<p class="0abstract">The development of digital technologies necessitates the formation of digital literacy and entrepreneurship skills in the modern "digital generation". The study has as the objective to identify the aspects of consumer demand for educational services in the process of testing the conceptual model of mobile learning adapted to the modern business environment in the context of digital transformations of the socio-economic life. The concept of an educational course based on the Sakai mobile learning platform with a focus on the formation of digital literacy in the business segment has been proposed in the study. The educational and applied course "Entrepreneurship in the Digital Mode" was tested within the educational programs of the State University of Management (Lyubertsy, Russia) and Herzen State Pedagogical University of Russia (St. Petersburg, Russia). The experiment made it possible to identify key aspects of consumer demand for distance education based on the characteristics of the participants' perception of the advantages and effectiveness of mobile learning. Most participants confirmed their professional achievements and the fact of the implementation of personal educational goals. Mobile learning was described as an easy, comfortable, interesting, innovative and modern method of learning compared to traditional classroom lessons. In the process of mobile learning, students demonstrated an increase in personal responsibility and self-organization while practical classes and the synergy of the educational content with real business cases greatly contributed to their involvement and productivity. Until now, research has not dealt with real measurable in terms of real income from specific activities, the results of the application of mobile learning. The contribution of this study to the area under study is to establish pedagogical demands that can be satisfied with mobile learning.</p>

This article defines the role of start-up projects as a pedagogical tool aimed at consolidating and updating vocational training of students majoring in entrepreneurial studies. It presents an online survey conducted among Russian and Azerbaijan entrepreneurs, which allowed identifying key competencies necessary to practice a flourishing business activity in the current environment. The role of start-ups in strengthening and upgrading entrepreneurship students’ professional competencies was identified based on self-assessment of their professional progress duringeducational training. The research methodology made it possible to identify levers of influence on students’ involvement in training, the effective usage of which can dramatically change the quality of future specialists’ education due to the synergy of theoretical and practical activities. Using a survey of 50 Russian and Azerbaijani entrepreneurs, selected using a series of filters and based on a random sample, a list of entrepreneurs' competencies and skills was formed. Checking by the Cronbach method a demonstrated the acceptability of the internal reliability of the resulting list (α =.821). This list was used to survey 395 students from 5 Russian and one Azerbaijani universities using the method of assessing on a 4-point Likert scale their results in entrepreneurship training after The practical vocational training in the “Start-up Projects - New Generation” ecosystem, described in this study. The students' assessment of the level of development of their vocational skills turned out to be relevantly high. In practice, the research results can be applied in the creation of entrepreneurship training courses, as well as with the aim of increasing student entrepreneurship motivation and enhancing their practical experience.

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CHAPTER 3 DESIGNING QUALITATIVE PERSONNEL INCENTIVES SYSTEMS IN ORGANIZATIONS Pre-project study of labor incentive systemsIt should be noted that the above parameters of the equivalence of social exchange cannot exist as single, independent phenomena.It is rather difficult to identify which needs are leading in the motivational process of a particular person in certain conditions and constitute a motivational complex. After all, the needs themselves are in a complex constantly changing interaction and can contradict each other. However, in any situation and any person there are motives that direct and orient him. The predominance of certain reference points in activity influences the choice of an individual's behavior. «In a person there is, of course, a certain unchanging core, that is, those of his features that leave an imprint on all his behavior. Based on them, some are guided mainly by material incentives, others are guided by a sense of duty, and still others try to avoid criticism» 166 .There can be a huge number of similar goals and motives, and the choice of means and ways to achieve them directly depends on their nature, which allows us to talk about the presence of various types of behavior in the organization. Knowledge of the landmarks of a person's activity, his motives, needs and expectations makes it possible to form the labor behavior of personnel that is appropriate for the organization with the help of stimulating influence.It should be noted that the elements of labor activity, which determine its effectiveness, exist as interrelated and interdependent. The fundamental element, along with the system of employee expectations and the system of assessment criteria, can be considered the motivational structure of the personality, since it has the strongest influence on human behavior in the organization.In this case, what could be simpler than to study the characteristics of the employee's personality, his needs and offer him what he wants, and in return get the expected result? Moreover, there are techniques necessary for this.Among the most famous: the tests of Kettel, Rorschach, the methods of Eysenck, Kucher, the test-questionnaire of the achievement motivation of A. Mehrabyan, the diagnosis of personality for the motivation for success of T. Ehlers. I.G. Kokurina 167 offers an interesting method for studying work motivation. The methodology is based on the concept of two main semantic orientations:1) procedural orientation, in which a person's activity is within a limited framework of activity;2) the resulting orientation, which suggests a higher level of activity.