Basic research. Student competencies developed as a result of industrial (pre-diploma) internship Competencies acquired during internship
In modern conditions, there is an acute problem of developing control, evaluation, measurement, and monitoring tools that make it possible to diagnose the level of development of students’ competencies at a university. A traditional assessment system cannot diagnose a student’s competencies, reflecting only their knowledge component. The authors present a methodology for diagnosing competencies based on the performance of students during professional training at a university. The presented methodology, based on the competency-based paradigm, uses a qualimetric approach to assessing a student’s professional and general cultural competencies throughout the entire period of study. The article describes the cumulative system for assessing competencies, criteria, levels of formation and methods of their assessment, allowing for diagnostics educational activities. This article is intended for teachers higher education, heads of university departments, methodological departments, researchers involved in diagnostics of educational activities.
higher education
competencies
levels of competency formation
diagnostics
professional profile
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The main goal of modern higher education is to prepare a qualified specialist (bachelor, master, postgraduate student), ready for work and professional growth with social and professional mobility, capable of adapting to changing external conditions. Competence characterizes the specifics professional activity and the quality of professional training of a modern university graduate. A significant element of competence is experience - the integration into a single whole of individual actions, methods and techniques for solving problems achieved by a person. The expression of professional competencies presupposes the constant updating and growth of professional knowledge, the development of new information for the successful solution of professional problems among university students. For the first time in education, the question of continuity in the development of competencies across stages of training is being raised; it is necessary to take into account specific competencies for each area of professional training.
In the current conditions of the competency-based paradigm, the forms of training are changing significantly, there is a shift towards the use of active and problem-based teaching methods, where the student can demonstrate his abilities to the fullest, that is, the task of assessing the active characteristics of learning and the student’s personal qualities comes to the fore. Accordingly, there is a need for an assessment system that could integrate all methods, methods, forms of assessment and have a cumulative nature throughout the entire period of study. What is required is a change in the system of monitoring students' knowledge at a university, the development of an assessment system that would adequately reflect the process of formation of professional and general cultural competencies as a result of higher education, determined by the ability and readiness of a graduate to perform professional and social actions in the chosen subject area.
Despite the significant number pedagogical research in the field of formation of professional competencies and in the field of standardization and assessment of the quality of education based on the competency-based approach, the qualification requirements for a modern specialist on the part of employers are still at the stage of formation, while the learning process is already built on the formation of professional and general cultural competencies established by educational standard. In addition, there are currently no developments on a universal assessment system for a student’s professional and general cultural competencies at universities.
The competencies by which learning outcomes are described are a set of knowledge, abilities, skills, as well as abilities and personal qualities that a graduate will be able to demonstrate upon receiving a bachelor's or master's degree. General concept professional competence is considered from the point of view of a specialist’s competitiveness in the labor market, response to employer requests, and readiness to perform certain actions efficiently.
The peculiarity of competence as a result of education is that it: is an integrated result of learning, manifests itself and exists in the form of activity, and not information about it; is associated with a significant number of objects of action, is built up together with other competencies, forming professional competence; competence, as an action, does not manifest itself automatically, but consciously and repeatedly manifesting itself, forms professional experience. The competency-based approach is more aimed at achieving quality training that meets economic and social public needs, creating a balance between demand in the labor market and interests and professional implementation personality.
To assess professional and general cultural competencies, we propose to use a qualimetric approach that provides measurements in numerical form or in conventional indicators; including a combination of research methods aimed at obtaining comprehensive information about an object, tracking the dynamics of changes in its indicators and analyzing possible deviations and ensuring a transition from a qualitative, one-sided description of phenomena to objective, accurate methods of verification and generalization of student learning results.
1 step. Determination of professional and general cultural competencies and their structure in the field of study;
Step 2. Determination of methods for developing professional and general cultural competencies for each academic discipline;
Step 3. Formation of a control base valuation means diagnostics of professional and general cultural competencies for each academic discipline;
Step 4 Formation of a professional profile of a university student, including an integrated assessment of all professional and general cultural competencies.
Step 5 Analysis of the diagnostic results of professional and general cultural competencies from the perspective of a student, teacher, university administration, and employer.
This algorithm implements a structuring function (taking into account the requirements of the standard, employer, university administration) to the goals and content of training, a control function (development of control assessment tools, their Information Support and continuous monitoring) and executive function (based on adjustments to the development process educational material disciplines based on the results of competency diagnostics).
A measure of competence is the practical application of knowledge, skills, abilities under time limits, supplemented by personal qualities - motivation, discipline, organization, determination, etc.
On initial stage development of diagnostic tools, it is necessary for each area of study to analyze the Federal State Educational Standard and highlight the types of activities and the set of professional and general cultural competencies necessary for their development. We propose as structural components of professional competencies: cognitive (completeness and generalization of professional knowledge), activity (development and formation of professional skills), communicative (ability to work in a team, make management decisions), axiological (moral and value positions) components, which can be formed at three assessment levels - low (reproductive activity), medium (independent productive activity), high (independent creative activity).
The second stage of the competency diagnostic algorithm is to determine the content of training in each discipline and the set of pedagogical forms, methods and technologies that contribute to the formation of professional and general cultural competencies. The graduate’s competencies should allow him to work successfully in his chosen professional field, acquire social, personal and general cultural qualities that contribute to his social mobility and stability in the labor market. In the preparation of modern graduates, the leading forms are active teaching methods that recreate not only subject, but also social content future professional activities. During training, the student must necessarily perform precise actions in a quasi-professional environment similar to those that will take place in his professional activities. Particularly successful application active methods, How pedagogical technologies, from our point of view, maybe after practical training, where students receive specific knowledge on the state of enterprises and territories of the region, have the opportunity to work with regulatory documentation, and master jobs.
