Effectiveness Of Implementing Practice-Oriented Higher Education Programs Based On Stakeholders Feedback

Abstract

The article covers the issues of higher education development in the framework of innovative economy and the role of practice-oriented education technologies in this process. It presents substantial characteristics of successful international practice-oriented models, which potential can be used to solve problems that occur in the national system of education. It is shown that the successful implementation of practice-oriented programs involves the development of various forms of interaction between business and education, including: requirements for the quality of specialists' training, holding of training sessions for students by the employers' representatives¸ integration of professionally-oriented education technologies, creation within universities of innovative forms of professional employment in accordance with the learning profile, formation of professional skills of students through their immersion in professional environment, project integration.To meet labor market needs, programs are to consider the opinion of all stakeholders. In this paper, the authors first identify key stakeholders to be considered in the process of study programs development. Then they argue that online surveys are a preferable method of data collection for this purpose. Secondly, the authors focus on these online surveys being the main object of this research. They outline selection parameters which should be taken into account when planning such surveys by asking questions and giving guidelines based on practices and experiments within the universities. Thirdly, the authors identify some common pitfalls to be avoided when designing such surveys. The described survey's methodology can be accordingly included in the content of study programs in management and pedagogy.

Practice-Oriented Technologies in the Educational Process as the Basis for the Economic Development of Society

“…On the one hand, it is the preservation of the fundamental nature of education, and on the other hand, the constant updating of its content by strengthening practical focus. In such conditions, the team of authors considers the most effective strengthening of the role of practice-oriented [1,2,3,[4][5][6][7][8][9][10][11][12][13][14] technologies in the educational process, that is, a harmonious combination of theoretical knowledge in solving practical issues. Without completely reducing the importance of the theoretical block, the practice-oriented approach aims educational organizations [18,[19][20][21][22][23][24] to develop such forms of educational process that allow the effective use of case study [4,[6][7][8], master classes, trainings, business games [5], design and problematic techniques, independent research (Figure 1).…”

“…The empirical basis of the study was the study and analysis of Russian and international experience of using practiceoriented [1,2,3,[4][5][6][7][8][9][10][11][12][13][14] technologies in the educational process of leading universities. The methodological basis of the study was the scientific and educational literature, which was recited in the list of sources.…”

“…The modern stage of society development is characterized by a change in educational paradigms, that is, a transition to new practice-oriented [1,2,3,[4][5][6][7][8][9][10][11][12][13][14] pedagogical technologies, the essence of which is to develop the creative potential of students, develop skills for quick inclusion in innovative processes and abilities correlate their professional activities depending on objective and subjective conditions.…”

“…The team of authors considers one of the priority areas in solving the problem as the introduction of new, effective teaching technologies [15]. Currently, educational technologies based on active and interactive learning methods are relevant, which include design or problem-oriented methods [1,2,3,[4][5][6][7][8][9][10][11][12][13][14][15]. Azapagic A.)…”

Model Of Development And Preservation Of Life Force

“…As a result of the analysis, it was found that all bad habits that undermine health (alcohol, smoking and others) are determined not only by DNA, but primarily by lifestyle, which in turn depends on the level of education. Higher education helps people eat better and not depend on bad habits (Margarov, Mitrofanova, Konovalova, Mitrofanova, & Trubitsyn, 2018).…”