The concept of teacher education. Educational programs of higher education and forms of their implementation Recommended list of dissertations

The relevance of research. System upgrade higher education in a post-industrial society requires both effective practical implementation and theoretical justification. The educational system of Russia has ceased to be closed, the processes of globalization and internationalization, primarily the Bologna process, require a significant adjustment in the educational policy of the domestic education system. In order not to lose its advantages, this system must quickly become more competitive, more technologically advanced, more flexible. The centralized system of university management in modern conditions cannot successfully compete with more flexible and adaptive systems used by the business community, which assume wide autonomy of their structural units, in which administrative methods are harmoniously combined with economic, psychological methods, and power relations are based on a highly developed corporate culture.

Today, only 20% of the employed population works in the basic specialty received at the university, and 42% of young people change their professions in the first two years after graduating from vocational schools. The current trend is growing due to the high manufacturability of processes in the industry, people with low qualifications, narrow specialization, and a low general education level are the first to find themselves without work. Many young people aspire to get two or more higher education diplomas.

Many new, alternative educational institutions have emerged, with a different approach to educational activities and ways of managing it. The result is increased competition between traditional and innovative educational institutions, such as open universities, network educational institutions, specialized non-university research institutes and corporate universities of multinational companies.

There is a growing interest in the problems of educational efficiency and new models of management of educational institutions of various types. Research centers are being created that deal with planning and financing, the development of more rational organizational forms of the educational process from the point of view of new models of education management, and the modernization of its content. This is a real-life and ongoing practice that requires a conceptual scientific justification.

The degree of development of the problem. The general methodological position of the author was determined in accordance with the concept of theoretical knowledge (theory), which includes concepts, judgments, hypotheses, principles, laws, etc., connected by logical relationships (G.I. Ruzavin). Let us single out scientific knowledge, paradigms, theories that have had a particular impact on the development of our conceptual provisions for modeling the educational activities of a university with the target function of training competitive specialists in international joint educational programs.

Methodologically substantiated and guiding the search for systemic theoretical provisions of the content of modern education is the concept of profile differentiation of the content of “post-industrial education”, developed by A.M. Novikov. The concept of integration and internationalization of national educational systems was developed by A.L. Andreev, J. Knight, E.A. Knyazev, J. Ritzer, P. Scott. So J. Knight proposed a classification of the ways in which the internationalization of higher education takes place, P. Scott argues in favor of a clear separation of the concepts of "internationalization" and "globalization". The conceptual issues of the globalization of education are reflected in the works of V. Clark, N. Devis, G. Ritzer, P. Rubinson, P. Walters. The concept of diversification as one of the innovative directions for the modernization of education was proposed by F.D. Altbakh, V.I. Baidenko, J.I.

Vlacen, M.B. Gitman, T.Yu. Lomakina, T.Yu. Polyakova, A.G. Smirnov. Thus, according to V. Baidenko, the diversification of education is understood as a globalized process, within which there should be a departure from the traditional structures of educational systems, from the principle of their unitary and unified construction. L. Vlacen distinguishes between vertical and horizontal diversification. A.G. Smirnov believes that the goal of the diversification process is to create a more flexible education system capable of responding to any acts in the field of labor market conditions and considers it as a factor in smoothing access to prestigious university education and a way to improve the education system itself. The concept of T. Lomakina, who considers diversification vocational education as a general didactic principle for the development of a system of continuous professional education, which forms a new pedagogical system of professional education and modern typology professional educational institutions. She also formulates the following set of principles for the diversification of vocational education: the principle of conformity, the principle of the quality of vocational education, the principle of personal orientation, the principle of freedom of choice. However, the diversification of individual educational trajectories as the main means of increasing the competitiveness of students in science at the conceptual level has not yet been studied.

Conceptual ideas related to the transition to a new quality of education in the context of the formation of a personality-oriented, “student-centric” paradigm of education are reflected in the scientific works of V.P. Bespalko, E.V. Bondarevskaya, I.A. Zimney, S.I. Plaksia, V.A. Khutorsky and many others. The concept of personality-oriented education by E.V. Bondarevskaya affirms the humanistic values ​​of education, lays the foundations of personality pedagogy as a new direction in pedagogical science. The unconventionality of this concept lies in its focus not on the formation of personality traits, carried out with the help of external means of influence in relation to the personality, but on the processes, the subject of which the personality becomes in the socio-cultural environment: socialization, cultural identification, individualization, life-creation.

Various pedagogical systems for the development of personal properties in unity with professional skills and abilities were developed by G.M. Andreeva, S.I. Arkhangelsky, G.A. Bokareva, S.Ya. Batyshev, B.C. Ilyin, A.K. Markova, V.V. Serikov. These works were the theoretical foundation for the creation of new concepts of professional training of specialists aimed at developing the intellectual potential of the individual (A.P. Belyaeva, V.P. Bespalko, M.Yu. Bokarev, N.K. Sergeev). The works of V.V. Kondratiev on the methodology of professional engineering activities.

Also significant for our study are the concepts of foreign scientists V. Cheepanach, J. Lefsted, G. Moskowitz, R.L. Oxford, R.C. Scarcella, E.W. Stevick, E. Tarone, G. Yule, G. Weiter, devoted to the competence-based approach to the training of modern specialists. So I. Stevik developed the concept of a “competent worker”, in which an attempt was made to highlight the palette of individual psychological qualities of a specialist, which includes discipline, independence, communication, and the desire for self-development. In this concept, the most important component of a specialist's qualification is the ability to quickly and conflict-free adapt to specific working conditions.

