vovrВысшее образование в России (Vysshee obrazovanie v Rossii = Higher Education in Russia)Vysshee Obrazovanie v Rossii = Higher Education in Russia0869-36172072-0459Moscow Polytechnic University10.31992/0869-3617-2020-29-3-153-167vovr-2149Research ArticleИНТЕРНАЦИОНАЛИЗАЦИЯ ОБРАЗОВАНИЯINTERNATIONALIZATION OF EDUCATIONО содержании программ высшего технического образования за рубежом: современные тенденции (обзор)On the Content of higher technical education curricula abroad: Current Trends (Review)ТопорковаО. В.ToporkovaO. V.

Топоркова Ольга Викторовна – канд. пед. наук, доцент, зав. кафедрой

400005, Волгоград, проспект Ленина, 28

Olga V. Toporkova – Ph.D. (Education), Assoc. Prof., Head of the Foreign Languages Department

28, Lenin ave., Volgograd, 400005

toporkova.vstu@gmail.comВолгоградский государственный технический университетРоссияVolgograd State Technical UniversityRussian Federation202028032020293153167Copyright © Топоркова О.В., 20202020Топоркова О.В.Toporkova O.V.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://vovr.elpub.ru/jour/article/view/2149

Общей проблемой высшего технического образования на современном этапе считается несоответствие вузовских образовательных программ инженерной практике. В статье представлены результаты исследования инновационных изменений, имеющих место в содержании программ высшего технического образования за рубежом на современном этапе. Эмпирической базой послужили статьи в рецензируемых журналах, входящих в базу данных Scopus, опубликованные за период с 2009 по 2018 гг., материалы конференций, проводимых международными инженерными сообществами. Фактологической основой исследования стали также учебные планы подготовки специалистов инженерно-технического профиля ряда ведущих зарубежных вузов. В ходе исследования были выявлены следующие инновационные аспекты содержания программ высшего технического образования: 1) внедрение в образовательные программы подготовки будущих инженеров принципов устойчивого развития; 2) включение в учебные планы подготовки специалистов инженерно-технических профилей модулей по основам менеджмента, предпринимательства и инновациям, открытие междисциплинарных программ, ведущих к получению двойных степеней в области инженерного дела и управления; 3) кооперация университетов с предприятиями-партнёрами в вопросах разработки учебных планов; 4) интернационализация учебных планов подготовки специалистов инженерно-технических профилей, подготовка будущих инженеров к глобальной инженерной деятельности. Рассмотрен подход CDIO как предпосылка проектирования образовательных программ будущих инженеров. Выявленные изменения направлены на преодоление разрыва между содержанием инженерных образовательных программ и инженерной практикой, формирование компетенций, необходимых для успешной профессиональной инженерной деятельности в современных условиях.

Researchers consider the discrepancy between university educational programs and engineering practice to be the common problem of higher technical education today. The changes taking place at higher technical school abroad demonstrate the search for solutions of engineering education problems in developed countries. Understanding current trends in the content of higher technical education curricula in those countries will help to identify the most effective ways to solve common problems of engineering education. The article presents the results of the analysis of innovative changes taking place in the higher technical education curricula content abroad nowadays. The research materials were articles in peer-reviewed journals included in the SCOPUS database published from 2009 to 2018, proceedings of conferences held by international engineering communities. The factual basis of the study was the curricula for training engineers at a number of foreign leading universities. As a result of the research, the following innovations in the content of higher technical education curricula were identified: 1) introduction of sustainable development principles into the engineering curricula; 2) the inclusion of modules on the basics of management, entrepreneurship and innovation into the curricula, the creation of interdisciplinary programs leading to double degrees in engineering and management; 3) cooperation of universities with partner enterprises in the development of curricula; 4) the internationalization of engineering curricula, the training of future engineers for global engineering activities. The CDIO approach is considered as an innovative basis for the design of educational programs for future engineers. Those changes in the engineering curricula are aimed at bridging the gap between the contents of engineering educational programs and industrial practice, the development of competencies necessary for successful professional engineering activities, and, as a result, they contribute to improving the quality of higher technical education.

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The authors declare that there are no conflicts of interest present.