Shpotia T. Forming professional reputation metrics of future higher education faculty members

We have explored theoretical aspects of forming professional reputation metrics of future higher education faculty members, in particular: conducted a content-based analysis of the national metrics for normative provisions of professional reputation metrics of future higher education faculty members for professional employment; concretized the social dimension in international implementation of professional training for employment of future higher education faculty members with the means of axiological analysis of sociometry in Europeanisation of higher education with the purpose of forming professional reputation metrics of faculty members. Methodical aspects of forming professional reputation metrics of future higher education faculty members have been susbtantiated and suggested in approaches, principles and methods of cognition and organization of educational process for training the teaching elite. Matrix analysis of theoretical and methodical aspects has been conducted on the outline of professional reputation metrics of future higher education faculty members. Structure and contents of the model and methodology to organize formation of representative competence of professional reputation metrics of future higher education faculty members have been substantiated and designed. Effectiveness of the methodology to organize and the model to form representative competence of professional reputation metrics of future higher education faculty members have been established, with a case of scientific and methodological support. Reliability of the experimental data has been verified by the Pearson criterion (χ2). During the formation and modeling stage of the pedagogical research, it has been established that for α=0.05 all values of the criterion χ2 exceed its critical value, therefore the veracity of 94% is achieved, which enables us to state a positive projection of such modeling: future higher education faculty members in the experimental group (as compared to the reference group) have achieved an advantage in accretion of high (of 25,0%) and sufficient (of 13,6 %) level of representative competence of professional reputation metrics of future higher education faculty members, which widens the boundaries for their future professional and social employment and self-employment. The scientific novelty of the obtained results consists in it being the first time when: theoretical and methodical aspects of forming professional reputation metrics of future higher education faculty members were substantiated; a model of forming representative competence of professional reputation metrics of future higher education faculty members was developed and substantiated; the struture and contents of representative competence of professional reputation metrics of future higher education faculty members; the criteria system for exploring the degre of representative competence by levels of low, suficient and high presentability as well as by cognitive basic, informational-technological and professional-metric (image) criteria to achieve high quality of professional reputation metrics of future higher education faculty members; organizational-managerial and organizational-pedagogical conditions were substantiated – favourable psychological and pedagogical environment, methodological and informational-technological service, specific organizational procedures for administration of the process of forming professional reputation metrics of future higher education faculty members; the axiological analysis of the social dimension in Europeanisation of higher education to modernize professional training and ensure employment of future higher education faculty members was conducted; the content-based analysis of national requirements for compliance of professional reputation metrics of future higher education faculty members with professional employment was performed; the following definitions have been formulated, in the author’s interpretation: “professional reputation metrics of a higher education faculty member,” “representative competence of a higher education faculty member’s professional reputation metrics,” “process of forming a higher education faculty member’s professional reputation metrics,” “socio-cultural identity of an individual,” “Personal identification of social dimension,” “social dispositions,” “self-awareness,” “concern and personal interests of socialization,” “social purposefulness,” “system of personal relationships in a social metrics,” “self-evaluation,” “personal qualities, needs, activity, relations and value orientations,” “social quality,” “value orientations in the social dimension.”