When considering the problems of the educational services market formation and functioning in higher education, most authors attribute the emergence of this market to fundamental political and economic changes in Ukraine in the early 1990s and its transition to a market economy. This approach is limited as the market for educational services has existed before. In the process of market expansion into public spheres in Ukraine in the last decade of the 20th century, it got a generally completed form, although its formation has not yet ended and continues to transform. Over the past hundred and fifty years, the socio-economic system in Ukraine has changed three times: the second half of the 19th century – the transition from feudalism to capitalism, the beginning of the 20th century – the transition from capitalism to socialism, the beginning of the 21st century – the reverse transition from socialism to capitalism. The educational services market is one of the components of a market system of the country as a whole. The nature of socio-economic relations, of course, influenced the formation and functioning of the educational services market in higher education, which was under various factors affecting it in different socio-economic and institutional conditions. Therefore, this study considers three main historical stages of the formation of this market, each corresponding to a certain socio-economic system: - development of the educational services market in higher education of Ukraine in the late 19th-early 20th centuries at the stage of formation and rise of capitalism; - functioning of the deformed educational services market in higher education of the Ukrainian SSR after the victory of the socialist revolution and in the Soviet Union era; - widescale introduction of market relations in higher education of modern Ukraine during the period of democratic transformations, changes in the socio-economic and political system, the abandonment of socialism and the return to the capitalist system. This approach, unlike most of those presented in modern Ukrainian economic literature, covers the entire historical period, in which there was a market for educational services in Ukraine’s higher education. To ascertain the peculiarities and the characteristics of the market, at each stage the presence and development of its main elements should be determined. Those elements, as a rule, include goods, demand, supply, competition, and prices for goods or services. At all stages, the principal stimulator for the formation of the educational services market in higher education in Ukraine was the chronic underfunding of state higher education institutions. The dissatisfied demand of the population for higher education was also a significant factor in the formation and development of the educational services market. The market for educational services in higher education became developed after Ukraine had gained independence. Commercialization of educational services in higher education, the creation of private higher education institutions, the corresponding institutional transformations, and the legislative framework formation were typical for this stage. As a general scientific basis of the research, a dialectical method of analysis of socio-economic processes was applied. For the theoretical part of the study, historical-logical and abstract-logical methods were used, which allowed determining the key factors that caused the emergence of the educational services market in higher education of Ukraine, as well as to study the evolution of ideas about it. As the information base of the study, a set of legislative and normative acts of Ukraine and the Ministry of Education and Science of Ukraine, as well as some research works of domestic and foreign scientists concerning various aspects of the formation of the educational services market in higher education were used. For quantitative assessment of the market relations spread in higher education, statistical methods were used to process both complete and selective information. The basis of our research was the data of the State Statistics Service of Ukraine (from 1991 to 2017).

The purpose of the research is to analyse management models and development strategies of higher education institutions (HEIs), to describe ways, methods and technologies of their adaptation to the rapidly changing conditions of the external environment of operation. The method of complex research allows to analyse existing strategies of development of Ukrainian universities and to elaborate recommendations on organizational and economic support of adaptation of the HEIs to changes in external environment. The methodological basis of the research is based on a systematic approach to the substantiation of the essence and types of development strategies of higher education institutions, the processes of their adaptation to changes in the external environment of their functioning. The concept of adaptive management of HEIs is proposed to be considered a synergistic combination of regularities, organizational principles in the process of applying effective methods, algorithms, management model for the implementation of the most important directions of solving multifaceted problems of adaptation of HEIs to changes in the environment in order to ensure its effective functioning, competitiveness in the market of educational services. Scientific results. The results of the research show that the continuous process of adaptation of HEIs to changes in the external environment requires the formation (clarification, improvement) of organizational and economic mechanism of adaptation, implementation in the overall management system of the institution, ideology of adaptive management, bringing the regulatory framework in line with the objectives of modernization of the educational process. Adaptive management should comprehensively cover all subsystems of the HEI’s management: operational, educational, scientific, technical, financial and investment, innovation, marketing, personnel, which do not function in isolation. Practical significance. The system of adaptation process support in the HEIs should provide for development of action programme for institution adaptation to external environment challenges, which includes adequate organizational and economic adaptation measures, providing the whole complex of actions – from mobilization of all available competitive factors, financial, labour and other resources to staff retraining, etc., taking into account principles of adaptive process. Value/originality. The scientific and methodological bases of the organization of support of the adaptation process in a higher education institution formulated in the article take into account the specifics of educational activity, the need to forecast it for the medium and long term, provide for planning adaptation transformations of HEIs on a long-term basis. The results of implementing the adaptive management strategy can be determined by the criterion of improving the quality of education, the individual educational outcome of the graduate as the ratio between the actual level of competencies acquired by him or her and the normative competencies, established by the regulatory educational documents for this educational specialty, specialization.

