Professional Exchange Research Articles

Digital redesign of the radiotherapy course for medical students with ablended learning approach.

Due to the need for high-quality teaching, we present anew blended learning concept combining digital modules, interactive seminars, and clinical experience. Furthermore, we evaluated its acceptance among students. Anew concept for teaching was applied to the radiotherapy module and made available via the Hannover Medical School (MHH) learning management system as part of ablended learning concept with educational films, multimedia learning modules, online seminars, and onsite practical training. The evaluation recorded assessments of the requirement profile, design, and opportunities for skills acquisition; evaluation of the seminar and internship; and questions on the overall assessment. The new concept was applied to four passes in the fourth academic year. Atotal of 152 students completed the radio-oncology learning module, which was evaluated by 46students. Forty students considered the course duration to be appropriate for the material covered, and most students stated that their prior knowledge had been sufficient. The level of difficulty of the content was rated by the students as somewhat too high. The design of the digital course, the opportunity to acquire skills, the seminar course, and the practical course were mostly rated positively. Through digital redesign, ateaching concept can be implemented that combines self-determined learning, professional exchange with doctors, and clinical practice experience. The concept can be transferred to other areas because it combines theoretical knowledge transfer with synchronous teaching and clinical experience. The results of the evaluation show that the students rated the new concept well.

Practice Note: “I'm Sorry”, Said ChatGPT: Without a Self and Without Remorse—Useful for Conflict Resolution Nonetheless? A Case Study on Apologies in Mediation

ABSTRACTIn this case study of a conversation with ChatGPT on the dynamics of apologies in mediation in general – and also about the dynamic of apologies within our conversation – I present my preliminary reflections on the potential and the limitations of using AI as a practitioner and teacher of conflict resolution: Does talking to a chatbot satisfy the expectation of a cognitively interesting (even inspiring) and factually appropriate exchange on a professional level? Does the communication as a process fulfill basic requirements to a useful professional exchange? From the analysis of this case and based on excerpts of the exchange, it seems reasonable to expect the possibility of a fairly meaningful and interesting exchange on relevant professional topics in conflict resolution – as long as one is willing and able to apply what I would term the “Triple P in dealing with ChatGPT”: Precision, proficiency, and perseverance.

Which diversity factors influence the attribution of competences and co-operation in nursing teams?

Abstract Background Diversity within nursing teams increases due to staff shortages in Germany, nurse migration and the current academization of the profession. Quality of patient care is associated with intraprofessional teamwork. Little is known about how nurse’s own diversity factors and those of team members impact nurse’s perception and behavior in team situations. Methods A quasi-experimental, cross-sectional study with a factorial online survey with fictional case studies (vignettes) was conducted in two German hospital operators in 2023. Nurses of legal age working in hospitals or nursing homes were eligible to participate. Associations of diversity factors, i.e., gender, age, migration background, and qualification, on the participant and vignette level on perceived competences and willingness to cooperate were preliminary analyzed via multi-level fixed effects models in SPSS. Results N = 684 nurses participated (76% female; mean age: 44.2 years; 88% born in Germany; 75% completed vocational training). Competency of team members in patient’s personal hygiene was rated higher by respondents born in Germany (.36), when fictional colleagues were of middle age (.06) compared to higher age and were from Germany (.22) or France (.08) compared to China. Competency in inserting infusions was rated higher by respondents born in Germany (.56), when fictional colleagues were from Germany (.29) or France (.20) compared to China and when one worked together for months compared to days (-.39). Willingness to swap shifts was affected by the fictional length of collaboration (-.08). All significance levels were p<.02. Conclusions How nurses perceive their colleagues’ competences is mainly influenced by their own and the other’s migration background, while willingness to cooperate is only affected by length of collaboration. Improving the onboarding process of new nurses in teams, and providing the time and space for professional exchange might improve mutual trust and teamwork. Key messages • Diversity in German nursing teams increases due to nurse migration and plurality of qualifications. • Facilitating professional exchange about individual competences might improve team work in nurses.

