Теорія і практика формування підприємницької компетентності майбутніх фахівців сфери обслуговування у закладах вищої освіти
Дата
2021
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
Дисертація є комплексним дослідженням, у межах якого обґрунтовано теоретичні та практичні засади формування підприємницької компетентності майбутніх фахівців сфери обслуговування у закладах вищої освіти. Виявлено стан розробленості проблеми формування підприємницької компетентності фахівців сфери обслуговування в теорії та практиці вітчизняної і зарубіжної освіти. З’ясовано особливості формування підприємницької компетентності в умовах економіки знань. Визначено сутність і структурні компоненти підприємницької компетентності майбутніх фахівців сфери обслуговування. Обґрунтовано концептуально-методологічні засади формування підприємницької компетентності майбутніх фахівців сфери обслуговування у закладах вищої освіти. Розроблено, теоретично обґрунтовано та змодельовано педагогічну систему формування підприємницької компетентності майбутніх фахівців сфери обслуговування у закладах вищої освіти. Розроблено критерії, визначено їх показники та схарактеризовано рівні сформованості підприємницької компетентності майбутніх фахівців сфери обслуговування у закладах вищої освіти. Розроблено теоретико- методичний супровід та визначено етапи реалізації педагогічної системи формування підприємницької компетентності майбутніх фахівців сфери обслуговування у закладах вищої освіти. Здійснено дослідно-експериментальну перевірку результативності педагогічної системи формування підприємницької компетентності майбутніх фахівців сфери обслуговування у закладах вищої освіти.
The thesis is a comprehensive study, within which the theoretical and practical foundations of future service specialists’ entrepreneurial competence formation in higher education institutions are substantiated. For the first time in Ukrainian pedagogical science the effectiveness of the pedagogical system of forming future service specialists’ entrepreneurial competence in higher education institutions has been theoretically substantiated and experimentally tested. This system is open and dynamic, contains interconnected blocks (target, content, technological and evaluation); envisages four stages (cognitive-molding, personal-developmental, reflexive, functional-activity) of the specified competence formation which imply the use of traditional and innovative forms (problem-based lectures, individual tasks, practical classes in the format of a “workshop”, practice in the form of educational training, research projects), methods (problem-based, project, brainstorming), technologies (frame technology, CDIO-learning technology), teaching aids (educational resources, specialized software, interactive cases, educational projects, competence-based tasks), and covers pedagogical conditions (updating the content of economic disciplines and disciplines of the training cycle based on the interdisciplinary links and expression of the entrepreneurial component; introduction of the interactive forms and methods of teaching to stimulate positive motivation of students to entrepreneurship as a model of behaviour; organization of students’ quasi-professional activities, which activates professional interaction with consumers; modelling of entrepreneurship situations in the process of professional training to intensify the dialogic interaction of business participants on the basis of subject-subject relations; creation of an entrepreneurial-educational environment in the institution of higher education in order to form in students the ability to create author’s products, the desire for success, self-development and self-realization). The conceptual-methodological foundations of future service specialists’ entrepreneurial competence formation as an integration of systems, activity, context, interdisciplinary, axiological, synergetic, competence, practice-based, institutional, integrative, functional-role, structural, praxeological, acmeological, resource approaches are highlighted. The essence of the concept of “entrepreneurial competence of future service specialists” as an integrative personal quality is substantiated. It characterizes the ability of the specialist to self-development and self-realization in situations of uncertainty of socio-political, economic and cultural changes; professionally motivated ability to produce ideas, search for resources and opportunities to solve socio-economic problems in the field of services, create cultural, social and economic values on the basis of acquired professional knowledge and skills, receive certain tangible and intangible benefits in accordance with the established system of spiritual and moral guidelines. The diagnostic tools for determining the levels (low, sufficient, high, creative) of the entrepreneurial competence formation by criteria (cognitive, activity, motivational, reflexive) and indicators are developed. The effectiveness of the structural-functional model of the pedagogical system of forming future service specialists’ entrepreneurial competence in higher education institutions has been experimentally tested. In the process of research and experimental work, the positive dynamics of the following characteristics were determined: awareness, strength, depth, efficiency and flexibility of knowledge and the ability of future service specialists to apply them in business; multifunctionality of skills, awareness and efficiency of actions that constitute the essence of entrepreneurial activity; the level of the socio-psychological attitudes formation in the individual, which encourage entrepreneurship, motives for choosing a profession and entrepreneurship as a sphere of its implementation; the dynamics of entrepreneurial qualities and behaviour due to risk-taking, the desire to succeed, the need for self-realization and recognition, predominance of the motive of achievement over the motive of avoiding failure. In particular, it has been found that the level of the future service specialists’ entrepreneurial competence formation is directly influenced by: introduction of a special course “Creating your own success story in business” and on-line course “Introduction to entrepreneurship”, building the content of training based on frame pedagogical technology and concepts of CDIO-learning, involvement of students in solving interactive cases from the CASERS platform.
