The transfer of educational technologies of the OECD countries for higher technical education in the CIS requires significant financial and material resources. It is advisable to unite pedagogical teams and the laboratory base of universities that train specialists in related specialties using the Internet. The international scientific and educational network Internet project “Synergy” has been implemented with the support of the concern “Festo” (Germany). The universities directly involved in the regular educational activities of the project are NIU Moscow Power Engineering Institute, Peter the Great St. Petersburg Polytechnic University, the Baltic State Technical University “VOENMECH” named after D.F. Ustinova, Omsk State Technical University and Karaganda State Technical University. The laboratories of the project participants are equipped with modern training stands and multimedia tools for conducting on-line courses and laboratory work in the remote access mode produced by the leading domestic and foreign companies including world leaders in the field of automation and robotics Festo, Siemens, Mitsubishi Auto Electrician.

Regular online training has been organized with the use of exchange, composite and embedded module courses. The experience gained in the process of project implementation became the basis for the development of a new interdisciplinary program for the specialized magistracy as “Robotics. Control systems” for the Kazakhstan industry. The international university network project “Synergy” can become the basis for the practical implementation of the principles of the Bologna process, taking into account the specifics of the CIS countries.

. In this article, we introduce competition as an essential part of professional entrepreneurship activity and competition studies – as a significant direction in entrepreneurship education system. Competition competencies come into play at any stage of the entrepreneurship process. In this case, it is important to place competition competencies on relevant position within mainstream research in entrepreneurship education.

The purpose of this article is to take a rational approach to defining, classifying competition competencies in entrepreneurship, and to structuring them as significant learning outcomes in entrepreneurship education in accordance with the types, kinds, methods, character, manners, styles of actor’s competition behavior, directions of competition management. Paper defines and describes categories of competition competencies.

The article considers the existing practice of realizing students’ academic rights in Russia in comparison with foreign countries (USA, European Union) and in the context of the key principles of the Bologna process (quality assurance, use of the credit system (ECTS), increased mobility, lifelong learning, student-centeredness, social dimension and social accessibility). The article dwells on the features of the domestic practice of the implementation of students’ academic rights distinct from the European and the United States, including those associated with different traditions of legal regulation and different mentality of participants in educational relations. The following conclusions were made: (1) the composition of academic rights, their legislative regulation and the practice of implementation in Russia and abroad have significant differences; (2) as compared with foreign students, Russian students are less active in exercising and defending their academic rights; (3) in the Russian practice of exercising academic rights there is a number of problems that do not allow the full implementation of the principles of the Bologna process; (4) for the full implementation of these principles, it is necessary to improve the domestic practice of the implementation of students’ academic rights.

In the light of transformations, which happen in the contemporary society in general and in the higher education sphere in particular, the practical and theoretical significance of the problem of University professor image making is growing. The purpose of this paper is to find out what today’s students think about their professors, which parts of their images students find the most important and prioritized. To this end, an experimental research of student’s opinions about university professor’s image was carried out. This paper provides the analysis of its results. The method of research consisted of oral and written interviews, as well as interviews in social networks. The analysis resulted in considering key features of the image of a contemporary university professor and in giving recommendations on the technology of positive image making. The paper shows that the dominant features of the image are professors’ professionalism and expertise in a specific subject area, their pedagogical competence as an ability to implement productive educational process and an emotional intelligence. The paper contains many practical examples which show the legitimacy of students’ priorities in part of image features of their professors.

Labor values, professional attitudes, preferences and orientations largely determine the young people’s labor behavior. The article presents an analysis of modern students’ values in the field of labor and their place in the structure of basic values. The research was performed with the use of sociological data on the basis of a representative sample of 627 students ofNizhny Novgoroduniversities. The ambitions and requirements of the younger generation for future work and an assessment of the importance of the basic values are considered in detail. Five groups of individual labor mindsets are identified as a result of the factor analysis procedure application. Students’ attitude to their future profession and the level of students’ awareness of the labor conditions in this field have been considered. The research also revealed the influence of various agents on the young people’ professional choice, gender differences in this issue.

The article substantiates the necessity of new priorities and paradigms of innovative engineering activity, changing the role of an engineer and the nature of engineering education. It is demonstrated that the basis of modern technologies is interdisciplinary research that determines the need for integrative training of engineers for innovation. The main characteristics, distinctive features and structure of such activity are given. Based on the qualification levels of future engineers’ and the stages of their professional competencies formation, the requirements for innovative engineers are formulated and a comprehensive approach to the formation of engineering competencies is substantiated. The change of the most important trends in the field of engineering training made it possible to update the main provisions of the classical concept of engineering education. The vector of further development of Kazan National Research Technological University as a university center for technological development of the Republicof Tatarstanin the field of chemical technologies has been outlined.

The paper focuses on challenges and problems of modern engineering education. The necessity of designing and constructing a new model of the educational system related to the survival of humanity and training of engineers of a new type is substantiated. The global trends in the development of engineering education, trends and requirements for the competencies of future engineers are characterized. As one of the concepts for the development of engineering education, the concept of the natural structure of engineering training (NL) has been considered. The main innovative components of the NL concept are highlighted. Based on the code of professional ethics of an engineer, the main provisions of the Leonardo oath for engineers are formulated as a reference for curricula in engineering education.

