Keyword: «self-development»

The article is devoted to the problem of human capital development in the system of higher education by means of mentoring activities as one of the components of the competitiveness of a modern university. The relevance of the study stems from the fact that the majority of school graduates focused on university admission, which led to an imbalance, but currently the opposite process is taking place, as many school graduates choose colleges, which leads to a reduction in the number of applicants entering universities. This situation increases competition between universities, the effectiveness of which depends on human capital, and mentoring is one of its development factors. The aim of the article is to consider the impact of mentoring on the development of human capital as a condition for increasing the competitiveness of universities. In accordance with this goal, the main elements are identified and approaches to the content of the «mentoring» and «human capital» concepts are analyzed. In addition, the authors’ original definition of these concepts is proposed in relation to the activities of a university teacher. The authors found out that mentoring also contributes to the formation of communicative personal traits, teamwork skills, professional development and instills need for self-improvement. Based on a systemic activity-oriented, person centred approaches, the authors formulate such didactic conditions for the development of the human potential of a university teacher as: creating an innovative environment of an educational organization that promotes systematic professional development; designing individual programs for professional and personal growth; active participation in mentoring activities; increasing motivation for personal self-development. The identified conditions contribute to the resource development of the teachers’ professional development system in the course of their main professional and mentoring activities. An adapted evaluation table of the teacher's competitiveness (A. R. Bayanova et al.) is presented; the results of the survey are based on an adapted questionnaire developed by A. R. Masalimova and I.I. Irismetova. The authors underline the need to take into account changes and challenges in the process of developing the human capital of scientific and pedagogical personnel of universities, the importance of improving mentoring at universities in the design and implementation of strategic goals of educational institutions.

The relevance of the research is determined by the need to continue studying of the organizational and substantive components of advanced vocational training for academic staff at a modern university due to the complexly changed conditions of learning, pedagogical interaction, and the use of digital technologies in the educational process. The aim of the study is to develop a model for a project to improve the qualifications of postgraduate students and lecturers at a technical university, facilitating the development of the competence resources of both subjects. The following methods were used during the research: study and analysis of scientific literature; empirical methods (observation, questionnaires, surveys); and statistical data processing. The main results are as following: the data of the empirical study convincingly proved that both subjects of the advanced training process expressed satisfaction with the organizational, methodical, and didactic developmental aspects of the implemented project, as well as the positive impact of interactive cooperation between the subjects on the formation and development of the most in-demand professional and pedagogical competences of modern university teachers. The scientific novelty of the study lies in the fact that for the first time in pedagogical science, an attempt has been made to consider the process of advanced training of university teaching staff as a mutually directed and interdependent activity, the result of which is the development of the competences of both subjects: lecturers and students. The theoretical significance lies in the clarification of such concepts as: advanced training of research and teaching staff of a technical university; subjects of the advanced training process; universal, professional and pedagogical, intradisciplinary, interdisciplinary competences; the development of the author's original approach to conducting an empirical study to identify the effectiveness of the reciprocal development of competences of the advanced training process subjects. The practical significance of the study is in the development of a number of recommendations on the organizational and substantive structure of advanced training of technical university teachers and postgraduate students, aimed at developing universal, professional and pedagogical and interdisciplinary competences of the subjects of this process.