Unfair practices: the scope of the problem and the solutions (British and Ukrainian experiences)

The article deals with the problem of development of quality higher education as a comprehensive one. It has been researched that the experience of universities in the UK indicates that the choice of economically oriented education is wrong. The essence of the value approach in higher education in both the UK and Ukraine is characterized, which ensures the integrity of the cognitive (quality of education) and moral (adherence to the values of academic virtue) component of modern education. Purpose of the article -analyze the experience of quality assurance at UK universities for implementation best practices in the higher education system of Ukraine. To achieve the goal, methods of analysis, synthesize, compare, systematize scientific and online sources that made them possible consider key documents for the implementation of research management at UK universities,were used. Using the method of generalization allowed us to draw conclusions about the results of the study. The article substantiates the relevance of studying the UK experience in quality assurance education. The analysis of the positions of UK experts makes it possible to assert, first of all, that the requirement for universities to confirm their social value in a period of complex transformational change has matured in British society; second, returns to the social dimension of the university's mission are drawn to the ethical components of intellectual work when the cognitive component (quality of education) is not separated from the moral (adherence to values of academic integrity); third, in the process of reforming Ukraine's higher education, one must draw on the experience of a leading country in the field of education (Great Britain) and take into account that declared university autonomy has its own responsibility, including social responsibility. Responsibility to society for its activities in the field of education and science, as well as for actions in the public interest should be included in the value system of the modern university. Further research should pay greater attention to the development of practical advice on implementing the experience of leading universities in ensuring the quality of education and mechanisms for shaping a culture of academic virtue.