Summaries 3-2015 Sociology of education



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Summaries 3-2015
Sociology of education
Professional employment of PhD program graduates and some ways for improving PhD programs

Bednyi Boris I. – Dr. Sci. (Phys.-Math.), Prof., Director of the Institute of Postgraduate and Doctoral Studies, Lobachevsky State University of Nizhni Novgorod – National Research University, Nizhni Novgorod, Russia. E-mail: bib@unn.ru
  1. Mironos Alexei A. – Dr. Sci. (History), Head of the Department of Information Technology in the Humanities Research, Lobachevsky State University of Nizhni Novgorod National Research University, Nizhni Novgorod, Russia. E-mail: malex@phd.unn.ru


Ostapenko Larisa A. – Cand. Sci. (History), Research Fellow at the Center for Science Research and PhD Education Development, Lobachevsky State University of Nizhni Novgorod – National Research university, Research University, Nizhni Novgorod, Russia. E-mail: ostapenko@phd.unn.ru

Abstract. We present the results of our study of employment of PhD program graduates of a multidisciplinary research university. Career paths of graduates who have defended their Candidate of Sciences thesis and of those who did not submit the thesis for defense are analyzed. Some features of the employment of graduates who were enrolled in PhD programs in natural sciences and social sciences and humanities are considered. The need is emphasized to study and take into account career paths of graduates and employers' requirements when designing PhD programs of a new type.

Keywords: postgraduate education, employment, career path, reproduction of research and teaching staff, training in PhD programs
References

  1. Baidenko V.I., Seleznyova N.A. (2010) [Means to improve doctoral training - Europe and USA]. Vysshee obrazovanie v Rossii [Higher Education in Russia]. No. 11, pp. 99-112. (In Russ.)

  2. Statistical Yearbook. 2013: statistical compilation. Rosstat. Moscow, 2013, 499 p.

  3. Bednyi B.I., Chuprunov E.V. (2012) [Development of researchers training system at higher school]. Vysshee obrazovanie v Rossii [Higher Education in Russia]. No. 11, pp. 3-15. (In Russ.)

  4. Bednyi B.I. (2013) [The role and structure of educational component in PhD programs of a new type]. Vysshee obrazovanie v Rossii [Higher Education in Russia]. No. 12, pp. 78-89. (In Russ.)

  5. Round table discussion [Postgraduate programs and doctoral studies in modern conditions and a destiny of skills raising system]. Vysshee obrazovanie v Rossii [Higher Education in Russia]. 2014. No. 6, pp. 130-149. (In Russ.)

  6. Round table discussion [Postgraduate programs and doctoral studies in modern conditions and a destiny of skills raising system (part 2)]. Vysshee obrazovanie v Rossii [Higher Education in Russia]. 2014. No. 7, pp. 71-85. (In Russ.)

  7. Serova L.M., Mazaeva K.A. (2013) [Graduates’ employment according to vocational education institutions monitoring]. Vysshee obrazovanie v Rossii [Higher Education in Russia]. No. 3, pp. 20-27. (In Russ.)

  8. Gurtov V.A., Serova L.V., Stepus' I.S., Fedorova E.A., Moroz D.M. (2014) [Development of the graduates' employment monitoring system]. Vysshee obrazovanie v Rossii [Higher Education in Russia]. No. 5, pp. 11-23. (In Russ.)

  9. National Science Foundation. Survey of Doctorate Recipients. Available at: http://www.nsf.gov/statistics/srvydoctoratework/#tabs-1

  10. Auriol L., Misu M., Freeman R.A. (2013/4) Careers of Doctorate Holders: Analysis of Labour Market and Mobility Indicators. OECD Science, Technology and Industry Working Papers. OECD Publishing. Paris. 2013. – 62 p. Available at: http://dx.doi.org/10.1787/5k43nxgs289w-en.

  11. Shmatko N. (2013) [Scientific research careers and mobility of doctors habilitatus]. Novosti OESR. Obrazovanie, nauka, novaya ekonomika [News OECD. Education, science, new economy]. No. 1(1), pp. 13-15. (In Russ.)

  12. Oriol' L. (2010) [Doctorate Holders: Career, Demand, International Mobility]. Forsait [Foresight]. Vol. 4, no. 4, pp. 26-41. (In Russ.)

  13. Bednyi B.I., Gurbatov S.N., Ostapenko L.A. (2013) [Graduates of PhD programs in social sciences and humanities in the labor market]. Universitetskoe upravlenie: praktika i analiz [University management: practice and analysis]. No. 3, pp. 40-45. (In Russ.)

  14. Bednyi B.I., Ostapenko L.A., Serova T.V. (2014) [Graduates of PhD programs in natural sciences in the labor market]. Universitetskoe upravlenie: praktika i analiz [University management: practice and analysis]. No. 3, pp. 67-73. (In Russ.)

  15. Maksimtsev I.A., Chirkova A.V. (2012) [Trends in the Development of Doctoral Education System at European Universities]. Rossiyskoe predprinimatel'stvo [Journal of Russian Entrepreneurship]. No. 2 (200), pp. 147-154. (In Russ.)

  16. Bednyi B., Mironos A., Serova T. (2007) [On the training of graduates of PhD programs in the field of natural sciences (expert evaluation of the graduate school)]. Alma mater (Vestnik vysshei shkoly) [Alma mater (Bulletin of high school)]. No. 8, pp. 23-27. (In Russ.)

  17. Bednyi B.I., Mironos A.A., Balabanov S.S. (2007) [Factors of efficiency and quality of training in Ph.D. programs (sociological analysis)]. Universitetskoe upravlenie: praktika i analiz [University management: practice and analysis]. No. 5, pp. 56-65. (In Russ.)

  18. Berezina E. (2012) [PhD is no substitute for experience]. Kar'era i menedzhment: rossiyskaya biznes-gazeta [Russian Business newspaper: Career and Management]. No. 838. (In Russ.)

  19. Ablazhey A.M. (2014) [Transformation of Russian Science in the context of generational analysis]. Vestnik Novosibirskogo gosudarstvennogo universiteta. Seriya: filosofiya [Bulletin of the Novosibirsk State University. Series: Philosophy]. No. 1, pp. 85-91. (In Russ.)


The paper was submitted 30.01.2015.

