MANAGEMENT DIAGNOSTICS IN THE SYSTEM OF INNOVATIVE MANAGEMENT OF AN EDUCATIONAL INSTITUTION
Abstract
Educational institutions operate under growing pressure to innovate continuously while maintaining organisational stability and accountability. In the Ukrainian context, this challenge has been further intensified by wartime conditions, which required rapid transitions to distance learning, institutional relocation, and decision-making under critical uncertainty and limited resources. Despite the evident need for evidence-based innovation governance, the existing scholarship treats organisational diagnostics and educational innovation management as separate streams, leaving practitioners without an integrated analytical framework. This article addresses that gap by proposing a conceptual model, the Diagnostic-Driven Innovation Management Cycle, which embeds managerial diagnostics as a continuous feedback mechanism within a five-stage management cycle (analysis, planning, organising, control, and regulation) across three innovation domains: curriculum content and goals; pedagogical strategy and methods; educational environment and culture. An extended diagnostic matrix specifies concrete management actions and diagnostic tools at each stage-domain intersection, making the model directly applicable by school principals and university administrators. The methodological foundation is a conceptual-analytical approach combining systematic literature review and synthesis of established diagnostic frameworks – Weisbord's Six-Box Model and the Competing Values Framework – with contemporary empirical research on educational innovation management. Particular attention is paid to Ukrainian scholarly contributions to educational institution management. The article analyses the model's applicability across educational levels and under wartime operating conditions. It is argued that while the management cycle logic is structurally universal regardless of institutional level or national context, the diagnostic toolkit and organisational capacity required to sustain continuous diagnostics are necessarily level-specific. The study's limitations and directions for empirical validation are identified.
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