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Innovative technologies as a means of the development of future
engineers’ professional mobility abroad
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ISPCIET’2018
IOP Conf. Series: Materials Science and Engineering441 (2018) 012007 IOP Publishing
doi:10.1088/1757-899X/441/1/012007
1
Innovative technologies as a means of the development of
future engineers’ professional mobility abroad
M B Balikaeva1, a, E L Chizhevskaya2,b, G Ya Grevtseva3,c, I O Kotlyarova4,d, M A
Volkova 5,e,
1,2 Tyumen Industrial University, Lunacharskogo 2, 625002 Tyumen, Russia
3 Chelyabinsk State Institute of Culture, Orjonikidze 36a, 454091 Chelyabinsk, Russia
4,5 South Ural State University, Lenin Ave., 76, 454080 Chelyabinsk, Russia
amarinabalikaeva@list.ru, bchizel76@yandex.ru, c yakupovna@rambler.ru,
dkotliarovaio@susu.ru, e volkovama@susu.ru
Abstract. The article discusses the relevance of innovative technologies in development of the
future engineers’ professional mobility. In the publication the types of innovative technologies
are presented in the universities of Germany, the US, Britain, France, Norway, Poland and
other countries. The principles and functions of the innovative technologies are defined in
some universities abroad. The forms of innovative technologies contribute to the qualities
formation at the basis of the future engineers’ professional mobility.
1. Introduction
The innovative technologies become the trend to improve the education of the modern mobile
engineer. The leading professors of the best American universities believe that the innovative
technologies are a necessary fact of future engineers in their professional training system. Its part is
the use of the innovative technologies. It is essential to integrate the innovative technologies in
research work, to create conditions for active students’ participation. The researchers share this
opinion in Western Europe and the United States. Modern integration approaches and innovative
technologies in Russia and abroad have some similarities. In both cases, this phenomenon is a
relevant, complex planning problem of organization and management to improve the future engineers’
training quality using innovative technologies. Their principles are a teaching and researching a
combination, an integration, a classroom and out-of-classroom study forms combination in higher
school. In this connection the requirements system includes the innovative technologies aimed at the
creative development of their personal and professional qualities. They are a part of the professional
mobility.
The analysis of philosophers, educators and psychologists views and the own experience of theoretical
research allows me to consider the professional mobility definition as an integrative quality in the
production conditions on the basic components of professional culture covers (key competencies and
qualifications) and professional competency (high intelligence, creative skills, professionalism). It
reflects in man’s ability to move horizontally and vertically on the social professional structure of
society and to change a social, economic and professional (including status) position. It captures the
motivational, cognitive, competency-based and operative components, reflecting a certain level of
general cultural, general professional skills and competencies [1].
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IOP Conf. Series: Materials Science and Engineering441 (2018) 012007 IOP Publishing
doi:10.1088/1757-899X/441/1/012007
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2. Discussion
The innovative technologies in higher education abroad are closely related to the education content
and its aim [2]. The aim of future engineers’ education is to develop the continuous self-education
after graduating from higher school, the formation of future engineers ' productive creative thinking,
the development of logical analysis skills and abilities of full information consumption, the
educational content orientation on the professional mobility specialist’s model. The effectiveness of
future engineers’ the professional mobility depends on innovative technologies.
Universities use all opportunities for the first year future engineers’ involvement in independent
research work using the innovative technologies. Some experience in this regard has already
accumulated in many higher schools abroad.
For many years, there are seminars at the Dresden Technical University in the form of scientific
debate on searching and finding the best argument. Students look for the best arguments to prove the
correctness of the thesis. Scientific debate shows how students have mastered the necessary
knowledge. As a part of the educational process in many universities in Germany the events are held
where "students teach students". These events have a significant impact on didactic training quality
and structure. It confirms the experience and the results of educational research [3].
Any full preparation for the seminar is actually the microstudies requiring at least four hours of
productive and creative activities with the latest scientific periodicals and Internet sources. There is
this form in the universities of the USA and Germany. This preparation is a "weak" students’ term
paper in some Russian universities. However, the students do once a week on four subjects at least.