The role of universities in ensuring the human resources of the Volgograd region

PETROV Vladimir I. – Dr. Sci. (Medicine), Academician of RAS, Rector, Volgograd State Medical University, Volgograd, Russia. E-mail: post@volgmed.ru

MANDRIKOV Victor B. – Dr. Sci. (Pedagogy), Prof., Vice-Rector, Volgograd State Medical University, Volgograd, Russia. E-mail: vbmandrikov@volgmed.ru

D’YACHENKO Tamara S. – Cand. Sci. (Medicine), Assoc. Prof., Volgograd State Medical University, Volgograd, Russia. E-mail: dts-volga@yandex.ru

Abstract. The article touches the issues of employment of graduates of educational institutions of Volgograd region. The authors analyze the contingent of students and faculty members of universities and university branches, activities of their centers to promote the employment of graduates. The results of monitoring of the regional labor market and skill-mix issue experts over the past 5 years.

Keywords: educational institutions, graduates, employment, labor market
References

  1. Law Volgograd region "On the Strategy of socio-economic development of the Volgograd region until 2025" dated November 21 2008 №1778-OD (as amended). Available at: http://zakon-region.ru/volgogradskaya-oblast/28741 (In Russ.)

  2. Analiticheskaya spravka po rezul'tatam monitoringa podgotovki rabochikh kadrov i spetsialistov v uchrezhdeniyakh professional'nogo obrazovaniya Volgogradskoi oblasti v 2013-2015 godu: po materialam Komiteta po trudu i zanyatosti naseleniya Volgogradskoi oblasti [Analytical information on the results of monitoring of training workers and specialists in vocational education in Volgograd region in 2013-2015 year. Materials of the Committee on Labor and Employment of the Volgograd Region]. Available at: http://ktzn.volganet.ru/labour_market/ (In Russ.)

  3. Gurtov V.A., Serova L.M., Stepus’ I.S., Fedorova E.A., Moroz D.M. (2014) [Development of the graduates’ employment monitoring system]. Vysshee obrazovanie v Rossii [Higher Education in Russia]. No. 5, pp. 11-23. (In Russ., abstract in Eng.)


The paper was submitted 05.02.15.

MANAGEMENT OF QUANTITY OF TEACHING STAFF RATES AND ENROLLMENT PLAN OF EDUCATIONAL ORGANIZATION OF HIGHER EDUCATION
ZUEV Andrey S. – PhD, Head of the Department “Applied and business informatics”, Moscow State University of Instrument Engineering and Computer Science, Moscow, Russia. E-mail: Zuev_Andrey@mail.ru
LENTYAEVA Tatiana V. – office manager of the department “Applied and business informatics”, Moscow State University of Instrument Engineering and Computer Science, Moscow, Russia. E-mail: mtv_ef2@mail.ru
Abstract. The article considers the problems of management of quantity of teaching staff rates and the enrollment plan of educational organization of higher education on the basis of the contingent of students, working curricula and the target figures of reception (TFR). The enrollment plan is supposed consisting of TFR on the places financed by means of the state budget, and enrollment plan for a contractual basis of training. The given problems are solved in common on the basis of application of the mathematical model offered by authors.

Keywords: education economy, target figures of reception, enrollment plan, teaching staff
References

  1. Kal'yanov A.Yu., Basovskaya E.N., Luneva A.M., Borodinova E.V., Savina I.V. (2012 ) Ekonomika obrazovaniya: ucheb.posobie dlya studentov [Education economy: manual for students]. Tula: Tula State Lev Tolstoy Pedagogical University Publ., 172 p. (In Russ.)

  2. Anisovets T.A. (2012) Ekonomika obrazovaniya i obrazovatel'nogo uchrezhdeniya: uchebno-metodicheskoe posobie [Economy of education and educational institution: educational and methodical textbook]. St. Petersburg: HSE Publ., 180 p. (In Russ.)

  3. Lomonosov O.V. (2010) [Methodical provisions of management of number of scientific and pedagogical staff of higher educational institutions]. Nauchno-metodicheskii zhurnal [Scientific and methodical journal]. Nikolaev: Publ. House n.a. Petr Mogila, no. 7, Economic sciences, pp. 56–60. (In Russ.)

  4. Garmash A.N., Orlova I.V., Fedoseev V.V. (2012) Ekonomiko-matematicheskie metody i prikladnye modeli [Economic-mathematical methods and applied models]. Moscow: Urait Publ., 336 p. (In Russ.)


The paper was submitted 09.12.2014.


2014 World Engineering Education Forum
WORLD ENGINEERING EDUCATION FORUM IN DUBAI

HOYER Hans J.Ph.D., Secretary General of IFEES, Executive Secretary of GEDC. Wisconsin, USA. E-mail: h.hoyer.ifees@gedc.info

CHENG StephanieConsultant to the IFEES and GEDC Secretariat. E-mail: s.cheng@ifees.net
Abstract. The paper describes the World Engineering Education Forum 2014 in Dubai (WEEF 2014). A short history of this event is given. The Global Student Forum before WEEF2014 is described. The attention is drawn to opening ceremony and keynotes, highlights on IGIP, GED and IFEES under WEEF 2014 umbrella. Issues of globalization, joint research, attributes of global engineer, collaboration of universities and corporations, diversity and inclusion are discussed.

Keywords: engineering education, student forum, globalization, joint research, world level engineer, collaboration of universities and corporations, diversity and inclusion
The paper was submitted 30.01.2015.

The Participation of IGIP in the 2014 WEEF

Auer Michael E. – Prof. Dr. Ing., Dr. sc., Dr. h. c. Carinthia University of Applied Sciences (Austria), President of International Society for Engineering Pedagogy (IGIP). E-mail: m.auer@cti.ac.at 
Zafoschnig Axel – Mag., Chief Inspector of Technical Colleges, Ministry of Education (Austria), Vice-President of International Society for Engineering Pedagogy. E-mail: axel.zafoschnig@lsr-ktn.gv.at
Abstract. The paper describes the main achievements of the International Society for Engineering Pedagogy (IGIP) in the process of organization and participation in the 2014 World Engineering Education Forum. IGIP members were presenters at the plenary and numerous parallel sessions, participated in the IGIP Award ceremony.

Keywords: engineering pedagogy, global engineering education community, accreditation, curriculum development, development of professional continuing education
The paper was submitted 07.02.2015.
what should be the MODERN ENGINEERING EDUCATION (thinking OF global FORUM PARTICIPANTS)
Prikhod’ko Vyacheslav M. – Dr. Sci. (Technical), Prof., Corresponding Member of the Russian Academy of Sciences, Rector, Moscow Automobile and Road Construction State Technical University (MADI). Moscow, Russia. E-mail: rector@madi.ru

Solovyev Alexander N. – Dr. Sci. (Pedagogy), Assoc. Prof., Dean, Moscow Automobile and Road Construction State Technical University (MADI). Moscow, Russia. E-mail: soloviev@pre-admission.madi.ru
Abstract. The different points of view presented at the World Engineering Education Forum (WEEF 2014) are discussed. The subjects of discussion in this paper are as follows: what should be in our day objectives, content, methods of teaching and learning tools, as well as methods for assessing educational achievements in engineering education. We have distinguished the dominant points of view: the goal is to prepare engineers able to create and implement projects under the ideas of "sustainable development", the content is determined by a multidisciplinary educational programmes designed taking into account the views of all interested parties, the main idea of the methods – student-oriented approach, wide using of e-learning, m-learning, evaluation of educational achievements in terms of developing the necessary competencies.

