Organization of student project based activities through individual learning routes

The article deals with the organization of project training within the university education through the construction of individual educational routes. The authors believe that the value orientationsand the motivationsystem are not only interrelated, but also mutually influence each other, which confirms the need to study value orientations when building an individual route. Based on the Milton Rokich questionnaire, the authors identify three groups of students based on their value orientations. The stages of building individual educational routes are also presented. © 2019, iJET

Развитие командной компетенции у выпускников технических вузов на базе коллаборативного обучения

Problem and purpose. The modern economy needs engineers with a new consciousness and psychological attitudes, possessing the necessary competencies, capable of giving a positive impetus to the development of further competitiveness of enterprises located in the territories of advanced social and economic development and Russia as a whole. The purpose of the article is to substantiate the effectiveness of implementing a collaborative approach in the formation of team competence in the system of higher and supplementary professional education. Methods. The study involved 135 graduates of various technical fields of study, 243 third-year and fourth-year students of the National Research Tomsk Polytechnic University, and 203 participants in supplementary professional education programs. The development of team competence among students and participants was monitored through observation, teamwork on projects, questionnaires, and interviews. To analyze the data, the Pearson χ2 statistical test was used. Results. It was found that the employers highly valued team competence as a necessary component of a specialist's qualification characteristics. The results of the study confirmed that the level of the formation of team competence among 135 graduates was mainly at a low level (41%) and an average level (45%). The analysis of various studies allowed concluding that the collaborative approach has great potential in the development of this competence. Discussion and conclusion. The stages of implementing the collaborative approach proposed by the authors made it possible to increase the efficiency of educational activities, both in the higher education system (χ2 = 7.72; p < 0.01) and in the system of supplementary professional education (χ2 = 7.46; p < 0.01), which is confirmed by the pedagogical experiment. The effectiveness was determined through numerical meters, allowing accurate diagnosis of the success of the participants in the experiment. © 2021 LLC Ecological Help. All rights reserved

Readiness of Technical University Students to Entrepreneurship Activity

The article raises the problem of the formation of entrepreneurial competencies in response to the current situation in the country’s economy, which arose due to the lack of specialists capable of organizing innovation and technology business in the Territories of advanced socio-economic development (TOSED).The authors have analyzed the professional preferences of graduates of the National Research Tomsk Polytechnic University (Russia), the University of Zagreb (Croatia), and the University of Lyon (France) and identified the reasons why graduates do not create their own business. In order to determine the necessary cluster of entrepreneurial competencies of university graduates with basic technical education, a survey involving the representatives of Russian and foreign companies working in Russia, including TOSED residents, was conducted. As a result, the authors have received a list of key entrepreneurial competencies necessary for entrepreneurial activities and the formation of graduate competence in the field of management and business.The authors believe that for the formation of entrepreneurial competence, certain conditions must be created in the educational process for preparing a student for entrepreneurial activities, in particular a number of disciplines (entrepreneurship, technological entrepreneurship, project management, business planning) should be included in the curricula; interactive design training methods aimed to develop graduate’s readiness to create their own business should be applied. It is also necessary to provide an the interaction between universities and business structures, which are mostly the residents of TOSED