CONSIDERING THE INTERESTS OF STAKEHOLDERS WHEN UPDATING THE TRAINING OF FUTURE GRAPHIC DESIGNERS

Abstract

Summary. The application of the stakeholder approach in the context of updating the content of training future graphic designers for professional activity is appropriate given the need to take into account the interests of stakeholders to achieve qualitative changes in the educational process, taking into account the current requirements of the labor market, technological changes and expectations from society. Attention should be focused on stakeholder groups, the consideration of whose interests is key when updating the content of training future graphic designers.

The article aims to present the results of the analysis of stakeholder groups, the consideration of whose interests is key when updating the content of training future graphic designers.

Methods. To achieve this goal, the analysis, systematization, and theoretical generalization of the results from scientific, theoretical, and empirical research were employed. This gave rise to the formation of a Venn diagram, which visualizes the combinations of criteria that determine key stakeholder groups.

Results. Key stakeholder groups were identified for updating the content of graphic designer training according to the criteria for determining key stakeholder groups (influence, interest, legitimacy, significance, and urgency), and the foundations for predicting stakeholder groups that may become more important in the future were laid.

Originality. A review of previous research is presented, and the theoretical foundations of the stakeholder approach are highlighted, in particular its adaptation to the sphere of higher education. Stakeholders are classified into internal and external, with further clarification of subgroups and areas of interest. Classifications from low to high levels of influence and interest of stakeholders in cooperation with representatives of the educational program, their legitimacy and importance, speed of response, and urgency are presented, which allows giving the greatest importance to key stakeholder groups. A diagram of the analysis of the compliance of stakeholder groups with the criteria for determining key stakeholders for updating the content of training for future graphic designers has been developed, which allowed identifying key stakeholder groups and predicting stakeholder groups that may gain greater influence in the future.

Conclusion. The principles of forming the space of the educational program and the corresponding values and expectations of key stakeholder groups have a significant impact on the determination of key stakeholder groups and the priority of taking into account their proposals. The priority is given to the orientation towards the professional self-realization of future graphic designers, taking into account the requirements of the labor market, student-centeredness in the organization of the educational process, without diminishing the importance of the systematic scientific and pedagogical basis of the achievements of the educational program support group. The expected response to changes is a systematic reflection on updating the content of training for future graphic designers, which is based on the systematization of data on the analysis of changes in the sectors of global and local graphic design; in the requirements for the content of training and the list of competencies of graphic designers; in the content and structure of the professional activity of a graphic designer.