Igor Chumachenkо’s scientific contributions

There has been proposed the method of stakeholders’ identification in strategic management of social programs. It is designed to recognize and assess the strength of causal relationships of failure of social projects and programs. The method is based on the differentiation of stakeholders by their ideas, which is revealed in the example of inclusive educational projects. The concept of stakeholder priority number has been introduced. The matrix "risk priority number" / "stakeholder priority number" is offered. We have developed the method of stakeholders’ identification based on their views in the strategic management of social programs, which consists of 7 Steps. Step 1: development of a questionnaire for the cause-and-effect relationships of the failure of inclusive educational projects according to the imagination of stakeholders of different groups. Step 2: survey of respondents with differentiation by stakeholder priority number and three groups of stakeholders: the state as a system of institutions; citizens with disabilities or their legal representatives; neurotypical visitors to institutions or their legal representatives. Step 3: investigation of stakeholders' perceptions of the cause-and-effect relationships of failure of inclusive projects according to the 6M method (Lan, Machines, Materials, Methods, Measurements, Mother-nature). Step 4: charting of Isikawa diagrams. Step 5: quantification of the strength of the identified relationships according to the Failure Mode and Effects Analysis method based on the results of a survey of respondents using the method of calculating the priority number of risk of failure mode. Step 6: ranking of the reasons for failure modes according to the "risk priority number" / "stakeholder priority number" matrix. Step 7: development of conclusions and recommendations. The analysis of the results of the poll with the identification of causal links will identify areas of disparity in the views of various stakeholders on the reasons for the failure of inclusive educational projects. Quantifying them makes it possible to identify the most important aspects that need to be addressed as a matter of priority on the part of project and program managers.