Mikhail B. Flek’s research while affiliated with Don State Technical University and other places

See the retraction notice BIO Web of Conferences 138, 00001 (2024), https://doi.org/10.1051/bioconf/202413800001

Introduction. In modern conditions of rapid scientific and technological development, the training of highly qualified personnel is one of the most important tasks for most countries of the world. In this regard, it is of interest to study productive forms of interaction between education and the real sector of the economy. The aim of this research is to study the content of the vocational educational, to identify its features and development prospects. Methodology and methods. Systematic and comparative analysis was used to study the characteristics and significance of the vocational education ecosystem. In order to assess the influence of the vocational educational ecosystem on the formation of human capital of the enterprise that initiated its creation, two groups of its employees (30 people each) who received vocational education in educational organizations of the vocational-educational ecosystem and in other organizations were interviewed. In order to assess the impact of the vocational educational ecosystem on the development of human capital, a survey was conducted of 95 enterprise employees with higher education and experience from 3 to 25 years. The method of group assessments, questionnaires, and the Mann-Whitney U-test are applied Results. Analysis of the literature made it possible to identify the educational ecosystem as a special socio-economic ecosystem that has systemic characteristics, but has its own characteristics, expressed in the specificity of the goal, the presence of a special composition of key stakeholders and non-hierarchical connections between them. Using the example of the vocational educational ecosystem of a large machinebuilding enterprise in the Rostov region (Russian Federation), its specificity and importance for the enterprise are shown. A survey of industrial enterprise workers who received education in educational organizations of the vocational educational ecosystem and other educational organizations showed that the average period of professional adaptation for the first group was about 4.9 months, and for the second group – 9.9. Similarly, satisfaction with the practical skills acquired during the training process differs between the two groups of respondents. To assess the period of professional adaptation U = 75 at p < 0.01, to assess satisfaction with practical skills U = 264 at p < 0.01. 71.6% of surveyed enterprise employees at the second stage noted that over the past year they received new professional knowledge from employees of the academic sector. Conclusion. The key advantage of the vocational educational ecosystem is the pronounced practice-oriented orientation of training and the reduction of the period of professional adaptation of graduates, as well as the availability of opportunities for interaction between enterprise employees and representatives of universities or scientific organizations to resolve professional issues.

Purpose: is to reveal the peculiarities of government policy aimed at building human capital in high-tech industries. Methods: this research is based on a systems approach; decomposition of human capital in order to identify systemic gaps in its formation; qualitative (traditional) analysis of government programs and projects; a comparative analysis of the directions of Russian government policy and some leading countries in the field of high technologies aimed at human capital development. Results: the essence and structure of the organization's human capital are considered based on the stages of its reproduction, as well as from the position of its expanded interpretation. Systemic gaps in the formation of human capital of high-tech organizations have been identified, including gaps in the formation of individual and corporate human capital, as well as in the institutional and infrastructural support for its reproduction. The features of Russian government policy aimed at the formation of human capital in the high-tech sector are shown, in comparison with the policies of a number of foreign countries. The role of government programs and projects (“Priority2030”, “Professionalitet” and “Advanced Engineering Schools”) in overcoming systemic gaps in the formation of human capital in high-tech organizations is outlined. Conclusions and Relevance: the performed analysis showed the presence of a wide range of government policy measures of a number of countries that occupy leading positions in the field of high technology, aimed at developing human capital in the high-tech sector. Among them are the development of fundamental science, interdisciplinary and mathematical knowledge, STEM competencies, as well as strengthening the interaction between the academic sector and the high-tech sector. The arsenal of tools of domestic government policy includes a focus on practice-oriented training, the development of digital competencies, advanced training of management personnel, as well as the development of interaction between the academic and high-tech sectors. The federal project “Advanced Engineering Schools” corresponds to the elimination of the largest number of system gaps. At the same time, the systemic gap at the stage of formation of general human capital, which manifests itself in the poor physical and mathematical training of schoolchildren, remains unresolved.

Introduction . Today, there is a heated discussion about the improvements that can be made in engineering education. The education process can be directly affected by new distance learning technologies that are gaining attention since the limitations of the COVID-19 pandemic. In this context, while implementing distance technologies, one must consider special aspects of educational process organization conditioned by the need of practical training of future engineers. Purpose. In our study, we will discover the peculiarities and capabilities of distance technologies in their implementation to the learning process in the context of engineering education dual system. Materials and Methods. We used key provisions of the social learning theory, the diffusion of innovation theory, and the technology acceptance model. The questionnaire method and the Mann–Whitney U test were applied for the assessment of students and teachers of the joint department vision on distance technologies in education. The empirical base was formed on the survey results of senior students and teachers of the joint department, Don State Technical University. Results . We considered the essence of the dual approach in engineering education formed on the direct participation of companies in a learning process. The special aspects of the application of distance technologies in engineering training are described. The specifics of the distance technologies implementation in engineers' training of the joint department during and after the pandemic are reflected. We described the joint department experience in implementing distance learning in the educational process. The special aspects of the implementation of Internet platforms and how they are perceived by students and teachers from the joint department are described. Discussion . In general, engineering students do not have serious problems with the online learning mode or the lack of digital skills. However, they do not want to study only with distance technologies. Therefore, they see the perspective in blended learning.