Keywords: engineering education, World Engineering Education Forum (WEEF 2014), engineering pedagogy, student-oriented approach, PBL, e-learning,
The paper was submitted 14.01.2015.

AMERICAN UNIVERSITY IN DUBAI, SCHOOL OF ENGINEERING

ASHMAWY Alaa K. – Dr., Ph.D. in Civil Engineering, Professor, Dean, School of Engineering, American University in Dubai, Member of Global Engineering Deans Council (GEDC), Dubai, UAE. E-mail: aashmawy@aud.edu
Abstract. The paper describes School of Engineering of American University in Dubai. The brief historic overview for American University in Dubai and School of Engineering is provided. University’s and School’s organizational and administrative aspects are discussed. The structure of academic programs is discussed as well as their quality assessment. Faculty activities are described in details as well as enrollment requirements. Information about library, laboratory and technology resources is provided. University’s academic and research activities are reviewed in the context of its mission. University community engagement approaches are given.

Keywords: American University in Dubai, engineering education, international programs, the structure of academic programs, community engagement
The paper was submitted 08.02.2015.

DEVELOPING ENGINEERING EDUCATION FOR A GLOBAL COMMUNITY

IVANOV Vasily G. – Dr. Sci. (Pedagogy), Prof., First Vice-Rector for Academic Affairs, Kazan National Research Technological University, Kazan, Russia. E-mail: vgivanov_knitu@mail.ru

POKHOLKOV Yury P. – Dr. Sci. (Technical), Prof., President of Association for Engineering Education of Russia, National Research Tomsk Polytechnic University, Tomsk, Russia. E-mail: pyuori@mail.ru

KAYBIYAYNEN Alla A. – Cand. Sci. (Philology), Assoc. Prof., Kazan National Research Technological University, Chief editor of "Technological University" newspaper, Kazan, Russia. E-mail: alhen2@yandex.ru

ZIYAtdinova Julia N. – Cand. Sci. (Pedagogy), Assoc. Prof., Chair for Department of Foreign Languages for Professional Communication, Kazan National Research Technological University, Kazan, Russia. E-mail: uliziat@yandex.ru

Abstract. The paper describes the trends of engineering education development, innovations and the best experiences of the world universities in training engineers, discussed at the eighth World Engineering Education Forum WEEF 2014 in Dubai. A special focus is given to the trends and experience in the Russian universities in training engineering educators and their professional development, globalization, internationalization of engineering education, problems of digital learning, training engineers for science intensive power engineering of the future.

Keywords: engineering education, engineering pedagogy, globalization, internationalization of education, professional development of engineering educators, prospects in technical university development, new education models, innovation drivers, training engineers for science intensive power engineering
References

  1. Auer M.E. (2014) [The International Society for Engineering Pedagogy (IGIP) and the New Pedagogic Challenges in Engineering Education]. Vysshee obrazovanie v Rossii [Higher education in Russia]. No. 6, pp. 28-33.

  2. Coelho L.G., Grimoni J.A.B. Work-in-Progress: Institutional policies on teacher training and engineering teachers’ training. Proc. of World Engineering Education Forum 2014 Dubai, 03-06 December 2014, pp. 20-17.

  3. Prikhod’ko V.M., Sazonova Z.S. (2014) [Engineering pedagogy as the base for training of modern engineers and academic staff of technical universities]. Vysshee obrazovanie v Rossii [Higher Education in Russia]. No. 4, pp. 6-12. (In Russ., abstract in Eng.)

  4. Ivanov V.G., Gur’ye L.I. (2012) [School of Engineering Pedagogy in Kazan.] Vysshee obrazovanie v Rossii [Higher Education in Russia]. No. 13, pp. 71-76. (In Russ., abstract in Eng.)

  5. Ivanov V., Sanger P. A., Ziyatdinova J., Barabanova S. The role of Universities in the Continuous Professional Development of the Russian Engineering Workforce. 120th ASEE Annual Conference and Exposition, Atlanta, GA; United States; 23–26 June 2013; ID 6978; Ivanov V., Shageeva F. Contemporary technologies for training future chemical engineers. 42nd IGIP International Conference on Engineering Pedagogy «The Global Challenges in Engineering Education» and 16th International Conference Interactive Collaborative Learning (ICL), 25–27 September, Kazan, Russia, pp. 109-112.

  6. Ivanov V., Вагаbаnova S., Galikhanov M. Capabilities of national research university in establishment and implementation of innovative continuous professional education model. The ICL/IGIP international Conference 2012 on Engineering Рedagogy, 26-28 September 2012, Villach, Austria. IEEE Catalog Number: CFP1223R-USB ISBN:978-1-4673-2426-7 – Contribution 121 et al.

  7. Ivanov V.G., Kondryatyev V.V., Kaibiyaynen A.A. (2013) [Contemporary Problems of Engineering Education: Results of International Conference and Scientific School] Vysshee obrazovanie v Rossii [Higher Education in Russia]. No. 12, pp. 66-77. (In Russ., abstract in Eng.)

  8. Kaybiyaynen D.A. Network Cooperation in the Training of Engineering Elite for Regional Economies. Proceedings of 2014 International Conference on Interactive Collaborative Learning (ICL), pp. 616-618.

  9. Milligan M.K.J., Iacona D., Sussman J.L. (2013) [ABET and Global Collaboration] Inzhenernoye Obrazovanie [Engineering education]. No. 12, pp. 5-11. (In Russ., abstract in Eng.)

  10. Osipov P.N., Ivanov V.G., Ziyatdinova J.N. (2014) [Towards Internationalization of Engineering Education]. Vysshee obrazovanie v Rossii [Higher Education in Russia]. No. 3, pp. 117-123. (In Russ., abstract in Eng.)


The paper was submitted 25.12.2014.

Higher school pedagogy
DO WE NEED REFORMS IN THE TERTIARY EDUCATION SYSTEM?