However, in domestic university practice and classical pedagogy, when characterizing the qualitative originality of a person, the concept of “competitiveness” is almost never found. At the same time, recently there have been studies devoted to various aspects of training competitive specialists. The concept of competitiveness as an indicator of the quality of training of specialists is presented in the works of O.V. Dushkina, M.D. Knyazeva, H.H. Mashnikova, V.A. Oganesova, N.E. Pfeifer, Yu.B. Rubina, V.P. Savinykh, M.V. Semenova, P.A. Fatkhutdinova, V.A. Fukina, D.V. Chernilevsky, S.N. Shirobokov. Basic and generalized concepts of the personality of a competitive specialist in various fields of professional activity were developed in the works of R.Ya. Akhmetshina, N.V., Borisova, S.A. Borisenko, O.I. Polkina, N.V. Fomin.

Conceptual ideas on the influence of market processes on the educational sphere are contained in the works of B. Belash, A. Braverman, V.M. Kozhukhar, A.P. Pankrukhina, O.V. Saginova. These researchers note that higher education is turning into a full-fledged subject of market relations, as a result of which universities are forced to transform their structure and change their functions.

However, it should be noted that most of the existing concepts of modeling the competitiveness of a specialist most fully satisfy professional requirements but not personal. The training of specialists in joint educational programs, as a means of increasing competitiveness, is also not considered in these models. While the Bologna Declaration identifies joint educational programs as an important means of achieving harmonization of the common European educational space. The issues of designing and modeling joint educational programs in Russian universities are raised in the works of M.B. Gitman, E.K. Gitman, N.N. Matushkina, V.Yu. Stolbov. The conceptual opinion of these researchers is that joint educational programs are one of the promising areas of modern modernization of vocational education, which expands the possibilities for the successful functioning and development of educational institutions in a market environment. However, the implementation of such joint international programs, both in practice and in science, is not given enough attention. There is no holistic practice-oriented concept for the development and practical implementation of such programs, as well as cooperation between various types of educational institutions in this direction.

In the considered pedagogical concepts, there is also no student-centric paradigm of educational activity, since they do not consider the diversification of education in terms of personal achievements trainees and as the main means of significantly increasing their competitiveness "as the ability to prove their competence" (V.I. Zagvyazinsky, A.F. Zakirova). In addition, the forms of international cooperation of universities with different educational standards in order to develop and test joint, including international, educational programs that make it possible to train world-class specialists for the global labor market have not been sufficiently studied.

Thus, from a wide range of concepts devoted to vocational education, quite a lot of attention is paid to modern global educational trends, but much less attention is paid to the issues of communicative educational activities of Russian and foreign universities of various types and their associations. Modern educational reforms often take place without a serious theoretical conceptual basis, therefore, there is a need for a practice-oriented concept of educational activity as a multiplicative system of individual educational trajectories of joint international educational programs for training competitive specialists.

Despite the described achievements in considering the issues of modernization of educational activities in Russian universities, a holistic practice-oriented concept of the educational activities of the university for the training of competitive specialists in international joint educational programs in the context of the modernization of higher education in the "post-industrial society" (A.M. Novikov) has not yet become the subject of a special scientific research.

Thus, the analysis of the process of modernization of higher professional education made it possible to identify and update the contradiction between the reform of entry into the single European educational space, the local practice of individual universities in this regard, and the underdeveloped scientific knowledge comparative analysis to study the systemic links between Russian and foreign education. This systemic contradiction is revealed in particular contradictions:

Between the rapidly proceeding processes of globalization and internationalization of education, on the one hand, and on the other hand, a variety of educational trajectories of training specialists in different countries, generating a variety of approaches and scientific thesaurus, making it difficult for mutual understanding and interaction of scientists and practitioners from different countries of the world; between the local practice of introducing innovative educational structures, programs, standards and approaches, on the one hand, and, on the other hand, insufficiently systemic domestic educational reforms, most often copying Western experience without scientific conceptual understanding general concepts;

Between the social need for a new type of specialists and new qualifications that adequately correspond to the scientific and technological progress of the “post-industrial society”, on the one hand, and, on the other hand, the lag in the normative practice of their training in Russian universities;

Between the established practice of training narrow specialists, on the one hand, and, on the other hand, the needs of the domestic labor market for competitive, well-educated world-class specialists to work in numerous joint ventures, which leads to difficulties in finding employment and stimulates the outflow of labor resources abroad;

Between the locality of the practice of modernization and training of personnel with advanced innovative thinking, on the one hand, and, on the other hand, insufficient theoretical development of the conceptual and paradigmatic foundations of innovative educational activities in the system of "post-industrial education" (A.M. Novikov).

The identified system of contradictions led to the choice of a scientific research problem: to develop a practice-oriented concept of the educational activities of the university for the preparation of competitive world-class specialists in the context of modernization of higher professional education in Russia. The formulated problem made it possible to determine the topic of the study: "the concept of the educational activities of the university in the context of the modernization of higher professional education."

Object of study: educational activities in higher educational institutions of various organizational forms and types.

Subject of research: the concept of educational activities in higher educational institutions of various organizational forms and types, which contributes to the training of competitive specialists in the conditions of modern modernization of higher professional education in Russia.

