Keyword: «project-based work»

In the context of growing global competition, there is an urgent need to train entrepreneurs capable of independent activity. The Third Generation Universities pay serious attention to students’ entrepreneurial competences formation and development regardless of their major. The purpose of the study is to analyze the formation of students’ entrepreneurial competences in the process of career-guidance project development and to find out their attitude towards entrepreneurship. The study is based on the project methodological approach. The research methods applied are theoretical analysis, generalization and systematization of scientific findings of foreign and Russian authors in the field of project work and entrepreneurial competences. The empirical base of the study includes the results of a group career-guidance project-based work of the students of Ryazan State University named after S. A. Yesenin majoring in tourism (43.03.02), as well as overt observation, online survey, reflexive narrative essays. The results of the study confirm students’ significant interest in entrepreneurship and entrepreneurial competences development. The data received show students’ active intention to acquire and develop entrepreneurial competences, readiness for creative work, desire to create real commercial products in order to increase the attractiveness of the university for domestic and foreign students. The scientific novelty of the study lies in the identification of students’ attitude towards entrepreneurial competences while working on career-guidance project and analysis of their entrepreneurial potential. The practical significance lies in the possibility of using the obtained data to develop entrepreneurial competences of students majoring in various fields at the university. In the process of career-guided project development students majoring in tourism acquire entrepreneurial competences, implement their creativity, practice teamwork and time management. As a trend for further research, preparation of projects scientific supervisors is to be scientifically substantiated. Their task is to specify the aims and objectives of the projects, to consult the students leaving it up to them to lead the projects.

The relevance of the study is determined by employers' demands for the quality of professional training of university graduates, which means having a set of specialized knowledge and skills, as well as personal and socio-psychological qualities. Foreign language education of students majoring in economics and management is aimed not only at developing professional foreign-language communicative skills but also at developing social skills, such as initiative, proactivity, flexibility, adaptability, creativity, entrepreneurship, responsibility and the other qualities required by the innovative economy. The aim of the study is to consider the pedagogical conditions for the development of cross-curricular competences of future economists by means of foreign language education at university. The study was based on the following methodological approaches: student-centered, subject-to-subject, and systemic activity-oriented approaches with the implementation of the principle of active learning of a foreign language, as well as the principles of problem-based and contextual learning of the studied language. Role playing games, mind mapping, project-based work, discussions, creative tasks, essays and reflective methods were used as the tools for developing the soft skills of the students majoring in the area of training 38.03.01 Economics (specialization «Finance, Credit and Accounting») and 38.03.02 Management (specialization «Financial Management») at the Institute of Economics and Law of Petrozavodsk State University within the framework of the Foreign Language discipline. The diagnosis was carried out through input, current and output control, expert assessment of the argumentation and content of the final group discussions, and self-reflection of students. The results of the study confirm the necessity of active practical learning of a foreign language that involves intensive thinking, communication, and collaboration to develop the social skills of preservice financial management professionals. The theoretical significance of the study lies in substantiating the need to develop cross-curricular competences of economics students through foreign language education at a university. The practical significance of the study lies in the development of a set of pedagogical conditions for the manifestation and development of critical thinking, emotional intelligence, verbal communication and interaction, creativity, flexibility, initiative and other soft skills of future economists in the process of learning a foreign language at a university.