Of course, the level of development of competencies in traditional education (lectures, practice, laboratory works, seminars), personal development of the student, external factors, etc. However, empirical observations of students during professional training demonstrate an increase in interest and professional orientation, mastery of professional terms, methods of communication and interaction, precisely within the framework of active learning methods.
For each type of classes developed within the framework of the curriculum and discipline program, the formed set of pedagogical technologies, it is necessary to determine a method for assessing competencies.
Competencies, as such, have a cognitive (knowledge and understanding of professionally relevant information), activity (knowledge of how to act) and personal (knowledge of how to be) basis. Achievements of bachelors represent quantitative and qualitative indicators of mastering simulated professional activities and reflect the process of development and movement towards the goal of professional training - a high level of competencies. Consequently, the results of the formation of professional and general cultural competencies should include mastered competencies, value relations formed personal qualities.
The cognitive and partly activity basis of competencies formed within the framework of lectures, practical and laboratory classes can be checked using traditional assessment tools: oral and written surveys, independent and control work, a system of test tasks for input, current and final types of control, taking into account diagnostic purposes . Test tasks are built taking into account the taxonomy of goals using problematic and situational tasks.
As part of active learning methods (business games, project methods, etc.), we recommend the use of expert assessment professional and general cultural competencies as a way to diagnose students’ actions (manifestations of competence). Each competence demonstrated by the student is associated with an action or event recorded by the expert; in addition, the final result of the task is also assessed (the goal of the active method is a developed project or a level achieved, a solved problem). Accordingly, each student’s action should be recorded in a special competency map, which takes into account, in addition to the demonstrated level (low, medium high), also the personal contribution, that is, whether this competency is demonstrated in independent or group activities.
To determine the level of professional and general cultural competencies during active learning methods, an average of 5 precedents are needed to make a diagnosis. Overall result on theoretical and practical mastery of the discipline is accumulated in a specially organized automated database, which allows for the analysis of learning gaps for their timely correction (for both the student and the teacher).
We propose to build a student’s professional profile for each area of training based on the professional and general cultural competencies established by the standard. Ideal condition- achievement high level(independent creative activity) for all components of the identified competencies should be considered a professional profile, for example, if within the framework of the considered area and profile of training, professional competencies(PK1-PK18) and general cultural competences(OK1-OK11), then the professional profile can be represented as 100% compliance (figure).
Correspondence of the level of professional and general cultural competencies of the student to the profession profile for the student
Based on the results of mastering each discipline, after each control procedure the database is filled in. A student's cumulative grade is an additive assessment of all his actions within one discipline. Each discipline and its control stages have a certain share (percentage of participation) in the formation of certain professional and general cultural competencies. The total result in all disciplines during the entire course of study is accumulated in the student’s personal database, where, based on the results of the semester, the student’s compliance with the profession profile is determined.
At the final stage of the proposed algorithm for diagnosing professional and general cultural competencies, an analysis of the effectiveness of learning is carried out at the level of each student, student group, discipline studied during selected time periods (a week of study, a semester, an academic year, the entire period of study) for an objective analysis and possible adjustment of the learning process .
Pilot implementation of the proposed diagnostic tools in teaching practice Kazan National Research technical university them. A.N. Tupolev (for the graduating department (industrial and environmental safety) and the general education department (computational mathematics)) demonstrated its effectiveness, determined by:
Updating the content of disciplines, in accordance with the requirements of the Federal State Educational Standard and employers in modern conditions, which strengthens the professional orientation of education;
Selection of productive pedagogical technologies using active and interactive teaching methods to form selected professional competencies;
Improving the control evaluation tools of the discipline;
Automation of the system for collecting, storing and analyzing information;
Transparency educational process for the university administration;
Increased motivation and increased academic performance of students participating in the experiment by an average of 28%.
Using this assessment system allows you to:
Receive an assessment of the achievement of competencies individually by each student for each discipline, topic and type of activity;
Determine the individual qualities of each student, their professional suitability, personal qualities, such as: group work, behavior and ability to work in a team, leadership qualities, etc.;
Diagnose gaps in students’ acquisition of knowledge, skills, abilities during traditional learning and competencies during active learning methods and carry out their timely correction;
Receive complete information about the student’s professional skills to the university administration and potential employers.
Modern conditions of educational activity suggest that its result will not be the amount of knowledge acquired by the student, but his ability and willingness to work in the chosen professional field, competitiveness in the labor market.
Determining a methodology for diagnosing the competencies of a university graduate, the necessary criteria and characteristics using automated information tools allows the teacher to monitor his own activities and the activities of the student, identifying the aspects necessary for adjustment.
For a student, in the course of diagnosing professional competencies, the process of modeling his own professional activity occurs, and a strategy for professional training at a university is developed, depending on the chosen profile of future activity. And also during the diagnosis, students form a system of values that characterizes the integrity of the individual, perseverance in achieving the goals set for oneself, attitude towards oneself, towards knowledge, towards one’s own future profession.
Russia’s entry into the Bologna process and changes in the model of higher education imply a shift in emphasis from the content of education to its results, which should become transparent for the graduate himself, teachers and university administration, and for the employer. The employer must be aware of the success of a bachelor's or master's degree in education, his ability to apply his professional knowledge, abilities, skills in practice to determine the workplace and type of professional activity. The proposed methodology is a universal diagnostic tool, can be adapted to any area of training in the higher education system, is easy to use, and can be integrated into the university information system.
