Readiness For Mobility Research Articles

Education students’ readiness for academic mobility: A study of characteristics features

Introduction. The main research problem of the article is to obtain up-to-date knowledge about the trends in the development of readiness of Russian pedagogical universities students for academic mobility within the country. The purpose of the article is to identify the features of Education students’ readiness for academic mobility. Materials and Methods. The research methodology is based on the ideas of axiological, competence-based and system-activity approaches. Theoretical and empirical methods employed in this research include: theoretical analysis, synthesis, classification; online testing aimed at identifying various aspects of pedagogical university students’ readiness for academic mobility within the country; mathematical methods of data processing. Results. The research findings include the following: – the characteristics of pedagogical university students’ readiness for academic mobility are considered with the focus on the degree programme and as an important academic and professional quality of a future teacher, which has its own structure consisting of value-motivational, cognitive, activity, reflexive, and communicative components, and determines the development of the student’s personality; – specific features of the structure of students' readiness for academic mobility are identified and it is proven that the communicative component is presented most clearly, whereas the cognitive component is expressed to the least extent. It was found that students who took part in academic mobility programmes are characterized by a significantly higher level of all components within academic mobility readiness; – the study identifies the role of readiness for academic mobility in the general structure of the student’s personality and reveals no significant differences between male and female students in terms of readiness for academic mobility. Conclusions. The authors conclude that it is necessary to take into account the content and structure of students’ readiness for academic mobility as their educationally important personal quality when organizing the educational process in a pedagogical university, as well as emphasize the importance of attracting students - future teachers to domestic academic mobility in order to develop their civic identity.

Application of the principle of individualization and personalization in the activity of the state employment service: administrative and legal aspect

The article examines and argues for the use of the principle of individualization and personalization in the work of the State Employment Service, which functions as an executive body. The author considers approaches to individualization and personalization as key elements of state policy regarding employment provision and labor market regulation. The author emphasizes that the analysis of the principles governing the activities of the State Employment Service is a fundamental and critically important aspect for the organization and effective functioning of this institution. The article analyzes the meaning and application of the principle of individualization and personalization in the activity of the State Employment Service in Ukraine from an administrative and legal perspective. The importance of establishing clear normative definitions of these principles is emphasized, as they determine the basic standards and norms for the functioning of state bodies. In particular, insufficient regulation can lead to differences in their understanding and application, complicating the planning and organization of activities. The author analyzes the international experience of applying the principle of “case management” and points out the need to introduce individually oriented support methods for each unemployed person in Ukraine. Particular emphasis is placed on innovations, including the reform of the organizational structure of the State Employment Service, which is aimed at increasing efficiency and customer focus. In particular, the introduction of a career counselor as an institution demonstrates the authority’s desire to provide an individual approach and personalized support to each client. An analysis of the career counselor’s functions confirms its focus on developing individual career plans for clients, taking into account their personal needs and capabilities. Manifestations of the application of the principle of individualization in the activities of the State Employment Service are considered, in particular, through drawing up an individual employment plan with a job seeker. The author emphasizes that this plan is a program of cooperation between the unemployed and a career counselor, aimed at organizing and ensuring the provision of social services in the field of employment. Special attention is paid to the expected positive impact of such an individual approach on the effectiveness of the job search and compliance with the needs of employers . It was concluded that in the context of the activity of the State Employment Service, the principle of individual approach and personalization is manifested in the expansion of the range of services for clients, taking into account their unique needs, level of professional training, motivation and readiness for mobility. This approach becomes an important component of the development strategy of the state employment service and contributes to increasing its effectiveness in achieving the goal of creating conditions for active employment of the population.

DEVELOPMENT OF UNIVERSITY STUDENT’S READINESS FOR ACADEMIC MOBILITY

Readiness for academic mobility becomes an essential success factor in the context of globalization and greater international cooperation in the sphere of education. The development of readiness of students for academic mobility is one of the crucial elements for preparing them for new opportunities. This article presents the findings of the study focused on improving students’ readiness for academic mobility, as a critical aspect of successful international academic experiences. This research aims to investigate the impact of enhancing cognitive capacities on students’ readiness for academic mobility. A pedagogical experiment was conducted as an empirical research method. The findings of the research indicate that enhancing students’ cognitive abilities positively influences students’ ability to plan their studies and design their mobility trajectories. The authors of the article believe that developing students’ readiness, particularly cognitive abilities, contributes positively to their success during academic mobility. Moreover, enhancing the academic mobility readiness of students is significant in students’ personal growth; they become more independent, confident, and adaptive. Keywords:university students, academic mobility, designing mobility, readiness, cognitive ability.

