Model of managerial competencies of academic staff: Analysis of development prospects in the context of education digitalization

Introduction. The article is devoted to the problem of improving the communicative educational environment from the standpoint of adapting the higher education system to the digital format. The purpose of this work is to identify the directions for the development of the model of managerial competencies for economics university academic staff in the context of the digital transformation of education. Materials and Methods. The methodological basis of the work is the Pareto rule (2080), which allows to assess the potential of digital resources and technologies for improving the model of managerial competencies of a university teacher in the digital age. The study uses methods of expert assessment, associative-linguistic analysis, as well as a sociological survey of students and teachers of economics faculties at the Financial University under the Government of the Russian Federation, Saratov National Research State University named after N. G. Chernyshevsky in order to assess the digital specificity significance for the communicative interaction of stakeholders in education. Results. Based on the theoretical analysis of the research problem, the component composition of the model of managerial competencies of academic staff in the system of higher economics education has been identified, including communicative, substantive, technological and organizational units. The content of the components within the model demonstrates the importance of the digital specificity of modern communication knowledge for effective coordination of stakeholders’ activities in the educational process, including increasing the level of interaction. The use of the expert assessment method made it possible to rank the level of influence of digital technologies on the dynamics of the development of the components within the model of managerial competencies. Associative-linguistic analysis reveals the close connection between the results of the respondents’ identification of the ‘management competencies’ category with general trends in digitalization. The results obtained confirm the validity of the Pareto principle in terms of the consistency of the content of managerial competencies with the digital format of socio-economic relations: 20 % of the component composition of the university teacher’s managerial competencies are skills in digital technologies, the formation of which guarantees 80 % of the educational outcomes from the standpoint of effective communication in various information environments. Conclusions. The study concludes that digital resources and technologies have a high potential for developing a model of teachers’ management competencies in terms of improving the interactive characteristics of communication, the possibility of integrating knowledge in various information environments, as well as increasing students’ motivation, despite the cognitive overload of the ‘digital’ reality.