- Власик, О.В. (orcid.org/0009-0008-0503-0686) (2026) Adaptive Management of a Vocational Education and Training Institution under Martial Law and During the Post-War Recovery of the Country Doctoral thesis, ДЗВО «Університет менеджменту освіти».
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Abstract
Vlasyk, O. V. Adaptive Management of a Vocational Education and Training Institution under Martial Law and During the Post-War Recovery of the Country – Qualification work on the rights of the manuscript. Dissertation for the degree of Doctor of Philosophy in specialty 011 – «Educational, Рedagogical Sciences». State Institution of Higher Education «University of Educational Management» of the National Academy of Pedagogical Sciences of Ukraine, Kyiv, 2026. Annotation content The dissertation addresses the solution of an important scientific problem concerning the adaptive management of vocational (vocational and technical) education institutions under martial law and during the country's post-war recovery. The research was conducted during the period when the Law of Ukraine "On Vocational (Vocational and Technical) Education" was in force. Following the enactment of the Law of Ukraine "On Vocational Education", the legislative terminology was updated. Accordingly, the dissertation uses the terms "vocational (vocational and technical) education" and "vocational (vocational and technical) education institution" in accordance with the legislation in force at the time the research was conducted. The use of these terms is determined by the regulatory framework governing the period of the research and does not affect the content, results, or scientific conclusions of the dissertation, which remain relevant under the current legislation. The relevance of the research is determined by the need to ensure the sustainable functioning and development of vocational (vocational and technical) education institutions amid dynamic societal changes, a high level of uncertainty, labour market transformation, the modernization of the regulatory framework governing vocational education, the expansion of public-private partnerships, and the increasing importance of stakeholder engagement. Under these conditions, the implementation of adaptive management becomes particularly significant, as it enables timely responses to changes in the internal and external environment, facilitates the alignment of the interests of educational process participants, supports the sustainable functioning of the educational and production process, and contributes to achieving the strategic development goals of educational institutions. The dissertation presents a comprehensive analysis of scholarly literature, regulatory and legal documents, contemporary scientific approaches, and the practical experience of vocational (vocational and technical) education institutions. This analysis made it possible to identify the theoretical foundations of adaptive management and substantiate directions for their practical implementation under martial law and during the country's post-war recovery. Based on the generalization of existing scientific approaches, the content of the key research concepts has been refined, including adaptive management of a vocational (vocational and technical) education institution, adaptive management of a vocational (vocational and technical) education institution under martial law and during the country's post-war recovery, stakeholders of a vocational (vocational and technical) education institution, and the educational and production process of a vocational (vocational and technical) education institution. It has been substantiated that adaptive management is a process of jointly coordinated development and implementation of managerial decisions based on dialogical interaction among management actors, continuous feedback, and flexible responses to changes in the internal and external environment, aimed at ensuring the performance of an educational institution. The study reveals the theoretical foundations of adaptive management of vocational (vocational and technical) education institutions and characterizes its regularities, principles, functions, and methods. The relationship between strategic and adaptive management has been substantiated, demonstrating that strategic management defines the mission, long-term goals, priorities, and directions of an educational institution's development, whereas adaptive management ensures their practical implementation through timely responses to changes in the internal and external environment, the adjustment of managerial decisions, the development of partnership-based interaction, and the effective use of feedback mechanisms. It has been demonstrated that, under martial law and during the country's post-war recovery, adaptive management constitutes a necessary prerequisite for ensuring the sustainable functioning and development of vocational (vocational and technical) education institutions. Particular attention is paid to substantiating the regularities, principles, functions, and methods of adaptive management. The study characterizes the regularities governing the mutual adaptation of the managing and managed subsystems, the development of dialogical interaction, realistic goal-setting, monitoring support, self-direction, reflection, and information exchange. The principles of adaptive management have been generalized, demonstrating their role in ensuring a human-centered approach to management, fostering partnership-based interaction, continuous monitoring, self-regulation, scientifically grounded assessment of management performance, and informed managerial decision-making. The functions and methods of adaptive management have been specified in accordance with the specific features of vocational (vocational and technical) education institutions, security challenges, the characteristics of the educational and production process, and the need to identify and address stakeholders' needs and expectations. A model of adaptive management for vocational (vocational and technical) education institutions under martial law and during the country's post-war recovery has been theoretically substantiated, developed, and experimentally validated. The model ensures flexible responses to changes in the internal and external environment, takes into account stakeholders' needs and expectations, promotes the development of public-private partnerships, and supports the sustainable functioning of the educational and production process. The model is designed as an integrated system of interrelated components that ensures the consistent implementation of adaptive management through the interaction of educational process participants, the application of feedback mechanisms, continuous monitoring, and the ongoing adjustment of managerial decisions. The model consists of five interconnected blocks: target, regulatory and theoretical, content and functional, technological, and performance and reflective. Their interaction ensures the achievement of the research objectives and the comprehensive implementation of adaptive management. The target block defines the strategic goal, objectives, methodological approaches, and expected outcomes of adaptive management. The regulatory and theoretical block encompasses the regulatory framework, regularities, principles, functions, methods of adaptive management, and the theoretical provisions underlying the model. The content and functional block reflects the principal areas of managerial activity, mechanisms of stakeholder interaction, the development of public-private partnerships, the organization of the educational and production process, and the provision of a safe educational environment. The technological block determines the stages, mechanisms, and tools for implementing the model, while the performance and reflective block provides for assessing the performance of adaptive management, analysing the obtained results, and adjusting subsequent managerial activities. An important component of the proposed model is the development of two interconnected qualimetric submodels. The first submodel is designed to identify, assess, and take into account the needs and expectations of stakeholders of vocational (vocational and technical) education institutions. It provides a systematic