КАДРОВЫЕ РЕЗЕРВЫ В СИСТЕМЕ ГОСУДАРСТВЕННОГО УПРАВЛЕНИЯ: ОПЫТ И НОВЫЕ СМЫСЛЫ

A scientific article is devoted to the formation of personnel reserves in the system of public power, understanding the conceptual foundations, parameters, and criteria that determine the effectiveness of their formation and use. Based on the analysis of managerial practices at both the federal and regional levels, key problem areas, factors and conditions that affect the processes of the institutionalization of personnel reserves are identified. The article presents the results of sociological research, an analysis of the practice of forming personnel reserves in the context of sociocultural dynamics, and transformation processes in the public administration system, and defines the features of reservist motivation, the level of readiness for self-development, personal and professional mobility, and career expectations. The authors disclose the issues of conceptual, methodological and technological support for personnel reserve management through the prism of the maturity of personnel technologies, and justify that the management of personnel reserves in the public sphere goes beyond the exclusively organizational context and integrates into a macro-social context. Based on the analysis, the authors propose a vision of new conceptual approaches and principles for developing personnel reserves in the public sphere in the framework of implementing national priorities and strategic goals of the country's sustainable development.

ГОТОВНОСТЬ К ПРОФЕССИОНАЛЬНОЙ МОБИЛЬНОСТИ БУДУЩЕГО ОФИЦЕРА: СУЩНОСТЬ, СТРУКТУРА, ПОДХОДЫ К ФОРМИРОВАНИЮ

The processes of modernization of Russian military education are due to increased requirements for professional competencies and personal qualities of officers, which indicates the need to develop theoretical foundations and methodological approaches to organizing an integral process of formation of professional mobility of cadets in the educational process of a military university. Currently, there is no holistic understanding of the phenomenon of readiness for professional mobility of future officers, the theoretical foundations of its formation in a military university and methodological aspects of this process. The readiness of a future officer for professional mobility is an integrative personality quality of a predictive nature, focused on the advanced development of a future officer, providing the ability to adapt to a professional situation in order to perform optimal actions by means of official activity in accordance with the content of the military-professional situation, to show mobility in difficult military-professional conditions and realize oneself as a military specialist. The structure of the future officer’s readiness for professional mobility is represented by the following components: cognitive (knowledge and skills in the field of military professional activity; the ability to carry out analytical activities, the ability to master and evaluate new information; communication techniques, professional speech, self-control skills); motivational and value (motivation of achievements; acceptance of professional values and culture of the Armed Forces Russian Federation; acceptance and recognition of norms and values of colleagues and subordinates; patriotic values, beliefs, national traditions); activity-based (professional and educational activity; the ability to organize independent activities; flexibility in performing military professional functions and tasks; efficiency; the ability to navigate new types of activities, quickly assimilate patterns of behavior, patterns of performance of service and combat tasks; the ability to make adjustments to activities when conditions change).

Исчезновение традиционных профессий и появление новых специальностей

The article examines the impact of the development of the digital economy on the labor market and the dynamics of professional transformations. The factors contributing to the disappearance of traditional professions and the emergence of new specialties that are in demand in the digital reality are analyzed. Particular attention is paid to the challenges associated with the need to constantly update the skills and competencies of workers. Ways to overcome these challenges are proposed through the joint efforts of the state, business, the education system and the workers themselves. The importance of continuous learning, development of soft skills and readiness for professional mobility is emphasized.

