Prognostic substantiation of the process of forming professional ethics of future managers of educational institutions in the context of the autonomization of higher education

Abstract

Purpose. The article is devoted to the theoretical and prognostic substantiation of the process of forming professional ethics of future managers of educational institutions in the context of systemic transformation and autonomization of higher education in Ukraine. It is aimed at identifying determinants of ethical training of managers of educational institutions in the context of expanding their organizational, financial and academic freedom. The emphasis is on the need to train new generation managers who are able to act effectively in conditions of high responsibility and dynamic socio-political changes. Methods. The work uses a complex of complementary scientific methods: theoretical analysis, synthesis and generalization of scientific literature to clarify the state of knowledge of the problem of professional ethics; comparative and pedagogical method for multi-aspect analysis of international experience in the autonomization of higher education institutions (using the example of Finland, Poland, Germany and Great Britain); forecasting method to determine potential ethical risks of managerial activities in conditions of market orientation of education. Results. It is established that the transition to the entrepreneurial university model radically changes the role of professional ethics. It is transformed from a formal set of rules into a strategic resource of managerial activity. It is substantiated that in conditions of autonomy, the manager of an educational institution goes beyond the boundaries of pure administration, facing complex ethical and psychological dilemmas and points of tension. Based on a comparative analysis of European models, specific risks are identified: the Finnish model of managerialism actualizes the issue of transparency; Polish self-government warns against authoritarianism and nepotism; the German system of global budgets requires high responsibility for the fair distribution of resources; the British experience of knowledge cogeneration reorients ethics to the values of social partnership. The article systematizes ethical challenges for Ukrainian HEIs, in particular in the aspects of personnel (loyalty or professionalism), financial (strategic development or interests of influence groups) and academic (reputational capital or profit) autonomy. The structure of the pedagogical training system based on dual mentoring and integration of ethical cases into professional training is proposed. Conclusions. It is proven that the predictive stability of managers of educational institutions directly depends on the level of their deontological competence and ability to ethical foresight, that is, the ability to assess the long-term impact of decisions on the reputation of the educational institution. The autonomy of an educational institution is defined not only as an instrument of freedom, but also as a space of increased moral responsibility, where professional ethics acts as the main mechanism for preventing abuse of power. It is substantiated that the formation of ethical consciousness should be a cross-cutting line of educational programs in educational management. Prospects for further research lie in the development of diagnostic tools for assessing the ethical stability of managers of educational institutions in the conditions of digitalization of education.