The purpose of the study: to develop, theoretically substantiate and experimentally test the concept of educational activities of higher educational institutions of various organizational forms and types, which contributes to the training of competitive specialists in international joint educational programs.

The main idea of ​​the study is to describe the practice-oriented scientific concept of the educational activities of the university as a multiplicative system of individual educational trajectories of joint international educational programs for the training of competitive specialists.

Research hypothesis: the concept of educational activities in universities as a systematic methodological knowledge about the training of specialists will be focused on the success of their entry into the environment of social and professional interaction (both in Russia and abroad) if:

The purpose of the educational activities of the university is to train a competitive specialist in demand in the global labor market; competitiveness” as a mental phenomenon is integrated by the relationship of personal and professional properties of cognitive, motivational, subject-activity, emotional-volitional and value-semantic components; as the main means of creating a high competitiveness of specialists, joint international training programs are used that contribute to a significant expansion of individual educational trajectories and have a multiplicative effect;

Educational activity is a flexible combination of competition and cooperation with world network educational centers, wide participation of a higher educational institution in associations, unions, innovative educational projects, including international ones, mainly on joint educational programs; the model of organizational and administrative educational activities of the university is based on corporate identity, entrepreneurial type of power relations, assumes as its main system qualities openness and multi-level organizational structure, decentralization with the delegation of a number of powers structural divisions and a significant expansion of the participation of the team in management, taking into account the principle of separation of advisory functions, decision-making and control functions;

Monitoring the effectiveness of educational activities includes methods of "measuring" the level of competitiveness of future specialists by means of correlation analysis and mathematical theory of testing statistical hypotheses.

In accordance with the purpose, subject and hypothesis, the main objectives of the study are defined:

1. Conduct a comparative analysis of the main innovative concepts of the educational activities of universities for the training of competitive specialists, on the basis of which to develop a new practice-oriented concept of the educational activities of the university as a multiplicative system of individual educational trajectories of joint international educational training programs.

2. To develop an ideal model of a competitive specialist, considering competitiveness as the main key competence, an integrative immanent personal property and the main goal of the educational process.

3. Synthesize an algorithm for the systemic "personal" diversification of individual educational trajectories of future economic specialists through its joint training in universities in Russia and foreign countries under international educational programs.

4. Structuring the content of individual educational programs into autonomous blocks and modules that are invariant to Russian and international (European) educational standards, taking into account global trends in internationalization, democratization, informatization, fundamentalization of higher education in a “post-industrial” society.

5. Compare various forms of cooperation between universities, scientific institutions and business communities that contribute to the intensification of educational activities for the synthesis of their own model, adequate to the task of training competitive specialists in international joint educational programs.

6. To test the concept of diversification of the educational activities of the university as a multiplicative system of individual educational trajectories of joint international educational programs for the training of competitive specialists.

7. To develop an author's method for monitoring the effectiveness of educational activities for the training of competitive specialists in joint international educational programs using the tools of correlation analysis and the mathematical theory of testing statistical hypotheses.

The methodological and theoretical basis of the study was formed by the ideas of: system-structural analysis of phenomena (P.K. Anokhin, V.G. Afanasiev,

A.M. Miklin, V.N. Sadovsky, V.A. Svidersky and others); theory of a holistic personality and its development (K.A. Abulkhanova, V.I. Andreev, N.I. Antsiferova, L.S. Vygotsky, P.Ya. Galperin, V.V. Davydov, A.N. Leontiev, S. .L. Rubinshtein and others); differential-integral system approach to the analysis of pedagogical phenomena (G.M. Andreeva, G.A. Bokareva, M.Yu. Bokarev); theory of a holistic pedagogical process (Yu.K. Babansky, G.A. Bokareva, B.S. Gershunsky, O.S. Grebenyuk, V.S. Ilyin,

B.V. Kraevsky); competence-based approach to personality development (V.I. Baidenko, V.I. Blinov, V.A. Kozyrev, N.V. Kuzmina, N.F. Rodionova, N.Kh. Rozov, A.I. Subetto, Yu. G. Tatur, V.D. Shadrikov); personality-oriented pedagogy (E.V. Bondarevskaya); comparative analysis (S.G. Vershlovsky, E.E. Ismailov); multicultural approach (A.Yu.Belogurov); training of specialists in higher educational institutions (S.I. Arkhangelsky, Yu.K. Babansky, V.P. Bespalko, G.A. Bokareva, A.V. Korzhuev, V.Ya. Lyaudis, P.I. A. Popkov, V. A. Slastenin, N. F. Talyzina, D. V. Chernilevsky, B. J. Shatunovsky).

The study is based on fundamental philosophical, methodological and cultural studies (N.M. Borytko, V.S. Bibler, B.S. Gershunsky, M.S. Kagan, A.S. Karmin, A.M. Novikov, G.I. Ruzavin); philosophical and pedagogical ideas of humanization and democratization of education (E.V. Bondarevskaya, A.A. Bodalev, G.V. Mukhametzyanova); psychological and pedagogical concepts of personality development (B.G. Ananiev,

A.G. Asmolov, O.S. Grebenyuk, T.B. Grebenyuk, V.S. Ilyin, A.N. Leontiev, D.I. Feldshtein); concepts of professionalism and professional readiness (G.A. Bokareva, V.A. Slastenin, N.V. Kuzmina, A.N. Leibovich); concepts of management and pedagogical management (L.V. Baiborodova,

B.Yu. Krichevsky, V.S. Lazarev, A.M. Moiseev, M.M. Potashnik, P.I. Tretyakov, T.I. Shamova); theories of social and pedagogical management(V.V. Kraevsky, V.Yu. Krichevsky, M.M. Potashnik, V.P. Simonov); problems of pedagogical technologies (V.P. Bespalko, G.I. Ibragimov, M.V. Klarin, M.I. Makhmutov); methodological concepts of modern psychological and pedagogical research (N.M. Borytko, G.D. Bukharova, V.V. Kraevsky, G.I. Ruzavin, etc.).

