Knowledge Management as an Approach to Learning and Instructing Sector University Students in Post-Soviet Professional Education

Abstract

The relevance of the study depends on addressing to the issue of knowledge management in learning and instructing students of post-Soviet sector universities. In this regard, the article is intended to reveal the nature of knowledge management approach compared to the knowledge-based one predominated in Soviet education. The flagship approach of this study is the systemic-activity approach to explain knowledge management advantages for learning and instructing social disciplines in sector universities. The relevant literature is reviewed to show evolution of approaches. It is stated that knowledge reflecting specificity of an industry may be defined as industry-oriented and can be represented by a new international web standard (ontology). To determine significant factors for knowledge absorption with the proposed approach an experiment was conducted. The results prove the didactic potential of ontologies, so the knowledge management approach is considered promising. This article may be of practical interest for professors of sector universities.

"Start-Up" in E-Learning Mode as a Basic Project of the Final Year of Entrepreneurship Education

“…It should be noted that in the university context, start-up is a project in the elearning mode, on the basis of which the above-mentioned organization is created. The use of such tools strengthens the role of universities in developing the innovative potential of the country [11,36,37]. To confirm this, let us present the statistics from the National Report GUESSS (Global University Entrepreneurial Spirit Students' Survey) [38].…”

“…The problem of the quality of entrepreneurship education is relevant not only in Russia, but also in all post-Soviet countries. Also, in all countries of the region, there is a lag in the implementation of digital learning and e-learning opportunities [11]. For example, Belarus is actively working on the introduction and improvement of the American concept of "University 3.0" [12].…”

Gestión del conocimiento en Instituciones de Educación Superior: Caracterización desde una reflexión teórica

“…Sin embargo, a pesar de su importancia, investigaciones previas en varios países en el mundo, han demostrado que este tipo de organizaciones no tienen una estrategia clara de gestión del conocimiento, lo que les impide alcanzar mejoras significativas en sus procesos (Veer-Ranjeawon y Rowley, 2019). Las universidades son consideradas como empresas diferenciadas por su producto intangible, por lo tanto, pueden aplicarse todos los conceptos y principios de la gestión del conocimiento, aun mas, siendo estas las que generan conocimiento por naturaleza (Volegzhanina, et al, 2017).…”

European Language Portfolio as an Effective Tool of Assessment Used in Teaching a Foreign Language

“…In teaching foreign languages to non-linguistics students, along with the above tendencies, growing attention is given to systemically assessing overall intercultural foreign language professional communicative competence (IFLPCC) (Byram, 1997;Khomyakova, 2011;Vonog, 2017;Yarotskaya, 2016, etc. ) and its individual aspects, namely to testing linguistic competence (Bachman, 1990;Pavlova, 2003), professionoriented oral foreign language skills (Galustyan, 2010), self-assessment (Little, 1991;Scharer, 2005Scharer, , 2006Scharer, , 2007Sysoev, Evstigneeva, Evstigneev, 2015;Richterich, Schneider, 1992;Galskova, 2000) as well as to computer testing (Bejar, 1980) and mobile assessment means (Titova, 2017;Volegzhanina, Chusovlyanova, Adolf, Bykadorova, Belova, 2017). Among conclusions particularly relevant to our research are those concerning the use of profession-oriented situations and students' creative work (Smolyaninova, 2016;Khomyakova, 2011;Yarotskaya, 2016;Yevdokimova, 2007) as instruments of assessing IFLPCC.…”