The purpose of this article is to analyze, based on new experimental data, the ef-fectiveness of entrepreneurship education using outsourcing and outstaffing (O&O) mechanisms based on the implementation of a massive open online course (MOOC). The field study was conducted among 205 undergraduate stu-dents enrolled in entrepreneurial programs in Management and Economics at three Russian universities. As a result of the study, the following hypotheses were confirmed. Namely, H1 "Implementation of O&O does not reduce student satisfaction with the educational process", H2 "Implementation of O&O does not reduce the level of students' understanding of theoretical teaching materials". H3 "Implementation of O&O does not reduce the level of students' understanding of practical learning tasks", H4 "The introduction of O&O has a positive impact on the business environment of the university". H5 "The introduction of O&O has a positive impact on the entrepreneurial intentions of students", H6 "The introduc-tion of O&O does not reduce the level of students' achievements". At the same time, all O&O elements were included in the educational process through online access to MOOCs based on EdX. The practical significance of the results ob-tained in the article is that the proposed approach allows one to effectively imple-ment outsourcing and outstaffing for the organization of entrepreneurial education based on MOOC, the creation and connection of which does not require signifi-cant costs from the university.
The relevance of the study is reasoned by the objective necessity in the education of students, focused on humanistic values and able to engage in dialogue with society. The purpose of the paper is to reveal the students' tolerant behavior formation mechanisms. The guiding principle of investigation is the event-related principle, providing students' inclusion in the set of events that encourage awareness of the sense of tolerance and aimed at creating of capacity for tolerant behavior. The study involved 500 teachers, 500 students, which revealed the criteria (knowledge based, motivational and activity-based) and gave the characteristic to the levels of students' tolerant behavior (optimal, efficient and acceptable). The main results of the study is to develop the mechanisms for formation of tolerant behavior (the organization of a special event-activity environment, personality-role development of tolerant behavior, creating situations of success in building and implementing strategies for sustainable cooperation based on ethnic, cultural and religious differences, the use of implicit measures; stability of intergroup tolerance). The significance of the results obtained is that the identified mechanisms provide: 1) the formation of cognitive ideas about tolerance and focus on tolerant behavior; 2) formation of the valuable attitude to the honor and dignity of the individual, the rights and freedoms of man and citizen, mutual understanding and constructive cooperation with others; 3) development of skills of situations of tolerant behavior.
The article aims to elaborate certain patterns of formation of organizational and managerial expertise of future teachers of technology and entrepreneurship. The main study approaches were integrative, expertise and activity approaches defining methodology, content and technology of forming organizational and managerial expertise of future teachers.The presented pattern of organizational and managerial expertise of future technology and entrepreneurship teachers includes the following sections: regulatory and target, theoretical and methodological, algorithmic, procedural and productive-evaluative sections. This article material can be useful for high school professors who offer specific training for future technology and entrepreneurship teachers, for teachers and school managers within specific training courses and when enhancing professional skills of technology and entrepreneurship teachers.
Purpose: The ideas of integrity, unity, systematic organization of teacher’s work allow presenting the work of the teacher – a complex pedagogical reality – in the form of the unity of three interrelated spaces: the teacher’s personality, pedagogical activity, and pedagogical communication. Methodology: The analysis of the works of national and foreign experts devoted to the study of competences and competencies shows convincingly that, first of all, this phenomenon is associated with professional activity. A natural continuation of the study of competence problems in the late twentieth – early XXI century is the scientific and practical interest in the possibility of forming and developing competence in a specially organized environment. Result: For the authors of the article it is important not only how the teacher develops his pedagogical competence in the process of professional activity, but also how it increases the effectiveness of the educational activity of the student. Discussion. In our opinion, the basic competencies of a teacher of a professional educational institution should reflect the culture of the teacher and are divided into professional-pedagogical, social-motivational, information, communicative, creative. Special competencies integrate the knowledge of the teaching subject and methods of teaching, are divided into objective, content, design, reflexive, monitoring. Applications: This research can be used for the universities, teachers, and students. Novelty/Originality: In this research, the model of the development of teacher's pedagogical competence in the conditions of professional educational organization is presented in a comprehensive and complete manner.
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