Training of specialists in knowledge-intensive areas in the United Kingdom

Abstract

Introduction. The article analyzes the experience of training specialists for science and knowledge-intensive technologies on the example of individual leading UK universities, located close to knowledge-intensive industry: Cambridge University, Manchester University, Imperial College London. Considered educational programs and their features in the context of innovation activities and promotion of advanced technologies. The purpose of the study is to analyze the best practices of training students for science and high-tech technologies on the example of Great Britain. Materials and methods. The study uses analytical method, which allows to analyze the innovative aspects of the training of specialists in science-intensive areas. The analysis was carried out from the standpoint of the system approach to the understanding of student training in universities of science cities. The system approach allowed us to consider the training programs in universities, which are an integral part of science cities, having its own structure formed by various interrelated components, subject to its own logic of development under the influence of various factors. To identify the common and special in the training of specialists for science and science-intensive technologies the method of comparative analysis was used, which allowed to perform a comparative-pedagogical study in the context of training specialists for innovative activities and promotion of cutting-edge technologies. Results. Training of specialists for knowledge-intensive industries in universities of science cities of Great Britain is considered in the article. The common characteristics of the training of students in science-intensive areas in the UK are highlighted. The specifics of interaction of the professional community with the use of information cooperation platforms are considered in the article. Discussion and Conclusion. The obtained results can enrich them with a variety of interactions with knowledge-intensive enterprises and ways of modern communications, new directions of development of knowledge-intensive educational programs, formation of motivated participation in knowledge-intensive project activity of students.