There is considerable mobility in the educational services market: stakeholders’ requirements, the forms of organizing the educational process, and the training tools used are changing. Testing of changes requires monitoring and evaluating the effectiveness of improvements and the impact on changes in content parameters, the quality of learning materials and the demand for formed managerial competencies. There is a surge in researchers ‘interest in developing methods for evaluating and justifying the increase in improvements from introducing changes to the educational process. This work reflects the results of an experiment conducted by a research group to expand the tools for teaching students of management training programs. The hypothesis is put about a higher rate of information assimilation and the formation of managerial competencies in groups of students in which classes are organized using business simulators, in contrast to those groups of students who master the course using traditional means - problem solving and case presentation. The authors believe that simulators based on the principles of gamification, to a greater extent satisfy the Generation Z students’ needs for mobility, rapid feedback, change of impressions and locations. The proof of the hypothesis is based on the differentiation of the student group into two subgroups, with a preliminary assessment of students ‘ academic performance in economic and management disciplines and input testing of knowledge in Unit Economics.
The purpose of this study is to find and justify reserves for increasing the productivity of teachers on the example of the Novosibirsk State Technical University. Some of the methods presented in the paper are well-known and are of interest from a practical point of view. These include a survey, observation, experiment, and in-depth interview. Some methods are specific and are more often used by experts in the field of lean manufacturing. The key set of lean tools was the kaizen umbrella, which includes the philosophy of continuous improvement, the method of mapping the value stream, the “five why” method. Diagrams of various purposes are widely used in the article: Ishikawa, Pareto, spaghetti. The main problem solved in this paper is a large number of errors in syllabuses, a long time of their creation and excessive control. The hypothesis about the simultaneous elimination of these shortcomings by automating the process itself was tested. The experiment proved the validity of the hypothesis. The duration of the value creation process during the development of syllabuses was reduced by 15%, and the overall satisfaction of the participants in the process increased by 27.5%. The total savings of the working time fund amounted to 0.5 million man-hours across the entire university, accounting for almost 100 thousand syllabuses.
The research deals with the specific features of developing intercultural sensitivity in students of Linguistics in a non- linguistic environment. The paper comprises scientific literature analysis on intercultural sensitivity and the factors of its development. Chen and Starosta's five-factor Intercultural Sensitivity Scale, supplemented by a questionnaire, was employed to measure intercultural sensitivity of 1st, 2nd, and 3d year students majoring in Linguistics. The calculations employed the methods of statistical processing of Student T-test and Fisher criterion. The intercultural sensitivity of students was above average (mean value = 89.47), whereas the increase of all components of intercultural sensitivity, except "Interaction confidence", correlated with the level of foreign language proficiency. In addition, senior students revealed more respect for cultural differences, though they were less confident than junior ones. Moreover, the difference between these two components increased from the 1st year to the3d year of study. Finally, interaction confidence increased if students had travelled overseas and had an experience of interaction with culturally different counterparts. The results and conclusions can be used for the design of programs and training courses for translators and teachers of foreign languages in a non-linguistic environment.
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