When forming the concept of educational activity as a multiplicative system of individual educational trajectories of joint international educational programs for the training of competitive specialists, the following concepts were also analyzed: professional culture methodology (O.S. Anisimov); unity of content and process (V.V. Kraevsky, V.S. Lednev); intellectual technologies (M.Yu. Bokarev, G.A. Bokareva); methodology for creating predictive models (A.A. Kirsanov); diversification of educational activities (F.D. Altbakh, V.I. Baidenko, T.Yu. Lomakina, T.Yu. Polyakova); general professional training of bachelors (T. L. Kamoza); the formation of personal maturity of a future specialist in innovative conditions of higher professional education (A.O. Kosheleva); formation of the educational image of a humanitarian university (V.V. Volkova); bilingual language education in higher education (I.E. Bryksina); formation of multilingual competence of students (N.V. Evdokimova and others).

The study used a set of methods: theoretical methods: abstraction and idealization, generalization of scientific facts, methodological and heuristic principles of theory building; system-structural and system-activity analysis; differential-integral analysis of domestic and foreign research on pedagogy, psychology and management in higher education, scientific forecasting; pedagogical modeling and design; generalization of scientific facts, idealization, identification, retrospective analysis, comparative analysis; empirical methods: study and generalization of innovations in the field of management of pedagogical systems, observation, conversation, interviews, study of documents and results of the activities of teachers and educational institutions, methods of pedagogical measurements (questionnaires, testing, scaling, etc.) with subsequent processing of the obtained experimental data by methods mathematical statistics, pedagogical experiment.

Provisions for defense:

1. The practice-oriented concept of the educational activity of the university in the context of the modernization of higher professional education as a multiplicative system of individual educational trajectories of joint international educational programs for the training of competitive specialists is a holistic pedagogical knowledge described in the relationships and interconnections of its essential components: the main idea, goals, content, patterns, principles of educational activities, means and technology for the implementation of joint educational programs, which distinguishes it from other existing concepts of educational activities (V.I. Baidenko, T.Yu. Lomakina).

2. The main goal of the holistic concept of the educational activity of the university in the conditions of modern modernization of higher professional education, its core is the formation of the competitiveness of the future specialist, considered as the main key competence and integrative immanent property of the personality of the future specialist, which determines the success of entering the environment of social and professional interaction and the degree the demand for his personal and professional qualities by the global labor market, which is reflected in the cognitive, motivational, subject-activity, emotional-volitional and value-semantic components, including: possession of methods and methods for solving a wide class of professional tasks; the ability to successfully cope with various social and professional problems; a high general culture that determines the ability for self-development, self-disclosure, self-expression and self-learning; self-confidence, responsibility for the assigned work; success orientation, flexibility, creativity and adaptive mobility.

3. The integrity of conceptual knowledge is achieved if the goal is considered as the main means of "personal" diversification of the education received by students through the introduction of joint international training programs into the educational practice of the university, contributing to a significant expansion of the set of individual educational trajectories and having a multiplier effect.

4. The main pattern of holistic conceptual knowledge is the structuring of international joint training programs into autonomous blocks and modules that are invariant to Russian and international educational standards, taking into account global trends in internationalization, democratization, informatization, and fundamentalization of higher education in a “post-industrial” society.

5. The integrity factor of the practice-oriented concept of the educational activities of the university is a flexible combination of competition and cooperation with world educational centers, the wide participation of higher education institutions in associations, associations, innovative educational projects, including international ones, mainly in the form of joint educational programs.

6. In the modern competitive educational space, the organizational and administrative model of the educational activities of the university, based on corporate identity, entrepreneurial type of power relations, assuming openness and multi-level organizational structure, decentralization with the delegation of a number of powers to structural units and a significant expansion of participation of the team in management, taking into account the principle of separation of advisory functions, decision-making and control functions, which will combine competence in decision-making and personal responsibility for their consequences.

7. Methods for monitoring the model of educational activities for the training of competitive specialists in joint international educational programs will be effective if they include tools for measuring not only the qualitative and quantitative characteristics of the level of students' competitiveness, but also record the success of the graduate's "entry" into the environment of social and professional interaction and the degree of demand in the global labor market, are based on the methods of correlation analysis and the mathematical theory of testing statistical hypotheses.