In the future, the work of individual engineers, performance skills and, consequently, their efficiency are likely to be conceptualized and driven based on different methodologies, approaches and initiatives. Such capabilities may be conveyed by a number of disciplines and other academic opportunities along the engineering degree programs. Taking into account the goals of the “Integrative Training of Line Engineers at Oil, Gas and Chemical Enterprises for Increasing Labor Efficiency” Synergy-2018, the authors attempted to convey the personal perception of how to contribute, at various organizational/institutional levels, to the labor efficiency skills of engineering students. The aim of the analysis is twofold: i) exploring Institutional agendas aligned with this context and ii) consider the result of the personal efforts in a lab oriented both to engineering education and to R&D activities.

The paper addresses the advanced topics of engineering education, including digitalization, which were discussed at the 21st International Conference on Interactive Collaborative Learning (ICL) and 47th IGIP International Conference on Engineering Pedagogy (IGIP) held on the Kos Island, Greece in September, 2018. The conference set out a wide range of problems relating to a new interactive educational technology, to developing online-, digital, and e-learning, to the visualization and gamification of education, to developing in engineers academic and applied competences, to implementing new education environments, etc. The Russian researchers’ contribution to the development of engineering pedagogy was emphasized, including improving training of engineering university professors and holding the SYNERGY Engineering Education Research and Practice Network Conference in the leading technical universities of Russia.

The concept of event has been widely disseminated in various fields of human sciences, including the psychology of education and pedagogics. If one seeks to explore the full heuristic potential of the concept, it is necessary to take into account its essential affiliation with non-classical ontology. The article presents an attempt to analyze the inner structure of Merab Mamardashvili’s oral philosophical speech, that can be considered a distinctive feature of the series of lection courses, which he held in the late 70-ies – beginning of 80-ies mainly for the audience of non-philosophers. The article deals with the research of essential connection between form and content of Mamardashvili’s philosophy. In the light of this connection the article reviews the project of the non-classical ontology of cognition, that Mamardashvili develops in some of his main works.

The first part of the article contains an exposition of the problem field of “event” in the context of history and ontology of cognition, as well as reconstruction of the genesis of this theme in Mamardashvili’s philosophy. Mamardashvili describes the classical type of rationality and its “blind spots” – that is, historicity and “evental” character of phenomena of cognition, which cannot be seen in the objectifying gaze of the classical observer. An attempt is made to analyze Mamardashvili’s concept of conscience in the context of his phenomenology of event. The term “epiphany” is interpreted as a key characteristic of events of cognition.

The second part of the article deals with the uniqueness of Merab Mamardashvili’s oral philosophical speech, that is interpreted as one of the strategies of indirect communication. Indirect communication is distinguished from direct communication of knowledge, the central model of classical pedagogics. The article studies several different approaches to interpretation of Merab Mamardashvili’s teaching strategy and proposes the approach that is based on the concept of indirect communication of event of cognition.

The paper contains an “asymmetric commentary” on a philosophical text by means of its subsequent placing in the educational contexts. The first of them is related to an explication of the cultural mission of a pedagogical project suggested by the article. The second one is aimed at the analysis of the pedagogical action of the text determined by the writing/reading samples placed in it. The third one performs the function of a counter-text problematizing a pedagogical program of the article being commented. The exhaustion of orientation to symbolic identification with invariant symbols of culture is substantiated. Educational transformation is connected with overcoming the methodological individualism. Education is transformed into a subject of public collaboration. The emphasis in collective work has to be placed not on establishment of the coordinated definition situation, but on the conflict of its interpretations, collision of practical positions and detection of qualitatively various educational prospects. The commentary by means of the trial-and-error method also researches a possibility of building a demonstrative description able to cause dereification effects in the writing/reading processes. It is supposed that deconstructive writing can become a major element of students’ academic competence in the process of university training.

On November 16, 2018, as a part of its Advanced Training Program, the National Research Lobachevsky State University of Nizhny Novgorod (UNN) hosted a round table organized by the UNN Institute of Postgraduate and Doctoral Studies jointly with the editorial board of the journal “Higher Education in Russia”. The topic of the round table discussion was “A New Model of Russian Doctoral Education: Problems and Prospects for Development”. The Program is being implemented in accordance with the UNN’s “Roadmap” for 2018 within the framework of the Russian Academic Excellence Project (the “5-100” Project). The event was attended by 48 administrative, managerial and academic staff members from 24 cities, representing 37 universities and research organizations of the Russian Federation (including NUST MISIS, National Research University Higher School of Economics, UNN, Tomsk Polytechnic University, Samara National Research University, Plekhanov Russian University of Economics, Belgorod National Research University, Ogarev Mordovia State University, Tyumen National Research University, etc.).

Moderators of the round table: Director of the UNN Institute of Postgraduate and Doctoral Studies Prof. B.I. Bednyi and the Сhief Editor of the journal «Higher Education in Russia» Prof. M.B. Sapunov.

The article describes application of pedagogical modelling in designing professional development (PD) syllabus for Language for Specific Purposes (LSP) teachers working at Russian engineering universities. The authors consider meaningful factors defining professional requirements for LSP tertiary teachers and view the problems of LSP teachers’ professional development from engineering pedagogy perspective. They substantiate the necessity of developing the Profile of LSP tertiary teachers’ professional competencies as a standard description of qualification requirements for this specialty. The authors analyze the results of LSP teachers’ diagnostics that revealed methodo-logical deficit of the respondents in theory and practice of cross-disciplinary approach to teaching Language for Specific (Engineering) Purposes. The organizational and pedagogical model based on qualification requirements of the above Profile is proposed as the basis of professional development syllabus design, selection of teaching methods and assessment of learning outcomes. The addressees of the above model are tertiary LSP teachers willing to improve their professional competences and cross-disciplinary integrative skills in order to develop foreign language professional communicative competence of engineering students.