Abstract
In the chapter the authors proceed from the fact that the processes of economic globalization mainstream the problem of educating and shaping a competitive professional for the urban economy having completely new competencies, skills, and knowledge. The authors have suggested a scientific and methodical system based on understanding “competitiveness” as an integrated concept, and focused on the formation of specific components included in its content, namely: needs-motivational, cognitive-operational, and reflective-evaluative components. It is advocated that the development of these components requires a technological approach associated with a gradual introduction into the training program a number of disciplines with an intensive focus on competitiveness formation. Additionally, the impact of the extracurricular activities such as participating in local and international projects, as well as cooperating with career centers, consultants on the students' competitiveness development has been considered.
TopBackground Of The Study
The Origins of the Term “Competitiveness”
The analysis of the scientific literature focused on the topic gives grounds for asserting that the term “competitiveness” is considered recently as a scientific concept in various fields of knowledge: economic, managerial, psychological, pedagogical, sociological, philosophical, highlighting certain features and definitions within each sphere.
Foremost, it should be noted that the concept of “competitiveness” comes from the concept of “competition”. In scientific literature, the concept of “competition” appeared in the 19th century, which was primarily due to its appearance in the everyday language of the Western European states. The concept was designated by a word taken from the Latin language (con + currere - “to coincide, collide”). A similar word is used in Italian, French, Portuguese, Norwegian, Danish, Swedish, German and Dutch languages. At the same time, the term “competition” (competencia) is characteristic of the English and Spanish languages, which comes from the Latin “competition” (com + petition - “aspiration to achieve, achieve something”).
Key Terms in this Chapter
Process of Competitiveness Development: This combines formation of competitiveness during the professional education with the subsequent use of this quality in the process of performing production functions and career growth.
Principle of Complementarity: This is reflected in the mutual influence of the educational and socio-professional environment on the development of the individual as a competitive professional. This principle provides for a constant feedback with the professional environment (stakeholders), contact with potential employers in this field, which determines their participation in all stages of the process of forming the future competitive professional.
Competitiveness of the Professional of Urban Economy: This consists of such structural components as need-motivational, cognitive-operational and evaluation and reflexive defined by the motivation of the students regarding their professional activity, availability of professionally and socially significant personal qualities; professional knowledge, abilities and skills that form an integrity of the perception of the profession, the reflection of the quality of the process and the result of professional activity from the standpoint of the requirements of the labor market.
Technology of Competitiveness Forming of the Professional: An introduction into the educational process a set of techniques of forming and developing competitiveness of the professional of urban economy using modular and supplementary models. The modular model implies inclusion of special topics and modules into the academic disciplines, and the supplementary model includes work on formation of competitiveness of a future professional outside the academic classes.
Professional Requirements by the Employers in Modern Urban Economy: These include: (1) General qualification requirements for professional knowledge; (2) General qualification requirements for professional skills (abilities); (3) Special qualification requirements for professional knowledge; and (4) Special qualification requirements for professional skills/abilities. The professionals should be capable of intellectual and professional development and implementation of innovations according to the world standards, creation of competitive products.