Reviewers:Gryaznov A.N., Doctor of Psychology, Professor, Chief Researcher, Institute of Pedagogy and Psychology vocational education» RAO, Kazan;
Gilmeeva R.Kh., Doctor of Pedagogical Sciences, Professor, Head of the Laboratory of Humanitarian Training in Vocational Education, Federal State Scientific Institution “Institute of Pedagogy and Psychology of Vocational Education” RAO, Kazan.
The work was received by the editor on February 19, 2015.
Bibliographic link
Prokofieva E.N., Levina E.Yu., Zagrebina E.I. DIAGNOSTICS OF FORMATION OF STUDENTS' COMPETENCIES AT UNIVERSITY // Fundamental Research. – 2015. – No. 2-4. – P. 797-801;URL: http://fundamental-research.ru/ru/article/view?id=36936 (access date: 06/22/2019). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"
In 2011-12 academic year All Russian universities switch to federal government educational standards(FSES) of the third generation. Dean of the Faculty of Sociology at the National Research University Higher School of Economics Alexander Chepurenko and Deputy Dean for educational and methodological work Andrey Kozhanov.
In the 2011-12 academic year, all Russian universities are switching to the third generation federal state educational standards (FSES). Dean of the Faculty of Sociology at the National Research University Higher School of Economics Alexander Chepurenko and Deputy Dean for Educational and Methodological Work Andrey Kozhanov talk about the features of the development and implementation of standards in the field of Sociology.
Are universities ready to transition to new standards?
Judging by the questions we receive from colleagues and the controversy on the Internet, we can conclude that today universities are not very ready for this. However, there is only six months left before the transition to third-generation standards, that is, for the development of educational programs taking into account new requirements and reformatting of courses. The situation is complicated by the fact that there was no provision for testing in pilot educational institutions with subsequent dissemination of the experience gained.
What causes the most difficulties?
In my opinion, this is a competency-based approach, on the basis of which the third generation standards are built, as well as the transition to a system of credit units.
Of course, one can declare at the level of slogans that if previously a student had to “know this and that,” now he must “own such and such.” But even in this case, one cannot avoid answering the question of how to measure the results - the competencies acquired by students. The assessment practices developed over the years, which are owned by the teaching staff, are completely unsuitable for measuring competencies.
I would like to emphasize that the competency-based approach does not imply a rejection of the knowledge model, but it considers knowledge only as a tool for mastering one or another basic ability. Competence does not have a fixed content - we are talking, for example, about a person’s ability to obtain knowledge, apply it, present it in articles, essays, presentations.
Giving a student competencies is much more difficult than knowledge, but this is a more adequate approach, since it allows you to make practical requirements and identify the presence or absence of certain abilities in the student.
The main thing in the “knowledge” model is that the student can give definitions of sociological concepts and talk about their origin. But within the framework of the “competency” model, the approach is different: the student must use the necessary sociological concepts when analyzing real situations. For example, it will no longer be enough for him to define what anomie is, but he will need to apply this concept to explain some projective situation. Or not just say what regression is and what types of regressions exist, but choose from the proposed problems those that can be solved using regression analysis, and make the appropriate calculations.
What changes in a teacher’s work when switching to a competency-based approach?
First, teachers must understand what competencies are built by the particular course or group of courses they teach. Secondly, they must learn to measure these competencies, and to do this, formulate their thematic plan accordingly and select methods for it.
Only a teacher who does not simply reinterpret other people’s articles, but who himself conducts research and uses certain theoretical models or methods, for example, data analysis to study social reality in sociology, can easily switch to such a model. But the proportion of teachers who conduct research today is very low, this is a known fact.
In this sense, sociology is perhaps in a more advantageous position than many other social and humanitarian areas. Teachers from sociological departments often participate in marketing and electoral research, and all that remains is to “reflect” this experience, reformulate it into scientific terms and transfer it into the educational process. The second generation standard did not create appropriate incentives for teachers, and thanks to the third generation standard, universities were able to adjust the educational program, developing, for example, elective courses based on the research conducted by their teachers.
In the third generation standards for bachelor's degrees, the variable part is up to 50% of the teaching time, for master's programs - up to 70%. How will this norm be implemented in practice?
Universities are obliged to provide students with a choice of disciplines, as well as the opportunity to participate in the creation of their study program. Decisions on the content and distribution of the variable part by year of study will be made by academic councils.
The second generation standard imposed more stringent requirements for the nomenclature of courses, and as a result it turned out that completely different subjects were presented under the same name. Now a university can formulate a program based on the interests and experience of its teachers and students, taking into account the needs of the regional labor market and its academic traditions. Teachers may come to the classroom not with material that needs to be adjusted to the standard, but with material that can be well presented at the university.
Will the role of sociological courses in the training of non-sociological humanists change in connection with the transition to new standards?
Here everything depends on the sociology teachers themselves - after all, now the standard gives freedom not only to students, but also to teachers, and to universities in general.
During the transition to the new standard, competition will intensify in sociological faculties of technical and pedagogical universities, as well as between the humanities departments of those universities where there are no such faculties, and sociology is taught as part of general cultural training, as philosophy. Sociologists will be forced to compete for study hours with their colleagues from the departments of psychology, philosophy, and management, since the new standards make it possible to form each competency using different disciplines. And this is another incentive for sociology departments to update the program, prove the advantages of their courses, and be the first to comprehend the competency advantages of their subject.
It has been repeatedly said that when transitioning to new standards, universities will introduce a unified system of academic credit units to improve academic mobility.