Dutkiewicz Piotr – Professor and director, Center for Governance and Public Management, Carleton University, Ottawa. E-mail: Piotr.Dutkiewicz@carleton.ca

Abstract. Globally, universities today face at least four sets of challenges. The first is to meet the expectation to prepare people for jobs available in today’s globalized economy and to rethink yesterday's teaching practices. Secondly, it is necessary to create an educational system that prepares students to work in fields that do not exist today, therefore, further investment in teachers’ skills should take place. Third, many scholars are pursuing their personal careers in an environment of high competition, so they are becoming politically and socially too “correct”. Fourth, Universities have to undergo structural reforms that in the long term will limit broader access to higher education. Universities need to change and undergo a transition from: (1) teacher-centric to learning-centric education, (2) classroom-based teaching to anyplace, anytime learning, (3) mandated courses to hyper-individualized learning, (4) a general population of consumers to a growing population of producers.

Keywords: tertiary education, challenge for universities, structural reforms, problem-based learning (PBL), teacher-centric education, learning-centric education
The paper was submitted
Basic SOCIAL stereotypes IN TEACHING MARKETING

NAUMOVA Lyubov’ M. – Cand. Sci. (Chemistry), Assoc. Prof., Ural State Agrarian University, Ekaterinburg, Russia. e-mail: l.nowaday@gmail.com
Abstract. In the last decade the number of students enrolled on the first course of Russian universities, almost equal to the number of high school graduates. As a result the higher school teachers have to teach poorly motivated students with low levels of schooling. To increase the effectiveness of the training of these students the author encourages to use marketing technologies and simulate the process of learning as promotion (or even imposition) non-popular products (knowledge and skills) to weakly motivated buyers (the student). As a marketing tool we use some elements of influence technology developed by the American social psychologist Robert Cialdini. At the heart of these technologies are the basic socio-psychological stereotypes of personality. The action of such stereotypes as goodwill, mutual exchange, social proof and others was considered. The use of marketing tools in education improves leaning efficiency and reduces the psychological burden of a teacher, preventing the probability of professional burnout.

Keywords: weak academic motivation, professional burnout, teaching marketing, influence technologies, basic social stereotypes, goodwill, mutual exchange, following the authorities, social proof, consistent behavior
References


  1. Mau V. Dva bessmyslennykh mifa o vysshem obrazovanii [Two meaningless myths of higher education]. Available at: http://www m.forbes.ru/article.php?id=69950 (In Russ.)

  2. [Marketing]. Available at: https://ru.wikipedia.org/wiki/Marketing (In Russ.)

  3. Donina I.A. (2013) [School marketing: modern context of the problem]. Fundamentalnye issledovaniya [Fundamental research]. No. 10, pp. 2040−2044. (In Russ., abstract in Eng.)

  4. Kiseleva O.I. (2009) [Teaching marketing as a tool to improve the competitiveness of the modern teacher]. Srednee professional’noe obrazovanie [Vocational education]. No. 9, pp. 39−41. (In Russ., abstract in Eng.)

  5. Cialdini R. (2009) Psikhologiya vliyaniya [Psychology of influence]. Saint Petersburg: Piter Publ., 288 p. (In Russ.)

  6. Gandapas R. (2009) Kamasutra dlya oratora [Kama Sutra for speaker]. Moscow: Olimp biznes Publ., 267 p.

  7. Matveeva L. [Psychological methods in marketing research]. Laboratoriya reklamy, marketinga i public relation [Laboratory of advertising, marketing and PR]. Available at: http://www.advlab.ru/articles/article62.htm (In Russ.)


The paper was submitted 25.01.15.

PROJECT BASED LEARNING FOR CREATING THE 21ST CENTURY ENGINEER
ZIYAtdinova Julia N. – Cand. Sci. (Pedagogy), Assoc. Prof., Director of International Affairs, Chair for Department of Foreign Languages for Professional Communication, Kazan National Research Technological University, Kazan, Russia. E-mail: uliziat@yandex.ru
SANGER Phillip Albert – PhD in Nuclear Engineering, Professor of Electrical and Computer Engineering Technology, College of Technology, Purdue University, USA. E-mail: psanger@purdue.edu
Abstract. Industry throughout the world demands engineering graduates that are better prepared to support their organizations. Project (or problem) based learning (PBL) approach gives engineering students an opportunity to learn by doing and apply their training to real world problems. Different styles of implementing PBL are described, and a special attention is given to one of the themes of PBL, gradual transition from solving close ended problems to addressing real world open ended problems. The ultimate project experience is described in a global international project which explores not only the technical challenges of an open project but also the challenges of working collaboratively with engineering students from different cultures.

Keywords: project based learning, global engineer, open ended problems, close ended problems, project management component
References

1. Minin M.G., Vyuzhanina N.Yu. (2013) Implementation of the Problem-based and Project-organized Teaching in the World Leading Universities. Izvestiya Altaiskogo gosudarstvennogo universiteta [The news of Altai State University]. No. 2 (78), vol. 1, pp. 29–32. (In Russ., abstract in Eng.); Dreher R. (2013) Implementing the principles of project based education in BA-courses. Visshee obrazovanie v Rossii – Higher Education in Russia]. No. 5, pp. 46–49. (In Russ., abstract in Eng.)

2. Thomas J.W. (2000) A review of research on project-based learning. Available at: http://w.newtechnetwork.org/sites/default/files/news/pbl_research2.pdf

3. Helle L., Päivi T., Erkki O. (2006) Project-based learning in postsecondary education-theory, practice and rubber sling shots. Higher Education. Vol. 51(2), pp. 287–314.

4. Bell S. (2010) Project-based learning for the 21st century: Skills for the future. The Clearing House. Vol. 83(2), pp. 39–43.

5. Skyscraper Project. Available at: http://www.cdio.org/files/document/file/skyscraper_template_full.pdf

6. Sanger P.A., Ziyatdinova J.N., Ivanov V.G. (2012) An experiment in project based learning: A comparison of attitudes between Russia and America. ASEE Annual Conference, San Antonio.

7. Sanger P.A. (2011) Integrating project management, product design with industry sponsored projects provides stimulating senior capstone experiences. International Journal on Engineering Pedagogy. Vol. 1(2).

8. Yang B., Sanger P., Gardner P. (2010) Teaching and learning of project management for engineering and technology capstone research projects. ASEE Annual Conference, Louisville, KY, paper 3232.

9. Jesiek B., Woo S., Zhu Q. (2013) Defining and assessing global engineering competency: technical coordination, ethics and engineering cultures. Proc. of the Colloquium on International Engineering Education, Lexington, KY.

10. Sanger P. (2014) International student teams solving real problems for industry in senior capstone projects. 2014 SEFI conference, Birmingham, England.

