ARPHA Proceedings V International Forum on Teacher Education
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.
The problem of increasing the levels of competitiveness among teacher training universities in Russia is becoming more and more relevant as Russian education emerges on the international arena. As a result, export of Russian educational services becomes an opportunity that requires seizing. This research paper examines the specificities of internationalization among teacher training universities in Russia as well as the factors that constitute the development of their competitiveness strategy. The paper uses Michael Porter’s “diamond model” as the basis for investigating competitiveness. The “diamond model” includes four attributes: factor conditions; domestic demand conditions; related and supporting industries; firm strategy, structure and rivalry. Along with the methods of theoretical analysis, these elements are used in measuring efficiency of Russian teacher training universities against the background of internationalization process. This paper describes the distinctive features of internationalization of education and science in Russian universities and analyzes directions of internationalization as seen in activities of Moscow State Pedagogical University and Altai State Pedagogical University, the two institutions used as representatives of the core-periphery model. The stages of competitive development from Michael Porter’s diamond model are adapted for teacher training universities. Based on the adapted data, a set of recommendations is drawn up for developing a competitiveness strategy. The results of the research allow teacher training universities to create a roadmap for developing competitiveness in accordance with their existing potential, resources and specific character of their activities.