Development of an up-to-date competency profile of the head of the university educational program

. The article presents a theoretical model and empirical data of the study of the competency profile of the head of the university educational program. We developed a research strategy to study the importance of professional competencies that allow us to successfully implement and develop university-level educational programs. A brief review of publications in the subject area under study made it possible to describe the theoretical model of the competency profile of the head of the university educational program and to identify empirical indicators for the preparation of expert survey questions. The expert survey was attended by 55 people, representatives of the teaching staff who manage educational programs of higher education. The survey database was processed in the SPSS Statistics program (version 23). Assessment of the importance of relevant professional competencies of educational program managers allows us to identify areas of advanced training and training programs for this category of university employees. The results of the study contribute to the improvement of the university’s work, aimed at the development of relevant educational programs of higher education.


Introduction
There have been changes in the management system of university education in Russia: educational programs are the object of management at the university. In this regard, there is a new functionality and the need to institutionalize a whole complex of subsystems and elements, including the status of the head of the educational program of higher education. The heads of educational programs are engaged in the whole range of activities from the development to the implementation of the educational program, and accordingly must have certain competencies for this activity. In this regard, the purpose of our research is to develop and test a theoretical model of the competence profile of the head of the educational program of higher education. To achieve the goal of the study it is necessary: 1) to consider modern theoretical approaches to the organization of the study of the functional and competency profile of educational program managers in the higher education system; 2) to develop indicators of the expert survey of the importance of professional competencies identified in the theoretical model; 3) to conduct an expert survey and factor analysis of the expert assessments received; 4) to develop an up-to-date professional profile of the head of the educational program.
Evaluation of the quality of the development and implementation of an educational program is an urgent issue that is subject to research and discussion in the pedagogical scientific community over the past decade. We can verify this by the example of a number of publications from different periods. For example, the authors of the article Eyup İzci, Mustafa Özden, Ahmet Tekin show an expert assessment of the quality of the implementation of the educational program for primary schools [1]. Primary school teachers acted as experts in the survey conducted by the survey method. The data was processed using SPSS. Among the important conclusions of high relevance for our research is the importance of material and technical support (materials, equipment, and scientific, technical laboratories, etc.), which determines, according to experts, the effective implementation of the curriculum.
The modern period is characterized by dynamic changes in production technologies and processes, including those associated with active digitalization. In this regard, an urgent issue that should be taken into account in the development and implementation of educational programs in higher education is the readiness of graduates for continuous training and professional development. Accordingly, it is important to pay attention to the integration of science, technology and entrepreneurship in educational programs. This is the conclusion reached by the authors of the review article Sri Jumini, Sutikno Madnasri, Edy Cahyono, P Parmin [2]. It should be noted that as part of their research, 851 articles from Google Scholar and Scopus with their metadata for 2015-2020 were included in the review, in which there was mention of scientific teaching and a number of scientific methods. The authors found that research competencies are promoted more actively in educational programs related to educational technologies and environmental sciences. Competencies related to research activities in entrepreneurship are less actively used.
Analysis of the content of educational programs and constant updating make it possible to improve the results and quality of the educational process. The authors of the article Sunyoung Han, Robert Capraro, Mary Margaret Capraro give an example of the implementation of the STEM (Science, Technology, Engineering, Mathematics) approach of education to improve learning outcomes [3]. According to the study, the authors conclude that students with low academic performance showed statistically significantly higher growth rates in Mathematics than students with high and average academic performance over 3 years. The introduction of STEM education, according to a number of other authors of articles, gives stable positive results of the implementation of the educational program and a high level of satisfaction of consumers of educational services [4]. Thus, among the important competencies of the heads of educational programs should be reflected the ability to work with innovative educational technologies, introduce them into the educational process, monitor the quality of the implementation of the educational program, including the level of student learning.
Education, as a social institution of society, should be a conductor of social transformations, improvement of the quality of life, social ecology and innovative technologies. Universities, through educational programs and staff, make changes to the content of education and the educational model in order to contribute to the formation of human capital, which strives for a triple balance: environmental, economic and social [5]. The conclusion about the need to promote the idea of sustainability through university educational programs to prevent the climate crisis and environmental emergencies was also voiced in the article [6]. Thus, in our opinion, the heads of educational programs in higher education should also be adherents of sustainable development and develop these approaches in their development and improvement.
The actual issue of the development and implementation of educational programs is raised by the authors of the article, discussing the time factor of the implementation of the HE (higher education) and the strong-willed efforts of teachers in achieving the results of professional training [7]. In their opinion, the constant change in the socio-cultural context and the professional qualities of teachers should be taken into account and the adjustment of the educational program should be carried out. In the context of our research, we see an important block of competencies of the head of the educational program, which should be included in the theoretical model of the competence profile for verification by empirical measurements. Indeed, the heads of educational programs that are currently being developed should take into account the time factor, since the situation on the labour market and in production processes is changing very dynamically. The Bachelor's educational program is designed, as a rule, for 4 years of implementation. During this period, the adjustment of the content of educational disciplines and practices is relevant, which will keep the graduate training relevant. This condition is achievable in close cooperation with employers who provide practice bases for students and, if teachers wish, constantly update the content of the educational program, taking into account the requirements of professional standards and real production functions performed in organizations (enterprises). The work on maintaining the relevance of the implemented educational program should be organized and managed by the head of the educational program. This means that he/she/they must have certain competencies to perform this functionality. Accordingly, this functionality should be reflected in the theoretical model of the competence profile.
The conducted brief review of publications shows the high relevance of the study of the competence profile of the head of the educational program of higher education and provides the basis for the development of a theoretical model and empirical indicators for conducting a survey of the heads of educational programs in the HE [8,9,10].