11. Jesiek B., Shen Y., Haller Y. (2012) Cross-cultural competence: A comparative assessment of engineering students. International Journal of Engineering Education. Vol. 28 (1), pp. 144–155.


The paper was submitted 25.01.2015.

Basic level of knowledge as an object of standardization in the education system
MARTISHINA Natalya I. – Dr. Sci. (Philosophy), Prof., Department of Philosophy and culturology, Siberian Transport University, Novosibirsk, Russia. E-mail: nmartishina@yandex.ru
Abstract. One of the problems of modern higher education is disappearance of a fixed basic level of knowledge which is invariant in the different methods of teaching. Meanwhile, there is a necessary basic level of knowledge in any profession as a condition of professionalism. The article raises the question of the organizational and pedagogical resources for its formation within the competence approach.

Keywords: competence approach, professional knowledge, educational standards, episteme and doxa, basic level of knowledge, knowledge component of a competency
References

  1. Leibovich A.G., Voloshina I.A., Novikov P.N. et al. (2014) Razrabotka i primenenie professional'nykh standartov: slovarno-spravochnoe posobie [Development and application of professional standards]. Moscow: Pero Publ., 33 p.

  2. Kasavin I. (2006) [Social epistemology: the concept and basic problems]. Epistemologiya i filosofiya nauki [Epistemology and philosophy of science].Vol. VII, no. 1, pp. 5-15. (In Russ.)

  3. Materialisty Drevnei Gretsii: Sobranie tekstov Demokrita, Geraklita i Epikura [Materialists of Ancient Greece: A collection of texts of Democritus, Heraclitus and Epicurus]. Moscow: Gospolitizdat Publ., 1955. 240 p.

  4. Andreev A.L. (2014) [Prospects of education: competences, intellectual environments, transdisciplinarity]. Vysshee obrazovanie v Rossii [Higher Education in Russia]. No. 3, pp. 30–40. (In Russ., abstract in Eng.)

  5. Bezrodnaya G.V., Sevost’yanov D.A., Chel'tsov M. V. (2012). [Pedagogical control: an inversion of goals and means]. Vysshee obrazovanie v Rossii [Higher Education in Russia]. No. 1, pp. 31–37. (In Russ., abstract in Eng.)

  6. Stepin V. S. (2009) [The scientific picture of the world]. Entsiklopediya epistemologii i filosofii nauki [Encyclopedia of epistemology and philosophy of science]. Moscow: Canon + Publ., pp. 581–584. (In Russ.)


The paper was submitted 23.01.2015.
Jubilee
Sholom-Aleichem Priamursky State University celebrates 25th anniversary
Environmental monitoring of the university as one of the components of the internal quality assessment system
Bazhenova Natalia G. ‒ Cand. Sci. (Pedagogy), Assoc. Prof., Acting Rector, Sholom-Aleichem Priamursky State University, Birobidzhan, Russia. E-mail: n-bazhenova@yandex.ru
Lutsenko Ekaterina L. ‒ Cand. Sci. (Sociology), Assoc. Prof., Head of the laboratory of sociological research, Sholom-Aleichem Priamursky State University, Birobidzhan, Russia. E-mail: Luce-ekaterina@yandex.ru
Abstract. The quality of higher education is an essential foundation for creating a common educational space of the Russian Federation. Monitoring can be considered as one of the mechanisms for assessment the quality of the educational environment at the university, which allows to react promptly and to correct the arising problems.

The paper presents the experience in conducting environmental monitoring research studies at the university, views the basic research areas according to the processes of organizational life cycle, gives some data on certain issues.



Keywords: educational environment, monitoring research, case studies, internal quality assessment system
References

  1. Zinovieva V. (2006) Osnovnye sotsiologicheskie terminy [Basic sociological terms]. Chelyabinsk: SUSU Publ., 68 p. (In Russ.)

  2. Bazhenova N., Fishman B. (2007) [Point-rating system in Far Eastern State Academy for Humanities and Social Studies]. Vysshee obrazovanie v Rossii [Higher education in Russia]. No. 7, pp. 122-127. (In Russ.)

  3. Bazhenov R.I., Bazhenova N.G., Belov I.V., Kardash A.S. (2014) [On the development of the information system for evaluation of students’ academic achievements]. Sovremennye nauchnye issledovaniya i innovatsii [Modern scientific research and innovation]. No. 12. Available at: http://web.snauka.ru/issues/2014/12/41514. (In Russ.)

  4. Vesna M.A. (2004) Samoorganizatsiya studencheskikh soobshchestv s razlichnoi tselevoi napravlennost'yu [Self-organization of student groups with different target orientations]. Kurgan: Kurgan State. University Publ., 272 p. (In Russ.)


The paper was submitted 14.01.15.

RESEARCH AND EDUCATION CENTER AS A MECHANISM FOR DEVELOPMENT OF THE UNIVERSITY
FISHMAN Boris E. – Dr. Sci. (Pedagogy), Professor, Professor of the Department of Pedagogy, Sholom-Aleichem Priamursky State University, Birobidzhan, Russia. e-mail: bef942@mail.ru
Abstract: The article discusses the problem of integration of education and science, as embodied in the joint project, research, educational, organizational and methodological activities of the university educators. The article asserts that the local (at the level of faculties, departments, laboratories) communities, which are formed by educators may become the actors that ensure the overall development strategy of the university and vocational personal development of participants. The author characterizes the appropriate opportunities of the university scientific and educational centers. On the example of the scientific and educational center "Centre for Research and Innovation" of Sholom-Aleichem Priamursky State University there is represented a five-year experience of integrative activity based on actual multidisciplinary research. This allows to ensure training of highly qualified specialists, to develop and implement innovative educational programs. At the same time new stable collective subjects who are able to "get involved" in the process of overall development of the university have been forming.

Keywords: university, strategic development of the university, the mechanism of development, scientific and educational center, community of teachers, post graduate and students
References


  1. Titova N.L., et al. (2008) Strategii razvitiya rossiiskikh vuzov: otvety na novye vyzovy [Strategy of development of Russian universities: Meeting the New Challenges]. Moscow: MAX Press Publ., 668 p. (In Russ.)

  2. Tarabaeva V.B. (2007) Innovatsionnoe razvitie vuzov: problemy upravleniya konfliktami [Innovative development of universities: the problem of conflict management: a monograph]. Belgorod: BelSU Publ., 324 p. (In Russ.)

  3. Selezneva N.A. (2008) Kachestvo vysshego obrazovaniya kak ob"ekt sistemnogo issledo-vaniya. Lektsiya-doklad [The quality of higher education as an object of systematic study. Lecture-presentation]. Moscow: Research Center challenges the quality of training under MISIS Publ., 95 p. (In Russ.)

