Оцінювання ризиків освітнього процесу ЗВО згідно з вимогами ДСТУ ISO 31010:2013

Abstract

The object of the study is to improve the process of identification and assessment of higher education institutions risks according to the requirements of DSTU ISO 31010:2013. The subject of the study is to select and substantiate mechanisms and tools for the educational process risks assessment according to the requirements of DSTU ISO 31010:2013. The methodological basis of the research is a systematic approach to the study of the research object. Experimental studies have been conducted using peer-review methods in the real world of higher education institutions. The purpose of the study is to select and substantiate methods, principles and approaches to identify risks in the educational process of higher education institutions, in accordance with the requirements of DSTU ISO 31010:2013. This article presents the research results on the possibility and expediency of applying the DSTU ISO 31010:2013 “Risk Management. General Risk Assessment Methods” requirements to identify and analyze the potential risks of the educational process. A special four-step algorithm has been developed to evaluate the risks of the educational process, which allows assessing the risks of this process at all stages of its life cycle. The mechanism is based on a systematic approach, principles of general quality management (TQM), risk management and requirements of the standard DSTU ISO 31010: 2013. For practical implementation of this algorithm, the paper provides methodological recommendations concerning the general risk assessment (identification, qualitative analysis and quantitative assessment). In particular, the requirements for the expert working group formation have been outlined; external and internal environment have been defined, without which there can be no educational process; material resources have been given; a tree of properties of qualitative specialist training has been built; the methods of risk identification have been substantiated and the following have been considered: "Brainstorming", "Delphi" method, "Hazardous Factors Analysis and Critical Control Points (HACCP)", and SWOT analysis; it has been found out that the choice of identification method depends on the educational process specifics and is the prerogative of higher education institution; the classification of the educational process risks in the form of a three-level structure, the essence of which is to establish relationships between the levels and to determine the factors of their impact; the expert method has identified six groups of major risks of educational process and provides single indicators for their evaluation; a qualitative and quantitative analysis of potential risks have been conducted using the mapping method and the possibility of risks and the level of their consequences have been determined; the most risky areas of the educational process have been identified, which requires special attention, development and implementation of actions to reduce them; an action plan for minimizing potential risks has been outlined. The prospects for further research are related to a more detailed study of the educational process risks, in particular the impact of their economic component on the higher education institutions activities.