A STUDY OF PRIORITY CHARACTERISTICS OF THE PROFESSIONAL SELF-ORGANIZATION OF HIGHER EDUCATION INSTITUTION LECTURERS IN THE CONTEXT OF CORPORATE CULTURE DEVELOPMENT

Abstract

The article examines the significance of contemporary realities and challenges that impose new demands on the personality of higher education faculty members. It is noted that a university lecturer acts as an intermediary between socio-economic needs and state requirements—focused on training future professionals for Ukraine’s post-war reconstruction—and the shaping of the self-awareness and national culture of modern society. The article emphasizes that the lecturer's capacity for self-organization is a key factor in overcoming the challenges of the current academic landscape, a quality that takes on particular importance in developing a culture of academic governance. An analytical synthesis of approaches to understanding the self-organization of higher education faculty within the context of corporate culture has been conducted; empirical data regarding the key characteristics of faculty professional self-organization, considering the specific features of corporate culture, have been analyzed. The professional self-organization of a higher education faculty member is conceptualized as a process of cultivating internal motivation, discipline, and the refinement of professional personal attributes—a process accompanied by self-awareness, focus, goal-orientation, and professional competence; the mobilization of all intellectual resources and their practical application within the educational environment; the establishment of fundamental principles of ethics and integrity in organizational communication; and the articulation of a shared vision and its realization through the lens of a specific academic community's corporate culture. The study employed the expert assessment method to identify the priority characteristics of professional self-organization, utilizing a custom-designed questionnaire, interviews, and a survey of expert respondents. Based on the analysis of empirical data, the priority characteristics of professional self-organization were identified as follows: "professional competencies," "awareness of set goals," "intrinsic motivation," "professional development," and "self-realization." The findings can be used to further develop indicators and assessment methodologies to track the dynamics of components of a higher education lecturer's professional self-organization as it develops and is actualized.