Professional Military Education Research Articles

STRUCTURAL-FUNCTIONAL MODEL OF PROFESSIONAL COMPETENCE FORMATION OF FUTURE MILITARY INTELLIGENCE OFFICERS IN THE CONDITIONS OF THE INFORMATION AND EDUCATIONAL ENVIRONMENT OF HMEI

The article updates the problem of the formation of professional competence of future military intelligence officers in the information and educational environment of a higher military educational institution, substantiates the theoretical foundations of professional training of future officers. The need to protect the territorial integrity of our state was analyzed, which determined the importance of the challenges posed to the transformation of military education into the professional training of Ukrainian officers. It is noted that one of the directions of the development of an effective system of military education, with the aim of gaining full membership of Ukraine in NATO, is the modernization of the officer training system, strengthening the integrity of the professional training of military specialists. It has been observed that military-professional education in accordance with the principles of the military doctrine of the state, target instructions of military policy and science, state educational standards, within which the professional training of future military intelligence officers is carried out, is based on the educational-professional program, the modern model of training competent specialists taking into account the methods preparation of NATO member countries. It has been found that the social order of society to ensure the interests of national security and defense of the state for the training of military specialists in higher military educational institutions, in accordance with modern requirements, determines the important problem of forming the professional competence of future military intelligence officers and the development of a structural and functional model of such a process in conditions of the informational and educational environment. It was found that modeling allows to analyze the real content, establish goals, highlight the main components of the structure, essential features, relationships, graphically display the functional specificity and determine the formation of professional competence of future military intelligence officers. A structural-functional model for the formation of professional competence of future military intelligence officers in the information and educational environment of higher military educational institutions has been developed, which contains blocks: conceptual-target (social order, goal, task, conceptual and methodological approaches, principles, functions), procedural- technological (informational and educational environment at higher military educational institutions, organizational and pedagogical conditions, stages, components, methods, forms, means, technologies, educational disciplines), effective (criteria, level indicators, result).

Gendered experiences in professional military education: Implications for diversity, equity, and inclusion

AbstractThis multi‐year, cross‐sectional qualitative study investigates gendered experiences of students and faculty at one master's degree‐granting military education institution in the United States. Findings from a grounded theory exploration into institutional climate using focus groups and classroom observations include themes of underrepresentation, tokenization, and dismissal during class conversations, and mischaracterization of diversity of thought. The studied institution responded to these findings by adopting a new gender‐blind class assignment process for students. The authors examined the resultant changes in the learning environment with regards to gender representation in classrooms that had zero, one, two, or three women. A next round of findings reflects students' conformance to gender norms, the prevalence of gatekeeping in class discussion, and the creation of affinity groups as a coping mechanism for underrepresented students. Findings also indicate the burden of intersectional representation falls disproportionately on women students; 73% of women students reflected two or more underrepresented‐group identities compared to just 7% of men students. Encompassing 114 h of classroom observations and 47 interviews with faculty and students, this research represents a rigorous and unprecedented cross‐sectional empirical inquiry into gendered experiences of a master's degree‐granting professional learning environment and has implications for scholars and practitioners working in male‐dominated organizations.

Strengthening the Armed Forces of the Philippines’ Professional Military Education of the Enlisted Personnel Towards Performance Index

This study shows the factors of the Armed Forces of the Philippines’ Professional Military Education and its impact on the Enlisted Personnel’s operations, specifically with the Non-Commissioned Officers. This will inspire the Enlisted Personnel to elevate their educational degree as they reach higher positions and rank and handle the numbers of personnel. Further, this study emphasizes the importance of the Armed Forces of the Philippines Education and Training Management System (AFPETMS) through the research model used to determine its weight impact on the rank and files of Enlisted Personnel within the three (3) Major Services (Philippine Army, Philippine Navy, and Philippine Air Force) of the Armed Forces of the Philippines and as a whole military organization. The findings of this study will help the organization conduct more research or studies that can answer future possible issues that may arise, for the advancement of the Enlisted Personnel, both in personal and career aspects. Keywords: Factors, Education, Training, Impact, Military Operations, Enlisted Personnel, Armed Forces of the Philippines, Service, Management, Rank

Measuring the Relationship Between Leadership Styles and Destructive Leadership Behaviors Among Air Force Students Attending Army Command and General Staff College