Yes, the new standard creates favorable conditions for the use of the credit unit system to facilitate student mobility. Nowadays, moving from one university to another is associated with a large number of bureaucratic difficulties: obtaining an academic transcript, transferring courses. There are no clear rules about what a student will receive credit for when transferring and what not. The introduction of a system of academic credits streamlines the situation.
Of course, in different countries credit systems are different, and the problem of the Ministry of Education and Science is to make sure that our loans correspond to foreign ones. In general, academic mobility is improved by the very fact of switching to “4 2”: a bachelor’s degree can be completed at one university, a master’s degree at another.
The standard in the direction of “Sociology” for both bachelor’s and master’s degrees, developed by a consortium of universities with the participation of High school economics, won a competition held by the Ministry of Education and Science. Moreover, this was one of the few cases when not one project, but two, was submitted to the Standards Council, the second from the educational and methodological association (UMO) in sociology. UMO continues to operate on the basis of Moscow State University today. How will work to implement the standard in universities be organized in this regard? Who will conduct it?
An approximate basic educational program (BEP) for universities is offered by those who developed the standard itself. Currently, after a long pause caused by uncertainty about how and by whom this work will be financed, a consortium of university developers has taken on the solution of this - frankly speaking, difficult - task. The OOP will include programs for more than 60 disciplines, and it is also planned to create test and measurement materials (KIM). Some of them are developed by the National Research University Higher School of Economics, and some are developed by partner universities in our consortium. This is a big job that requires the efforts of many qualified specialists. And there are such specialists at HSE and partner universities. Based on all these materials, universities will be able to develop their programs and working curricula.
There is a real danger that locally the current ideology of the educational process will simply be declared “competency-based.” In this case, the approximate educational program we are currently developing will be a guideline for the university and external auditor to assess the degree of elaboration of local programs.
We will constantly provide methodological support for the implementation of standards - for the development of the design of new educational programs, training courses, practice programs, use of a credit system, etc. This will be done on two portals – the State University Higher School of Economics and the Federal educational portal“Economics, Sociology. Management".
We are also planning a series of seminars on the implementation of the standard, and separate seminars on master’s programs. We will talk about our experience and the experience of other consortium participants. In other words, multilateral consulting and methodological assistance will be deployed to those universities that want to resort to it.
Are employers of future sociologists aware of the benefits of the new standard?
As a rule, employers are poorly aware of what the third generation standard is. Those who are aware do not believe that universities will follow the standard - after all, it is much easier to pass off what they already have as new developments. There is therefore a need to explain to the employer community the benefits that the standard contains, and their role will be to encourage institutions to follow the standard rather than just saying the right words.
In general, today employers make demands on employees, the general meaning of which boils down to the formula famous hero Griboyedov - “moderation and accuracy.” Nothing other than a certain set of general cultural competencies is required from graduates.
The reason is that, having received workers from universities for a long time who do not have professional skills, employers were forced to come to terms with this. They hire university graduates for lower positions and either train them themselves (but why universities then?), or lure experienced employees from each other. If employers, represented by chambers of commerce and industry, professional associations, can, for example, help universities with the organization of industrial internships, forming clear requests for the set and level of skills that specialists in the field of marketing research, public relations, and other relevant ones should have upon leaving the university areas of activity where the overwhelming majority of graduates of sociological faculties usually go, the quality of young specialists will become much higher.
In sociology, as in many other social and human sciences, there is no professional standards. This is due to the peculiarity of the organization of the industry for which we prepare. Therefore, we had to take on the responsibility of creating a list of graduate competencies, although this should have been done by employers and professional associations.
For example, we can now clearly show the differences between a master's and a bachelor's degree. If a bachelor is a performer in research, then a master is an organizer, an initiator of research. Similarly, in engineering there is a technician and there is a designer. This is our first step towards the industry, because now we understand its requirements for a graduate better than the industry itself. Research shows that the industry places personal competencies above professional ones, and what professional competencies are may be completely unknown to employers. In our country, a person’s ability to write a structured text is considered a latent function of studying logic and philosophy, and not a consequence of their study, as is the case with the competency-based approach. We must standardize the minimum threshold value of what a sociologist should be able to do, and gradually create a demand for professional sociological competencies among applicants, students and employers.
Interviewed by Ekaterina Rylko
As a result of completing this internship, the student must acquire practical skills, abilities, general cultural and professional competencies.
6.1. The student must have the following general cultural competencies(s):
Sufficient level of professional legal awareness (OK-1);
The ability to conscientiously perform professional duties and comply with the principles of legal ethics (OK-2);
Possess a culture of thinking, the ability to generalize, analyze, perceive information, set a goal and choose ways to achieve it (OK-3);
A culture of behavior, to be ready for cooperation, to work in a team (OK-5);
Have an intolerant attitude towards corrupt behavior and respect the law (OK-6);
Possess the basic methods, methods and means of obtaining, storing, processing information, have skills in working with a computer as a means of information management (OK-11);
Ability to work with information in global computer networks (ok-12).
6.2. The student must have the following professional competencies (PC):
1. in rule-making activities:
The ability to participate in the development of regulations in accordance with the profile of one’s professional activity (PC-1);
The ability to carry out professional activities on the basis of a developed legal consciousness, legal thinking and legal culture (PC-2);
The ability to ensure compliance with legislation by subjects of law (PC-3); - the ability to make decisions and perform legal actions in strict accordance with the law (PC-4);
The ability to apply regulations, implement the norms of substantive and procedural rights in professional activities (PC-5);
The ability to legally correctly qualify facts and circumstances (PC-6);
Possess the skills of preparing legal documents (PK-7).