Social presence and collaborative creativity in leaner media

As people increasingly rely on virtual spaces for both personal and professional exchanges, the dynamics of how we connect, share ideas, and work together have evolved. Online interactions often engage in modality switching where communication starts in one modality, such as talking, then switches to another, such as texting. We examined how modality switching affected creativity and social presence when collaborating using computer mediated communication. Participants first met via an audio or text modality, then switched to the other modality. They then engaged in a collaborative story creation task. Using the Social Information Processing Theory for our theoretical framework, we found that switching from text to audio benefitted creativity. We found no differences between texted and audio communication in social presence, desire for future interaction, or creativity. Replicating others’ results, we did find differences in conversational balance: Texted conversations were more balanced than audio conversations. We newly discovered that modality switching affected balance. Audio conversations were more balanced when they followed text interactions rather than preceded them. Ultimately, more balanced conversations – regardless of modality – led to greater creativity in dyads.

The association of social networks with the job performance of primary health care professionals: the mediating effect of knowledge sharing.

Social networks formed through social media platforms have facilitated knowledge sharing among primary health care professionals (PHCPs). However, the impact of these networks on PHCPs' job performance and the mediating role of knowledge sharing remain underexplored. This study aimed to investigate the association between social networks formed via social media and the job performance of PHCPs, and to explore the mediating role of knowledge sharing in this association. A cross-sectional survey was carried out among PHCPs in Henan Province, China, involving 655 valid responses. Validated scales measured the key variables, and structural equation modeling (SEM) tested the proposed hypotheses, including the mediating effect of knowledge sharing through bootstrap method. Statistical analysis was performed using SPSS 24.0 and AMOS 24.0. The degree centrality (β = 0.225; p = 0.001) and network heterogeneity (β = 0.093; p = 0.043) of the social network had a significant direct association with job performance, whereas the direct associations of betweenness centrality and network tie strength with job performance were not significant. Knowledge sharing mediated the relationship between degree centrality (β = 0.147; p = 0.001), network heterogeneity (β = 0.251; p = 0.043), and job performance. The study revealed the internal mechanisms by which social network characteristics influence PHCPs' job performance, highlighting the mediating role of knowledge sharing. Social networks formed within social media contexts have multifaceted effects on job performance, with knowledge sharing as a critical mediating variable. These findings underscore the importance of leveraging social media for professional networking and knowledge exchange to enhance PHCPs' job performance.

Collaborative Co-Design: Transforming Traditional Professional Development

Objective: The primary aim of this project was to develop the "Online Professional Learning Exchange" (OPLE), a platform designed to support blended learning and facilitate a shift towards a Community of Practice (CoP) model. By integrating face-to-face, blended, and fully online learning situations, this move was intended to enhance the accessibility and effectiveness of professional development. Theoretical Framework: The project was grounded in theories of adult learning and community of practice. It utilized these frameworks to foster an environment where educators could collaboratively design and engage with learning materials. This approach aimed to promote sustained professional growth and mastery of teaching concepts. Method: The development of the OPLE involved a systematic review of the literature on professional learning and training methods, followed by the creation of blended learning modules that included videos, written materials, polls, and discussions. This method facilitated varied instructional approaches to cater to different learning styles and needs. Results and Discussion: The OPLE successfully enabled educators to master relevant educational concepts more efficiently and effectively. The analysis revealed that this integrated approach supported individual learning needs and encouraged active participation in a broader professional community. Research Implications: The findings from this project underscore the potential of collaborative co-design in professional development, particularly in enhancing the adaptability and engagement of PD programs. This model presents a viable blueprint for other educational systems looking to modernize their professional development approaches. Originality/Value: This research contributes to the field by demonstrating how transitioning from traditional expert-led training to a community-based, co-design approach can significantly improve the relevance and impact of professional development. The OPLE model highlights the value of integrating technology with collaborative learning frameworks to foster ongoing professional engagement and improvement.

