FEATURES OF ASSESSING THE EFFECTIVENESS OF INNOVATION RISK MANAGEMENT OF AN EDUCATIONAL ORGANIZATION IN THE PROCESS OF DIGITAL TRANSFORMATION OF ACTIVITIES

Аннотация

The article discusses the importance of the digital economy, which is a modern requirement, and how effective it is for humanity and the state , and how to relate this to the standard ofliving in acountry with developed countries oftheworld. Key words:digital economy, industrial enterprises, digital technologies, innovations. Since management is always a targeted activity, decision makers need to assess the degree of compliance of the implemented measures with the objective conditions in which the educational organization operates. The tasks related to the implementation of digital transformation of activities are no exception. Moreover, we believe that in the context of a wide variety of options for implementing innovative projects in the field of digital transformation, an important condition for successful innovation risk management is the assessment of the effectiveness of decisions made. For this purpose, it is advisable to use special methods that combine not only traditional and well-known methods, but also new tools adapted to the specifics of the problem being solved. Thus, the purpose of the article is to substantiate the methods and principles of assessing the effectiveness of innovative risk management of an educational organization in the process of digital transformation of activities. To achieve this goal, various sources of information, as well as methodological provisions of the innovation economy, were used. Main Results The solution to the problem of developing a methodology for assessing the effectiveness of the innovative risk management system of an educational organization, first of all, in our opinion, requires identifying the main performance parameters, and then consolidating them into a single set of appropriate calculation mechanisms. Therefore, it is important to consider the general view of the innovative risk management system of an educational organization precisely as an object of efficiency assessment. The classical management system assumes the presence of a management subject. The specificity of an educational organization is that several stakeholder groups are active in the internal and external environment of the manifestation of innovative risks, influencing the possibilities of managing innovative risks to varying degrees (Figure 1). Each group plays its role in the process of managing innovative risks, and the interaction of groups ensures more effective decision-making and minimization of potential risks. At the same time, if we consider the management subject as a person making decisions on influencing the risk, then in such a scheme it is necessary to identify specific employees of the educational organization whose competence includes direct analysis of the situation and the final decision on managing certain identified risks arising in the process of digital transformation. In our opinion, such a person should be the vice-rector of the educational organization, who, in accordance with the job description or staffing table, is assigned the duties of implementing activities in the field of introducing new digital technologies. That is, an official of an educational organization directly heading innovative projects in the field of digital transformation should be vested with the appropriate powers and resources, firstly, to develop a risk management program; secondly, to https://ijmri.de/index.php/jmsi volume 4,issue3,2025 161 manage such risks. Thus, the general view of the contour of the innovative risk management system of digital transformation of an educational organization takes a classical form, when between the subject and the object of management there is established not only a direct connection in the form of a control action, but also a feedback - in the form of information about the state. Information about the state allows the subject of management to adjust the control actions to get closertotheset management goal. The presence of a special innovative risk management contour in an educational organization allows us to ask several questions about the effectiveness of risk management, which will be the directions for quantitative assessment of the effectiveness of the management system. In our opinion, the most important are the following questions: 1) what is the effectiveness of the risk management system? 2) what is the effectiveness of risk management? 3) what is the effectiveness of connections in the risk management system? To answer each of the questions posed, it is advisable to form your own assessment system. Then, in the innovation risk management system, key elements are established that help the educational organization evaluate the effectiveness of identifying, calculating and minimizing risks associated with innovations (Table 1). For example, when assessing the effectiveness of the analysis of the probability of risks and their potential impact on the organization, it is advisable to use qualitative and quantitative assessment methods .