Complexity of reference consultations for undergraduate and graduate students in an academic library

The study investigates the entrepreneurial competencies and intentions of students. Their formation is a requirement of modern times. The question arises whether students of modern technical universities get entrepreneurial competencies and whether they transform these competencies into their entrepreneurial intentions. More than 3.6 thousand students from six technical universities from Poland, Ukraine, Latvia, Bulgaria, and Lithuania were surveyed. Methods of summarizing and grouping data, analysis of the structure of the population and distributions of its elements, evaluation of relationships were used to analyze the results of the survey. It was found that studying at technical universities is not an obstacle to the existence of entrepreneurial intentions among students. The respondents positively assessed their ability to recognize market opportunities for new business (the sum of the shares of positive answers exceeded the sum of the shares of negative answers by 12.4%). A positive generalized assessment was determined when assessing the ability to persuade others to invest in their business, while negative – their ability to write a formal business plan. It is proved that students who highly value their entrepreneurial abilities are much more likely to show the intention to start their own business (р < 0.001). Students’ focus on starting their own business is partly explained by the fact that they connect employment in corporations with a low guarantee of job retention. High positive integrated assessments received the following advantages of own entrepreneurship: prestige (0.302), chance to be realized (0.362), and the ability to create jobs (0.597).

Acknowledgment
The authors wish to thank Denislava Yordanova (Sofia University, Bulgaria), Tatjana Nikitina (Riga Technical University, Latvia), and Daiva Jurevičienė (Vilnius Gediminas Technical University, Lithuania) for helping to collect data at respective countries.

This study presents the experience of managing Berdyansk State Pedagogical University in the first year of a full-scale war. The purpose is to analyze the impact of management decisions on the performance indicators of the university in the conditions of temporary occupation and relocation to a new place. The relocation of Berdyansk State Pedagogical University (BSPU) to a safer territory enabled the resumption of educational activities in May 2022, after 53 days of functioning under occupation by russian troops. University staff decreased by 13%, with 57% moving to Ukraine-controlled territories and 43% remaining in the occupied zone. In addition, the student contingent decreased by 15%. The university’s scientific activity during the war decreased for only 9% in publication activity, and funding for science in 2023 increased by 379% compared to 2021. The university continued its third mission of social cooperation by providing humanitarian and psychological assistance and documenting the testimonies of people affected by the occupation. The university community currently exists in a virtual format, with staff and students in different parts of Ukraine and the world. The university must look to the future and overcome existing problems, such as preserving academic potential and student contingent, restoring electronic systems, and continuing pedagogical education.

Acknowledgment
This study was funded by the Ministry of Education and Science of Ukraine (grants 0121U10942 and 0123U100110).
We are grateful to the Armed Forces of Ukraine for providing the security necessary to conduct this analysis. This work would not have been possible without the perseverance and courage of the Ukrainian army.
We also thank the entire team of Berdyansk State Pedagogical University. Thanks to your perseverance, resilience, and unity, the university continues to operate for the development of Ukraine.

Current business conditions pose new challenges to youth entrepreneurship, which is a significant component of countries’ economic growth. In addition, Generation Z differs from previous generations and requires new approaches. In this context, a comprehensive study of the peculiarities and various aspects of youth entrepreneurship development is highly-demanded and relevant. Furthermore, the lower representation of women among entrepreneurs prompts the study to seek answers about the causes of this phenomenon.
This study aims to investigate the gender aspect of young people’s attitude (students who just started their university education) from Eastern and Central European countries to entrepreneurship. Notably, their entrepreneurial intentions, attitudes toward entrepreneurship, perceived threats of setting up the business, and determination to start/run a family business compared to working for a big corporation, from a gender perspective, are worth investigating. The study employed the survey with structured printed questionnaires spread in campuses among 3,636 first-year (bachelor) students of technical universities in Ukraine, Poland, Latvia, Lithuania, and Bulgaria. The results show that male students are more determined to set up firms; however, the difference compared to the females is only 3.3%. No gender differences were observed in the vision of the attractiveness of running own business or in the perception of threats in running a business. Students of both genders do not suppose that working in a corporation is more attractive than a family business. Nevertheless, respondents of both genders gave the maximum score for the statement that corporations provide more excellent opportunities to develop competencies.