IE-PM-04-02-03-pp043-Skyba


   

2018, Vol. 4, No. 2 10.15678/PM.2018.0402.03 

The main tendencies of higher education in Ukraine 

in the context of the current challenges 

of European integration 

Maryna Skyba 

A B S T R A K T 

Objective: This article is aimed at revealing the main tendencies in the field of 

higher education in Ukraine. The object of analysis is the changes in the structure 

of the system of higher education. 

Research Design & Methods: The article uses an institutional approach, which al-

lowed to study the influence of non-economic factors on the structure of higher 

education and student migration. 

Findings: The research finding suggest that the main trends in the system of the 

higher education in Ukraine are: the domination of the share of state-owned educa-

tional institutions in the structure of educational institutions; reduction of the share 

of expenditures for higher education in the amount of total expenditures; the domi-

nation the share of social science, business and right in the structure of higher edu-

cation; the general tendency to reduce the number of students studying in Ukraine 

also took place among foreign students. 

Implications & Recommendations: The system of higher education in Ukraine should 

be: a dynamic, flexible, adaptive, efficient system capable of adapting and converging 

in the context of European integration. It needs: updating of the legislative, adequate 

time requirements, creation and provision of opportunities for implementation of 

various educational models, educational institutions of different types and forms of 

ownership; introduction of mechanisms of institutional development in the activities 

of universities; intensification of international etc. 

Contribution & Value Added: The proposals developed may be useful for improving 

educational policy, forming a strategy, making managerial decisions in HEIs. 

Article type: research paper 

Keywords: education; institution; student; system; Ukraine; university 

JEL codes:  I23, I25, I28 

Received: 6 April 2018 Accepted: 20 June 2018 

 

Suggested citation:  

Skyba, M. (2018). The main tendencies of higher education in Ukraine in the context of the current 

challenges of European integration. International Entrepreneurship Review (previously published as 

Przedsiębiorczość Międzynarodowa), 4(2), 43-54. https://doi.org/10.15678/PM.2018.0402.03  



44 | Maryna Skyba

 

 

INTRODUCTION 

Sustainable economic development, based on an innovative model of development, re-

quires the preparation and attraction of human capital, turning it into a significant factor in 

social production. When Ukraine ratified the Association Agreement between Ukraine and 

the EU, it has received a tool and a road sign for internal transformation. Compliance with 

the requirements of this Treaty will allow Ukraine to become a full member of the EU in the 

future. This requires the preparation of a competitive human capital for the innovative de-

velopment of the country, self-realization of the individual. The society, the labour market 

and the state needs qualified specialists in meeting the needs. Improving the quality of ed-

ucational services will raise the issue of implementing institutional changes in the field of 

education in Ukraine. The higher education system must be a dynamic, flexible, adaptive, 

effective system capable of adapting and converging in the context of European integration. 

It needs to updates the issue of introducing new disciplines in universities in the field of 

European integration, include new curricula, and offer them to students. Improve the qual-

ity of teachers' training on EU issues and European integration processes (thanks to mod-

ules that deepen European integration issues). It needs to encourage the involvement of 

young teachers in European studies and research on European integration. 

The purpose of the article is to investigate the state and main trends in the field of 

education in the context of the challenges of European integration and offer practical rec-

ommendations on the improvement of the educational process in HEIs. 

Modern strategic management should take into account external and internal factors 

that can act as a positive and negative for the development of the organization. At the 

external level, such factors for modern universities are the concept of national education 

(at the level of legislation), the level of financing, the level of provision of higher educa-

tional institutions by budget places, the regional environment, etc. The internal factors 

influencing strategic management are the corporate policy of the university, organization 

of educational and scientific process, teaching potential, material and technical base, prac-

tice base, social level of students, and others. 

MATERIAL AND METHODS 

Methodological value for the processes of analysis and synthesis has a systematic approach, 

which enables to analyse the problem or synthesize the necessary object aimed at achieving 

a certain goal, in the unity of all its components that continuously interact with each other 

and with the external environment. It’s worth adding that the system approach considers an 

organization as an open system consisting of a certain number of interconnected subsys-

tems. The methodology of the system approach, defines the system as a set of interacting 

components that have integral properties that are not inherent to each of these elements 

separately. The features of any system are: integrity, structure, hierarchy, etc. 