Статья посвящена исследованию особенностей и факторов развития трансфера знаний из академического сектора в организации высокотехнологичного сектора. Систематизированы способы получения и передачи знаний организацией, виды трансфера знаний. Выделены факторы трансфера знаний с позиции процессного, сетевого и системного подходов. С целью подтверждения полученных теоретических выводов проанализированы факторы трансфера знаний на примере крупного высокотехнологичного предприятия. Эмпирическую базу исследования составили результаты анкетирования работников (г. Ростов-на-Дону, Россия), осуществленного в апреле – мае 2023 года. На основе результатов анкетирования проведен корреляционный и регрессионный анализ, позволяющий установить фактическую взаимосвязь между факторами, характеризующими параметры трансфера знаний из академической среды. Показано, что все группы факторов имеют прямое положительное воздействие на результаты трансфера знаний. При этом подчеркивается, что факторы получателя знаний, поставщиков знаний и взаимного доверия участников трансфера, то есть факторы, характеризующие внутреннюю мотивацию участников, оказывают более сильное воздействие на результат трансфера знаний нежели факторы организации взаимодействия, отражающие внешнюю мотивацию. С помощью полученных выводов сформулированы рекомендации, направленные на повышение эффективности факторов, воздействующих на трансфер знаний на предприятие. Выделено пять основных направлений развития трансфера знаний: повышение эффективности организации взаимодействия поставщика и получателя знаний; укрепление уровня доверия между ними; расширение круга поставщиков знаний; повышение их способности к передаче знаний и способности к восприятию новых знаний получателем, рост эффективности применения полученных знаний. Подчеркивается значение профессионально-образовательной экосистемы как открытой неиерархической устойчивой взаимосвязи предприятия с образовательными, научными, общественными организациями в развитии трансфера знаний

Introduction. A necessary condition for the implementation of digital transformation at the enterprise is the formation of relevant competencies among its employees, allowing them to freely carry out their activities. The active use of information technologies, digital solutions and the reduction of routine operations form the need for the development of digital competencies of employees of enterprises, especially high-tech ones. The purpose of this study is to develop a model of digital competencies of employees in the conditions of digital transformation of the enterprise. Materials and methods. In order to develop a model of digital competencies of employees of the enterprise, competence-based and heuristic approaches were used, as well as a method of Analytic Hierarchy Process (AHP). The basis of the empirical base of the study was the conclusions of 10 experts working at a large machine-building enterprise (Rostov-on-Don, Russian Federation), obtained as a result of brainstorming. Based on its results, 8 universal digital competencies of employees were selected. A matrix of their pairwise comparisons was compiled based on the results of the expert survey, in the form of a pairwise comparison on a scale from 1 to 9, and the matrices were normalized and the consistency of expert responses was checked. The consistency ratio S for all comparison parameters ranged from 0.13 to 0.19, that is, S <0.2, that is, there are no contradictions in expert estimates and no refinement of the matrices is required. A pairwise comparison of competencies was carried out for three professional groups of employees: managers, specialists (engineers) and workers. As a result, priority digital competencies were identified and a ranked list of them was obtained. Results. The study showed that the models of digital competencies are different for different professional groups of employees due to differences in the factors of intellectualization, creativity of work and responsibility. The priority of the key digital competencies selected by experts varies for different professional groups. For managers, the most priority digital competence is "communication and cooperation in the digital environment" (weight factor 0.65), for specialists (engineers) – "solving technical problems in the digital environment" (0.59), for workers – "ensuring digital security" (0.42). Conclusion. The results of the study allow us to conclude that it is important to determine the priority digital competencies of different professional groups of employees in the conditions of digital transformation of the enterprise. The use of the AHP methodology is advisable for developing a model of universal digital competencies of employees, and this algorithm can also be used to establish the priority of professional (special) digital competencies for each more specialized group of employees. The prospects for the development of digital competencies of employees are seen in the improvement of personnel development programs based on their training.