Facilitators and barriers to policy implementation: A mixed-method study on the plurilingual policy in Luxembourg

This study examines implementation factors of a pioneering plurilingual policy designed to foster language development in early childhood education and care in Luxembourg. Using a mixed-method design, combining qualitative expert interviews and a quantitative survey, it offers insights from both policy- and practice-level perspectives on factors that may facilitate or hinder policy implementation. The study shows horizontal and vertical sectorial disparities among ministerial stakeholders at the policy level, and disparities between different organizational forms at the practice level. These multi-level variations highlight the complex nature of policy implementation and the factors acting as facilitators or barriers to its success. This research suggests (1) a more tailored approach to policy implementation to consider organizational diversity; (2) a more epistemological framework for policy guidelines to avoid ambiguities between policy and practice; and (3) promotion of continuous professional development and exchange groups among different practice-level sectors to facilitate policy implementation in practice.

The life threat in hematopoietic allogeneic stem cell transplantation - an interview and focus group study on health care professionals' perspectives.

Understanding healthcare professionals' (HCPs) experiences with patients undergoing hematopoietic allogeneic stem cell transplantation (allo-HSCT) is crucial, given its dual nature of offering a hope for cure which on the other hand is accompanied by a high risk for morbidity and mortality. Yet, how HCPs experience their patients' existential threats remains unexplored. Qualitative thematic content analysis was employed to comprehend these experiences. This involved conducting three focus groups and 11 individual in-depth interviews with nurses and hematologists. We found that HCPs struggled to balance curative goals and the therapy's risks, while attempting to maintain their patients' hopes. The unpredictability of patient trajectories and their suffering burdened HCPs. Despite occasional disagreements within the team, (inter-)professional exchanges remained a crucial ressource, especially in addressing the patients' potential life threat. Team meetings and palliative care specialist supervisions were emphasized as vital for managing these challenges. HCPs sought support in communicating with patients about death-related issues and managing the transition from a curative to a palliative goal of care. Our research underscores the need for targeted support for HCPs and lays a groundwork for addressing their challenges. Trial registration number DRKS00027290 (German Clinical Trials Register). Date of trial registration January 10th, 2022.

The curious physician: exploring the role of curiosity in professionalism, patient care, and well-being

Introduction Curiosity is a fundamental human trait that drives learning and exploration. However, research on curiosity has received little attention in the medical field, despite its potential to enhance knowledge acquisition, work performance, and psychosocial well-being. This study aimed to address part of this gap by investigating physicians’ perspectives on their personal experiences with curiosity and its role in their professional practice and medical training. Materials and Methods This qualitative study was conducted with 12 physicians from the University of Heidelberg Medical Hospital. Participants were contacted randomly via email and invited to participate in the study. Data were collected through semi-structured interviews between September 2019 and February 2020. The authors employed Mayring’s approach, which denotes a qualitative content analysis method characterized by its systematic and rule-guided approach to analyzing textual data, aiming to extract meaningful insights and patterns or themes. The identified themes were linked to overall categories to draw conclusions from the data. Results The interviewees highlighted three main areas regarding curiosity’s importance [1]: as a driving force for (lifelong) education [2], in building empathetic physician-patient relationships, and [3] as a core quality of a good researcher. They primarily linked curiosity with positive emotions, while the non-expression of curiosity was associated with dissatisfaction, boredom, and exhaustion. Factors such as heavy workloads, time constraints, stress, and lack of autonomy inhibit their curiosity, while varied activities, professional exchange with colleagues, and exposure to new challenges foster it. Physicians’ perspectives on the link between burnout and curiosity were not consistent. Interestingly, some viewed curiosity as protective against burnout, while others saw excessive curiosity as a potential source of frustration and burnout. Conclusion This study represents the first attempt to explore physicians’ perspectives on curiosity in medicine. The findings highlight the potential importance of curiosity in shaping medical professionalism and improving patient care. However, its pursuit is hampered by the challenging working conditions faced by doctors, suggesting a need for enhanced support and cultivation.