By the view Vorotin, the signs of the new paradigm are now manifest in strengthening 

the tendencies towards globalization, the development of subregional integration, con-

vergence of the system of various spheres of activity. It is known that the transformation 

of the command-administrative system is destroying a monopoly for the market. The mo-



The Main Tendencies of Higher Education in Ukraine in the Context… | 45

 

nopoly and real business can’t exist together in a market economy. Macroeconomic regu-

lation to the whole economy of the country in the conditions of transition from one system 

to another inherent specific transformation and further development. Market mecha-

nisms should be thoroughly studied (Vorotin, 2002). 

In the opinion of Dmitrenko, the main tendency (based on the purpose of manage-

ment) is the prevalent role of human resources in relation to factors of a logistical and 

other nature (Dmitrenko, 2006). The index of quality of life of villagers, towns, cities, dis-

tricts, regions, country as a whole should become the final result of the activity of public 

structures at all levels. It is shown that uniqueness of Ukraine according to the specifics of 

social capital requires, respectively, a unique strategic trajectory and unique technological 

means of its increase. It is determined that such a trajectory is the perception of eco-logical 

human-centeredness as a unifying ideology of the development of society, and the key 

technological tool is the transition of government and local structures to the culture of 

target management by the final results (Dmitrenko, 2016). 

The concept of “structure” comes from the Latin. "Structura" – construction, placement, 

which means the internal structure of something, a certain interconnection of parts of the 

whole. The structure expresses the essence of the system and discloses in the general for 

this system of economic laws. In turn, the organizational structure reflects the totality of the 

formed ties of the object, which ensure its integrity and identity to itself, that is, the preser-

vation of its basic properties under various external and internal changes.  

In the structure of the system of higher education of Ukraine are singled out: a state 

higher educational institution financed from the state budget; higher educational institu-

tions of communal ownership, established by local authorities, financed from the local 

budget; higher educational institutions of private ownership, based on private ownership. 

In the early 90's. Ukraine identifies its own ways improvement of management edu-

cation. The emergence of new department of management (until 1992 there really existed 

one department of management – at the Faculty of Economics of the KNU Taras 

Shevchenko Head – Doctor of Economic Sciences, Professor Vorotina), specialties, facul-

ties, and then educational institutions, showed the necessity of studying market theory 

and practice of reforming and public administration. The need to study the market theory 

and practice of reform and public administration. At this time they began to invite to 

Ukraine well-known management specialists (Gavrilyshyn et al.) who trained teachers and 

practitioners with the latest tools economic practice, regulation, management, and busi-

ness. The understanding of the need to improve management education is beyond doubt. 

The real attempts have been made about this in Ukraine for ten years already. A great deal 

of work in this area is carried out by non-state educational institutions, in particular the 

Interregional Academy of Personnel Management, European University (Vorotyn, 2002). 

Theoretical and methodological aspect development of pedagogical education in Ukraine 

researches Lugovyi (1995). Gryshchenko researches the higher educational institution as 

an economic entity that carries out a variety of activities economic action. Any university 

has a range of economic relations. This is the cost of the staff (from the rector to the 

guard), and the costs of the equipment, procurement of materials for educational and sci-

entific purposes process, etc. At the same time, this is the costs for students, the cost of 

living lease of property, payment for the use of services in the territory of higher educa-

tional institutions, etc. Such economic actions also create many other additional services 



46 | Maryna Skyba

 

that are available products of economic activity of the staff of the higher staff educational 

institution (Gryshchenko, 2014). From the perspective of an economist, educational activ-

ities are one of the types human economic activity. As a result, educational products are 

created (educational, scientific and other services). It should be noted that this is media-

tion activity between knowledge and person. 

Universities are subjects of transformative impact in nature as they are focused on the 

creation and dissemination of new knowledge (Kalenyuk, Tsymbal, 2017). Modern univer-

sities operate and interact in a global competition and the challenges of the knowledge 

economy, which updates the task of achieving the leadership position in the global market 

for knowledge services. Leadership is part of a management process and more and more 

shifts to the sphere of economic analysis at different levels. Leadership of universities is 

not only a goal but a tool of competition and competitive advantage. Leadership itself is  

a phenomenon that can have a powerful transforming, transformative impact of leaders 

on the external and internal environment of the university. Transformative leadership re-

fers to a form of leadership under which the leader of the company changes the internal 

forces to achieve the goal. We can agree with Kalenyuk and Tsymbal that, the transform-

ative impact is experienced by both leading universities and all university environment for 

which new vectors and new goals are set and achieving them is possible only on the basis 

of new approaches to management. Klich (2015) researched the education market and 

called the corporation rivals of Universities in the market of educational services. 