There are special courses for the first year students. The aim of this course is to facilitate the transition
from school to university. Some interest from this point of view it is a model of the practical training
orientation at the Higher Technical School in Darmstadt (Germany). This model includes the future
engineers’ introduction in the future career occupation, business games, excursions, etc. during the
first year of study [3].
In the US the method of small interdisciplinary research groups is widely spread. It has an on-line
support. Post-graduate and undergraduate students have the opportunity to exchange views in their
groups to find and formulate new, original ways of solving problems. For example, the training
process is very individualized in american universities, especially at the undergraduates as the groups
are formed for a term to study specific subjects. The students have the right to choose a field of
knowledge in accordance with their interests and needs. They can change their specialization and
prolong the period of study at the university. No timeframe allows the students to advance in the study
according to their individual abilities. Almost all undergraduates study on the individual curricula [3],
[4], [5].
Every second of seminars involves students’ essay (paper). Weekly each student must complete
blogging (diaries) courses at the faculty website, where students have to present their view of the topic
passed at the seminar. Every student has the opportunity to prepare reports, presentations at least twice
a term.
The special role plays a tutorial, which can also be carried out on-line. A tutorial is a phenomenon
adding the training process as one of study means using the innovative technologies. A tutorial is a
stimulus for scientific collaboration between a teacher and a student. During a tutorial, they can
discuss the research methods, the students’ individual opportunities in the scientific work process [5].
In general, in the university practice abroad the most common on-line seminars and discussions are
spread. They encourage maximum integration in the training process. At the seminars, the students use
various methods of study and research activities, the basics of oratory. The organizational form choice
of the US authors explains that the debate [5] helps the students understand better the problem. It
facilitates the consideration of the various aspects problem under discussion, allows participants to
speak critically and corrects the new information for the group opinion or decision development. The
ISPCIET’2018
IOP Conf. Series: Materials Science and Engineering441 (2018) 012007 IOP Publishing
doi:10.1088/1757-899X/441/1/012007
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principle "round table" allows all students to see each other and creates a relationship of equality
between them and there is an informal environment among them. All these forms develop the ability
to predict the actions results aimed at solving specific professional problems and achieve the
professional aims, the quick adaption in a professional team, the business and professional
communication skills in specific business situations.
The american higher education analysis points out that it is based on the innovative technologies. For
example, the US higher education has a group of "open education", "Open University" under the
influence of humanistic psychology, where students are free to define their research interests and in
the dialogue with tutors to express critically a variety of the scientific positions. In american
universities do not have the typical curricula. Each university develops their curriculum. It includes a
part of the basic courses, a professional training core with a level indication of competencies
development while a significant part of the special and general training courses has a choice form [3].
In US universities, a flexible combination of asynchronous (individual) and synchronous (joint) study
is widely used. Many universities in the US and Western Europe use actively the blended learning.
The blended learning involves a combination of the different training management techniques and
schemes: classroom study, distance study, synchronous distance study [3], [6], [7].
There are some innovative technologies in the universities of the US, Canada, Germany, France and
others. The E-learning involves different ways of study using the innovative technologies: distance
study, mobile study using mobile devices, virtual study [6]. The E-learning allows students to
personalize the training process, develop the skills of knowledge independent acquirement and
application, orientation in the flow of information. The most advanced e-learning center is the
Massachusetts Institute of Technology (MTI) in the United States. Over 100 million people use the e-
learning all over the world [6].
More attention in many universities abroad has been paid to the production process and higher school
connection. In Germany the «dual system" and the project method are widely used in the training
process [2], [5].
