3. GAP analysis of the main factors of employees’ assessment and
Fig. 3. GAP analysis of the main factors of employees’ assessment and engagement system of different companies*
* Developed by author
Fig. 3 shows that the main reasons for gaps between typical and best agricultural companies include:
1) absence of necessary strategic planning and workforce management knowledge and skills (specifically, in terms of assessment and motivation);
2) absence of awareness of the need to develop and introduce an efficient employees’ assessment and engagement system at the enterprise;
3) lack of sufficient funds to introduce progressive changes; and
4) low organization (corporate) culture level of employees, lack of interest in strategic changes.
Conclusions.
Thus, the conducted fishbone diagram-based analysis shows that the defined GAP reasons are not complicated, can be solved in short time and shall be considered during development of strategic and tactical plans for the company.
Summarizing the conducted strategic analysis of the potential of current agricultural companies in view of opportunities to introduce innovative employees’ assessment methods, we have highlighted the most problematic aspects and prospects of development and introduction of an innovative assessment and engagement system for research targets.
The obtained strategic analysis results refer to agricultural companies in Ukraine and can be used by various companies in this field.
0 5 10
1 3
1 1
6
0,5
5 6
5 5 7
4
9 10 10 10 10 9
A typical agricultural company One of the best agricultural companies One of the best companies in region
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Grygoriy Denysyk
Grand PhD in Geographic sciences, Full Professor,
Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University, Vinnytsia, Ukraine
orcid.org/0000-0002-0941-9217 Olga Chyzh
PhD in Geographic sciences, Associate Professor,
Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University, Vinnytsia, Ukraine
orcid.org/0000-0001-6422-3252 Volodymyr Kanskyy
PhD in Geographic Sciences,
Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University, Vinnytsia, Ukraine
orcid.org/0000-0003-0761-5043
THE NEED FOR RESTRUCTURING AND THE PROSPECTS FOR THE DEVELOPMENT OF NATURAL GEOGRAPHY IN UKRAINIAN HIGHER
EDUCATION INSTITUTIONS
Abstract. The problem of formation of a new discipline in higher education institutions (HEIs) of Ukraine namely «Natural Geography of Ukraine» is considered, and its structure, which consists of physical, historical and anthropogenic geography, is substantiated. It is noted that physical geography is not only a component of natural geography, but also the basis for further development of historical and anthropogenic geography. The interdependence and interrelation between natural and landscape geography are shown, and the fields of study of both disciplines within the environment studies are determined. It is recommended to implement the «Natural Geography of Ukraine» course during the following three semesters: IV semester (2th year) – physical, V semester (3th year) – historical, VI semester (3th year.) – anthropogenic geography. The article also discusses the advantages of the «Natural Geography of Ukraine» course over the «Physical Geography of Ukraine» course currently offered by HEIs.
JEL Classification: I 200, I 210, I 290
Introduction.
In the second decade of the twentieth century, it became clear to the geographers of Ukraine that the modern destabilized natural environment is characterized by the abnormally rapid changes in the structural organization of geo-components and landscape complexes and the links between them [3].
This requires a substantial revision of the essence and structure of the fundamental geographic subjects in the higher education institutions (HEIs), such «Physical Geography of Ukraine» and «Physical Geography of Continents and Oceans». Not only the names of these subjects need to be changed, but also their essence, structure and process of studying geography require reevaluation. The concept of ««Natural Geography» i.e. its understanding, its usage in naming academic disciplines, books, and teaching guides as well as in theory and practice of geographers, gradually becomes popular; however, it is interpreted ambiguously. Generally, natural geography is considered an analogue of physical geography. With such understanding, it becomes a replacement of one concept with another. The concept of «Natural Geography» is broader than «Physical Geography», which is considered a part of the discipline. Currently, there are very few natural-geographical educational books and teaching guides in Ukraine.
Generally, the preference is given to physical-geographical or anthropogenic texts. In 1998, the first regional textbook «Natural Geography of Podillia» was published [2]. Its introduction stated: «traditionally, this guide book could have been called «Physical Geography of Podillia»
as such title would not raise any questions; however, it would not be correct» [2, p. 10]. The study book «Physical Geography of Ukraine» by O.M. Marynych and P.G. Shyshchenko partially introduces the natural-geographical perspective [5], as it pays attention to the anthropogenic transformation of the nature of Ukraine. There are also no natural geography textbooks for school geography.
As a result, it is time to consider the advantages and opportunities of introducing the
«Natural Geography of Ukraine» course into the educational process of higher education institutions, as well as to provide the structure and to discuss the prospects for its development.
1. Structure. Place of natural geography in the educational process and the