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Разработка модели инновационной компетенции и ее апробация в курсе «Техно-стартап»
Introduction. Innovative evolution of the country requires preparing students for innovative activity and developing their innovative competence. But there is still no clear understanding as to how to effectively form and measure it. This article offers a model of innovation competence in the area of techno-innovation, which is based on the analysis of existing summarized models of innovation competence and consists of cognitive and non-cognitive components, each of which already has diagnostic tools. The purpose of the article is to describe the results of testing the proposed model of innovation competence in the process of specially organized training, as well as to identify effective teaching methods and tools for assessing innovation competence in higher engineering education.
Materials and Methods. The article describes a comprehensive toolkit for assessing the changing of each component of innovation competence in the area of techno-innovation. It was used to identify the teaching methods most effective for the developing innovative competence in the process of teaching future techno-innovators at university. A quasi-experimental plan of research was used with the participation of 521 HSE students, who during a semester learned a specially created training course “Techno-Startup”. 58 trackers participated in the data collection. The results were subjected to statistical analysis: mean values, standard deviation values were calculated, linear regression model was applied.
Results. It is found that the proposed toolkit has reliability and validity. On average, statistically significant improvement of studentʼs innovative competence in the focused learning of the course “Techno-Startup” was recorded relative to the control group. However, in 11–13% of students, motivation and personal attitudes decreased. It has been revealed that individual methods of teaching donʼt significantly influence the development of innovative competence of students, and it is necessary to use different methods in combination, each of which influences a specific component of competence. In the process of studying, the components of competence develop differently: the most noticeable growth of knowledge and skills, while personal attitudes and qualities practically does not change.
Discussion and Conclusion. The obtained results contribute to the development of ideas about innovation competence, which can be useful in creating training programs for engineers and entrepreneurs in the technological sphere. Practical value has recommendations on the construction and content of the course, in the scope of which innovation competence is purposefully forms on the example of the discipline “Techno-Startup”.