Purpose : of the article is to develop a methodology for assessing the formation of an enterprise human capital, which is based on the calculation of indices of formal and informal learning of its employees. Methods : this article is based on the key provisions of the theory of human capital. The focus of this research is the specific enterprise human capital. The questionnaire method was used, which allowed assessing the development of the enterprise human capital based on the opinions of its direct carriers – employees representing different professional groups. The index method was used. Based on the calculation of the indices of formal and informal learning, the composite indices of the formation of human capital were determined, reflecting the assessment of the actual learning of employees and the desired state in which they feel the need. Visualization of the obtained results is presented in the form of theperception map. Results : the article presents an improved methodology for assessing the formation of human capital of an enterprise. The assessment of the formation of human capital of various professional groups of employees of the enterprise is carried out. The conducted research has shown that the need for formal and informal learning in various professional groups is differentiated. The essence of the author's position is that one of the most important tasks of the enterprise for the development of human capital is the organization of formal and informal learning of its employees in accordance with the current and future needs of the enterprise itself. The prospects for the development of the enterprise human capital are seen in the development of its vocational education ecosystem by strengthening relationships with educational organizations and other providers of new progressive knowledge, and also by strengthening the relationship between formal and informal learning. Conclusions and Relevance : the approach to the assessment of the human capital development of an enterprise considered in the article allows us to give practical recommendations on optimizing the organization of learning of the enterprise employees. The results of the study can be used by the professional community, including business leaders, to form a strategy for the development of human capital.

Purpose: the purpose of the article is to substantiate the ecosystem approach to managing the interaction of an enterprise with educational and other organizations to provide it with the necessary human capital. Methods: this article is based on an ecosystem approach. A resource approach was used to substantiate the advantages of the professional and educational ecosystem. The method of situational analysis is used. The questionnaire method made it possible to evaluate the results of the ecosystem of a particular enterprise based on the expert`s opinion. The assessment of the structural model of management of the professional and educational ecosystem was carried out using correlation analysis. Results: the possibilities of an ecosystem approach to the formation of new organizational forms of interaction between subjects of the real sector of the economy and the education system in a dynamically changing external environment are shown. The content of the vocational education ecosystem is revealed as a kind of socio-economic, the key features of which are the specific composition of subjects and a special goal (creation of joint value) – reproduction of the enterprise human capital. The key objects of management of the vocational education ecosystem are highlighted: resources, processes, results and interaction of participants. An algorithm for evaluating the management system of the vocational education ecosystem of the enterprise is presented. The experience of the vocational education ecosystem of a knowledge-intensive enterprise is analyzed and practical recommendations for its development are given. Conclusions and Relevance : the approach to the management of the vocational education ecosystem through the analysis of key objects considered in the article has practical significance and allows us to give concrete practical recommendations for its improvement. Based on the results of the analysis of the objects of management of the vocational education ecosystem of the machine-building enterprise, the need to strengthen the relationship of enterprises with educational organizations that form the basis of human capital has been established. The key advantage of the vocational education ecosystem of the enterprise is the unhindered accessibility for employees of the enterprise in advanced training, the implementation of the principle of lifelong learning.

Purpose: The purpose of this work is to study the features and possibilities of using distance learning technologies for dual engineering education. Design/methodology/approach: The current research concentrates on the study of the limitations and prospects of the use of remote educational technologies for dual education in Russian practice in pandemic conditions. The introduction of remote technologies into the educational process was assessed from the perspective of context, resources used, process, and outcome. In order to assess the feasibility of distance learning, this work used a direct subjective methodology, as well as a situational analysis method. Findings: The research reveals the essence of a dual approach to engineering education, which is based on the direct participation of enterprises in the educational process. Features of application of remote technologies of training in training of engineering personnel are disclosed. The specifics of emergency introduction of remote learning technologies in the training of engineering personnel at the basic department in pandemic conditions are shown. The peculiarities of introduction of perceptions of teachers and students in the educational process of distance learning, namely its context, input resources, process, and product, were analyzed. The results of the analysis showed that both teachers and students of the basic department that trains engineering personnel have sufficient digital skills, which almost unhindered contributed to the emergency introduction of remote technologies. On the other hand, practical training in the basic department involves the use of unique equipment and direct personal communication between teachers and students, which is an objective obstacle to the introduction of the most common remote technologies at present. Originality/value:: The presented research of the features of the introduction of distance learning technologies in pandemic conditions allows assessing their usefulness for dual engineering education, and also indicates the key advantages and disadvantages of their use in the training of engineering personnel.

The article highlights the features of the management system of social and labor relations of the enterprise. For this purpose, the characteristics and transformation of the objects of management of social and labor relations of the enterprise are given. The paper also provides a brief overview of the key concepts of the theory of the firm, management of social and labor relations and the direct implementation of various enterprise management systems. A comparative characteristic of the change in the system is given: from the management of labor (human) resources to the management of human capital of the enterprise. It is shown that it is the management of human capital of the enterprise that demonstrates its greatest efficiency in the conditions of transition to the knowledge economy.