Reshaping an issue-based field: assessing the impact of the International Federation of Accountants (IFAC) on the global development aid agenda

PurposeThe paper studies how the International Federation of Accountants (IFAC) positioned itself in the process through which capacity building in developing countries was interpreted and enacted within the global development aid agenda from 1999 to 2016.Design/methodology/approachThe paper is an in-depth case study drawing on a comprehensive analysis of publications, reports and archival materials.FindingsThe paper unveils how IFAC shaped the interpretation of capacity building and its associated practices in a manner aligned with its expansionary aims thereby transforming itself into a prominent actor within, what we term, the capacity building issue-based field. It unpacks the strategies pursued by IFAC as it mobilised economic, social and cultural resources in support of its global capacity building ambitions for the accountancy profession. It reveals how key interactions between actors in the international development exchange field and the professional exchange field of accounting underpinned IFAC’s infiltration of, and impact on the evolution of, the capacity building issue-based field. We show how IFAC increased its influence in this field despite initially operating on the periphery of the global development aid agenda.Practical implicationsThe paper reveals how the global accountancy profession’s engagement with the capacity building activities of international development agencies became central to its commitment to serving the public interest. Our analysis suggests that deeper explorations of capacity building by the global accountancy profession in specific developing countries are required in order to determine whether these efforts have effectively catered to the needs of the citizens of those countries.Originality/valueThe work of professional accountancy organizations (PAOs) operating at the global level in the area of capacity building has been addressed in a fragmented fashion in prior research. This paper presents a unique analysis of developing alliances between the global accountancy profession and international aid agencies aimed at supporting the globalising efforts of IFAC within the realm of capacity building in international development aid. Theoretically, the paper advances prior work exploring the evolution of issue-based fields, in particular the role of inter-field relations in interstitial spaces within these processes.

Design principles for MOOC platforms: a public sector perspective

Purpose One impediment of e-government implementation is the lack of e-(government) competences among public officials, especially because foundational education programs fail to teach them. Therefore, this study suggests massive open online course (MOOC)-based continuous education. This study aims to design and evaluate a MOOC and MOOC platform for acquiring e-competence in the public sector and principles for such platforms to capture their inherent design knowledge. Design/methodology/approach This study uses design science research incorporating qualitative and quantitative methods and draws on established patterns of formulating design principles (DPs). Findings The core results are a physically instantiated MOOC platform and six DPs: DP of 1) easy access and easy use, 2) professional exchange, 3) protected space, 4) domain focus, 5) cooperation with higher education institutions and 6) promotion from higher government level. Research limitations/implications This study contributes to e-government research by extending the design knowledge for the construction of domain-specific MOOC platforms. Moreover, the study contributes to platform economics by discussing existing theses and outlining new opportunities. The research also entails limitations, as the authors have solely considered MOOCs and neglected complimentary offers to sustain learning success. Practical implications This study provides practitioners with design principles they can use in their efforts to construct education platforms for the public sector. Moreover, the study presents a working MOOC platform instantiating these DPs, and thus provides an exemplary reference. Social implications Not fulfilling expectations regarding digital public services comes with a risk of decreasing trust in public organizations and the overall government. The results of this study contribute to enabling public officials fulfilling stakeholders’ expectations and generating public value. Originality/value By linking e-government competence education with MOOC platform design, this research approximates an important research gap. Scholars previously investigated e-competences and focused on alone-standing MOOCs to convey those. The results of this study offer the potential to construct platforms to centralize such fragmented solutions, maximizing their impact among public officials.