Role of TOEFL ITP in english learning at a mexican university: perspectives of humanities and sciences students

In order to promote the internationalisation of education and professional mobility, higher education worldwide has seen the need to increase opportunities for students to develop English competence. To ensure that students meet desired linguistic objectives upon graduation, universities commonly use standardised tests. In the context of this study, TOEFL ITP is used for entry and exit purposes in undergraduate and postgraduate programmes. However, it is still unclear how students view this requirement and the academic support for obtaining the expected scores. Therefore, this study explores the perspectives of 42 undergraduate students concerning the role of TOEFL ITP in higher education. With the use of a questionnaire administered online, the students were able to suggest the academic benefits of learning English and reach the scores expected by their undergraduate programs. Their responses also suggest some challenges that they face trying to receive preparation for the test and academic resources provided by the institution. Even though the institution aims to raise students' awareness of internationalisation and interculturality, their responses also point to a limited perspective of the English language, which is opposed to the strategies proposed by the institution. Based on these results, the argument is that higher education should not only improve students' English competence but also their readiness for internationalisation, academic mobility, and interculturality, which are needed in globalisation.

Личностно-профессиональные особенности руководителей социальной сферы с различным отношением к пандемии и её последствиям

This article explores the attitude of managers towards the COVID-19 pandemic, providing an overview of their opinions on its consequences and potential impact on the country’s future socio-economic development. The study is important since it provides insight into how management styles may be effective in times of uncertainty and crisis. The research involved 661 managers, including 383 from the social sphere. The study utilized the management potential assessment questionnaire (PMO, version 5.0, Sinyagin, 2018), as well as a specially developed questionnaire. The participants were differentiated on two grounds: their attitude towards the pandemic either as a mobilizing challenge or as a serious not always surmountable difficulty in actual management. The findings reflect that the managers’ attitudes about the prospects for the country’s development after the end of the pandemic, commonly referred to as “optimism-pessimism”, have profound effect on their management strategies and performance indicators. It is revealed that readiness for learning and social mobility are key characteristics associated with optimistic future expectations. Internality, personality strength, a clear strategic life idea, and managerial experience are most associated with overcoming current circumstances. The paper concludes that developing and enhancing these qualities is a significant task that managers have in today’s uncertain world.

ПОДГОТОВКА СТУДЕНТОВ ИНЖЕНЕРНОГО УНИВЕРСИТЕТА К АКАДЕМИЧЕСКОЙ МОБИЛЬНОСТИ

The relevance of the paper is due to the importance of students’ academic mobility as an efficient tool in human capital accumulation, and ensuring the future competitiveness of specialists in the international labor market. The purpose of this paper is to identify the importance of students’ academic mobility, its main criteria, as well as to show the implementation of programs for preparing students for academic mobility at KNRTU. The paper demonstrates the programs for preparing students for academic mobility Psychology of Professional Success and Academic Mobility Training for Studying in French Universities. Every year since 2014, KNTRU has implemented the Preparation for Academic Mobility to French Universities program. The program was created in order to prepare students for academic mobility, acquaint them with training in French universities, i.e. improve and deepen their knowledge of the French language and acquaint them with the French system of higher education. Also, to prepare students for academic mobility, the Psychology of Professional Success program was implemented. This program was successfully completed by 39 KNITU students. The goal of the program Psychology of Professional Success is professional and psychological training of students, increasing the level and readiness for academic mobility, for effective professional activity, forming a general idea of the psychology of human behaviour in various life situations, the development of professional orientation and personality psychology. The result of these programs is that thanks to the new knowledge and skills gained, KNRTU students will be more successful and competitive in their professional activities both at the Russian and world levels.

Cultural differences in geographic mobility readiness among business management students in Germany and Spain ahead of graduation

Given the increased internationalization of organizations and economies of scale concentrated in urban centers, graduates are often expected to relocate for their first job. Based on Hofstede’s model and Theory of Planned Behavior (TPB), we examine the effects of cultural dimensions (individualism-collectivism and uncertainty tolerance) as well as subjective norms (parents’ and peers’ attitudes towards geographic mobility) on readiness for geographic job-related mobility in samples of German and Spanish business management students ahead of graduation from university. The study involved administering a survey questionnaire to 273 third- and fourth-year business management students of two large universities (one in Germany and another in Spain). Cross-cultural measurement invariance of the measures was confirmed, allowing for comparison of scores across the groups. We found that German students had generally a larger geographical mobility, whose readiness was predicted by parents’ and peers’ perceived attitude and uncertainty tolerance. Readiness for geographic mobility was also higher when social or material incentives are offered, yet geographic mobility readiness for career incentives and for social incentives was predicted by vertical individualism and horizontal collectivism, respectively. This study is one of the first to examine geographic mobility readiness among undergraduate management students in the two countries, who by nature of their training are expected to be mobile. The study also shows the differential effects of sub-dimensions of the Hofstede cultural dimensions.

