Development of Students' Research Competency in the Frames of Continuing Education

Development of Students' Research Competency in the Frames of Continuing Education

Ekaterina Egorkina (ITMO University, Russia), Mikhail Ivanov (International University in Moscow, Russia), Natalia Ivanova (International University in Moscow, Russia) and Nadezda Vladimirovna Uchevatkina (International University in Moscow, Russia)
DOI: 10.4018/978-1-5225-3485-3.ch021
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In this chapter, we will pay the special attention to the use of information technologies in the two-level educational process (bachelor-magister), which contributes to the effective formation of scientific-research competences with the direct interconnection of science and production. The main features of forming scientific-research competences are described. The experience in students learning to develop these competences on each grade of education is shown. There are recommendations how to provide the properly quality of scientific-research competences, including using the information-communication technologies.
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Review of different sources in scientific literature shows the big difference in competence definition and the bigger difference in the meaning of scientific-research competences. According to glossary of labor market terms and European educational standards and programs, the competence is the ability to do something well and effectively; compliance with the requirements to the work; ability to carry out special employment functions. This definition of competence is added by Spencer and Spencer (1993): the competence is given “as five types of competence characteristics in the Iceberg Model, the competence is an individual underlying characteristic (the competence is a fairly deep and enduring part of a person personality and can predict behaviour in a wide variety of situation and job tasks) that is casually related (that the competence causes or predicts behaviour and performance) to criterion referenced effective and superior performance in a job or situation (that the competence actually predicts who does something well or poorly as measured on a specific criterion standard). The visible part of the iceberg knowledge and skill called as qualification is important but not the deepest level of the competence structure. Knowledge understand information a person has in specific content areas and skill describe as the ability to perform a certain physical or mental task are in a certain way cautious while giving comments on knowledge as visible elements of the competence”.

Scott Parry (1996) underlines measurement and the fact that competencies can be improved with training. In the Johannesburg Definition the competency was recorded as “a cluster of related knowledge, skills and attitudes that affects a major part of one’s job (a role or responsibility), that correlates with performance on the job, that can be measured against well-accepted standards, and can be improved via training and development”.

Boyatzis (1982) defines work competency as an underlying characteristic of a person, which can be a motive, a trait, a skill, an aspect of his personal image or of his social role, or a body of knowledge, which the person uses. This definition shows competency to be a mix of a number of things (motivation, personal traits, skills, knowledge, etc.), but it can be seen the evidence of these things in the way in which the person behaves.

Key Terms in this Chapter

Information and Communication Technology: It is an extended term for information technology, which stresses the role of unified communications and the integration of telecommunications (telephone lines and wireless signals), computers as well as necessary enterprise software, middleware, storage, and audio-visual systems, which enable users to access, store, transmit, and manipulate information.

Scientific-Research Work: It is scientific work, connected with scientific search, experiments for widening knowledge and testing scientific hypothesis.

Bachelor's Degree: It is an undergraduate academic degree awarded by colleges and universities upon completion of a course of study lasting three to seven years (depending on institution and academic discipline).

Federal State Educational Standards in Russia: These are set of mandatory requirements for the basic educational programs implementation of primary general, basic general, secondary (full) general, primary professional, secondary professional and higher professional education by educational institutions with state accreditation.

Competence: It is the ability to use knowledge, skills, to be successful in solving general problems in exact wide area.

Continuing Education: It is an all-encompassing term within a broad list of post-secondary learning activities and programs.

Master Degree: It is a second-cycle academic degree awarded by universities or colleges upon completion of a course of study demonstrating mastery or a high-order overview of a specific field of study or area of professional practice.

Information Technology: It is the application of computers to store, study, retrieve, transmit, and manipulate data, or information, often in the context of a business or other enterprise.

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