The article deals with the problem of diagnosing the internal environment of the university. Analyzed the internal environment of the university. Found its most pressing problems. The concept of "management survey." Posted answer to the question: what does not satisfy a condition of the internal environment? What is the significance of deficiencies? What are the strengths of universities insufficiently used? Analyzed the availability of innovative components in the components of the educational system (internal environment). Identified weaknesses of the internal environment of higher education. In the modern paradigm of growth of the joint mission carried Universities: providing a stable political, economic, social and cultural development of society, and the relationship with the implementation of critical studies and are reasonable in the relevant scientific fields, promotion of national education systems by improving teacher education, exercise science teaching research. The reform of the educational system of Ukraine against a background of political changes, makes the urgent need for the development of public-public education management leading role in the diagnosis mechanism which is given the internal environment of the university. Diagnosis of the internal environment of the university, which is aimed at obtaining and analyzing objective factual data should be the basis for management decisions to comply results educational needs of social and personal needs of consumers of educational services. Effective Diagnostic Tool internal environment of universities may be providing timely information on the status of the process, it changes the effectiveness of management decisions to optimize it. An analysis of the educational system (internal environment) Universities should not only identified deficiencies, but also made general conclusions about whether radical changes are needed in it, and if so, in what ways. For example, it may be recognized that the old educational technology in general and necessary development of innovative approaches to building the educational process. But it can be made less radical generalizing onclusion that you need to change the technology or organization only in certain areas of the educational process, for example to organize another student practice at the undergraduate.