Keyword: «research competence»

Technology intensive enterprises (TIEs) are experiencing a new stage of transformation of their activities influenced by the industrial revolution 5.0. Human centricity, the demand for digital, entrepreneurial and research competences (RC) in the labor market are the key ideas of the “Industry 5.0” concept that determined the current challenges for TIEs. The Russian Federation focuses on achieving technological leadership. It determines the technology intensive enterprises’ strategic objectives; their solutions call for specialists who should consider scientific research as the basis for their professional and personal development in the professional field. University graduates will replenish the intellectual potential of TIEs in the Russian economy leading sectors. In this regard, a future specialist’s participation in research activities conducted at the university is of particular importance. All of the above determines the relevance of the problem of a future specialist’s research competence development for TIEs under Industry 5.0. At the same time, the RC essence as a pedagogical phenomenon still remains insufficiently studied. Hence, it determines the research aim – to reveal the essence of a future specialist’s research competence for technology intensive enterprises under Industry 5.0. on the basis of the conducted theoretical analysis. The leading methodological approaches are competence-activity, person-centered and polysubjective approaches. The competence-activity approach specifies RC content concept as personal qualities to attain graduates’ professional potential in activities connected with TIEs’ problem solving. The person-centered approach associates RC with future specialists’ personal characteristics as prerequisites for their professional activity in the TIEs. The polysubject approach considers the influence of the modern TIEs’ characteristics on the RC content. The following theoretical results were obtained: TIEs’ characteristics influencing the research competence of a future specialist were identified; the pedagogical essence of research competence was revealed and the content of research competence concept was specified; the five-component structure of research competence was proposed. The practical significance of the article lies in the study of JSC “Russian Railways” as a technology intensive enterprise according to the highlighted characteristics that allow us to specify the content of structural components of research competence of a future specialist.

The need of the modern society for highly qualified and competent specialists, reflected in the regulatory documents of the Federal State Educational Standards, imposes new requirements on contemporary universities in regards of the master’s degree graduates’ professional training. They encompass the students’ ability to conduct research work in a foreign language both in the oral and in written forms; readiness for scientific discourse through research results’ publications in highly rated journals. One of the imperatives in cited publications is the structured abstract’s design based on key points’ content when written in a foreign language. However, a course of the foreign language academic writing is not included into the list of compulsory disciplines for master degree programs. As practice shows, students do not have the necessary knowledge, skills and abilities to independently design a foreign language abstract for a scientific article. This fact is conditioned by the lack of the special pedagogical system aimed purposefully at the foreign language academic writing skills development. The goal of the study is to develop a modified pedagogical technology supporting independent work of the master’s degree students executing a foreign language abstract for a scientific text. The author rationalized the need for the modified pedagogical support technology development based on the analysis of documentary sources and research literature on the problem, questionnaires, diagnostic tests and public assessment of the students’ academic activity results. The pedagogical support technology modification features were revealed on the ground of the theoretical basis of "academic writing", interdisciplinary and transdisciplinary approaches. The modified technology stages are presented and described in the article. Methodological materials for training and diagnostic assessment of the students’ independent activity results are characterized. The theoretical significance of the study lies in detailing and rationalization of methodological approaches that form the basis of the modified pedagogical support technology for master’s degree students’ independent work. The practical significance of the study is conditioned by the possibility of employing presented modified technology in all areas of master’s degree students’ training aimed at academic writing skills development.