The scientific novelty of the study lies in the fact that:

Based on the analysis of modernization processes in the modern educational space, a new concept of the educational activity of the university was developed as a multiplicative system of individual educational trajectories of joint international educational programs for the training of competitive specialists, which significantly distinguishes it from the concepts of educational activity developed earlier by Russian ones (F.D. Altbakh, V. I. Baidenko, L. Vlatsen, T.Yu. Lomakina, T.Yu. Polyakova, A.G. Smirnov) and foreign (D. Boothby, L. Camphoret, L. Rey, S. Rikk, A. Roytsvard, A. .Hemblin, J. Honey) by scientists, is a significant contribution to the development of pedagogical science, as it expands the essence of general concepts modern process modernization of the educational activities of the university for the preparation of competitive specialists, in particular:

The terminological apparatus was expanded by introducing the concept of "competitiveness" of a specialist, considered in contrast to the interpretations of R.Ya. Akhmetshin,

N.V. Borisova, S.A. Borisenko, A.V. Grishina, O.I. Polkina, T.A. Slivina, N.V. Fomin as a systemic goal of the learning process, a key integral competence and an integral property of a person, structured by cognitive, motivational, subject-activity, emotional-volitional and value-semantic components, which significantly expands the organizational and pedagogical goals of educational activities;

The paradigm field of professional pedagogy has been expanded by building a holistic concept of the educational activities of the university, adequate to global and domestic educational trends based on the study of the influence of global trends in the modernization of higher education on the structure and organization of the educational activities of universities of various types and organizational forms and their associations, which significantly complements the set of known models organizational and managerial structure of educational institutions and concepts of educational activities described by Russian and foreign scientists (I. Ansoff, W. Bergquist, J. Baldridge, E.A. Knyazev, T.L. Kamoza, A.O. Kosheleva, N. Maksimov , G. Mintzberg, B.A. Sazonov, K. Taverny, E. Toffler);

The forms and methods of cooperation between educational institutions, scientific, industrial enterprises and the business community are classified, which significantly complements the concept of the formation of educational and industrial groups as a tool for modernizing the educational system of Russia (E.M. Bely, N.R. Kelchevskaya, I.B. Romanova, S.L. Shkavro); the typology of joint educational programs for training specialists in higher educational institutions has been clarified and systematized, based on the classification of network interaction of educational institutions with each other, which develops the existing view on the process of modernization of education (E.K. Gitman, M.B. Gitman, E. Karavaeva, N. Maksimov, B. A. Sazonov, V. Yu. Stolbov);

On the basis of the described typology, a “block-module technology” has been developed for designing joint educational programs in accordance with the individual educational needs of students, which makes a significant contribution to the methodology of modern vocational training and develops the well-known concepts of “career guidance” (E.Yu. Pryazhnikova, N.S. Pryazhnikov), “post-industrial” education (A.M. Novikov);

A new system based on correlation-regression analysis has been developed for monitoring the effectiveness of the educational activities of the university in the preparation of competitive versatile educated specialists, which allows adjustment at each stage, which complements the qualimetric tools used in pedagogy (O. Berestneva, G.A. Bokareva, M.A. Valeev, J. Glass, N. Sh. Nikitina, O. Marukhina, J. Stanley, P. E. Shcheglov and others).

The theoretical significance of the study lies in the fact that a new concept of the educational activity of the university has been developed and theoretically substantiated, considered as a multiplicative system of individual educational trajectories of joint international educational programs for the training of competitive specialists, through an adequate transformation of the organizational and managerial structure of the university, the formation of organizational culture and corporate identity; cooperation with world educational centers and commercial enterprises, designing the content of international dual educational programs into autonomous blocks and modules that meet global trends in the world market of intellectual labor, innovative needs and tasks of modernizing modern higher professional education in Russia.

The described concept of modernization of vocational education opens up a new scientific direction in the field of the content of professional training of students and the diversification of the educational activities of the university, focused on the needs of modern competitive qualified world-class specialists; makes a "contribution" to the development of the conceptual apparatus of the theory of vocational training in modern higher education; complements the organizational and pedagogical foundations of the educational activities of the university with the aim of their effective use in modern teaching practice; deepens and expands the problem of managing the quality of professional training of modern specialists with higher education, which is being developed in pedagogical science, opens up new ways to solve this problem in a post-industrial society.

The practical significance of the study. A practice-oriented algorithm and mechanism for designing and standardizing the content of international joint educational programs for training competitive specialists in the direction of "Economics" (profile - World economy) and the specialty "World Economy", taking into account the needs of the global and all-Russian labor market. This mechanism is synthesized in the form of a model program of joint training of specialists in Russian and foreign universities, which ensures an increase in the quality and competitiveness of the received professional education. Approbation of the presented practice-oriented model determines the possibility of its wide application in the real educational practice of universities of any organizational form.

The typology of individual educational profiles and trajectories developed and tested in the course of a longitudinal experiment makes it possible to diversify the educational activities of the university and serve as the basis for the participation of the university in joint educational programs, including international ones, at different levels of higher education (bachelor's, master's, specialist's, postgraduate studies), providing individualization and continuity of education, as well as to participate in system integration with educational, scientific and industrial organizations.

Research base: European Business School Institute - Kaliningrad, EBS München Institute (Germany), EBS París Institute (France), MIM New-York Institute (USA), Kaliningrad State Technical University, Baltic State Academy of the Fishing Fleet, Baltic Federal University. I. Kant.

The study was conducted as part of the state budget research work of the Baltic state academy fishing fleet "The problem of increasing the systematic training of specialists with higher technical education» (Per. No. 0191.0000280, scientific advisor Bokareva G.A.).

The first stage (2002-2004) (analytical) - analysis of methodological, pedagogical, psychological, social, economic, philosophical literature on research issues; study of trends in the modernization of educational systems in Russia and abroad; innovative models of educational institutions and empirical models of professional training of specialists; identification of contradictions between developing practice and scientific description of processes and phenomena in the field of professional pedagogy of higher education, the concept of "post-industrial education" (A.M. Novikov). Substantiation of the initial positions of the study, its problems, object, subject, goals and objectives. Formulation of a system of hypotheses, clarification of the chosen methodology of the systemic differential-integral approach when developing a research plan.