2. in law enforcement activities:
Readiness to perform official duties to ensure law and order, security of the individual, society, and state (PC-8);
The ability to respect the honor and dignity of the individual, to observe and protect the rights and freedoms of man and citizen (PC-9);
The ability to prevent crime, identify and eliminate the causes and conditions conducive to their commission (PC-11);
The ability to correctly and completely reflect the results of professional activities in legal and other documentation (PC-13);
Willingness to take part in the legal examination of draft regulatory legal acts (PC-14);
Ability to interpret various legal acts (PK-15);
The ability to provide qualified legal opinions and advice in specific types of legal activities (PK-16);
The ability to effectively carry out legal education (PC-19).
7. Structure and content of practical training
The total labor intensity of the internship is 4.5 credit units, 3 and 6 weeks, 162 academic hours.
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Sections (stages) of practice |
Types of practical work, including independent work of students |
Labor capacity in hours |
Forms of current control |
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Preparatory stage |
Student: Attends a lecture devoted to issues of organization, content of the work being carried out and the peculiarities of passing industrial practice; Selects a place for internship; Develops a work schedule in the institution that provided the internship base; Undergoes production training; Study the internal labor regulations in force in the institution; Familiarize yourself with the requirements of labor legislation; Studies the regulatory framework for the organization and activities of a law enforcement agency, as well as methodological and regulatory materials on legal activities; Examines the structure, functions and competencies of a law enforcement agency; Clarifies problems in the activities of the institution. |
Consultation with the person responsible for the internship at the department and at the place of internship with the practical worker assigned to the student as the internship supervisor |
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Experimental stage (collection, processing and analysis of the information received, practical work on completing tasks) |
The student, in relation to the specific conditions of the prosecutor's office and courts in which he is undergoing internship, and taking into account the instructions of the internship supervisor: Keeps daily entries in a diary indicating the type and timing of the work done and presents the diary to the practice manager from the institution for signature; Study the information resources of the institution, master methods of searching for the necessary information; Masters the procedure for systematizing, recording and maintaining legal documentation using modern information technologies; Develops or participates in the development of legal documents; Prepares documents in accordance with the established procedure; Prepares, together with other departments of the institution, proposals to change existing or repeal expired regulations issued by the organization; Conducts reference and information work on legislation and regulations using technical means, makes notes on their repeal, changes and additions; Keeps records of current legislation and other regulations; Takes part in the preparation of opinions on legal issues arising in the activities of the institution, draft regulations; Analyzes the institution's law enforcement practice; Collects the necessary documentation (copies or samples of documents), with which the student directly works in practice, or in the preparation of which he takes part; Collects, processes, systematizes and analyzes factual and literary material; Provides information and advice (or is present during consultations) on legal issues; Performs other work and individual assignments in accordance with the instructions of the practice manager. |
Entry and notes in the practice diary. Availability of characteristics . |
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Final stage (preparation of a diary and practice report) |
Student: Designs a) diary of practical training; b) annex to the report; c) report on practical training; Provides a report and diary on the internship for review by the head of the internship from the department. |
Having a properly formatted diary and report. Consultation interview |
Introduction……………………………………………………………………………………...4
1. Explanatory note…………………………………………………………….5
1.1. Types and terms of practice………………………………………………………......5
1.2. Goals and objectives of practice……………………………………………………….5
1.2.1. Objectives of educational practice………………………………….5
1.2.2. Objectives of industrial practice……………………………………………………..6
1.3. Key competencies developed as a result of internship……………………………………………………………….…………………………7
1.3.1. Educational and introductory practice..…………………………………………7
1.3.2. Industrial practice……………………………………………………………...7
1.4. Organization of practice………………………………………………………...7
3. Individual tasks………….…………………………………………….12
4. Instructional and methodological material……………………………………...13
5. Forms and methods of control……………………………………………………….13
6. Requirements for a practice report…………………………………………………………..13
7. Summing up the practice……………………………………………………….14
8. Material support………………………………………………………14
Applications………………………………………………………………………………......15
Introduction
The preparation of bachelors in the field of management, as one of the significant components of effectiveness, includes the practice of students in organizations. Being one of the stages of the educational process, practice is focused on deepening theoretical knowledge and developing the competencies necessary for a modern manager. High-quality organization and conduct of internship will allow graduates to shorten the process of social and professional adaptation at the beginning of their working career.
The internship program is the main organizational and methodological document regulating the activities of students, practice leaders from the academy and the organization.
The program is based on the curriculum for preparing bachelors in the direction 521500 “Management”, the regulations on the industrial practice of students of the State Educational Institution of Higher Professional Education “Khabarovsk state academy Economics and Law”, decisions of the methodological council of the academy.
Explanatory note
Types and terms of practice
Industrial practice is carried out in the 8th semester and lasts 4 weeks.
Purpose and objectives of practice
Purpose of practice
Formation and development of students' competencies necessary for effective management of an organization.
Tasks of industrial practice
The main objectives of the practice are:
Consolidating and deepening the theoretical knowledge acquired by students while studying special disciplines;
Assessment and analysis of the mission and goals of the organization;
Studying the external environment of the organization, identifying dangers and opportunities for its development;
Study of production structure, organizational structure management;
Analysis of technical and economic indicators of the organization’s functioning and identification of reserves for improving its activities;
Assessment and analysis of the organization's strengths and weaknesses;
Acquiring skills for independent managerial and economic work in organizational units;
Conducting independent research and collecting the necessary practical material to develop the skills of independent research work;
Collecting the necessary material for writing a practice report and completing an individual assignment.