The impact on changes in the structure of higher education can be carried out accord-

ing to an institutional approach. One of the principles of an institutional approach is inter-

disciplinary. Using an institutional approach, we can investigate the impact of non-eco-

nomic factors on the structure of higher education (such as legal ones). 

LITERATURE REVIEW AND THEORY DEVELOPMENT 

An idea of a knowledge-based economy in the world capable of sustainable economic 

growth with more and better jobs and social cohesion set as a Lisbon Agenda 2000 goal is 

a fundamental basis of the European integration in the 21-st century. By 2020 the EU 

member states are expected to achieve four key objectives to address challenges in edu-

cation and training systems: making lifelong learning and mobility a reality; improving the 

quality and efficiency of education and training; promoting equity, social cohesion and 

active citizenship; enhancing creativity and innovation, including entrepreneurship, at all 

levels of education and training. In this context, the harmonization of national educational 

policies is in progress — as a result, the European space is transforming into an entity of 

individuals and institutions that are interconnected through a network of ideas, tasks and 

practices vertically and horizontally. The modernization agenda for higher education in-

cludes increasing the number of university graduates; improving the quality of teaching 

and learning; promoting the mobility of students and teachers as well as cross-border co-

operation; strengthening the “knowledge triangle” through a better interaction of educa-

tion, research and innovations; and the introduction of mechanisms for the effective gov-

ernance and funding of higher education (Kremen, 2017). 

European integration into education has come a long way. The basic principles of  

a common policy, the goals, the timing of their achievement, implementation tools for 

measuring success in their implementation (indicators, standards) have been established. 



The Main Tendencies of Higher Education in Ukraine in the Context… | 47

 

Measures were taken on the formation of a community of individuals and institutions that 

are interconnected vertically and with ideas, tasks and practice. 

Table 1. Evolution of the institutional-legal support of European integration in the education 

Stages Institutional-legal support 
Year of 

adoption 

50-60 years of the twenti-

eth century – the mission of 

education is the formation 

of a new European society 

European Cultural Convention of the Council of Europe 1954 

the basic principles of the common policy on vocational 

training were approved (Council decision 63/226). 
1963 

70-80 years of the twentieth 

century – European identity 

is enriched with the plot of 

individual characteristics – 

knowledge / competences / 

qualifications – of Europe's 

citizens in a common Euro-

pean cultural, social, eco-

nomic space of mutual un-

derstanding and cooperation. 

The Resolution of the Council of the EEC No.337 / 75  

established the European Center for the Development of 

Vocational Training (CEDEFOP)  

1975 

The European Educational Information Network – Euryd-

ice will be launched 
1976 

Since 1985, the exchange of human resources has been 

added to the exchange of information and statistics – the 

epoch of various programs starts: 

EUROTECNET (1985), COMETT (1986), ERASMUS (1987), 

PETRA (1987), Youth For Europe (1988), LINGUA (1989) 

1985-89 

90 years of the twentieth 

century – education was 

first recognized as an EU 

area of interest. 

The Maastricht Treaty (EU Treaty), Brussels, has legis-

lated for policy development in the area of vocational 

training 

1992 

Framework Document "Bologna Declaration" 1999 

The beginning of the XXI 

century – the fundamental 

basis of European integra-

tion in the twenty-first cen-

tury is the idea of forming 

in Europe the most dynamic 

knowledge-oriented econ-

omy in the world 

Lisbon agenda 2000 

Strategy for Education and Training 2010 2001 

Education and Training 2020 2009 

Copenhagen Declaration 2002 

 The European Reference System for Key Competences 

for Life-long Learning 
2006 

The European Qualifications Framework for lifelong 

learning 
2008 

European Credit System for Vocational Education and 

Training 
2009 

 Bologna Process 2020 2009 

Programs: Erasmus +; Horizon 2020; Digital Technology 

Program for Europe; Program for New Skills and Jobs; Eu-

ropean Platform against Poverty; Youth Employment Ini-

tiative; Copernicus and others. 

From 2000 

till now 

Source: own elaboration based on (Kremen, 2016). 

