UDC 378.14
DOI: https://doi.org/10.59694/ped_sciences.2025.14.103
THE DIAGNOSTICS OF THE FORMATION OF SCIENTIFIC AND PEDAGOGICAL STAFF READINESS FOR ACADEMIC ENTREPRENEURSHIP: CHARACTERISTICS OF MOTIVATIONAL-VALUE AND COGNITIVE-INFORMATIONAL CRITERIA
HELZHYNSKA Tetiana Yaroslavivna
Candidate of Pedagogical Sciences, Associate
Professor, Assistant Professor of the Department of
Pedagogy and Innovative Education of Lviv
Polytechnic National University.
ORCID іD: http://orcid.org/0000-0003-3280-5199
Abstract:
The preparation for a pedagogical experiment involves the development of a diagnostic apparatus that enables the assessment of the readiness level of scientific and pedagogical staff for academic entrepreneurship based on defined and characterised components.
The article is devoted to the research on the diagnostics of the formation of scientific and pedagogical staff readiness for academic entrepreneurship with the help of motivational-value and cognitive-informational criteria. In our study, academic entrepreneurship readiness is conceptualised as a personal-functional system, encompassing values, attitudes, beliefs, motives, interests, and needs, as well as intellectual and creative potential, innovative thinking, and a structured set of knowledge, skills, and abilities.
The article aims to characterise the motivational-value and cognitive-information criteria along with their indicators, which are employed in pedagogical research to assess the level of readiness of scientific and pedagogical staff for academic entrepreneurship. This characterisation aims to provide a structured approach to evaluating entrepreneurial preparedness within the academic environment. This study provides a structured approach to evaluating academic entrepreneurship readiness among scientific and pedagogical staff, emphasising the motivational-value and cognitive-information criteria.
The motivational-value criterion reflects the formation of personal and professional values, attitudes, and motivation, including openness to entrepreneurial initiatives, commitment to ethical principles, and orientation toward innovation and interdisciplinary collaboration.
The cognitive-information criterion, on the other hand, evaluates entrepreneurial thinking, systematised knowledge of academic entrepreneurship, project management competencies, and interdisciplinary engagement, ensuring a comprehensive understanding of the entrepreneurial ecosystem within universities. The structured indicators contribute to a methodological basis for measuring preparedness, allowing universities to implement targeted strategies for faculty development in entrepreneurship.
Keywords: scientific and pedagogical staff, readiness of scientific and pedagogical staff for academic entrepreneurship, structure of readiness of scientific and pedagogical staff for academic entrepreneurship, motivational component, personal component, motivational-value criterion, cognitive-informational criterion, indicators.
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