The students simultaneous study is in the walls of the institution (two or three days a week) and in the
enterprise (other days). This system is widely used in Germany and the United States. In 2012 over
64,000 students, 1,384 students study programs were invited to the dual system study in German
universities [8]. In the Harvard Business School (HBS) this system is called the "field" study (Field
Studies) in the leading business companies in the USA. Students write their own business plans for the
creation or development of new enterprises [5]. Students have the right to choose a project that will
allow them to use the tools and techniques studied in the classroom, to develop the project
management skills, to get the real experience of business communication and to improve the ability of
collecting and analyzing information, to obtain the industries direct knowledge. The research work on
the project is the study in the problem-orientation courses using the innovative technologies. The
problem-based study is a combination of students’ independent study in the small study groups, which
introduce the research and scientific work.
Annually in France, about 35,000 students start distance education, for which the State Center for
Distance Learning (CNED), established in 1986 and subordinated to the Ministry of Education, is
responsible. Now the Center offers courses and trainings at different levels (licensee, master's degree)
and covers the most demanded areas (business, accounting) [9].
One of the programs that the Center actively uses is the "electronic campus". The program provides
the opportunity to use various services available in traditional campuses.
Since 1990, Norway has a network of higher education institutions for distance learning. In 2004, this
network became a part of the Norwegian Open Universities (LEU), supported by the Ministry of
Science and Education. On its website, LEU hosts an extensive database with options for finding
educational courses for both distance and inpatient training.
Distance educational programs using ICT are an alternative to traditional courses offered by all
educational institutions. There are programs of this type almost in all universities of Norway. As for
programs of a certain professional orientation, they have a form of video conferences and a contact
ISPCIET’2018
IOP Conf. Series: Materials Science and Engineering441 (2018) 012007 IOP Publishing
doi:10.1088/1757-899X/441/1/012007
4
with the instructor. In private institutions of distance education, the main aim is to develop offers that
meet the requirements of different groups of students, and use flexible methods and forms of
education. Most of these courses give an opportunity both to upgrade qualifications and to get a new
profession. More than two thirds of such courses cover the following areas: economics and
management, technology, communication, social services and health. Private universities of distance
education in Norway have been pioneers in the use of television transmissions, videoconferences and
the use of computers throughout the education system. Moreover, they have accumulated experience
in the organization of distance schools, the development of effective educational modules and a
feedback system. The subjects of the offered courses are wide ranging from hobbies to university
disciplines [10].
The countries of Eastern Europe have recently begun to learn from the development of effective
distance learning. The platform for using e-learning in Polish universities [11] presents possible ways
of using e-learning in higher educational institutions. The presentation of the educational material on
the network in the form of articles, essays, studies, links to other Internet sources. This form is
absolutely passive, because it does not differ from traditional access to educational material except the
necessary materials in an electronic database, electronic sources.
Online support: this form of e-learning is used as a more interactive way, as it provides access to
discussion forums, chat rooms, newsletters and uses e-mail.
Asynchronous trainings also include mechanisms for monitoring and evaluating the sessions
conducted by the instructor-head of the courses. The same tools and methods are used as an on-line
support.
There are synchronous trainings through a computer network using the following techniques:
teleconference, videoconference, chat or thematic video. Some courses of this kind use a virtual board,
or other tools of group work.
In addition to e-learning technologies there is an introduction in higher education institutions as a tool
for teaching m-learning (mobile learning) using gadgets as mobile phones, smartphones and tablets. It
should be noted that m-learning is effective in carrying out creative, practical works, quickly searching
for information, but it can hardly be applied at the stage of knowledge control.
3.Conclusion
In conclusion, it should note that creativity as a component of innovative technologies has a huge
impact not only on the specific scientific progress, but also on society by developing its innovative
ability.
Thus, the experience of the study practice abroad showed to our problem that the higher education
abroad has developed the future engineers’ professional mobility process integrated into the training
process with using the innovative technologies. Each student must master a research effective style to
develop the ability and willingness to the study and the improvement of scientific knowledge and its
creative application in the future professional activity. The continuous research study becomes
personal needs of each student using the innovative technologies. The innovative technologies impact
on solving specific professional problems, achieving professional aims, the group organization of a
specific professional project, the quick adaption in a professional team, business skills and
professional communication in specific work situations.
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doi:10.1088/1757-899X/441/1/012007
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