Twenty-five years Ukraine’s independence strengthening was marked by the for-

mation, implementation and modernization of the national education policy. During the 

1991-2002 there was created quite self-sufficient working system of the national edu-

cation. While preserving the progressive traditions of the past it has corresponded to 

the new social relations more effectively and had accumulated the innovative potential 

for the further development. Started with the adoption in 1991 of the Laws on Education 

and on Science and Scientific and Technology Activities this period of national education 



48 | Maryna Skyba

 

self-identification ended with final disintegration with the post-Soviet education space, 

creation of the national education legislation and adoption of the National Doctrine of 

Education Development (Kremen, 2017). 

The economic development in the XXI century is not based on natural resources only, 

but, primarily, depends on the opportunities which come out of knowledge and innovation 

(Vochozka & Kasych, 2017). The Constitution of Ukraine (1996) the article 53: «Everyone 

shall have the right to education. Citizens shall have the right to obtain free higher education 

at the state and communal educational establishments on a competitive basis». The Law on 

Higher Education (2014) establishes legal, organizational, financial basis of functioning of 

system of the higher education, creates conditions for strengthening of cooperation of state 

bodies and business with higher educational institutions on the principles of autonomy of 

higher educational institutions, education combinations to science and production for the 

purpose of preparation of competitive human capital for high-technology and innovative de-

velopment of the country, self-realization of the personality, ensuring requirements of soci-

ety, the labour market and the state in qualified specialists. 

The main trends in the higher education in Ukraine 

The current situation and main trends in the higher education in Ukraine are can be inves-

tigate using the analysis of statistical indicators. The main trends in the higher education 

in Ukraine are: the domination of the share of state-owned educational institutions in the 

structure of educational institutions. The share of private higher education institutions in 

the overall structure of higher education institutions is not high compared to EU countries. 

The share of institutions of state / communal ownership decreased from 97% in 1991 to 

79% in 2013 (respectively, the share of private institutions higher education increased 

from 3% to 21%). To a large extent, such growth of the private sector is higher education 

was in the period 1993-2007. It was the general liberalization. But limited financial re-

sources from the state, dampening the cost of educational services state institutions of 

higher education, demographic crisis and the introduction of external independent evalu-

ation in order to guarantee a fair and transparent the high quality of education, as well as 

the marketing policy of these institutions of higher education led to a decrease in the stu-

dent contingent in private higher education institutions. The number of state / communal 

ownership in 2017 was 533 – 81%, (2015 – 520 or 79%), private institutions – 128, 19% 

(2015 – 144 or 21%). In this way, the elements of economic competition in higher educa-

tion are actually ruined. 

The constant reduction of the number of higher education institutions in Ukraine since 

2004 has changed in 2017. It was believed that in terms of demographic and economic 

crisis, a large number of universities affects the quality of educational services and the 

competitiveness of universities at national and European labour markets. Therefore, in 

2011, the Ministry of Education and Science, Youth and Sports of Ukraine proposed a two-

stage optimization program for the public sector network. In the period from 2010/11 to 

2014/15 academic years, a network of higher education institutions, accredited by the III 

and IV levels of state and municipal property fell by 34 institutions representing 14%. How-

ever, the number of private higher education institutions has decreased by 19 institutions 

or by 18%. In 2017, the situation has changed. The number of HEIs was increased from 657 

(in 2016) to 661 (in 2017). There were 372 colleges, technical schools, vocational schools 



The Main Tendencies of Higher Education in Ukraine in the Context… | 49

 

(1st and 2nd accreditation levels); 289 universities, academies and institutes (3rd and 4th 

accreditation levels) in Ukraine in the 2017-2018 academic year. 

Table 2. Indicators HEIs III-IV accreditation levels in the years 2010-2017 

Indicators 2010/11 2012/13 2014/15 2015/16 2017/18 
2010-2017 

num. % 

Number of HEIs (ІІІ-ІV) 330 316 277 288 289 41 12 

state/communal 231 220 197 208 212 19 8 

private 99 96 80 80 77 22 22 

Number of students 2066667 1770311 1437955 1375160 1329964 736703 36 

Number of students, for 10 thousand 

people 
476 410 335 322 314 162 34 

Share of students admitted to study 

at the expense of state 

/individuals, 

 hrn / % 

170616/ 

 206445 

44,8 

/54,1 

- 

/- 

134194 

/140767 

51,6 

/47 

126839 

/122081 

50 

/48,6 

1214954/ 

139275 

5,9 

/52,7 

49121/ 

67170 

 

28,8 

/ 

32,5 

Source: own calculations based on data from (State Statistics Service of Ukraine, 2018). 