identification of the educational, human resource, organizational, and partnership needs of the main stakeholder groups and ensures that these needs are considered in managerial decision-making. The second submodel is intended to assess the performance of adaptive management in vocational (vocational and technical) education institutions. It is based on factor-and-criterion modeling, which enables the determination of an integral indicator of adaptive management performance, the assessment of performance dynamics, and the substantiation of managerial decisions aimed at the further development of the educational institution. The practical implementation of the model is ensured through the developed adaptive management technology, which comprises a sequence of interconnected stages: diagnostic and analytical, organizational and implementation, and generalization and reflective. At each stage, the content of managerial activities, mechanisms of stakeholder interaction, monitoring tools, factor-and-criterion assessment instruments, and procedures for adjusting managerial decisions have been defined. The implementation of this technology ensures the continuity of the management cycle, timely responses to changes in the internal and external environment, the stable functioning of the educational and production process, and the achievement of the defined strategic development goals of the educational institution. Particular attention has been paid to the development of methodological support for implementing the adaptive management model. Methodological guidelines have been prepared for organizing adaptive management in vocational (vocational and technical) education institutions, applying the qualimetric submodels, assessing the performance of adaptive management, identifying stakeholders' needs and expectations, promoting public-private partnerships, and making evidence-based managerial decisions under martial law and during the country's post-war recovery. An important component of the proposed model is the development of two interconnected qualimetric submodels. The first submodel is designed to identify, assess, and incorporate the needs and expectations of stakeholders of vocational (vocational and technical) education institutions. It provides for the systematic identification of the educational, human resource, organizational, and partnership needs of the main stakeholder groups and ensures that these needs are taken into account in managerial decision-making. The second submodel is intended to assess the performance of adaptive management in vocational (vocational and technical) education institutions. It is based on factor-and-criterion modeling, which enables the determination of an integral indicator of adaptive management performance, the assessment of performance dynamics, and the substantiation of managerial decisions aimed at the further development of the educational institution. The practical implementation of the model is ensured through the developed adaptive management technology, which comprises a sequence of interconnected stages: diagnostic and analytical, organizational and implementation, and generalization and reflective. At each stage, the content of managerial activities, mechanisms of stakeholder interaction, monitoring tools, factor-and-criterion assessment instruments, and procedures for adjusting managerial decisions have been defined. The implementation of this technology ensures the continuity of the management cycle, timely responses to changes in the internal and external environment, the stable functioning of the educational and production process, and the achievement of the established strategic development goals of the educational institution. Particular attention has been paid to the development of methodological support for implementing the adaptive management model. Methodological guidelines have been developed for organizing adaptive management in vocational (vocational and technical) education institutions, applying the qualimetric submodels, assessing the performance of managerial activities, identifying stakeholders' needs and expectations, promoting public-private partnerships, and making evidence-based managerial decisions under martial law and during the country's post-war recovery. The experimental validation of the adaptive management model was conducted at vocational (vocational and technical) education institutions operating in different regions of Ukraine. The experimental study included three successive stages: diagnostic, formative, and generalization and analytical, which made it possible to comprehensively evaluate the performance of the implemented model. During the diagnostic stage, the initial level of adaptive management performance was determined, stakeholders' needs and expectations were assessed, and the specific features of managerial activities and the functioning of the educational and production process were analyzed. The formative stage involved the implementation of the adaptive management model, the application of the developed technology, the use of the qualimetric submodels, the conduct of monitoring studies, and the systematic adjustment of managerial decisions. At the final stage, adaptive management performance was reassessed, the obtained results were comparatively analyzed, and their statistical significance was verified. The assessment of adaptive management performance was based on factor-and-criterion modeling, which made it possible to determine the integral indicator of adaptive management performance and trace its changes throughout the experimental validation. The qualimetric submodel was built upon a system of interrelated factors and criteria reflecting the principal areas of managerial activity in vocational (vocational and technical) education institutions. To verify the reliability of the obtained results, methods of mathematical statistics, including Student's t-test, were employed. The findings confirmed a positive dynamic of the integral indicator of adaptive management performance and demonstrated statistically significant changes resulting from the implementation of the proposed model. The practical significance of the research findings lies in the development of an adaptive management model for vocational (vocational and technical) education institutions, the technology for its practical implementation, two qualimetric submodels, methodological guidelines for implementing adaptive management, and a factor-and-criterion assessment toolkit for evaluating adaptive management performance. The proposed scientific and methodological developments may be applied in the professional activities of heads of vocational (vocational and technical) education institutions, educational authorities, professional development centers for educators, postgraduate education institutions, as well as in the training of future educational managers. The research findings have been implemented in the activities of vocational (vocational and technical) education institutions in Ukraine and applied within the framework of the regional pedagogical experiment "Ensuring the Quality of Professional Training of Future Specialists in the Electrical Engineering Field at Training and Practical Centers of Vocational (Vocational and Technical) Education Institutions," carried out within the Innovative Remote Cluster "Enerhoimpuls." The practical implementation confirmed the feasibility of applying the proposed model to enhance adaptive management performance, ensure the sustainable functioning of educational institutions, and strengthen partnership-based interaction with stakeholders under martial law and during the country's post-war recovery. The conducted research does not exhaust all aspects of adaptive management in vocational (vocational and technical) education institutions. Prospects for further research are associated with the development of digital tools for adaptive management, the advancement of qualimetric instruments for assessing adaptive management performance, the expansion of mechanisms for identifying and addressing stakeholders' needs and expectations, the further development of public-private partnerships, and the implementation of adaptive management models in various types of educational institutions.
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