Личностные индикаторы академической мобильности студентов с инвалидностью в контексте профессиональной подготовки

The openness of a modern university ensures that students from heterogeneous groups are included in education. Academic mobility is a significant trend in the global educational space. The success of the education of students with disabilities is determined by their personal readiness to be active and academically mobile. The authors note a tendency towards the implementation of academic mobility in the process of professional training mainly through the creation of external conditions. At the same time, insufficient attention is paid to the analysis of mobility as a personal education, which determines the weak provision of the mechanisms of its formation, especially among students with disabilities. The purpose of this study is to analyze the personal indicators of academic mobility of students with disabilities based on respondents' portfolios containing information about the facts of academic mobility in the experience of students, a survey about the perceptions and motivation of respondents to implement academic mobility, the Tomsk Rigidity Questionnaire G.V. Zalevsky. The results obtained indicate the low activity of students in educational, scientific activities that go beyond the educational program. At the same time, more than half of the respondents are ready for academic mobility. Comparative analysis of the studied components in the samples of students with health standards and with disabilities showed: lack of expression of rigidity in students with disabilities; correlations between the characteristics of rigidity and disability features; the severity of the components of personal readiness for academic mobility among students with disabilities. The presented results are unique and prove the importance of inclusive transformation of the educational space of universities to ensure the possibility of learning and academic mobility of students of heterogeneous groups.

Pedagogical support of future teacher for academic mobility at the university

Professional training of future teachers in the twenty-first century is impossible without taking into account its global context. For professional success in a rapidly changing world, new personality traits are required: mobility, flexibility, adaptability, tolerance. In this regard, the internationalization of pedagogical education and the teaching profession is becoming a global trend today.The purpose of this article is to analyze the current situation of academic mobility in the Republic of Kazakhstan, identify barriers that hinder the development of academic mobility of students, experimentally test the effectiveness of the orientation course on academic mobility for students. In order to provide pedagogical support and develop motivation for academic mobility of students at the L.N. Gumilyov Eurasian National University, we have developed and implemented an orientation course for 2nd year undergraduate students «Student Mobility: Opportunities and Prospects» in the first semester of 2020, which prepared and acquainted future teachers with the possibilities of international academic mobility programs and the features of credit technology of education. According to the results of the introductory course of the second year bachelor’s degree, changes were noted in the motivational component of readiness for academic mobility of students in the experimental group. In conclusion, we noted that to provide pedagogical support of future teacher for academic mobility at the university , it is necessary to use various kinds of programmes in the educational process in order to increase readiness of students for academic mobility. It is also necessary to carry out systematic pedagogical support of students for academic mobility, to involve tutors, advisers, teachers, coordinators of the international department to eliminate linguistic, organizational, informational, resource, normative, meaningful barriers to academic mobility of future teachers.

Formation of readiness for professional mobility in senior high school students

The prerequisites for the study are modern career concepts and the concept of preparing a person for the successful construction of a career path. The modern sphere of economic relations and the labor market are very changeable and dynamic. The structure and content of professions are changing quickly, which requires constant training and readiness from the individual to change professional roles. Therefore, the formation of readiness for professional mobility is an important research issue. However, the generally accepted position is that the formation of readiness for professional mobility among students should begin at a university or college. The purpose of the study is to test the assumption that the readiness for professional mobility can be formed in senior high school students by combining traditional and game forms of education. The experiment described used a three-week course based on traditional and active teaching methods and a complex multistep business game. The research methods included: the adapted test of “Career Anchors” by Edgar H. Schein, “Methodology for Diagnostics of Reflexivity” by A.V. Karpov and V.V. Ponomareva, the test “Study of Volitional Self-regulation” by A.V. Zverkov and E.V. Eydman, “Temperament Structure Questionnaire” by V.M. Rusalov, and the test “Communicative and Organizational Skills” by V.V. Siniavskii and V.A. Fedorishin. The results of the study showed a statistically significant positive change in the controlled parameters. In general, the conclusion about the promising nature of this direction of training can be considered partially confirmed. For a more confident conclusion, studies on larger samples are required.