  4. Grinkrug L.S. (2014) [Design of update of the educational system of the university and the establishment of a dual system of governance]. Pedagogicheskoe obrazovanie i nauka [Teacher education and science]. No. 3, pp. 128–133. (In Russ.)

  5. Grinkrug L.S., Fishman B.E. (2011) Chelovecheskii potentsial vuza: potrebnosti i vozmozhnosti razvitiya [Human potential of the university: the needs and opportunities of development: a monograph]. Birobidzhan: Far Eastern State Academy for Humanities and Social Studies. Publ., 226 p. (In Russ.)

  6. Dezhina I.G. (2008) [Integration of science and education: evaluation of the scientific and educational centers at leading Russian universities]. Alma mater. Vestnik vysshei shkoly [Alma mater. Bulletin of the Higher School]. No. 7, pp. 20–23. (In Russ.)

  7. Grinkrug L.S., Fishman B.E., Vasilenko V.S. (2011) Proektirovanie kompetentnostnoi modeli vypusknika: Uchebno-metodicheskoe posobie. Ch.1. Refleksivnyi analiz opyta [Design of graduate competence model: Training Toolkit. Part 1. Reflexive analysis experience]. Moscow, Birobidzhan: MISIS Publ., 78 p. (In Russ.)

  8. Grinkrug L.S., Fishman B.E., Vasilenko V.S., Kuz'mina B.S. (2011) Proektirovanie kompetentnostnoi modeli vypusknika: Uchebno-metodicheskoe posobie Ch.2. «Portfolio» proekta [Design of graduate competence model: Training Toolkit. Part 2. "Portfolio" project]. Moscow, Birobidzhan: MISIS Publ., 78 p. (In Russ.)

  9. Fishman B.E., Trukhina O.A., Merdeeva B.S. (2011) [Modeling of processes of self-improvement of teachers in the space of characteristics of "strategic goal-setting - competence"]. Sovremennye problemy nauki i obrazovaniya [Modern problems of science and education]. No. 3. Available at: http://www.science-education.ru/97-4708. (In Russ.)


The paper was submitted 14.01.15.

TRAINING AND RETRAINING OF PSYCHO-PEDAGOGICAL STAFF at a regional university
SHKLYAR Natalia V. – Cand. Sci. (Psychology), Assoc. Prof., Dean of the Faculty of Pedagogy and Psychology – Teacher Education Center, Sholom-Aleichem Priamursky State University, Birobidzhan, Russia. e-mail: kor.ped@mail.ru
Abstract. The article deals with continuing education in the process of psycho-pedagogical training and retraining in the system of multi-level professional development. Offers basic conceptual and content aspects of the formation and improvement of professional competencies of the students of PGU named after Sholom-Aleichem in academic, extra-curricular (educational) work, while passing through various practices. Programmes for teachers’ retraining in postgraduate education include four basic modules: (1) “The main trends and the modern priorities in education”, (2) “The topical issues of learning and education. The innovative technologies in education”, (3) “Psychological studies of children and schoolchildren, remediation and prevention measures”, (4) “Methodical aspects of learning process organization”.

Keywords: competence-based approach, two-level training, baccalaureate, magistracy, post-graduate education, professional competence, extracurricular (educational) work, retraining

References

  1. Emelyanova I.A. (2013) [Formation of subjectivity of therapeutic pedagogy students in conditions of a competence-based approach in higher professional education]. Spetsial’noe obrazovanie [Special education]. No. 4 (32), pp. 87-91. (In Russ.)

  2. Borisova E.A. (2013) [Preparation of the future speech therapists for independent professional activity]. Spetsial’noe obrazovanie [Special education]. No. 4 (32), pp. 80-86. (In Russ.)

  3. Shklyar N.V. (2012) [Improving of practical training of future therapeutic pedagogues]. Vysshee obrazovanie v Rossii [Higher education in Russia]. No. 3, pp. 86-92. (In Russ.)

  4. Bazhenova N.G. (2012) [Self-organization of studenthood: prescription or reality?]. Vysshee obrazovanie v Rossii [Higher education in Russia]. No. 3, pp. 81-86. (In Russ., abstract in Eng.)

  5. Shklyar N.V., Dunaeva E.S. (2013) Spiritually-moral education of students in higher education institution. Moral potential of the society: reproduction preservation and intensification issues. California: B&M Publishing San Francisco, USA, pp.107-111.

  6. Karynbaeva O.V. (2013) [Improving the professional competence of teachers in the field of integrated education of children with disabilities]. Vektor nauki. Seriya: Pedagogika, psikhologiya [Vector science. Series: Pedagogy, Psychology] No. 1 (12), pp. 102-105. (In Russ.)


The paper was submitted 14.01.15.

Competence-activity approach to professional pedagogical education
Serezhnikova Raisa K. Dr. Sci. (Pedagogy), Prof., Head of the Department of pedagogy, Sholom-Aleichem Priamursky State University, Birobidzhan, Russia. Е-mail: seryozhnikova@mail.ru
Abstract. The article discusses the idea of implementing a competence- activity approach to teachers’ training that involves changes in the content, forms and methods of educational activity of students as well as a radical transformation of teachers' activities aimed at developing students' experience in creative self-actualization. The author presents this approach in the context of a new scientific area - noosphere pedagogy, which she understands as a revival of spiritual culture through moral values of a self-actualized personality. Particular significance in this context acquires personal experience of self-realization, self-identity, which is based on emotional attitude to the work. Focusing on psycho-pedagogical knowledge the paper presents a model of creative self-actualization in the system of vocational teacher education at the University.

Keywords: noospheric pedagogy, akmeologizm, professional competence, creative self-actualization, professional pedagogical education
References

  1. Selivanova N.L., Zimnyaya I.A. (ed.) (2004) [About modern approaches to education]. Strategiya vospitaniya v obrazovatel'noy sisteme Rossii: podkhody i problemy [The strategy for education in the educational system of Russia: approaches and challenges]. Moscow: Izdatel'skiy servis Publ., pp. 127-130. (In Russ.)

  2. Lysenko V.S. (2012) Noosfernaya pedagogika. Ocherki teleologii i aksiologii noosfernogo obrazovaniya [Noospheric education. Essays on teleology and axiology of noospheric education]. Moscow: MAGERIC Publ., part 1, 190 p. (In Russ.)

  3. Serеzhnikova R.K. (2012) [Value and synergetic approach to the organization of the pedagogical process in higher education]. Vysshee obrazovanie v Rossii [Higher education in Russia]. No. 3, pp. 77-81. (In Russ., abstract in Eng.).

