Abstract-This
Cooperation skills of the military service members are investigated in this paper in the context of their professional activity. Interpersonal relations in the army have always been under discussion among specialists in education and psychology. Building positive relationships with other people, achieving consensus, supporting other people and generating enthusiasm among group members for accomplishing the goalsall of these are components of the cooperation skills as suggested by the Council of Europe. Cooperation skills are of great importance for the success of the military mission. Positive relations and understanding are necessary in professional communication between officers and soldiers in the conditions of the Extreme North and the Arctic, in the mountainous areas, in peacekeeping operations, in engineering and recovering weapons and armored vehicles, airborne equipment, security systems, etc. Ideas of group dynamics and teamwork based on the cooperation skills are also discussed in the research. To measure cooperation skills, a special questionnaire in the form of self-assessment and peer assessment was offered to officers and soldiers doing their military service by contract in the airborne troops. The research was done by adjuncts of Ryazan Guard Higher Airborne Command School named after General of the Army V. F. Margelov. The descriptors of cooperation skills were taken from Reference Framework of Competences for Democratic Culture. The results of the study show that officers indicate rather high cooperation skills, about 86 %, all of them having higher education, aged 27-35 years old. The soldiers have a bit lower level of cooperation skills, about 81%, most of them being rather young, aged 21-25 years old. The authors conclude that cooperation skills and group dynamics among officers and soldiers of the airborne troops are very good for positive and constructive professional activity, which help them fulfil their mission.
The paper is aimed at the investigation of a Russian university student's self-assessment and peer assessment of cultural values. Under the burden of growing diversity and disruption of modern society the task of educational institutions is to transmit the main cultural values in order to help students develop their self. The first step is to understand what cultural values are treated by students as the most important and requested. The investigation is realized by means of theoretical and empirical methods of research that allowed to compare self-assessment and peer assessment of cultural values of future engineers (N = 32), future doctors (N = 30), future teachers (N=36), future military men (N=24). The authors focus on the research questions: What cultural values should be promoted in higher educational institutions? What are the most effective ways to encourage the students' cultural involvement? Is the engagement into cultural scene professionally oriented? The results of the questionnaire revealed differences in self-assessment and peer assessment on its own and in different professional groups of students and put the question for further research.
Tolerance of ambiguity of the military members very often determines their professional culture, which helps them fulfil professional duties. Tackling situations that are complicated, working well in unpredictable circumstances, dealing with uncertainty in a positive and constructive manner, feeling comfortable in unfamiliar situationsall of these are components of the competence of tolerance of ambiguity, one of the twenty competences for democratic culture, suggested by the Council of Europe. Working under circumstances of uncertainty may be implemented in different situations of the professional activity such as training paratroopers for jumping with a parachute, organizing the work of the military school under different circumstances, finding a solution in extreme situations, even in speaking a foreign language, etc. The authors support the ideas of T.V. Kornilova that tolerance of ambiguity is usually analyzed in two directions: acceptance of ambiguous conditions and avoiding ambiguity, trying to achieve clearness; the second aspect is focused on the variable intolerance of ambiguity. Most of the cadets believe that they are ready for fulfilling their professional duty in unfamiliar situations. A special questionnaire was offered for selfassessment to two groups of respondents, being cadets of the 4th and 5th year of study in Ryazan Guard Higher Airborne Command School named after General of the Army V. F. Margelov. The descriptors of tolerance of ambiguity were taken from Reference Framework of Competences for Democratic Culture. The results of the study show that the scores of self-assessment of tolerance of ambiguity of the 4th year cadets are a bit higher than the same scores of the 5th year cadets. Observation and interviews of the cadets show that the cadets of the 5th year of study are thinking about their future perspectives in professional activity and family life. The situation of uncertainty about the future influences their general scores of tolerance of ambiguity.
The purpose of this article is to review and compare ideas about the changes taking place in the process of Russian higher education modernization. The methods used are theoretical and empirical (an analysis and synthesis of literature, interviewing, observation and analysis of the educational process at a University). As a result of the research it is shown that the modernization is complicated by such factors as insufficient financing, poor infrastructure, psychological inability of the professorial staff to comply with the demands of a modernizing society, bureaucracy, and lack of university-business cooperation. The development of Russian corporate education may bring about considerable changes in the sphere of professional training and retraining. It may trigger off a change in the role of traditional institutes of professional development. Classical universities are no longer the only suppliers of the labour force. In the contemporary labour market, they compete with corporate educational institutions. It is concluded that traditional educational institutions and corporate educational institutions will be able to collaborate effectively in postindustrial Russia. Traditional universities should record, systematize and transmit universal cultural norms and values. They should preserve cultural heritage preventing it from disappearing. The improvement of university-business cooperation promotes government-business partnership, which is well illustrated by the Skolkovo Innovation Center.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.