Improving lung point-of-care ultrasound (POCUS) training and accreditation - a multidisciplinary, multi-centre and multi-pronged approach to development and delivery using the action learning process

BackgroundPoint-of-Care Ultrasound (POCUS) consists of a range of increasingly important imaging modalities across a variety of specialties. Despite a variety of accreditation pathways available in the UK, lung POCUS training remains difficult to deliver and accreditation rates remain suboptimal. We describe a multidisciplinary, multi-centre, and multi-pronged approach to lung POCUS education within a region.MethodsA survey was conducted in a region. From these results, bottlenecks were identified for improvement. We utilised key stages in an established accreditation pathway, and the Action Learning process. Analysing participant feedback, consensus amongst the team, regional educational needs, and leveraging the expertise within the faculty, we implemented several solutions which were multidisciplinary, multi-centre, and multi-pronged. We also set up a database across several accreditation pathways to facilitate supervision and assessment of rotational trainees.ResultsUtilising the Action Learning process, we implemented several improvements at elements of the lung ultrasound accreditation pathways. An initial regional survey identified key barriers to accreditation: lack of courses (52%), lack of mentors (93%), and difficulty arranging directly supervised scans (73%). A multidisciplinary team of trainers was assembled. Regular courses were organised and altered based on feedback and anecdotal educational needs within the region. Courses were set up to also facilitate continuing professional development and exchange of knowledge and ideas amongst trainers. The barrier of supervision was removed through the organisation of regular supervision sessions, facilitating up to fifty scans per half day per trainer. We collected feedback from courses and optimised them. Remote mentoring platforms were utilised to encourage asynchronous supervision. A database of trainers was collated to facilitate triggered assessments. These approaches promoted a conducive environment and a commitment to learning. Repeat survey results support this.ConclusionLung ultrasound accreditation remains a complex educational training pathway. Utilising an education framework, recruiting a multidisciplinary team, ensuring a multi-pronged approach, and fostering a commitment to learning can improve accreditation success.

Design and Optimization of English-Speaking Teaching Model Using Virtual Reality Technology

The advent of virtual reality (VR) technology has ushered in a new era in language education, offering innovative avenues for immersive and interactive learning experiences. This paper introduces a groundbreaking English speaking teaching model designed to harness the power of VR technology. Rooted in the imperative for authentic language practice, our model transports learners into virtual environments meticulously crafted to replicate real-life scenarios. Here, learners engage in conversational interactions, from everyday dialogues to professional exchanges, facilitated by interactive conversational agents. Complementing this immersive experience are adaptive learning algorithms that tailor exercises to individual proficiency levels, alongside multi-modal feedback mechanisms providing comprehensive guidance on pronunciation, intonation, and language usage. Through iterative refinement and a rigorous design methodology, our model seeks to enhance learner engagement, motivation, and proficiency across diverse skill levels.Preliminary pilot studies underscore the model's promise, with participants reporting heightened satisfaction, motivation, and perceived progress in English speaking skills. As we tread further into this innovative domain, future research avenues beckon, including investigations into long-term effectiveness, scalability, and integration into formal education systems. The convergence of VR technology and language education represents a paradigm shift, poised to redefine the dynamics of language acquisition and proficiency in an increasingly interconnected world.

Évaluation des échanges professionnels entre médecins généralistes et psychiatres

