HIGHER EDUCATION INSTITUTIONS AND STAKEHOLDERS: PROBLEMS AND PROSPECTS FOR COOPERATION

Challenges to the national economy in general and the higher education sector in particular have led to the need to increase the efficiency of higher education institutions, improve their image, attract funding from alternative sources, and strengthen their competitiveness in the rapidly changing market of educational services. This contributes to the introduction of a stakeholder approach to the management of higher education institutions, which makes it possible to strengthen its competitiveness by focusing on meeting the key needs and motivations of the main groups of stakeholders, both exogenous and endogenous. The purpose of the article is to identify the specifics of development and implementation of a system of measures for interaction of a higher education institution with the main groups of stakeholders, based on the level of their satisfaction. The article examines the essence of the stakeholder approach in the management of a modern higher education institution. The key groups of stakeholders in the field of higher education are analyzed. The key potential limitations and conflicts of interest in the context of introducing a stakeholder approach in the management system of a higher education institution are highlighted. Potential complications within the framework of the stakeholder approach in the strategic and operational work of a higher education institution are highlighted, in particular, potential conflicts of interest, ethical violations, lack of funding and poor quality of communication with stakeholder groups. The author formulates proposals for expanding the analytical component of the integrated management system of a higher education institution in the context of the stakeholder approach. The need to implement this tool to identify the key necessary changes to improve the experience of stakeholders is emphasized. The significance of this approach in the task of ensuring high competitiveness of higher education institutions in volatile conditions and creating a high-quality change management system in the organization is noted. This study may be useful for specialized researchers, experts in strategic management in the field of higher education, public authorities, and higher education institutions. Prospects for further research are to expand the proposed analytical tool to include satisfaction drivers by key stakeholder groups, as well as to adapt the best practices of EU higher education institutions management within the framework of the stakeholder approach in Ukraine in the context of the European integration movement.