  4. Serezhnikova R.K. (2013) [Value-synergetic approach to the essence of the individual student as the subject of self-development]. Pedagogicheskoe obrazovanie i nauka. [Pedagogical education and science]. No. 3, pp. 83-88. (In Russ., abstract in Eng.)

  5. Molodichenko T.A. (2005) Akmeologicheskaya orientatsiya vuzovskogo obrazovaniya (sotsiologicheskiy aspekt) [Acmeological orientation of higher education (sociological aspect)]. Saratov: Saratov Univ. Publ., 280 p. (In Russ.)

  6. Gershunskiy B.S. (2001) Obrazovanie kak religiya tret'ego tysyacheletiya [Education as the religion of the third Millennium]. Moscow, 198 p. (In Russ.)

  7. Geykhman L.K. (2002) Interaktivnoe obuchenie obshcheniyu (podkhod i model') [Online training on communication (approach and model)]. Perm: Perm Univ. Publ., 260 p. (In Russ.)

  8. Korotaeva E.V. (2014) [Pedagogy interactions: problems and solutions]. Pedagogicheskoe obrazovanie i nauka [Pedagogical education and science]. No. 1, pp. 45-50. (In Russ., abstract in Eng.)



The paper was submitted 14.01.15.

THE ORGANIZATION OF STUDENTS’ CREATIVE ACTIVITY IN EDUCATIONAL PROCESS

RODIONOVA Galina S. – Cand. Sci. (Psychology), senior teacher of Department of remedial pedagogy, psychology and speech therapy, Sholom-Aleichem Priamursky State University, Birobidzhan, Russia. E-mail: galina-r17@mail.ru

SHAPOVALOVA Olga E. – Dr. Sci. (Psychology), Prof., Head of Department of remedial pedagogу, psychology and speech therapy, Sholom-Aleichem Priamursky State University, Birobidzhan, Russia. E-mail: kaf_kppl@prgusa.ru
Abstract. The paper is devoted to research which summarizes the five-year experience of the Department of remedial pedagogy, psychology and speech therapy aimed at improvement the quality of training of bachelors and master students of specialty “Defectology education (therapeutic pedagogy)” with a deep attention to the organization of students’ creative activity in educational process. The problem is considered in three aspects: motivational (personal), procedural (practical) and substantial (informational). Development of motivational aspect of this problem relies on results of interviewing and questioning of students, and reflects their subjective relation to future profession. The procedural aspect of the organization of students’ creative activity covers all innovative practices of teachers of the department of remedial pedagogics, psychology and speech therapy promoting development of creative potential of future bachelors and master students. The substantial aspect of a problem is directly connected with a professional activity of a therapeutic pedagogue and gives students the chance to show their pedagogical creativity. Our experience confirms that organization of creative work and educational process for students of remedial pedagogy specialty is one of necessary conditions for formation of special skills and personal virtues of bachelors and masters.

Keywords: therapeutic pedagogy training, defectology students, creative activity, special (remedial) educational establishment, support of children’s development
References


  1. Emelyanova I.A. (2013) [Professional self-identification of remedial pedagogy students in the framework of competence approach in higher education]. Spetsial’noe obrazovanie [Special education]. No. 4 (32), pp. 87-91. (In Russ., abstract in Eng.)

  2. Rodionova G.S. (2013) [Formation of the competences of future teachers necessary for development of creative potential of children with disabilities]. Spetsial’noe obrazovanie [Special education]. No. 4 (32), pp. 56-65. (In Russ., abstract in Eng.)

  3. Serezhnikova R.K. (2012) [Evaluative synergetic approach to the organization of the pedagogical process in higher education]. Vysshee obrazovanie v Rossii [Higher education in Russia]. No. 3, pp. 77-81. (In Russ., abstract in Eng.)

  4. Shapovalova O.E. (2012) [Psychological culture of future special education teachers]. Vysshee obrazovanie v Rossii [Higher education in Russia]. No. 3, pp. 97-103. (In Russ., abstract in Eng.)

  5. Shklyar N.V. (2012) [Improvement of the practical training of a future remedial teacher]. Vysshee obrazovanie v Rossii [Higher education in Russia]. No. 3, pp. 86-91. (In Russ., abstract in Eng.)


The paper was submitted 14.01.15.

MASTER'S PROGRAMME FOR ADULT EDUCATION IN SOCIAL WORK
Vorotilkinа Irina M. – Dr. Sci. (Pedagogy), Prof., Head of the sub-department services, advertising and social work, Sholom-Aleichem Priamursky State University, Birobidzhan, Russia. E-mail: btb-irina@rambler.ru
Abstract. The article presents the experience of the magistracy in the direction of social work of the Department of the Service, advertising and social work of Sholom Aleichem Priamursky State University. The author substantiates the urgency of the problem of adult education in the magistracy, shows the difficulties the adult students face. The most common of these are: physiological, social, psychological, social, psychological and pedagogical. The quality of adult education can be improved by supporting the following principles of learning: self-study as a priority, joint activities, reliance on listener’s experience, individualization of learning, updating the learning outcomes, mindfulness of training. The experience shows that adults are motivated, independent, responsible, diligent, they are constantly engaged in self-education, self-development, they are interested in obtaining relevant information, and in applying new knowledge. Improving of the quality of learning process of postgraduates can be achieved through self-study, which stimulates their creativity. Graduates becomee more competitive on the labor market and gain additional opportunities for career growth.

Keywords: magistracy, adult education, social work, self-guided work, individual work, methods of teaching
References


  1. Kolesnikova I.A. (ed.) (2003) Osnovy andragogiki [Fundamentals of andragogy]. Moscow: Academia Publ., pp. 108-129.

  2. Kukuev A.I. (2008) [Methods of teaching adults: classification problem]. Aktual'nye problemy dopolnitel'nogo professional'nogo obrazovaniya na yuge Rossii [Topical problems of additional vocational training in southern Russia]. Rostov-on-Don: SFEDU Publ., no. 1 (5), pp. 31-37. (In Russ.)

  3. Bazarova G. (2014) [Features of adult education]. Internet-portal HRM.RU. Available at: http://osobennosti-obuchenija-vzroslykh. (In Russ.)

  4. Amirova L.A. (2006) [Adult education as a scientific and socio-pedagogical problem]. Pedagogicheskii zhurnal Bashkortostana [Teaching Journal of Bashkortostan]. No. 5, pp. 42-54. (In Russ.)

  5. Vorotilkina I.M. (2012) [Independence of students in the learning process]. Vysshee obrazovanie v Rossii [Higher education in Russia]. No. 3, pp. 92-97. (In Russ., abstract in Eng.)