Key competencies developed as a result of internship
The internship process is aimed at developing the following competencies
| 1.1. General cultural competencies |
| ü possession of a culture of thinking, the ability to perceive, generalize and analyze information, set a goal and choose ways to achieve it (OK-5); ü ability to construct oral and written speech in a logically correct, reasoned and clear manner (OK-6); ü willingness to cooperate with colleagues and work in a team (OK-7); ü ability to use regulatory legal documents in one’s activities (OK-9); ü desire for personal and professional self-development (OK-10); ü ability to critically evaluate personal strengths and weaknesses (OK-11); ü awareness of the social significance of one’s future profession, having high motivation to perform professional activities (OK-12); ü ability to analyze socially significant issues and processes (OK-13); ü proficiency in one of the foreign languages at a level that ensures effective professional activity (OK-14); ü mastery of methods of quantitative analysis and modeling, theoretical and experimental research(OK-15); ü understanding the role and importance of information and information technology in development modern society and economic knowledge (OK-16); ü possession of basic methods, methods and means of obtaining, storing, processing information, skills in working with a computer as a means of information management (OK-17); ü ability to work with information in global computer networks and corporate information systems (OK-18); ü ability to carry out business communication: public performance, negotiations, meetings, business correspondence, electronic communications (OK-19); ü ability to take into account consequences management decisions and actions from a position of social responsibility (OK-20); |
| 1.2. Professional competencies |
| organizational and managerial activities: ü ability to design an organizational structure, distribute powers and responsibilities on the basis of their delegation (PC-2); ü ability to use the basic theories of motivation, leadership and power to solve management problems (PC-4); ü ability to analyze and design interpersonal, group and organizational communications (PC-7); ü ability to assess the conditions and consequences of organizational and management decisions (PC-8); ü ability to analyze the relationships between functional strategies of companies in order to prepare balanced management decisions (PC-9); ü ability to participate in the development of the organization’s marketing strategy, plan and implement activities aimed at its implementation (PC-10); ü ability to participate in the development of human resource management strategies for organizations, plan and implement activities aimed at its implementation (PC-13); ü possession modern technologies personnel management (PC-14); ü ability to take into account aspects of corporate social responsibility when developing and implementing the organization’s strategy (PC-16); ü ability to plan operational (production) activities of organizations (PC-19); ü knowledge of modern concepts of organizing operational activities and readiness to apply them (PC-22); ü knowledge modern system quality management and competitiveness assurance (PC-23); ü ability to solve management problems related to operations on world markets in the context of globalization (PC-24); ü ability to effectively perform one’s functions in an intercultural environment (PC-25); information and analytical activities: ü ability for economic thinking (PK-26); ü ability to apply quantitative and qualitative methods of analysis when making management decisions and build economic, financial and organizational and managerial models (PC-31); ü proficiency in methods and software for processing business information, the ability to interact with information technology services and effectively use corporate Information Systems(PC-34); ü ability to use in the practical activities of organizations information obtained as a result of marketing research and comparative analysis of best practices in management (PC-36); ü ability to conduct an audit of human resources and diagnose organizational culture (PC-37); ü the ability to analyze the operating activities of the organization and use its results to prepare management decisions (PC-47); entrepreneurial activity: ü ability to find and evaluate new market opportunities and formulate a business idea (PK-48); ü ability to assess economic and social conditions for carrying out entrepreneurial activities (PC-50). |
As a result of undergoing practical training, the student must:
| Know: | ü organizational and legal forms and composition of constituent documents; ü the main characteristics of the structure used by the organization, the distribution of management functions in the organization; ü factors of the external and internal environment of the organization; ü type of production, composition of production units and organization of relationships between them; ü characteristics of manufactured products; ü the number and structure of the organization’s personnel, characteristics of the stages of the organization’s human resource management process; ü components marketing activities organizations; ü the main components of the image, organizational culture of the organization; ü characteristics of the types of planning used; ü forms of control used in the organization; ü a list of the main financial and economic indicators of the organization’s activities. |
| Be able to: | ü analyze the external environment of the organization, critically assess the situation, identify opportunities and threats to the organization; ü assess the internal environment of the organization, determine its strengths and weaknesses, identify growth reserves; ü competently build communications, forming ethical behavior; ü be able to use information technology and computer equipment |
| Own: | ü special management terminology and vocabulary; ü skills systematic approach to analyze the problems of the organization; ü methods of analysis and assessment of organizational structure, organizational culture and image; ü skills in analyzing the organization’s marketing environment; ü self-management skills. |
Organization of practice
No later than a month before the start of the internship, the department prepares an order on sending students to practice and appointing practice supervisors from the department. All types of practice are carried out on the basis of agreements between the academy and organizations. As a rule, practice bases for full-time students should be located in Khabarovsk and the Khabarovsk Territory. If there are motivated arguments, it may be carried out in other constituent entities of the Russian Federation.
Before the start of the internship at the academy, a meeting is held to organize internships in organizations. The meeting is hosted by the Department of Enterprise Economics and Management. The purpose of the meeting is to familiarize students with the order for practice, the timing of internship, the procedure for organizing work during practice and submitting reporting forms, filling out a diary for practice.
During the period of internship, depending on the stage of students’ preparedness and the capabilities of the organization, students can be enrolled in full-time paid positions in their specialty or undergo internship as understudies (trainees). If a student undergoes an internship as an understudy, it is advisable to provide him with mastery of managerial and economic skills in several positions.
Places for internship are various functional divisions of the organization that carry out management, planning, financial, marketing and other types of economic activities.