ObjectivesThere is in France a higher prevalence of psychiatric disorders and higher than average psychotropic consumption in the general population. Considering these elements and the need to involve two complementary medical specialities to manage these disorders, general practice and psychiatry, the necessity for optimal professional exchanges is a major public health concern. In the French public health system, primary care is overseen by self-employed general practitioners. The French psychiatric public sector is said to be “sectorised”, i.e. organised in specific sectors. These sectors include in-patient care entities and out-patient services. The private sector in psychiatry is not sectorised and is mainly composed of self-employed psychiatrists and private clinics. A 2004 law designed to govern who is authorized to refer patients to specialists, stipulated that general practitioners were the only authorized referring doctors for primary care. In the meantime, the number of general practitioners being consulted for cases of depression has doubled between 2005 and 2010. Less than a quarter of these patients were referred to a psychiatrist. Our main objective is to assess the satisfaction with and the efficiency of exchanges between psychiatrists and general practitioners. We also endeavour to identify the main channels through which collaborative care involving these two specialists can be improved. Materials and methodsOur work is an observational, transverse, monocentric and descriptive study carried out using analogous feedback forms mailed by post from June to September 2016. The feedback forms were designed to be analysed both separately and comparatively. Two hundred and ninety nine self-employed general practitioners and 46 psychiatrists employed in the public sector returned the forms. The psychiatric private sector was excluded. All of these doctors worked within three specific geographical treatment zones: Saint-Étienne, Ondaine and Pays de Gier (350,000 inhabitants). The results were treated anonymously via Microsoft Excel® and IBM Corporation SPSS Statistics®. This study was approved by the ethics committee of the university hospital center (CHU) of Saint-Étienne. The doctors’ registers were retrieved via the databases of the Departmental Council of Doctors (CDOM) of the Loire and that of the CHU of Saint-Étienne. ResultsOne hundred and twenty four general practitioners and 30 psychiatrists responded to the feedback form completely. Response rates were 41.4 % for the family physicians and 65.2 % for the psychiatrists. Respectively, 57 % and 70 % knew the identity of their counterpart. A public sector psychiatrist saw 91.9 % of the patients also treated by general practitioners. Of the attending doctors, 79.8 % reported a one third or less return rate of follow-up information from the psychiatrist for the patients they treated together. Similarly, 76.7 % of the psychiatrists reported a return rate of one third or less. One hundred percent (p<0.05) of the general practitioners who did not know the psychiatrists were dissatisfied with their collaboration. Likewise, 98.9% (p<0.05) of the general practitioners who rarely or never received correspondence from the psychiatrists were dissatisfied. Respectively, 77.7% (p>0.05) and 69.5% (p>0.05) of the psychiatrists were dissatisfied. In favor of participating in a standard addressing and return letter process, were 53.4% of the psychiatrists. On the contrary, 64.9% of the general practitioners were against such a process. Willing to receive additional medical training in the psychiatric field were 74.5 % of the family physicians. One out of five psychiatrists considered it a high priority for general practitioners to receive additional training in the psychiatric field. Sharing hospitalisation and consultation reports, along with general practitioners continuous medical training, were considered to be the top priorities for any approach for improving communication. ConclusionsWe observed a high level of dissatisfaction among the participants as a result of the lack of communication. As mentioned above, the field of psychiatry is compartmentalised, psychiatrists are less available for general practitioners. General practitioners are not sufficiently trained but are willing to take more training to improve their practice in the psychiatric field. The results of this study show that first and foremost there is a need to systematise mailings, to simplify phone-based opinion sharing, and to increase the frequency of cross-field training among general practitioners. All of the above could improve exchanges and the management of patients suffering from psychiatric disorders.

Нарративный анализ мотивационных структур гражданской активности студенческой молодежи при создании культурно-просветительских обучающих проектов

A modern university is a space for professional exchange, spiritual search, formation, development and self-development of the individual, students and teachers. Studying the motivational structures of student youth's civic engagement helps teachers in the search for teaching and communication strategies, and also contributes to project activities. Student activity is considered as a complex process of social interaction, including communication and professional activities. The article presents a study of motivational structures that stimulate students to be active in cultural and educational projects. The experiment (February - August 2023, Kazan) was based on quantitative and qualitative methods, including a survey (158 people), analysis of successful cases, application of a narrative approach to the focus group method and expert interviews. It was revealed that motivational structures directly depend on the psychological profile of generations. For Generation X, the least significant motive is “Communication” (3.17 points) and the most significant motive is “Self-development” (4.83 points). For generation Y, the least important motive is “Presentation, personal brand” (2.47 points) and the most important is the “Knowledge” motive (4.84 points). For generation Z, this parameter, indicated as less significant, was rated at 3.83 points, the highest value for generation Z is the motive “Self-development” (4.93 points). For older respondents, the structure of motives becomes more complex, expanding the composition of the components that form the motive, which leads to more informed decision-making. The leading motive for participation in cultural projects for respondents of all ages was “Self-development.” The results of the study were tested in training programs by lecturers and students of the High School of Journalism of the Kazan Federal University when creating educational and cultural projects based on The Contemporary Art Gallery of the National Museum of Fine Arts (Kazan), which is aimed at youth audiences.