Background: The Air Force uses the full range of leadership model (transformational, transactional, and passive-avoidant leadership) to develop leaders. However, there has been less research at how the leadership styles in the full range of leadership model are related to destructive leadership behavior, evidenced by adverse administrative actions. Objective: Conduct a pilot study using the Multifactor Leadership Questionnaire and Destrudo-L in tandem, within a smaller population of Air Force Professional Military Education students, to determine if, and to what degree, a relationship existed between leadership styles and destructive leadership behaviors. Methods: The MLQ-5X and Destrudo-L research instruments were used to collect data from a population sample of the Air Force field grade officers attending professional military education (n = 22). The MLQ-5X measured leadership styles, and the Destrudo-L measured destructive leadership behaviors. Results: Linear regressions measured the relationships between leadership styles and destructive leadership behavior and all regressions found p ≤ 0.005. Transformational leadership behaviors were negatively related to both passive (B = −1.36) and active (B = −0.86) destructive leadership behaviors. Transactional leadership behaviors were also negatively related to both passive (B = −1.3) and active (B = −0.83) destructive leadership behaviors. However, passive-avoidant leadership behaviors had a positive relationship with passive (B = 1.21) and active (B = 0.68) destructive leadership behaviors. Conclusion: This pilot study found a relationship between leadership styles and destructive leadership behavior. However, the cross-sectional design, small population within a single officer rank, setting of a competitive in-residence Professional Military Education course, limit the generalizability of the findings.

The Conceptual View of the Department of Combat use of Communication Units on the Creation of a Training Game Complex for Training Military Specialists on the Basis of Leadership

Today’s cadet leader is tomorrow’s officer, a professional capable of integrating knowledge and solving complex problems in a full-scale war with incomplete information, being a leader and authority for the personnel. Most of the time, cadets study in study groups using traditional technology, which is not enough to form a professional cadet leader. With the advent of computer technology, students’ and cadets’ motivation to learn using traditional teaching methods has paradoxically begun to decline rapidly. The problem of the quality of training of military specialists for the needs of communication and cybersecurity units is not reflected in the publications reviewed. However, significant progress has been made in the use of computer technology as the basis of training tools for ground forces units. Similar training complexes are actively used in NATO member states in the military education system in the training of air force pilots (navigators). Therefore, the author chose the improvement of the educational process at the Department of Combat Use of Communication Units in combination with the methodology of professional-business game for the development of a cadet leader in professional training courses (L-1B) of the tactical level of military education as the direction of research. The purpose of the study and the article is to substantiate the conceptual view of the department in the need to build a computerized training complex for training officers of leaders in professional training courses (L-1B) of the tactical level of military education, capable of using communication units based on computer games. Fragments of the game mechanics of stimulating the interest and motivation of cadets to study, for example, electronic shooting range, and learning Morse code, are considered. Game mechanics is a proof of a professional business game in the course of the discipline: Combat use of military communication systems and complexes of the course of professional military education (professional course of tactical level L1B).

Wargaming for Learning: How Educational Gaming Supports Student Learning and Perspectives

To what extent does educational gaming add value to more traditional instructional models in learning core concepts of national security and warfighting? This paper presents the results from a quasi-experimental, cross-sectional, and longitudinal study of students taking two standardized courses in the Joint Military Operations department at the US Naval War College. Split into wargaming and non-wargaming sections by instructor preference, subject learning is measured through self-reported and objective measures at three points: prior to the start of the content block on “Operational Art”; after the case study of the WW2 battle of Leyte Gulf but prior to any wargaming; and for subjects in wargaming course sections, after participating in the Leyte Gulf scenario of the “War at Sea” wargame. The results support the hypotheses that wargaming increases learning and alter student preferences in favor of learning through gaming but fail to find evidence that students recognize the value of the debriefing phase of educational gaming. This article adds to existing studies by focusing on an understudied practitioner population—graduate-level career military officers at a professional military education (PME) institution—and mitigating several of the methodological challenges facing many scholarly projects in the study of educational gaming in political science.