Materials and methods
The theoretical model of the competence profile became the basis for the development of indicators for the expert survey of educational program managers [11,12]. The expert survey was attended by 55 people, representatives of the teaching staff who manage educational programs of higher education. The survey database was processed in the SPSS Statistics program (version 23).
The list of 23 competencies (see Table 2) in the theoretical model of the competency profile of the head of the educational program was evaluated by the participants of the expert survey on a five-point scale. 1 point showed the low importance of competencies in the successful performance of professional functions in the workplace, 5 pointsthe high importance of competencies. Experts could put any intermediate value from 1 to 5 points, depending on the expert's opinion.
As a result of factor analysis performed by Rotation Method (Varimax with Kaiser Normalization -Rotation converged in 17 iterations) competencies were grouped into 6 structural components.

Results and discussion
The use of statistical procedures of factor analysis to develop a structural model (the professional profile of the head of the university educational program) made it possible to determine the full explained variance. According to the results of statistical processing of the expert survey database in the SPSS Statistics program (version 23), the total explained variance was 76.923% and was determined by 6 components. The data is represented by in Table1. The listed 23 competencies in the theoretical model of the manager's profile were evaluated by the participants of the expert survey on a five-point scale. As a result of factor analysis performed by Rotation Method (Varimax with Kaiser Normalization -Rotation converged in 17 iterations) competencies were grouped into 6 structural components.  These interpretations of the structural elements of the current profile of the head of the university educational program are presented in the Table 3. The performed mathematical procedures of factor analysis by the method of selecting the main components distributed 23 competencies evaluated by experts into 6 structural components of the actual model of the head of the university educational program: 1. Monitoring and matching the instrumental level of the implementation of the educational program with the requirements of the regional labour market for the functional characteristics of graduates; 2. Ensuring the quality of the implementation of the educational program through the recruitment of professionally oriented applicants, the growth of the professional skills of the SPS, the organization of monitoring and continuous improvement of the EP; 3. Personnel work for high-quality positioning of educational program documents on the official website of the University; 4. Improving the quality of the development and implementation of the educational program based on the internal university expertise; 5. Possession of a set of research and analytical procedures aimed at determining the directions of development of the EP of the HE and carrying out a set of measures related to the implementation of the findings; 6. Creation of material, technical, organizational and methodological conditions for the implementation of the educational program for the purpose of high-quality training of graduates of an educational program that meets the needs of employers and the labour market.
The conducted research shows a mathematically based structural model of the actual profile of the head of the university educational program.

Conclusion
During the implementation of the research objectives, the goal was achievedthe development and testing of a theoretical model of the competency profile of the head of the educational program of higher education. The theoretical model included 5 structural components: strategic positioning and promotion of the educational program among potential consumers; development of the design of the educational program; staffing and professional communications in the implementation of the educational program; quality control of the implementation of the educational program; competencies for bringing graduates to the labour market and their social and professional support. As a result of empirical verification, 6 structural elements were identified.
Moreover, according to the values of the correlation load coefficients, a higher level is noted for the first structural elementmonitoring and matching the instrumental level of the implementation of the educational program with the requirements of the regional labour market for the functional characteristics of graduates (18.627). And then the second structural element of the factor model is to ensure the quality of the implementation of the educational program through a set of professionally oriented applicants, the growth of professional skills of the SPS, the organization of monitoring and continuous improvement of the EP (13.080). The third structural element of the factor model is personnel work for the qualitative positioning of educational program documents on the official website of the University (12.094). The fourth structural element of the factor model is the improvement of the quality of the development and implementation of the HE educational program on the basis of intrauniversity expertise (11.660). The fifth structural element of the factor model is the possession of a set of research and analytical procedures aimed at determining the directions of development of the EP of the HE and carrying out a set of measures related to the implementation of the conclusions obtained (11.312). The sixth structural element of the factor model is the creation of material, technical, organizational and methodological conditions for the implementation of the educational program for the purpose of high-quality training of graduates of an educational program that meets the needs of employers and the Assessment of the importance of relevant professional competencies of educational program managers allows us to identify areas of advanced training and training programs for this category of university employees. The results of the study contribute to the improvement of the university's work aimed at the development of relevant educational programs of higher education.