The second stage (2004-2009) (methodological) - development of methods for comparative analysis of training programs in Russia and abroad, identification and description of the mission of the university (on the example of NNOU HPE "Institute European Business School-Kaliningrad"), its educational policy on the formation of corporate identity and the preparation of professionals for the global market of intellectual labor. Development of the concept of cooperation with world educational centers, taking into account the globalization of the world educational space and the modernization of higher professional education. Processing of the received theoretical and experimental results, their comparison with empirical practice. Preparation of scientific articles and approbation of some research results at scientific Russian and international conferences.

The third stage (2009-2010) (experimental) - experimental work on the introduction into practice of universities of the developed model of the international joint professional training program in the direction of "Economics" (profile - World Economy) and the specialty "World Economy", identification of management factors the quality of this training.

The fourth stage (2010-2012) (resulting) - description of the concept of the educational activities of the university for the training of competitive specialists in the global market of intellectual labor under the international joint educational program; completion of the longitudinal experiment with the processing of the obtained experimental data using the methods of mathematical statistics; preparation of dissertation materials; publication of the monograph.

The reliability and validity of the results of the study, formulated in the work of scientific provisions, concepts and conclusions is ensured by the research methodology, including systemic and differential-integral approaches, methods of pedagogical modeling and design, comparative analysis, as well as experimental data expressed in quantitative factors, interpreted using the methods of mathematical statistics, personal participation of the author as a teacher, researcher, organizer and leader of innovative educational activities to improve the training of competitive specialists in international joint educational programs.

Compliance with the formula and passport of the specialty. The dissertation work deals with the issues of management and organization of the educational process, forecasting and determining the structure of training, taking into account the needs of the individual and the labor market, society and the state, which fully corresponds to the specialty formula 13.00.08 "Theory and Methods of Vocational Education" and paragraphs 4 "Training of Specialists in higher educational institutions” and 12 “Educational management and marketing” of the specialty passport.

Testing and implementation of research results. An innovative practice-oriented concept of the educational activities of the university, considered as a multiplicative system of individual educational trajectories of joint international educational programs for the training of competitive specialists, is presented in the monograph "Management of educational activities in new socio-economic conditions" (2011).

Scientific results, theoretical provisions and practical application of the research at its various stages were discussed at meetings of the Academic Council of the NNOU HPE "EBSh-Kaliningrad Institute", meetings of the Department of Theory and Methods of Vocational Education of the Institute of Professional Pedagogy at the Baltic State Academy of the Fishing Fleet.

The most significant results were presented and approved at international seminars, symposiums and conferences: "Formation of the professional culture of specialists of the 21st century at a technical university" (St. Petersburg, 2004), "Education in the 21st century: new approaches, continuity of traditions, prospects" (Orenburg, 2004), "Innovations in Science and Education" (Kaliningrad, 2004, 2010), "Great Transformers of Natural Science: Zhores Alferov" (Minsk, 2004), "Education and Humanitarian Technologies for the Integration of Ethnic, Ethno-Regional and Civil Identity" (St. Petersburg, 2008), "Modern scientific and scientific-pedagogical research" (Ufa, 2010), "Psychology and pedagogy: methodology and problems practical application"(Novosibirsk, 2010), "Science and education: fundamentals, technologies, innovations" (Orenburg, 2010), "Innovative economy and industrial policy of the region" (St. Petersburg, 2010), "Prospects for the development of international cooperation in the field of education and innovations” (Moscow, 2010), “Social and technological culture of a specialist: problems of formation and development” (Kemerovo, 2010), “Actual problems of development modern society"(Saratov, 2010), "Psychology of relations and human resources in modern Russian society: trends, problems and prospects" (Volgograd,

2010), Second All-Russian Scientific and Practical Conference (Tver,

2011), International scientific and practical conference "Actual issues of the development of modern society" (Kursk, 2011), International scientific and technical conference "Economics and efficiency of production organization" (Bryansk, 2011), All-Russian (with international participation) scientific and practical conference " Theoretical and practical aspects of the development of modern education” (Cheboksary, 2011); in the collections of scientific papers of the Kaliningrad State Technical University, the Baltic State Academy of the Fishing Fleet, the EBSh-Kaliningrad Institute (2008 - 2011), etc.

The volume and structure of the dissertation. The thesis consists of an introduction, three chapters, 9 paragraphs, a conclusion, a list of references, 13 tables, 5 diagrams.

Conclusions on the third chapter

1. The competitiveness of a specialist is a key competence and an integrative property of a person that determines the success of entering the environment of social and professional interaction and the degree of demand for the personality and professional qualities of a specialist by the current labor market, which is reflected in the cognitive, motivational, subject-activity, emotional-volitional and value - semantic components, including the possession of ways and methods of solving a wide class of professional tasks; the ability to successfully cope with various social and professional problems; a high general culture that encourages self-development, self-disclosure, self-expression and self-learning; self-confidence, responsibility for the assigned work; success orientation, flexibility, creativity and adaptive mobility.

2. In the context of modernization Russian education and the rapid development of the world market of educational services, the participation of higher educational institutions in international associations, associations has become an indispensable mechanism for successful functioning, the exchange of advanced pedagogical experience, and increasing the competitiveness of graduates.