ACTUAL ASPECTS OF MODERNIZATION OF PROFESSIONAL EDUCATION OF MILITARY PERSONNEL OF THE DEFENSE FORCES IN THE PERIOD OF MARTIAL LAW

The study updates the aspects of modernization of military education in Ukraine, which is determined by the military and political situation in the country, the need to increase the efficiency of the defense forces and the Armed Forces, reforming the national legislative framework for the professional training of military personnel in the context of joining the standards of the North Atlantic Treaty Organization (NATO).
 The purpose of the article is to find out the social need for joint professional training of military personnel of the defense forces (the Armed Forces, law enforcement units, units of the State Border Service, the National Guard, the Security Service of Ukraine, etc.) and the possibilities of implementing its objectives by means of building integration models and technologies of the educational process.
 The research has been conducted using the following theoretical methods: systematic analysis, comparison, induction and deduction, and usage of the methodological and theoretical tools of the competence-based scientific approach.
 The following conclusions have been made: taking into account the integration processes of the field of military education in Ukraine, related to the liberation war and the country’s entry into the international security environment, the tasks caused by the modernization of the military education system are crucial. They must take into account the experience of a modern full-scale war, when the Armed Forces of Ukraine, the National the Guard of Ukraine and the State Border Service perform joint defense functions. It means that they need specialists who directly participate in defense and stabilization operations and have the appropriate professional competence.
 At the same time, the lack of a united content system of professional military education and training, which contributes to the establishment of cooperation between the components of the defense forces within the framework of the implementation of tasks to ensure the defense of the state, is a particular problem. It has a negative impact on the interaction of the defense forces in the process of fulfilling the tasks provided for by the legislation. Therefore, the development of models of continuous education of military personnel for implementation by all law enforcement agencies in order to improve the quality of training of the social group of military professionals vital for the country is determined to be promising.

THE INTEGRATION OF KNOWLEDGE RESOURCES AND INFORMATION TECHNOLOGIES INTO THE SYSTEM OF PROFESSIONAL TRAINING FOR CADETS IN MILITARY HIGHER EDUCATION INSTITUTIONS

The study is dedicated to the analytical aspects of the prospects of integrating knowledge resources and infor-mation technologies into the system of professional training for cadets at military higher education institutions. An analysis of current trends in the development of the military education sector requiring optimization through the integration of knowledge and information technologies is conducted. The concept of “knowledge resource” is elucidated, and the value of knowledge resources in the training of military personnel is characterized. The main components of knowledge resources in the system of professional training for future military personnel are identified, including educational programs, educational materials (sylla- bi, textbooks, manuals, lecture materials, presentations, recommendations for independent work and seminar classes), human resources (scientific and pedagogical staff conducting formal training for military personnel, possessing sufficient knowledge and experience in the military field), informal and non-formal forms of learning (webinars, seminars, conferences), knowledge assessment system (tests, quizzes, practical assignments, etc.), video and audio materials. The feasibility of implementing in- formation technologies in the military professional education system is substantiated. The research reveals the impact of an integrated approach on the activity, motivation, and adaptability of cadets to modern challenges and threats. The distinction between information technologies and knowledge resources is justified, highlighting that information technologies are tools for processing and transmitting information, while knowledge resources are the information used for acquiring knowledge and solving tasks. Information technologies can assist in accessing knowledge resources, facilitating their processing, and rapid dissemination. The obtained results can serve as a basis for further development of educational programs and strategies for the development of military education aimed at preparing future military leaders.

Methodology of the Professional-Business Game for the Development of a Cadet Leader in Professional Training Courses (L-1B) of the Tactical Level of Military Education

The aim of the study is to develop a methodology for a professional-business game for the development of a cadet leader in professional training courses (L-1B) of the tactical level of military education on the example of teaching the discipline “Combat use of military communication systems and complexes”. After all, the most important prerequisite for the combat potential of the Armed Forces of Ukraine is a comprehensively trained officer-leader, his consciousness, knowledge, skills, military-technical qualifications, creative and innovative activity, developed emotional and volitional sphere of the psyche, beliefs, motivation, and ideals. The article summarizes the research on the state of development of a cadet leader in Ukraine. In the context of a full-scale war, there is a need to strengthen the development of the personality of a cadet leader (a future officer of the tactical level of military education). Today’s cadet-leader is tomorrow’s officer-leader, capable of integrating knowledge and solving complex problems in new or unfamiliar environments with incomplete or limited information, being a leader and authority for the personnel. Therefore, the scientific and practical task arises to consider aspects of the development of the personality of a cadet leader and to modernize the process of his development, for example, in the courses of professional military education L-1B (tactical level of military education) in terms of the disciplines of the Department of Combat Use of Communication Units. The periodization of cadets’ adaptation to the new educational space and service activities is considered, the optimal period of leader growth is determined, and the mechanism itself is proposed. The article separately identifies the key tasks for the selection of academic staff and admission to the educational process. The methodology of the professional and business game for the development of a cadet leader in professional training courses (L-1B) of the tactical level of military education is developed on the example of teaching the discipline “Combat use of military communication systems and complexes”. The scientific novelty of the work is the improved educational process of training and development of a cadet leader in professional training courses (L-1B) of the tactical level of military education by reformatting group classes in the traditional format into a professional business game for the positions of officers with the introduction of typical and atypical (force majeure) training tasks for cadets in everyday activities in new or unfamiliar environments in the presence of incomplete or limited information.

