Электронная образовательная среда как условие для выстравивания индивидуальнйо образовательной траектории в кросс-культурном контексте
Changes in the educational system of the Masters of Engineering degree program – second cycle technical higher education – are driven by the dynamic development of the post-industrial society. A new management culture based on the set of corporate values is being developed in the field of technical production. A multi-panel study identified a demand of major stakeholders for Masters of Engineering having competencies that reflect their willingness to organize the process of teaching corporate culture to production personnel. This competency type is implemented as a specific work-based educational activity. In this regard, the second cycle of engineering education shows an issue of teacher training for Master's students, which was previously not emphasized. Master's students are required to be trained to teach not only at higher educational institutions but also in a production management environment. This peculiarity determines the innovation of the above educational process component of the Masterэs Degree program. This paper analyzes the didactic specifics of the educational activity aimed at teaching corporate culture to production personnel. The paper also specifies the position of a facilitator that replaces that of an expert teacher and formulates the academic problem of teaching to Master's students of specific didactic tools appropriate for corporate culture development.
This article presents the results of valuation of role and prospects of Open Educational resources in Russian educational system. Aspects of quality of Open Educational systems are reflected; requirements of instructors and students; the degree of interest. Main directions of analyzes methods development are qualified.
Institutions affect investment decisions, including investments in human capital. Hence institutions are relevant for the allocation of talent. Good market-supporting institutions attract talent to productive value-creating activities, whereas poor ones raise the appeal of rent-seeking. We propose a theoretical model that predicts that more talented individuals are particularly sensitive in their career choices to the quality of institutions, and test these predictions on a sample of around 95 countries of the world. We find a strong positive association between the quality of institutions and graduation of college and university students in science, and an even stronger negative correlation with graduation in law. Our findings are robust to various specifications of empirical models, including smaller samples of former colonies and transition countries. The quality of human capital makes the distinction between educational choices under strong and weak institutions particularly sharp. We show that the allocation of talent is an important link between institutions and growth.