3. An effective way to significantly increase the competitiveness of a future specialist is the “personal” diversification of the education received through the introduction of international dual programs into the educational activities of the university, which contribute to a significant expansion of the range of individual trajectories of professional education, as well as to reduce the duration and reduce the cost of training, by combining education resources , science and business.

4. Dual educational programs are one of the strategic directions for the modernization of higher professional education, which expands the chances of educational institutions for successful functioning and harmonious development in the context of the globalization of the educational services market. Education in international dual programs contributes to a deeper and more versatile professional development of students. The assignment of joint degrees contributes to overcoming national isolation, makes the holder of a degree a specialist of a broader profile and horizons, increases his competitiveness in the Russian and world, global labor market.

5. Dual and joint educational programs in the system of higher professional education are an innovative model for organizing the educational process at a university. To implement such educational programs, it is necessary to structure each of the educational programs included in the complex with the allocation of fundamental, basic and elective disciplines; individualization of the learning process, enabling each student to choose their own version of the dual educational program; logistical, personnel (appointment of tutors) and documentary support of the learning process.

6. The joint educational program of the "double diploma" has a pronounced personal, student-centric orientation, but is also vital for the university, since it is: a tool for tactical and strategic positioning of the educational institution; the possibility of strengthening and expanding international academic mobility East-West; a way to further expand the image of the university and its wide participation in the European educational and scientific space; a mechanism for increasing the competitiveness and authority of the university; as well as increasing the competitiveness of specialists graduating from the university.

7. The work of the university on joint dual educational programs requires methodological support of a new type, the main among which is the “syllabus”, which is a detailed plan-prospect of the individual educational trajectory of the student, coordinated in time and place with other educational processes taking place at the university.

Conclusion

Modern higher education must undergo a serious systemic modernization, along with the necessary conservatism, which is the key to its stability and fundamentality, ensure that the main features and global trends of modern society are taken into account, acquire greater flexibility and adaptability, significantly diversify its educational activities and ways to effectively manage it, satisfy the main educational needs of the main subjects of the educational process: individuals, society, business and the state. Methodological research in this area should be provided with a holistic practice-oriented concept of educational activity, which is a holistic pedagogical knowledge described in the relationships and interconnections of its essential components: the main idea, purpose, content, patterns, principles of educational activity, its means and technology, implementation .

As the main goal of the concept of educational activity of the university developed by us in the conditions of modern modernization of higher professional education, its core, the formation of the competitiveness of the future specialist, considered as the main key competence and integrative immanent property of the personality of the future specialist, which determines the success of entering the environment of social and professional interaction and the degree of demand for his personal and professional qualities by the global labor market, which is reflected in the cognitive, motivational, subject-activity, emotional-volitional and value-semantic components, including: possession of methods and methods for solving a wide class of professional tasks; the ability to successfully cope with various social and professional problems; a high general culture that determines the ability for self-development, self-disclosure, self-expression and self-learning; self-confidence, responsibility for the assigned work; success orientation, flexibility, creativity and adaptive mobility.

The main idea and the main means of creating high competitiveness in our concept is systematic training in joint international educational programs that contribute to a significant expansion of the set of individual educational trajectories and have a multiplicative effect. The set goal is also considered as the main means of "personal" diversification of education received by students.

The main pattern of the holistic conceptual knowledge under consideration is the structuring of international joint training programs into autonomous blocks and modules that are invariant to Russian and international educational standards, taking into account global trends in internationalization, democratization, informatization, and fundamentalization of higher education in a “post-industrial” society.

The integrity factor of the practice-oriented concept of the educational activities of the university is a flexible combination of competition and cooperation with world educational centers, the wide participation of higher education institutions in associations, unions, innovative educational projects, including international ones, mainly in the form of joint educational programs.

Let us dwell on the principles of educational activity synthesized by us. The most important of them is an innovative approach to managing the educational activities of the university. The rigid administrative and command vertical in modern conditions cannot successfully compete with more flexible and adaptive systems used by the business community. The creation of university management systems should be based on the transition from mechanical, quasi-administrative management models to organic, liberal ones; reforming the types of power relations - changing political relations to economic and further entrepreneurial and corporate; decentralization and delegation of broad powers to structural units. A matrix organizational model will be effective as a synthesis of an administrative vertical of command and control based on democratic principles, and a horizontal one for autonomous and semi-autonomous structures. The matrix structure combines the properties of a state-funded educational institution and a commercial organization, since the matrix-type structure is decentralized into specialized institutes and faculties as independent structural units with the transfer of part of the powers of the university along with economic independence and responsibility for their activities. , The system transformation of the structure is successful if it is based on strategic planning, a synergistic approach, SWOT analysis and quality management systems. Thus, in the process of modernization of higher professional education, there will be a viable model of the university, which is structured by systemic qualities: openness, multi-level organizational structure, decentralization with the delegation of a number of powers to structural divisions and a significant expansion of staff participation in management.