Drivers Keeping Civil-Military Relations in Equilibrium in Malawi: A Quantitative Approach

This study examined the factors that keep civil-military relations in equilibrium in Malawi. A quantitative approach was used in descriptive and explanatory research designs. The response variable of the study is the military as a fulcrum of civil-military relations. Eight explanatory variables; merit-based promotions, merit-based appointments, joint training and education between the military, citizenry and government officials, representational recruitment, reforms of the military institution, specialisation of the key civil-military relations players on defence matters, professionalization through professional military education and delivery of public goods and services were identified and responded to by civilians, the military, elected authorities, civil authorities and the judiciary. The structured questionnaire survey was used to collect data. Cronbach’s alpha technique was used to test the instrument’s reliability. The data was analysed using descriptive statistics and multiple regression in SPSS version 20. The results revealed that all eight explanatory variables have a significant positive impact on keeping civil-military relations in equilibrium in Malawi. The study found that the contribution of the factors varied in influence. Delivery of public goods and services had more influence, seconded by merit-based promotions and joint training and specialisation on defence matters being the least influential variables of the military as a fulcrum of civil-military relations and a precondition for democratisation. Further research is recommended to assess the roles of the key civil-military relations players in Malawi.

Generals in the classroom: Joint professional national security education in Israel and the United States

The national security realm poses great challenges to senior military officers and civilian officials. These leaders oftentimes attend designated Joint Professional Military Education (JPME) institutions as a prerequisite for their futrue appointments. The article examines how these colleges and universities instill in their graduates the intellectual capacity to effectively engage and solve macro-level and acute strategic challenges as well as employ critical thinking skills to ensure intellectual agility and flexibility. The article compares the Israel National Defense College (INDC) and the National Defense University (NDU) to identify the differences and similarities between the two institutions and explain what it says about the Israeli and the American strategic culture and approach to the future of national security.

Whither Professional Military Education

Whither Professional Military Education

NATIONAL SAFETY AND THE STRATEGY OF THE PROFESSIONAL MILITARY EDUCATION DEVELOPMENT IN UKRAINE: ANALYTICAL POINT OF VIEW TO INNOVATIVE TENDENCIES

This article considers the strategy of the professional military education development in Ukraine in context of the threats for national safety. The analytical point of view to innovative tendencies in this sphere is presented. Making accent to institutional leaders who encourage innovation through protecting academic freedom and who are open to learning through experimentation and reflection, becoming most important in contemporary conditions warfighting, such new forms of war, as “hybrid” war like main threat for national and military safety. Keywords: development, national safety, professional military education, military education military-safety, strategy, threat.

Psychological Features of Officer' Intelligence in Russian Fiction of the Second Half of the XVΙΙΙ Century (Part I)

For a long time, military people have occupied a very special honorable and responsible place in society. To form a system of values of future officers is becoming an urgent task of professional military education, despite the fact that the most appropriate values and ideals of humanism and social responsibility is the system of values and meanings of the military intelligentsia. The article examines the domestic literary sources, which accumulate and present the psychological features of intelligence officer in Russian fiction. The object of the work is the images of the officers in the XVIII century Russian literature, which are the artistic precursors of images of military intellectuals in Russian literature of the XΙX century. The subject of the article ‒ psychological features of the designated artistic images of a military intellectual. The main methodological approaches are systemic, cultural-historical and literary psychologism. Theoretical, general logical and empirical methods are used as methods. It is noted that the psychological representation of the features inherent in the military intelligentsia in the literature is carried out in several basic forms: 1) a direct representation of characters "from the inside", that is, through artistic cognition of the inner world of the actors, expressed through internal speech, images of memory and imagination); 2) an indirect form, i.e. psychological analysis "from the outside", expressed in the psychological interpretation by the writer of expressive features of speech, speech behavior, mimic and others means of external manifestation of the psyche); 3) in a summative-denoting form ‒ with the help of naming, extremely brief designation of those processes that take place in the inner world. The main scientific results of the article include the identification of psychological traits of intelligence officer in Russian fiction, as well as their social functions. The article consists of two parts, in this case the first part of the work is presented.