Результати діагностики готовності майбутніх психологів до професійної мобільності

Результати діагностики готовності майбутніх психологів до професійної мобільності

WAGES AND ATTITUDES OF MEDICAL SPECIALISTS TO VOCATIONAL QUALIFICATION AND LABOUR MOBILITY

In the health care sector, due to a long cycle of accumulation of human capital, a change of profession often leads to a disruption of this cycle. Therefore, stable employment in the workplace for medical specialists is preferable and should be accompanied by permanent qualification growth within the framework of the profession. Labour mobility to a large extent contradicts this process. One of its most powerful incentives is dissatisfaction with earnings, and this article presents an analysis of the impact of this dissatisfaction on readiness for vocational and labour mobility, based on a questionnaire survey of doctors and nurses of Moscow health care system. A reference group of specialists with proactive attitude towards vocational and professional growth has been singled out. Its assessments of satisfaction with the size of earnings and with correspondence between earnings and labour contribution showed that the dissatisfaction with the inadequacy of earnings is widely spread. This dissatisfaction relates to both base salary and incentive payments against labour contribution. An increase in base salary and in incentive payments together with a simultaneous increase in the share of incentive payments should be the basis for adjusting the wage system. A more accurate accounting of the workload (which has grown as a result of optimization) in earnings is also relevant for paramedical personnel. Should the authorities fail to do this, the undesirable staff turnover, which is already high, may increase even further.

ПРАКТИЧНИЙ АСПЕКТ ФОРМУВАННЯ ГОТОВНОСТІ ДО ПРОФЕСІЙНОЇ МОБІЛЬНОСТІ МАЙБУТНІХ ІНЖЕНЕРІВ-ПЕДАГОГІВ КОМП’ЮТЕРНОГО ПРОФІЛЮ

The article is devoted to the analysis of the practical aspect of professional mobility readiness of future engineers-teachers in the area of computer technology. It has been found out that organization of practical training (industrial practice) of engineers-teachers is focused on modern profession requirements. It contributes to the formation of necessary professional skills and testing the abilities and capabilities of future specialists’ professional activities needed to develop readiness for professional mobility. Emphasis has been placed on the advantages of project technology in the practical training of higher education applicants. It involves the development of creative potential, innovative thinking, high creativity, the ability to comprehensively combine research, design, entrepreneurship and evaluate the decisions consequences. At the same time, the practice provides mastery of the methodology and means of automated collective complex systems design at all life cycle stages and the formation of information and communication skills of the future engineers-teachers in the area of computer technology. It has been proved that the project technology introduction contributes to the pedagogical tasks implementation: intensification, improving the efficiency and quality of the educational process; training differentiation. It provides the future specialist with his own trajectory of self-education; system integration of subject tasks. The practical aspect of the formation of professional mobility readiness in the context of design technology, involves identifying personal prospects for professional development, self-improvement of the ideal model of professionally mobile personality. It promotes the ability formation of individual professional style of activity, creativity, self-development, and self-organization. At the same time, project technology provides readiness formation to create innovations and implement them, take into account all possible scenarios, be able to take risks, work in a team and interact in a highly competitive environment. That is, it creates all the conditions for the formation of professional mobility readiness of future engineersteachers in the area of computer technology.