Communication Catalysts: How Personal Ties Enhance Supply Chain Efficiency

The role of communication is crucial for the longevity of businesses and contributes to the integration of the supply chain. While the significance of inter-organizational communication within this chain is widely acknowledged in the literature, there are still gaps in understanding the impact of personal ties among employees on these communications. This study specifically addresses a gap concerning the insufficient exploration of the role of personal ties outside the professional environment, with a particular focus on friendships among employees of partner companies within the supply chain and their influence on company-related communication processes. Through semi-structured interviews and employing the grounded theory method, this research identifies four emerging aspects of the processes, highlighting the facilitating role of personal ties in professional exchanges. The findings allow for the development of a preliminary theory on the interaction between personal social networks and inter-organizational communication within the supply chain, thereby paving the way for significant implications for future research.

On Advantage or Disadvantage of Academic Scholarship for Life

The article with allusions on Nietzsche’s provocation about history lessons proposes an interdisciplinary approach to academic scholarship considered as a special cultural and organizational form of advanced studies aimed at professional development or skill exchange, which have influence on human being in contemporary societies involved in the process of globalization. The theoretical conceptualization of institutionalized forms of scholarships and internships is analyze in connection with its practical representation and economical allocation. Pathological representations of academic scholarship as an end in itself are unveiled as a kind of conspicuous consumptions symbolizing the status position or exclusivity on the borders between academic community and mass-media. The purpose of this article is to explicate some representations of academic scholarship in the contexts of the academic capitalism searching the way of overcoming its utilitarian limitations with universal ethical imperatives. To realize such a purpose, phenomenological reduction is applied in combination with the biographical method. Assumptions made in the article are verified on biographical fragments of curriculum vitae of influential sociologists such as Ralf Dahrendorf and Niklas Luhmann, because the social and professional self-realization and revision of the life-priorities of them was due in many aspects to academic scholarship gained by different ways but with success, especially in the field of educational policy and in the case of establishing democracy in the process of post-totalitarian transformation in Germany. This experience can be useful for Ukraine as well. The phenomenon of the cultural shock and its influence on visiting scholars is explicated. The role of communication between epistemic cultures is emphasized on by overcoming epistemic injustice and establishing academic integrity.

Innovative Methods of Teaching Foreign Languages for Economics Students

This article explores the intersection of foreign language acquisition and economics education, highlighting innovative teaching methods designed to benefit economics students. It discusses the increasingly vital role of multilingual proficiency in the global economy and addresses the limitations of traditional language teaching methodologies in meeting the specific needs of students pursuing economics. The article outlines several forward-thinking approaches, including Content and Language Integrated Learning (CLIL), Project-Based Learning (PBL), professional language exchange programs, gamification, technology-enhanced learning, and the flipped classroom model. These methods aim not only to enhance foreign language proficiency but also to deepen students' understanding of economic concepts in a global context. By integrating content knowledge with language learning, these approaches offer a more engaging, relevant, and practical educational experience, preparing students for the complexities of the global economy

Сравнительный анализ методических программ подготовки переводчиков в России и Китае