The main responsibilities of the student during the internship are:
Arrival at the practice base within a strictly established time frame with presentation of the internship voucher and the trainee’s diary;
Compliance with calendar deadlines for internship;
Regularly filling out a practice diary;
Timely preparation of report sections;
Defense of the practice report within the established time frame.
The head of practice from the academy is obliged to:
Conduct a conversation with students going to practice in order to familiarize themselves with the organization;
Coordinate and clarify the internship program based on the characteristics of the organization;
Ensure control of the timely start of practice, arrival and work of students in the organization;
Provide assistance to students in completing the internship program;
Check the practice report and organize its defense;
Participate in summing up the results of the practice.
The practice manager from the organization must:
Study the practice program and organize its implementation;
Familiarize students with internal regulations, the procedure for obtaining documents and materials;
Assist in obtaining materials in accordance with the program and individual assignment;
Check and sign the practice report;
Compose a written reference for student interns.
Students who do not complete the internship program for a valid reason are sent to practice a second time in their free time from study. Students who fail to complete the internship program without a valid reason or who receive a negative grade may be expelled from the academy as having academic debt.
During pre-graduation practice the following questions should be studied.
| 1. general characteristics organizations. 1.1. History of the creation and development of the organization 1.2. Goals and objectives of the organization 1.3. The organizational and legal form of the organization, the composition of constituent documents, their characteristics. 1.4. The structure of the organization, characteristics of the composition of divisions and their relationships. |
| 2. Management of the organization. 2.1. Study of the external environment of the organization (according to STEP factors and factors of the competitive environment). 2.2. Management survey of the internal strengths and weaknesses of the organization in the following areas. 2.2.1. Production: a) composition of production units. Organization of interconnection between production departments. Assessing the efficiency of the production structure; b) characteristics of the products (services) produced; c) organization of core activity processes: type, form of organization, nature and structure of the operating cycle; d) characteristics of auxiliary and service units: composition and compliance with the objectives of the organization. 2.2.2. Human resources: a) characteristics of the dynamics of the number and structure of personnel; b) characteristics of the system of recruitment, selection, training and advanced training of personnel; c) stimulating staff work. 2.2.3. Marketing: a) characteristics of pricing policy; b) characteristics of distribution channels for goods (services); c) characteristics of sales promotion methods. 2.2.4. Organizational culture and image: a) characteristics of the main components of the image; b) assessment of the level of social responsibility and ethical behavior of the organization. 2.2.5. Management: a) characteristics of the types and forms of planning used: strategic, current, operational and business planning; b) characteristics of the organizational structure; c) distribution of functions in the management apparatus across divisions and within divisions; d) characteristics of the process of monitoring the execution of plans. 2.2.6. Economic results of the organization’s activities: a) characteristics of the composition of the main financial and economic indicators; b) dynamic and strategic analysis of indicators; c) identifying factors influencing the dynamics of indicators. 3. Conducting research on the topic of an individual assignment. |
Individual tasks
During the practical training, the student performs research work on an individual assignment. The topic of the individual assignment is chosen by the student independently from the proposed list (Appendix 1) and agreed with the internship supervisor from the department. Along with the relevance of the topic being developed for the organization, it must be of an applied nature and cover one of the aspects of the economy and management of the organization. The student's proposals on the chosen research topic must be tested in the organization.
For the chosen topic you need:
Select literature of a theoretical and methodological nature;
Draw up a work plan, which should consist of three sections: theoretical, analytical, design;
Study the theory, collect factual material in the organization, analyze it.
When completing an individual task, the student must demonstrate the ability to independently work with theoretical, methodological, factual material, demonstrate the ability to research work. Completing individual assignments during the practice period prepares students for more successful mastery of theoretical disciplines, which will be studied further.
The completed work can be used to prepare reports at student scientific conferences, in scientific work students, writing term papers and dissertations.
In the process of undergoing industrial (pre-graduate) internship, the following competencies are formed and developed:
| OK-1 | ability for abstract thinking, analysis, synthesis. |
| OK-2 | willingness to act in non-standard situations, bear social and ethical responsibility for decisions made. |
| OK-3 | readiness for self-development, self-realization, and use of creative potential. |
| OSK-1 | ability to communicate effectively and skills of persuasion, building professional long-term contacts. |
| OPK-1 | readiness to communicate orally and in writing in Russian and foreign languages to solve problems of professional activity. |
| OPK-2 | willingness to lead a team in the field of their professional activities, tolerantly perceiving social, ethnic, religious and cultural differences. |
| OPSC-1 | the ability to use fundamental general economic and natural science knowledge and modern information and communication technologies in professional activities. |
| OPSC-2 | ability to analyze, plan and organize professional activities. |
| PSK-1 | ability to identify effective areas of economic support innovative development, assessing risks in the activities of business entities and implementing the results scientific research into the real sector of the economy, commercialization of developments. |
| PSK-2 | the ability to put forward innovative ideas and approaches to their implementation, the ability to cooperate within interdisciplinary projects, and work in related fields. |
| PSK-3 | the ability to use knowledge of methods and theories of the humanities, social and economic sciences when carrying out expert and analytical work. |
| PSK-4 | ability to identify problems and areas for improving the accounting system of economic entities |
| PSK-5 | ability to conduct independent research in the field of financial and management accounting, corporate reporting, internal control and audit |
| PSK-6 | the ability to freely possess knowledge in the field of international financial reporting standards, international auditing standards and apply them in practice based on professional judgment |
| PSK-7 | ability to organize a system and conduct internal control over the activities of responsibility centers in the interests of the organization’s owners |