The thesis is a comprehensive study, within which the theoretical and practical foundations of future service specialists’ entrepreneurial competence formation in higher education institutions are substantiated. For the first time in Ukrainian pedagogical science the effectiveness of the pedagogical system of forming future service specialists’ entrepreneurial competence in higher education institutions has been theoretically substantiated and experimentally tested. This system is open and dynamic, contains interconnected blocks (target, content, technological and evaluation); envisages four stages (cognitive-molding, personal-developmental, reflexive, functional-activity) of the specified competence formation which imply the use of traditional and innovative forms (problem-based lectures, individual tasks, practical classes in the format of a “workshop”, practice in the form of educational training, research projects), methods (problem-based, project, brainstorming), technologies (frame technology, CDIO-learning technology), teaching aids (educational resources, specialized software, interactive cases, educational projects, competence-based tasks), and covers pedagogical conditions (updating the content of economic disciplines and disciplines of the training cycle based on the interdisciplinary links and expression of the entrepreneurial component; introduction of the interactive forms and methods of teaching to stimulate positive motivation of students to entrepreneurship as a model of behaviour; organization of students’ quasi-professional activities, which activates professional interaction with consumers; modelling of entrepreneurship situations in the process of professional training to intensify the dialogic interaction of business participants on the basis of subject-subject relations; creation of an entrepreneurial-educational environment in the institution of higher education in order to form in students the ability to create author’s products, the desire for success, self-development and self-realization). The conceptual-methodological foundations of future service specialists’ entrepreneurial competence formation as an integration of systems, activity, context, interdisciplinary, axiological, synergetic, competence, practice-based, institutional, integrative, functional-role, structural, praxeological, acmeological, resource approaches are highlighted. The essence of the concept of “entrepreneurial competence of future service specialists” as an integrative personal quality is substantiated. It characterizes the ability of the specialist to self-development and self-realization in situations of uncertainty of socio-political, economic and cultural changes; professionally motivated ability to produce ideas, search for resources and opportunities to solve socio-economic problems in the field of services, create cultural, social and economic values on the basis of acquired professional knowledge and skills, receive certain tangible and intangible benefits in accordance with the established system of spiritual and moral guidelines. The diagnostic tools for determining the levels (low, sufficient, high, creative) of the entrepreneurial competence formation by criteria (cognitive, activity, motivational, reflexive) and indicators are developed. The effectiveness of the structural-functional model of the pedagogical system of forming future service specialists’ entrepreneurial competence in higher education institutions has been experimentally tested. In the process of research and experimental work, the positive dynamics of the following characteristics were determined: awareness, strength, depth, efficiency and flexibility of knowledge and the ability of future service specialists to apply them in business; multifunctionality of skills, awareness and efficiency of actions that constitute the essence of entrepreneurial activity; the level of the socio-psychological attitudes formation in the individual, which encourage entrepreneurship, motives for choosing a profession and entrepreneurship as a sphere of its implementation; the dynamics of entrepreneurial qualities and behaviour due to risk-taking, the desire to succeed, the need for self-realization and recognition, predominance of the motive of achievement over the motive of avoiding failure. In particular, it has been found that the level of the future service specialists’ entrepreneurial competence formation is directly influenced by: introduction of a special course “Creating your own success story in business” and on-line course “Introduction to entrepreneurship”, building the content of training based on frame pedagogical technology and concepts of CDIO-learning, involvement of students in solving interactive cases from the CASERS platform.
Опис
Ключові слова
заклади вищої освіти, сфера обслуговування, підприємець, підприємницька компетентність, фахівці сфери обслуговування, підприємницька компетентність фахівців сфери обслуговування, теоретичні і методичні основи формування підприємницької компетентності майбутніх фахівців сфери обслуговування, система формування підприємницької компетентності майбутніх фахівців сфери обслуговування, higher education institutions, service sector, entrepreneur, entrepreneurial competence, service specialists, entrepreneurial competence of service sector, theoretical and methodological bases of future service specialists’ entrepreneurial competence formation, system of future service specialists’ entrepreneurial competence formation
Бібліографічний опис
Майковська, В. І. Теорія і практика формування підприємницької компетентності майбутніх фахівців сфери обслуговування у закладах вищої освіти [Текст] : автореф. дис. ... доктора пед. наук : спец. 13.00.04 – теорія і методика проф. освіти / Майковська Вікторія Ігорівна ; МОН України, Сумський державний педагогічний ун-т ім. А. С. Макаренка ; [науковий керівник О. М. Семеног]. – Суми, 2021. – 44 с.