The paper was submitted 15.01.2015.
Academic writing
Absurdities in pedagogical texts

ROBOTOVA Alevtina S. – Dr. Sci. (Pedagogy)? Prof., Herzen State Pedagogical University of Russia, Russian Federation, St. Petersburg. E-mail: asrobotova@yandex.ru
Abstract. The article is devoted to the language of pedagogical science. As a basic material, the author considers the published dissertation summaries on pedagogy. To attract the attention of the scientific community to this issue, the author has used the word “absurdities”. It conveys the researcher’s negligent attitude to scientific word, so that sometimes text loses its sense. This leads to misunderstanding and creates conceptual barriers, reduces the scientific value of research work.

Keywords: pedagogy, pedagogical knowledge, “absurdities”, dissertation summary, language of pedagogical science, language non-competency
The paper was submitted 30.01.2015.
THE OLD NEW DISCIPLINE

VENEDIKTOVA Tatyana D. – PhD, Professor, Head of Discourse and Communication Department, Philological Faculty, Moscow State University. Russia. E-mail: tvenediktova@mail.ru
Abstract. The author presents a review of Irina Korotkina’s new book Academic Writing: Process, product and practice (Moscow: Urait, 2015). The validity of the book’s content and methodology is regarded within the new trends in the Russian education and the emergence of academic writing as a new discipline, although it has a long history in the Western tradition, reflected in the book.

Keywords: academic writing, rhetoric and composition, university education
References

  1. Azov А. (2014) [Fulbright International Summer School Academic Writing: Russian and International Experience (Moscow, MSU, 24-28 June, 2013). Novoye literaturnoye obozreniye [New Literary Review]. No. 125 (1). (In Russ.)

  2. Venediktova T.D. (2014) [Writing: Global problem and concern]. Visshee obrazovanie v Rossii [Higher Education in Russia]. No.5, pp. 156-159. (In Russ., abstract in Eng.)

  3. Young A. (2006) Teaching Writing Across the Curriculum. New Jersey : Pearson; Prentice Hall.

  4. Bean J. C. (2011) Engaging Ideas. San Francisco: Jossey-Bass.

  5. Lynn S. (2010) Rhetoric and Composition. Cambridge : Cambridge UP.

  6. Green B., Beavis C.  (Eds.) (2012) Literacy in 3D: Аn integrated perspective in theory and practice. Camberwell : ACER Press.

  7. Berlin J.A. (1982) Contemporary Composition: The Major Pedagogical Theories. College English. No. 44, p. 766.


The paper was submitted 27.01.2015.
Facts, comments, notes
FEEDBACK AS A COMPONENT OF PROFESSIONAL COMMUNICATIVE CULTURE OF A medical STUDENT

Kaerova Elena V. – Cand. Sci. (Pedagogy), Head of physical education and sport department, Pacific State Medical University, Vladivostok, Russia. E-mail: ekaerova@yandex.ru
Matveeva Ludmila V. – Cand. Sci. (Pedagogy), Assoc. Prof. of Physical culture and sports activities department, Vladivostok State University of Economics and Service, Vladivostok, Russia. E-mail: ludmila.matveeva@vvsu.ru
Abstract. The key theme of the article is the development of a feedback as one of the components of a medical student’s professional competence. The ability to establish a feedback with patients ensures the efficiency of communicative culture of a future doctor. It can be viewed as a special competence and a structural component of doctor’s communicative culture and therefore it needs special measures for formation.

Keywords: competence approach, professional competences, medical students, communicative culture, feedback, vocational education, pedagogical conditions
References

  1. Chusovlyanova S.V. (2009) [Communicative competence as one of the components of professional culture of the doctor]. Sotsiologicheskie nauki [The science of sociology]. No. 2. Available at: http://www.ngmu.ru/cozo/mos/article/pdf.php?id=347 (In Russ., abstract in Eng.)

  2. Chernyavskaya V.S. (2004) Formirovanie kommunikativnoi kultury. Metodologiya, diagnostika, razvitie [The Formation of communicative culture. Methodology, diagnostics, development]. Vladivostok: VGUES Publ., 96 p.

  3. Vasilyeva L.N. (2013) [About communicative competence of future physicians]. Meditsinskaya psikhologiya v Rossii [Medical psychology in Russia]. No. 5 (22). Available at: http://mprj.ru (In Russ., abstract in Eng.)

  4. Rassel T. (2002) Navyki effektivnoi obratnoi svyazi [Effective Feedback Skills]. St. Petersburg: Piter Publ., 176 p.

  5. Jewell L. (2001) Industrial'no-organizatsionnaya psikhologiya: uchebnik dlya vuzov. [Industrial-organizational psychology. Textbook for higher school]. St. Petersburg: Piter Publ., 720 p.


The paper was submitted 14.11.2014.
Reviews. Information
THE RESULTS OF WORK OF THE EXPERT commission ON THE SELECTION OF CANDIDATES FOR SCHOLARSHIP OF THE PRESIDENT AND THE GOVERNMENT OF THE RUSSIAN FEDERATION FOR GRADUATE STUDENTS
MOSICHEVA Irina A. – Cand. Sci. (Technical), Deputy director of Department of State Policy in the field of higher education and science in the Ministry of the Russian Federation, Moscow, Russia. E-mail: mosicheva-ia@mon.gov.ru

SOKOLOVA Marina V. – Cand. Sci. (Sociology), the member of the Department of State Policy in the field of higher education and science in the Ministry of the Russian Federation, Moscow, Russia. E-mail: sokolova-mv@mon.gov.ru

CHERVOVA Albina A. – Dr. Sci. (Pedagogy), Prof., adviser on training of top-qualification and international activity personnel, Federal State Budgetary Educational Institution of Higher Professional Education, Ivanovsky State University, Ivanovo, Russia. E-mail: innovacia-sgpu@mail.ru

CHUPRUNOV Evgeniy V. – Dr. Sci. (Phys.-Math.), Prof., Rector, Lobachevsky State University of Nizhni Novgorod, Nizni Novgorod, Russia. E-mail: unn@unn.ru
Abstract. The article highlights the results of the work of expert commission on the selection of candidates for scholarship of the President and the Government of the Russian Federation for post-graduate students in Academic Year 2014/15. Some academic and research achievements of the contestants are adduced. Special attention is paid to the shortcomings in contestants’ registration materials and to the recommendation for improvement of the candidates’ selection system.

Keywords: contests of scholarships for postgraduates, grants of the President and the Government of the Russian Federation, expert commission recommendations
The paper was submitted 30.01.2015.

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