Economic, social, demographic, ideological, and political instability in Ukraine has become the cause of a whole range of socio-economic problems in higher education. It requires studying their composition, interdependence, and impact on higher education. Nowadays different ranges of socio-economic problems in higher education in Ukraine are being discussed in the literature. Despite a large number of publications, the systematization of socio-economic problems in higher education in Ukraine is not given due attention. For a better idea of their composition, interdependence, and focus, it is useful to systematize them and develop their catalogue. The purpose of the study is to identify approaches to systematization and classification of socio-economic problems in higher education in Ukraine. Methodology. The following theoretical methods of socio-economic phenomena and processes learning as abstract-logical (methods of induction and deduction, analysis and synthesis, analogy, generalization, comparison, system-structural, abstraction), content analysis, empirical research (description and comparison), systematization of scientific knowledge were used in research. To systematize socio-economic problems in higher education, their catalogue was developed, on the basis of which these problems were directly systematized and classified. Results. The major socio-economic problems and contradictions in higher education in Ukraine, as well as in European countries and the United States, were determined and analysed in the given study. The analysis of the recent studies and publications on socioeconomic problems in higher education showed that there are currently no proposals for the formation of their single system. On the basis of research, the catalogue containing forty-one most important socio-economic problems in higher education in Ukraine has been developed. For the visual representation of the system of problems and causal relationships between them, a conceptual map has been proposed. For that, the problems that are directly related to the purpose of the study are selected from the catalogue. As an example, a conceptual map of socio-economic problems caused by inadequate funding for higher education, as well as problems linked with the formation and maintaining its principal resource – academic staff – was developed. To classify the socio-economic problems in higher education in Ukraine, a 3×3 matrix is proposed, in which problems in higher education are grouped depending on the place of their manifestation and the place of solution. The places of manifestation and places of the solution are defined as: a sphere of higher education, other spheres, a sphere of higher education, and other spheres simultaneously. It allows us to identify the problems, solution to which society puts on higher education only, and those that require joint efforts. Distribution of problems by the determined features identifies their targeting and the degree of responsibility of the higher education system for their solution. The practical relevance of the given study is to provide further research on the state of higher education and problems of its functioning. The approaches proposed to the systematization and classification of socio-economic problems in higher education in Ukraine can be applied to other countries as well.

Законом України «Про вищу освіту», прийнятим у 2014 році, було встановлено, що заклади вищої освіти (ЗВО), яким надано статус національних, мають право самостійно визначати норми часу навчальної та інших видів роботи педагогічних і науково-педагогічних працівників. До цього для ЗВО було обов’язковим використання норм часу для планування та обліку навчальної роботи, що затверджені наказом Міністерства освіти і науки України 21.08.2002 р. № 450. Після отримання дозволу на самостійне формування норм, багато які ЗВО з різних причин, передусім, у зв’язку з фінансовими труднощами, стали вносити зміни до норм часу, офіційно затверджених Міністерством освіти і науки України. Внаслідок цього у них стали з’являтися свої власні видозмінені похідні системи норм часу. Таким чином, крім офіційно затверджених норм часу, у вищій освіті виникла ціла сукупність систем норм часу на виконання навчальної роботи, які мають загальне походження, загальну «материнську» систему норм часу. У своєму розвитку вони дедалі більше віддаляються від «материнської» системи й одна від одної, що дає змогу говорити про їх дивергенцію. Метою цієї статті є дослідження процесів дивергенції норм часу на виконання навчальної роботи та визначення її основних напрямів. Дивергенція норм часу є адаптивним процесом, який полягає у пристосуванні систем норм часу ЗВО до нових умов функціонування. Як необхідні передумови для дивергенція норм часу у вищій освіті України виступають законодавчі зміни, які дозволяють ЗВО в межах університетської автономії самим встановлювати норми часу на виконання навчальної роботи науково-педагогічними працівниками; різні умови функціонування ЗВО; їх відносна відособленість. Основними чинниками дивергенції виступають хронічне недофінансування вищої освіти, необхідність суттєвого підвищення якості підготовки фахівців, суттєве скорочення випускників середніх шкіл внаслідок демографічної кризи в Україні. У процесі дослідження виявлено п’ять основних напрямів дивергенції, які об’єднують відповідні первинні зміни систем норм часу. Трансформація норм часу дає змогу ЗВО адаптуватися до змін зовнішнього середовища та особливостей елементів внутрішнього середовища (організація навчального та наукового процесів, персонал, організація управління, маркетинг тощо). Подальші дослідження дивергенції норм часу на виконання навчальної роботи мають полягати у визначенні ступеня змін норм протягом певного часу в окремих ЗВО або їх групах, а також у встановленні рівнів дивергенції в різних системах норм часу.

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