In the context of the modernization of Russian education and the rapid development of the global market for educational services, the participation of higher education institutions in international associations and associations is an indispensable mechanism for successful functioning, the exchange of advanced pedagogical experience, and increasing the competitiveness of specialists. It is important to develop a mechanism and forms of interaction between universities and their associations, integration with enterprises and business structures, which makes it possible to predict the needs of enterprises and train specialists taking into account these needs and patterns of business development. An effective form of such interaction can be educational and industrial groups, that is, such an association of educational institutions and enterprises that have partially combined their financial, tangible and intangible assets in order to implement investment and other projects and programs aimed at improving the quality of educational services and meeting the needs of society in highly qualified, competitive, practice-oriented specialists of the relevant profile. An equally effective form of interuniversity international cooperation is the training of specialists in joint international educational programs. Joint educational programs are a strategic direction for the modernization of modern higher professional education, expanding the possibilities of educational institutions in the successful functioning and harmonious development in the context of the globalization of the educational services market. Studying under international joint programs contributes to a deeper and more versatile professional development of students. The award of joint international degrees contributes to overcoming national isolation, makes the holder of a degree a specialist of a broader profile and horizons, and increases his competitiveness in the international global labor market.

The determining factor in the educational activities of the university is the setting of systemic goals formulated on the basis of the mission, basic values, activities and policies of the university, fixed in the brand. The implementation of the goals set is directly related to the level and type of organizational culture that dominates in a given university. The importance of organizational culture for the development of a university organization is determined by the fact that it gives employees a corporate identity, defines an intragroup understanding of the university, being an important source of stability and continuity, which creates a sense of reliability of the university organization itself and its position in it. Corporate identity, in turn, contributes to the formation of a unique image of the university, which is necessary for the university to strengthen its position in the global competitive market of educational services and actively counteract external destructive phenomena and influences. Intense competition between state and non-state higher educational institutions of various types makes it necessary to actively engage in marketing and corporate communications, which is impossible without the creation of an appropriate public relations department. For the university, this means building an open positive dialogue, using new communication forms and original creative ideas when interacting with target audiences and public organizations.

Joint educational programs in the system of higher professional education can be considered as the main innovative model for organizing educational activities at a university. The introduction of joint educational programs meets the modern challenges of society and is one of the strategic directions for reforming vocational education, which expands the chances of educational institutions for successful functioning and harmonious development in the global market of educational services. The dualization of education is a systemic integration of the content of education in the organization of dual education in different areas or specialties, or cross-cutting education at different levels with the award of appropriate degrees. The introduction of such joint programs contributes to a significant expansion of the range of individual educational trajectories offered to students, to reduce the duration and cost of training, by combining the resources of education, science, production and business, which generates a multiplicative synergistic effect.

The main condition for the implementation of such training programs is the individualization of the learning process, since the implementation of a wide range of personal educational trajectories for various combinations of educational programs within academic streams or stable study groups is difficult to implement. Individual approach to the organization of the learning process makes it possible for each student to choose a unique training program and not depend on other students in his choice, while the student must constantly interact with the tutor throughout the entire period of study, whose function is to develop, refine and correct an individual educational trajectory for each student, taking into account his personal capabilities and needs within the conditions determined by the university. The work of the university on joint educational programs requires significant innovations and, above all, methodological support of a new type. chief among methodological developments becomes a detailed plan-prospect of the individual educational trajectory of the student, coordinated in time and place with other educational processes taking place at the university.

At each stage of our research, in line with the described logic of means, we used a set of complementary diagnostic methods for qualitative and quantitative measurement of the competitiveness of future specialists. We processed the obtained quantitative results using the apparatus of mathematical statistics (correlation analysis and the theory of testing statistical hypotheses). In particular, the hypothesis of a direct relationship between the level of “potential” competitiveness, considered as the main key competence, and the real behavior of graduates in the labor market in the competition for a highly paid, prestigious job in the chosen specialty, was tested and confirmed, which indicates a positive solution to the tasks set and proves the reliability of the hypotheses put forward. The additional substantive results obtained in the course of the study allow us to set the tasks for further research into the impact of globalization processes on the world educational space.

To implement the described concept, a special structuring into blocks and modules that are invariant to Russian and foreign educational standards is required. Particular emphasis should be placed on mathematical, computer, language and vocational training. Mathematical training is the basis and a solid foundation for the successful development of special economic disciplines. Computer training is a tool and the main mechanism for obtaining new knowledge, scientifically relevant information, and a channel for international communication of specialists. Language training is considered as a tool for mutual enrichment and mutual understanding, aimed at the formation of multilingual competence, which provides the synthesis of linguistic, subject and multicultural elements, and is the basis for the internationalization of higher education, proclaimed in the Bologna Declaration, and an indispensable mechanism for free open international communication, multicultural communication and successful interaction of specialists different countries. Professional economic training is the crowning achievement of the international educational program and is aimed at the formation of a competitive world-class specialist, comprehensively and fundamentally prepared, owning an international professional thesaurus, creative and communicative.

To implement the described concept, special methods for monitoring educational activities are required. Methods for monitoring the model of educational activities for the training of competitive specialists in joint international educational programs will be effective if they include tools for measuring not only the qualitative and in demand by the global labor market, are based on the methods of correlation analysis and the mathematical theory of testing statistical hypotheses. The methodology used made it possible to prove that with a probability of 99.9%, the success of graduate employment directly depends on the key system competence we develop in the process of university educational activities, which we called “competitiveness”. This confirms the validity of the research hypothesis formulated by us and indicates the successful solution of all the tasks set in the study. Another proof of the validity of our methodological position and the correctness of the concept of educational activity of the university described in the study are the monographic characteristics of individual graduates who participated in the experiment.

Thus, the practice-oriented concept of the educational activities of the university as a multiplicative system of individual educational trajectories of joint international educational programs for the training of competitive specialists allows for effective training of specialists who meet the basic needs of an innovative economy, modern society and the personal aspirations of students.

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