The article offers a comparative analysis of professional training management for translators in China and Russia. The contents and structural organization of professional educational training programs implemented by the Faculty of Foreign Languages at Tomsk State University and the Institute of Foreign Languages at North China University of Science and Technology are considered in detail. Particular attention is paid to the content of curricula, programs of disciplines, and also the intended learning outcomes. Their qualitative and quantitative differences are examined. The study is prompted by the strengthening of the Russian-Chinese strategic partnership, which contributes to the development of integration processes in the lives of the people in both countries. This process has led to growing demand for professionally trained specialist translators with the language pair “Chinese–Russian”. The high requirements for such specialists highlight the importance of the provisions in the Professional Standard that such specialists are mediators, able to use norms of national etiquette, and familiar with “cultural and communicative features, which allow for overcoming the influence of stereotypes with representatives of different cultures”. Therefore, in the education of a specialist, whose professional activity involves real implementation of intercultural communication, training in fluent foreign language and translation skills is necessary, but these are not the only aspects of training. The search for new pedagogical approaches to improve professional education in Russia and China, whose distinguishing features are interdisciplinary, transparency of the educational process and integration of scientific knowledge, makes it necessary to rethink the theoretical and methodological foundations of translator training. A comparative study of the methodical preparation in the context of education system in China and Russia is of particular interest because before the Cultural Revolution in China education used to be based on the Soviet model, while at present the government, following the principle of “developing the country through science and education”, prioritizes the modernization of this sphere. Furthermore, the two countries have promoted joint cooperation in terms of professional education and exchange of teaching methods and pedagogical practices. Comparison of the methodological systems existing in the two countries in accordance with their didactic traditions, in addition to theoretical value, is of great practical importance: it can contribute to the mutual enrichment of teaching methods in the Chinese language in Russia and the Russian language in China. The aim of the article is to identify the specific features, patterns and trends in the training of professional translators in the conditions of Chinese and Russian universities. The article focuses on the fundamental research of Russian and Chinese researchers in translation studies and foreign language teaching methods, which enables an analysis of the pedagogical traditions of the past, to systematize and generalize the existing knowledge at the present stage. The article also describes legislative regulations, professional standards, scientific-theoretical and educational-methodological resources that provide the process of training professional translators in universities in Russia and China. The study uses systemic, comparative, synergetic and culture-based approaches to clearly identify similarities and distinctions at the level of purposes, content, methods and means of education and arrangement of translator training system in both countries.

ОСОБЛИВОСТІ ЕТИКЕТУ У СФЕРІ БІЗНЕСУ

The article analyzes etiquette in the context of social relations and its role in society. In the business sphere, ethics and etiquette complement each other. The issue of business etiquette is an important component of the professional behavior of entrepreneurs and businesspeople. Etiquette is a system of behavioral rules that regulates the external manifestations of human relationships. Most etiquette norms arise from the moral and aesthetic needs formed by humanity. The norms of ethics and aesthetics require the development of communication rules between people, which is also necessary in the business sphere. Etiquette primarily concerns behavioral categories, while ethics refers to moral categories. This means that a polite person is not always moral, but a moral person must be well-mannered and polite. Thus, the norms of etiquette and morality that have developed in society are mechanisms for regulating the long process of forming relationships between people. Without adherence to ethical norms, neither economic, political, nor business relations can exist. The article explores the concept of etiquette, specifically focusing on its significance within social relations and its broader role in shaping societal interactions. In the realm of business, etiquette and ethics are interdependent and serve as vital tools that help businesspeople navigate the complexities of professional conduct. Etiquette, being a structured set of behavioral guidelines, plays a crucial role in regulating how individuals present themselves and interact with others, ensuring that professional exchanges occur smoothly and respectfully. This concept stems largely from the moral and aesthetic frameworks that have evolved over centuries, reflecting the innate human need for order, decency, and civility in all forms of communication. In the business environment, the lines between ethical and etiquette-related behavior often intertwine. While ethics addresses deeper moral obligations, etiquette focuses on outward actions and mannerisms. It is important to note that these two concepts, while distinct, are mutually reinforcing. For instance, a polite individual may not necessarily exhibit ethical integrity, but a person grounded in strong moral principles will likely adhere to courteous behavior. The long-standing traditions of etiquette offer a system through which professionals can cultivate trust, foster cooperation, and create a foundation for sustainable relationships – whether in business or politics. Without these codes of conduct, the structure of professional interaction would falter, leading to a breakdown in both economic and political engagements. Therefore, the implementation of etiquette is not just an option but a necessity for the functioning of modern business practices.