| PSK-8 | ability to apply differentiated audit techniques in organizations of different profiles |
| PSK-9 | ability to carry out tax planning and optimization of tax payments based on current legislation |
| PSK-10 | the ability to use various sources of information, including corporate reporting, for analytical calculations and make a forecast of the main financial and economic indicators of the activity of an economic entity. |
| PC-1 | the ability to generalize and critically evaluate the results obtained by domestic and foreign researchers, identify promising directions, and draw up a research program. |
| PC-2 | the ability to substantiate the relevance, theoretical and practical significance of the chosen topic of scientific research. |
| PK-3 | ability to conduct independent research in accordance with the developed program. |
| PC-4 | the ability to present the results of the research to the scientific community in the form of an article or report. |
| PK-5 | ability to independently prepare assignments and develop design solutions taking into account the uncertainty factor, develop appropriate methodological and regulations, as well as proposals and activities for the implementation of developed projects and programs |
| PK-6 | ability to evaluate the effectiveness of projects taking into account the uncertainty factor. |
| PK-7 | ability to develop strategies for the behavior of economic agents in various markets |
| PK-8 | ability to prepare analytical materials to evaluate activities in the field economic policy and innovation and strategic decision making at the micro and macro level. |
| PK-9 | ability to analyze and use various sources of information to make economic calculations. |
| PK-10 | the ability to make a forecast of the main socio-economic indicators of the activity of an enterprise, industry, region and the economy as a whole. |
| PC-11 | ability to manage economic services and departments at enterprises and organizations of various forms of ownership, in state and municipal authorities. |
| PC-12 | the ability to develop options for management decisions and justify their choice based on criteria of socio-economic efficiency. |
| PC-13 | ability to apply modern methods and methods of teaching economic disciplines in educational organizations higher education, additional professional education, professional educational organizations |
| PK-14 | the ability to apply modern methods and techniques for teaching economic disciplines in educational organizations of higher education, additional professional education, and professional educational organizations. |
OK – general cultural competencies;
OSK – general cultural competencies introduced by the OS NRNU MEPhI;
GPC – general professional competencies;
OPSC – general professional competencies introduced by the OS NRNU MEPhI;
PC – professional competencies;
PSK – professional competencies introduced by the OS NRNU MEPhI.
Since the competencies listed above are integral in nature, for the development of assessment tools it is advisable to highlight the planned learning outcomes - knowledge, abilities and skills that characterize the stages of competencies formation and ensure the achievement of the planned development results educational program. Thus, as a result of undergoing industrial (pre-diploma internship), students must:
| Know (Z) | - search for the necessary information, perceive, analyze, summarize and systematize the information received; - main paper and electronic sources of financial and statistical information organizations, departments, corporations, etc.; - structure and features of the functioning of economic services of organizations of various forms of ownership and types of activity. |
| Be able to (U) | - predict the timing of the study, provide several options and ways of conducting the study; - formulate forecasts for the development of specific economic processes; - analyze the state of organization of the accounting and analytical system in an economic entity; - create accounting and analytical systems in the organization. |
| Own (B) | - theoretical knowledge and practical skills necessary to implement effective solutions in the field of accounting, economic analysis, control and audit; - skills in using modern technical means and information technologies to solve accounting, analytical and auditing problems; - skills independent work and skills in operational management of small teams. |
STRUCTURE AND CONTENT OF PRODUCTION (PRE-GRADUATE) PRACTICE
Methodological and organizational management of the practice is carried out by the head of the practice from NRNU MEPhI. The calendar plan for the internship and the duration of the master's students' work at the workplace are previously agreed upon with the administration of the organization.
20 days before the start of the internship, the Department of Accounting and Auditing prepares an order for the Faculty of Management and High-Tech Economics on practice, indicating the objects of practice, as well as the names of the heads of production (pre-diploma) practice from the department. During the period of practice, master's students can be enrolled in full-time positions while retaining their right to receive a scholarship on a general basis.
The industrial (pre-graduate) internship of undergraduates is built taking into account the specifics of the object of practice, in accordance with the thematic plan, the approximate content of which is presented below:
1. Study of the organization’s production activities, its main financial and economic performance indicators. Familiarization with the constituent documents and study of the organizational structure, structure and main functions of the management apparatus.
2. Familiarization with the financial statements of the organization and study of the main financial performance indicators.
3. Familiarization with the accounting system (financial and managerial) at the enterprise. Study of methods of economic analysis and planning.
4. Participation in the work of departments performing accounting and analytical processing of information. Performing an analysis of the financial condition of the organization, its financial results, and analysis of the use of resources. Processing and analysis of financial and economic information(compilation of analytical tables, calculation of economic and financial analysis indicators, interpretation of results).
5. Study of the internal control and audit system, content, organization and methods of conducting control procedures at the enterprise.
6. Study of the procedure for drawing up budgets at the enterprise, as well as the system of operational control and analysis of its implementation according to key indicators.
7. Study of technical means of collecting, processing and transmitting accounting and economic information. Study of software products used in the organization.
8. Study and analysis of tax reporting of organizations.
9. Study of normative, instructional and methodological documentation in accordance with the functions performed during the internship.
10. Researching publications on the topic of the dissertation, conducting research work.
11. Completing an individual task.
The specification of the thematic plan, the features of its implementation in relation to the object of practice are reflected in the individual assignment, which is developed by the head of the practice from NRNU MEPhI. The individual assignment form is given in Appendix 2.
An approximate practice schedule is presented in Table 1.
Table 1
Approximate practice schedule
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