 

 

Figure 1. Total rearming institutions in Ukraine in the years 1990-2018 
Source: State Statistics Service of Ukraine, 2018. 

0

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400

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1000

1200

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/1
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1st and 2nd levels of accreditation 3rd and 4th levels of accreditation

Total rearming institutions



50 | Maryna Skyba

 

The share of expenditures for higher education in the amount of total expenditures is 

reducing. In 2017 the share of expenditures for higher education in the amount of total 

expenditures was 3,7 % (2000 – 4,7 %, 2005 – 5,7%). 

 

 

Figure 2. The structure of higher education in Ukraine in the years 2017-2018, % 
Source: State Statistics Service of Ukraine, 2018. 

The domination the share of social science, business and right in the structure of 

higher education. The share of social science, business and right was 30%, engineering – 

18%, humanitarian science and art – 10%, health protection -10%, education – 8%, public 

administration 0,2% in 2017-2018. 

 

Figure 3. Total students in Ukraine in the years 1990-2018, thsd. 
Source: State Statistics Service of Ukraine, 2018. 

EDUCATION                                                       

8%

HUMANITARIAN 

SCIENCE AND ART

10%
SOCIAL SCIENCE, 

BUSINESS AND 

RIGHT

30%

NATURAL SCIENCES                                                …

ENGINEERING

18%

BUILDING AND 

ARCHITECTURE

3%

TRANSPORT

5%

AGRICULTURE, 

FORESTRY AND 

FISHERIES AND 

PROCESSING OF THEIR 

PRODUCTS

3%

TECHNOLOGY AND 

POWER 

AGRICULTURAL 

PRODUCTION

2%

HEALTH PROTECTION

10%

SERVICE SECTOR

3%

SECURITY                                                        

1%

0

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1500

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Number of students, of which, thsd. 1st and 2nd levels of accreditation

Number of students, of which, thsd. 3rd and 4th levels of accreditation

Number of students, of which, thsd. 3rd and 4th levels of accreditation



The Main Tendencies of Higher Education in Ukraine in the Context… | 51

 

The downward trend continues in 2017-2018 (reducing the numbers of students in 

Ukraine since 2007). Demographic and economic crises have affected the decrease in the 

number of entrants in HEIs. The rate of reduction in the number of students has decreased 

in 2016. The situation has stabilized since 2016. But the number of students of educational 

institutions of Ukraine decreased over the past seven years at 912 993 (Table 2). 

Table 3. The number of students of educational institutions of Ukraine according to the Interna-

tional Standard Classification of Education in the years 2010-2017 

Levels of 

education  
2010/11 2012/13 2014/15 2015/16 2016/17 2010-2017 

5 566 194 571 228 452 292 427 471 408 732 157 462 

6 1 433 590 1 153 791 890 277 855 683 800 450 633 140 

7 491 504 445 122 346 657 322 116 377 572 113 932 

8 36 214 35 454 30 031 30 308 27 755 8 459 

Total 2 527 502 2 205 595 1 719 257 1 635 578 1 614 509 912 993 

Source: own calculations based on data from (State Statistics Service of Ukraine, 2018). 

The continuation the growth trend the migration of Ukrainian students in Poland 

which was founded in the past years. An active marketing company in Poland, the Czech 

Republic and other countries has led the growth dynamics from 2009 to 2016 amounted 

to 176%. The growth of Ukrainian students in Russian universities has slowed down some-

what, their number grew slightly more than a thousand. Recall that such growth is not 

typical of previous years before Russian aggression. Therefore, obviously, it is mostly the 

result of involuntary migration of Ukrainians of admission age from temporarily uncon-

trolled territories of Donetsk and Lugansk regions to Russia. Comparing the last two years, 

the growth is almost 20% or 10,934 people. Moreover, 2/3 of this increase was made by 

Ukrainians studying at Polish universities. They showed the most rapid increase, both in 

absolute and relative terms, from 22,833 to 30,041 persons (almost 32%). 

The general tendency to reduce the number of students studying in Ukraine also took 

place among foreign students (2014-2015 – 56,8 thousand people and 48,8 (2017-2018). 

