Abstract
In the article we tried to investigate theoretical ideas concerning actual students’ reasons for education in the field of architecture in frame of the second level of higher professional education system. We present the results of survey that we conducted last year. We collected data about students’ reasons to enrol for architectures’ and others master programmes and their expectations of programmes’ content, programmes’ volume, curriculum structure, placement periods. We analysed the teaching methods, structure and trends in architecture’s master programmes that was legally introduced by government standards. As a result, we concluded that the changes of education standards mostly meet expectations of master programmes contenders. However, the contenders will succeed in higher school only if their motivation is enough strong and appropriate.
Highlights
The national higher professional education system in Russia have been changed for last three decades
In that context it seems interesting to summarize results that obtained during our last year survey regarding motives of first year master programmes students from universities of St
Thoughts we described above lead to the conclusions regarding the value and weight of follows main groups of master programmes students’ education motives: firstly, the formal proceeding of future career development - moderate level; secondly, the substantive content of programmes was evaluated as more than moderate; thirdly, personal inclinations shows moderate level
Summary
The national higher professional education system in Russia have been changed for last three decades. It is directly concerned architectures' professional education. Architectures’ educational programmes’ structure and content has been changed simultaneously. In accordance to national educational standards the crucial target of the changes is proper alumnus’ professional competencies. We assume that the correct content and the appropriate structure of educational programmes are not enough for students’ high learning results. Methods and technics should meet the students’ motives and expectations concerning their professional value at a labor market but at the same time teaching methods should be in frame of legally introduced requirements of national educational standards as well
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