DISTANCE LEARNING SYSTEM OF THE PROFESSIONAL MILITARY EDUCATION INSTITUTION: PROBLEMATIC ISSUES OF FORMATION

Modern trends in the education development require directing efforts to the development of distance learning in the Ukrainian Armed Forces as one of the effective tools for implementing the model of continuous training. The article is devoted to highlighting the problematic issues of formation the distance learning system of the professional military education institution. There are analyzed the main subsystems of the distance learning system of the professional military education institution, which determine the architecture of the system and its intended purpose. The analysis of the distance learning systems formation made it possible to determine the central objectives of certain types of the distance learning system providing and factors that negatively affect the distance learning system formation. An overview of the problematic issues of the distance learning system formation regarding a professional military education institution shows that it is necessary to approach the formation of a distance learning system differently, taking into account the existing limitations.

Mentoring the next generation of Strategic Thinkers

Education is highly valued in the Air Force, with the acquisition of highly specialised skills and expertise being an integral component of one's career progression. Training comes in various forms, including mandatory, specialist, on-the-job, and professional military education. In addition to these forms of training, members of the Air Force have access to opportunities for scholarship, where they can apply for graduate programs at Masters and PhD level through civilian universities. These programs afford individuals the chance to focus on a particular "problem" for Defence, dedicating an extended period of time to research and scholarship.

Graduate Level Professional Military Education at Canadian Forces College: Adapting to the Demands of the Modern Complex Environment

Graduate Level Professional Military Education at Canadian Forces College: Adapting to the Demands of the Modern Complex Environment

On “Officer Professional Military Education Policy” and its enlightenment

"Officer Professional Military Education Policy" is an important guide for M army. This paper aims to deeply explore the core content of its military education and its development trend, and draw useful experience from it, so as to promote the innovation of military education and provide reference for training new military talents with international competitiveness.

Influence of Professional Military Education Qualifications on Promotion of Commissioned Officers in the Zambia Defence Force

Influence of Professional Military Education Qualifications on Promotion of Commissioned Officers in the Zambia Defence Force

Professional Military Education and Türkiye's Search for a Model

Bu makale profesyonel askerî eğitim modellerinin gelişimini ve Türkiye’nin bu alandaki tecrübesini Kara Harp Okulu örneği üzerinden incelemektedir. Bu amaçla Türkiye dâhil sekiz ülkenin profesyonel askerî eğitim modellerinin ana hatları açıklanmıştır. Subaylık mesleğine özgü okullar başlangıçtan günümüze değin dönemin şartlarına ve her ülkenin kendi önceliklerine göre değişmiştir. Buna rağmen profesyonel askerî eğitimin ana ilkeleri üzerindeki tartışmalar devamlılık arz etmektedir. Başlangıçta sadece “askerler tarafından askerler için” şeklinde özetlenebilecek olan askerî eğitim günümüzde sivil-asker iş birliği ve üniversiteleşme eğilimindedir. Makalenin ana argümanı, Türkiye’nin de Osmanlı döneminden itibaren bu ana akımları takip etmesine rağmen kısır tartışmalar, reform hareketlerine karşı direnç ve ülkenin iç siyasetinde krizlere varan dalgalanmalar neticesinde askerî eğitim sisteminde melez modeller üzerinden ilerlediği yönündedir. Modern askerî eğitim sisteminin genellikle kriz durumları ile birlikte değiştiği, ancak bu değişimin eski sistemi tamamen ortadan kaldıramadan sadece bazı yönlerini etkileyebildiği görülmektedir. Ayrıca askerî eğitimin felsefesinin anlaşılamaması ve kısa vadeli ihtiyaçlara öncelik verilmesi bu melezleşmeyi pekiştirmiştir. Bu durum periyodik olarak sisteme müdahale edilmesine yol açmıştır. Bununla birlikte 2016 darbe girişiminden sonra ilk defa ülkeye özgü bir modelin geliştirilebildiğini söylemek mümkündür. Ancak bu modelin de geçmiştekilerle aynı sorunu yaşamaması için eğitimin ana prensiplerine sadık kalınması ve radikal değişimlere açık olunması gerektiği değerlendirilmektedir.