TRAINING FOR THE INNOVATIVE TEACHING AS A DETERMINANT OF THE PROFESSIONAL MOBILITY OF THE FUTURE TECHNOLOGY TEACHERS

The article deals with the professional mobility and readiness for the innovative teaching of future technology teachers as interdependent components. The purpose of the article is to study the organizational and methodological aspects of forming the professional mobility of future technology teachers in the context of preparation for innovation activities at Ukrainian Teacher Training Universities. Using the complex of theoretical and empirical research methods, the main organizational and methodical aspects of training were determined: the construction of the individual trajectory of study based on selected disciplines; the acquisition of new branches of activity; the forming of the complete conception of technological education and future innovative teaching; the introduction of innovative technologies (interactive discussions, motivational trainings, group forms of work, a problem-solving training, design and research activities, mixed learning, etc.); implementation of Information and communications technology (ICT), distance, Smart and hybrid education systems (e-learning resources, electronic educational and methodical complexes, Web services, individual and group projects based on Web quests and Blog quests); the monitoring of the readiness level for professional mobility; the strengthening of the consultative and coordinating function of teachers. The implementation of certain aspects expands the possibilities of optimizing the educational process not only at the level of formation of the readiness for professional mobility, but also at the level of the entire system of training future technology teachers to innovative teaching. It requires: creating conditions for continuous learning; the orientation of the final stages of pedagogical education to the formation of students’ academic mobility; the rapid expansion of vertical and horizontal professional mobility ranges; the forming of future technology teachers’ readiness and the ability to change the specialization, the place of work and even the profession, if necessary, or to master several specialties or training profiles at the same time.

ОСОБЛИВОСТІ ПРОФЕСІЙНОЇ ПІДГОТОВКИ ВЧИТЕЛІВ ПОЧАТКОВИХ КЛАСІВ У ЗАРУБІЖНИХ КРАЇНАХ

The article determines that elementary school is the first level in the process of obtaining general education for children and in their general intellectual, physical and social development. in practice, accordingly, it sets the task for professional education as well – to prepare future elementary school teacher as a social personality, capable of solving certain problems and tasks of professional activity under the conditions of mastering a system of skills and competences. The success of the pedagogical activity of an elementary school teacher implies a special preparedness in the institution of higher education – the formation of knowledge, skills and pedagogical competences aimed at the exercise of professional functions. Study of experience of foreign countries on the professional pedagogical training of elementary school teachers is an important condition for the formation of theoretical and methodological bases for optimization of the training of elementary school teachers in Ukrainian HEIs. An analysis of current approaches to the preparation of future primary school teachers in France, the United Kingdom and Japan makes it possible to highlight the trends that are characteristic of European and Japanese education, namely: training teachers in higher education, two-level education, student development taking into account socio-cultural features, forming in them the readiness for professional mobility, to study throughout their professional activity, creating conditions for internships abroad. Progressive ideas of foreign experience can be taken into account in the national practice of teacher training. Further scientific inquiries may be directed to the study of the content filling of the teacher training programs and the peculiarities of the organization of the educational process in the institutions of higher education of foreign countries. Learning and using the experience of other countries is one of the main methods of designing educational reforms in Ukraine. Using foreign experience will help to avoid many mistakes. In addition, the integration of Ukraine into the world and European educational spaces requires adaptation of national educational legislation to pan-European educational principles and practices. These include, in particular, the existence of certain standards of education and professional activity of teachers.

Motivational and Value-based Component as One of the Structural Elements of Engineering Educators’ Readiness for Professional Mobility

In theoretical study of readiness of engineers-teachers of computer sciences for professional mobility, a valuative and motivated component is stated as a systemforming element and plays an important role in the process of forming a system of personal and professional values and goals. Valuative and motivated goals of an engineer-teacher reproduce social, professional and personal importance of vocational education, and influence formation of a purposeful creative mastering of professional competences necessary for development of professional mobility. The valuative and motivated sphere of would-be specialists is proved to be a significant instrument of socialization and adaptation to social and professional activities.

Development of future teachers readiness for academic mobility

The article deals with problematic issues of international student mobility of students as a means of professional and personal self-development of future teachers. The aim of the research is to determine theoretically and empirically the socio- managerial and psychological-pedagogical conditions for the development of future specialists in the field of education readiness to participate in the processes of international student mobility. Research methods: analysis of conceptual positions and a critical review of research on the problem of international student mobility, student questionnaires, methods of descriptive statistics. The results of an empirical study of incentives and inhibitors of future teachers ' participation in the processes of educational and scientific exchange between higher education institutions are presented. Based on the results of the study, the authors provide a justification for the need to develop systematic measures to overcome organizational and managerial, competence-activity, and socio-psychological barriers to international student mobility.