doctoral candidates face different challenges during the process of writing for publication, which makes this process more difficult for them. Based on the interviews, different requirements from different journals, obligations, limited sources of help, and lack of experience were among the most important challenges the participants had to deal with. On the other hand, they mentioned that publication provided them with the chance of expressing themselves and having their own voice, which could be considered as an opportunity in this process.

The significance of fairness in assessment is not a subject of doubt for educationalists even with fundamentally contrastive perspectives, but the study of methodological means for safeguarding this concept in educational classroom contexts has only received the scant attention of the researchers and educationalists. On this basis, this study intended to conceptualize foreign language (FL) classroom assessment fairness from EFL teachers' perspective. For this purpose and as a part of a larger enterprise, the researchers first strived for the creation and validation of a Classroom Assessment Fairness Scale (CAFS). This process was informed by the related literature and applied a critical incident technique. To verify the scale's validity and reliability, it was first expert viewed and modified accordingly; next pilot-tested on a group of 250 teachers, and finally, the amassed data were subjected to exploratory and confirmatory factorial analyses and internal consistency measures. The validated scale was taken by 120 Iranian EFL teachers. Descriptive analyses indicated that the EFL teachers were familiar with fairness principles in classroom assessment practices. They were aware of the significance of the opportunity to learn, the opportunity to demonstrate learning, the no-harm principle, the constructive classroom environment, and transparency as the constructive elements of classroom assessment practices' fairness. However, the same familiarity and awareness were not guaranteed for the score pollution component. The results further demonstrated that the teachers' gender, educational degree, teaching experience, and teaching context led to statistically significant differences among EFL teachers' attitudes to classroom assessment fairness.