But Ukraine continues to be one of the leaders in international education. Many students 

come from Africa and Asia. The number of students from India (7666 in 2017; 3925 in 

2014; Morocco (3529 in 2017; 1978 in 2014) has increased. Not much decreased but there 

is a large number of students from Azerbaijan – 6629 (2017); 9239 (2014), Turkmenistan 

study in Ukraine – 3669 (2017), 13471(2014), Nigeria – 2705 (2017); 3326 (2014), Iraq – 

943 (2017); 2611(2014), China – 1269 (2017); 1749 (2014), Turkey – 1393 (2017). But after 

the completion of the full cycle of less than half the number of students from those who 

entered the study. А large number of students come to study from Georgia – 2101. The 

students from USA – 248 (2017), Poland – 674 (2017 ); Moldova 269 (2017), Germany – 94 

(2017), Slovakia – 30 (2017) also study in Ukraine.  

Modern economic challenges raise the issue of increasing the energy efficiency of 

universities. For example, the European Investment Bank acted as the borrower of 7 

Ukrainian universities (a loan was provided to bring current energy efficiency standards 

and create a new research base for training modern specialists by involving a research 

process aimed at solving public problems). 



52 | Maryna Skyba

 

No less interesting is the project of laying the foundations of the spatial data infra-

structure: providing the basis of the Ukrainian government to support sustainable eco-

nomic growth, funded by the Canadian government, with the participation of national uni-

versities (Kyiv National Taras Shevchenko University, NTUU "KPI"). 

 

Figure 4. The migration of Ukrainian students in the years 2008-2016 
Source: Centre for Society Research (CEDOS, 2016) 

CONCLUSIONS 

The research finding suggest that the main trends in higher education in Ukraine are: the 

domination of the share of state-owned educational institutions in the structure of edu-

cational institutions. The share of private higher education institutions in the overall struc-

ture of higher education institutions is not high compared to the EU countries; the con-

stant reduction of the number of higher education institutions in Ukraine since 2004 has 

changed in 2017; reduction of the share of expenditures for higher education in the 

amount of total expenditures; the domination the share of social science, business and 

right in the structure of higher education; the continuation the growth trend the migration 

of Ukrainian students in Poland which was founded in the past years; the downward trend 

continues in 2017-2018 (reducing the numbers of students in Ukraine since 2007), the 

general tendency to reduce the number of students studying in Ukraine also took place 

among foreign students. Crimea annexation and events in eastern Ukraine have affected 

the decline in the number of foreign students from China and some Asian countries. When 

the escalation of the conflict in Eastern Ukraine will termination the negative factors will 

reduce their influence to the system of higher education in Ukraine. 

0

5000

10000

15000

20000

25000

30000
2008-2009 2009-2010

2010-2011 2011-2012

2012-2013 2013-2014

2014-2015 2015-2016



The Main Tendencies of Higher Education in Ukraine in the Context… | 53

 

The system of higher education in Ukraine needs further reforms. The system must 

be: a dynamic, flexible, adaptive, efficient system capable of adapting and converging in 

the context of European integration. 

The practical recommendations are: 

− updating of the legislative and normative basis of the system of higher education ade-
quate time requirements; 

− creation and provision of opportunities for implementation of various educational mod-
els, educational institutions of different types and forms of ownership, various forms 

and means of training; 

− introduction of mechanisms of institutional development in the activities of universities 
(modern strategic management, personnel development, involvement of external 

stakeholders in management, institutional audit, etc.); 

− intensification of international cooperation (establishing contacts with scientists from 
foreign countries, participation in international scientific projects, updating the content 

of programs in accordance with the requirements of time and future needs); 

− activating the use of modern information technologies, etc. 

REFERENCES 

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Author 

 

Maryna Skyba 

PhD in Public Administration (NAPA, 2008). Assistant Professor at the Department of manage-

ment Kyiv National University of Technologies and Design. 

Correspondence to: Dr Maryna Skyba, Kyiv National University of Technologies and Design, De-

partment of management, ul. Nemirovich-Danchenko, 2, 4-601 Kyiv 01011 Ukraine, e-mail: 

mv_skyba@ukr.net 

 

Copyright and License 

 

 

This article is published under the terms of the Creative Commons 

Attribution – NoDerivs (CC BY-ND 4.0) License 

http://creativecommons.org/licenses/by-nd/4.0/ 

 

Published by the Centre for Strategic and International Entrepreneurship – Krakow, Poland