Preview

Education and Self-Development

Advanced search

Professional Competencies of Specialists in Economic Security Degree Programme

https://doi.org/10.26907/esd.18.1.12

Abstract

The problem of the formation of professional competencies of specialists in economic security is caused not only by new technologies, but also by the transformation of existing spheres of professional activity. Russian universities provide training economists in the field of Economic Security in the lack of a corresponding professional standards set officially approved by the Ministry of Labor of the Russian Federation. Thus it updates the search for evidence-based practices that allow formation of majors' professional competencies based on corresponding job functions, occupational profile and adequately responding to the labor market demand. To solve it, a theoretical justification is given and an algorithm for the formation of professional competencies.

The aim of the study - is to justify the link between theory and practice for implementing a competency-based approach to training economic security professionals by developing an algorithm formation of professional competencies in unity with the sequence of determining indicators of their achievement based on the consistency of the provisions with the requirements of the labor market.

The methodology and methods of the study are based on the application of the following general scientific and special research technique: gathering of empirical data, comparison, abstraction, specification, analogy.

Research results provides a short summary of recommendations for ensuring the effectiveness of the indicators of professional competencies formation during university tenure based on the experiential learning and theory opportunities for students in the field of economic security to apply the needed knowledge and skills set they gain.

A model has been developed for the formation of professional competencies of an economic security specialist, which provides universities with tools to determine the necessary knowledge, skills and abilities in the field of professional activity, which can be diagnosed using appropriate indicators.

About the Authors

S. Pankova
Orenburg State University
Russian Federation

Svetlana Pankova

Orenburg



M. Koske
Orenburg State University
Russian Federation

Margarita Koske

Orenburg



I. Voyutskaya
Orenburg State University
Russian Federation

Inna Voyutskaya

Orenburg



Yu. Mishuchkova
Orenburg State University
Russian Federation

Yuliya Mishuchkova

Orenburg



References

1. Abramov, G. V., & Vatutina, M. N. (2016). Methodology comparative evaluation of professional standards and education standards with the use of non-numeric data processing methods. Otkrytoe obrazovanie – Open education, 20(1), 4-10. https://doi.org/10.21686/1818-4243-2016-1-4-10

2. Aniskin, V. N., Domanina, N. A., & Kislova, N. N. (2020). State final certification in pedagogical directions of training: Compliance with the requirements of educational and professional standards. Azimut nauchnyh issledovanij: pedagogika i psihologiya – Azimuth of Scientific Research: Pedagogy and Psychology, 9(4(33)), 19-25. https://doi.org/10.26140/anip-2020-0904-0003

3. Bedenko, N. N., & Chegrintsova, S. V. (2016). The problems of correlation between professional and educational standards of higher education. Vestnik Tverskogo gosudarstvennogo universiteta. Seriya: Ekonomika i upravleniye – Bulletin of Tver State University. Series: Economy and Management, 4, 129-134.

4. Billett, S., & Choy, S. (2014). Integrating professional learning experiences across university and practice settings. In S. Billett, C. Harteis, H. Gruber (Eds.), International handbook of research in professional and practice-based learning (pp. 485-512). Springer. https://doi.org/10.1007/978-94-017-8902-8_18

5. Chepel, V. F., Nikitin, A. A., Palyanov, M. P., Ovchinnikov, V. A., & Temerbekova, A. A. (2016). The relevance and problems of entrepreneurial competence development in vocational training system. International Review of Management and Marketing, 6(2), 333-338. https://dergipark.org.tr/en/pub/irmm/issue/32092/355343

6. Cooper, L., Orrell, J., & Bowden, M. (2010). Work integrated learning: A guide to effective practice. Routledge. https://doi.org/10.1007/s12186-010-9050-5

7. Crawford, L., Helliar, C., Monk, E., & Veneziani, M. (2014). International Accounting Education Standards Board: Organisational legitimacy within the field of professional accountancy education. Accounting Forum, 38(1), 67-89. https://doi.org/10.1016/j.accfor.2013.09.001

8. Dolce, V., Emanuel, F., Cisi, M., & Ghislieri, C. (2020). The soſt skills of accounting graduates: perceptions versus expectations. Accounting Education, 29(1), 57-76. DOI: 10.1080/09639284.2019.1697937

9. Duff, A., Hancock, P., & Marriott, N. (2020). The role and impact of professional accountancy associations on accounting education research: An international study. The British Accounting Review, 52(5), 100829. https://doi.org/10.1016/j.bar.2019.03.004

10. Havlovska, N., Illiashenko, O., Konoplina, O., Shevchuk, I., Hlynska, A., & Prytys, V. (2020). Strategic adaptation as a way of managing organizational changes in the context of implementing a safety oriented enterprise management approach. TEM Journal, 9(3), 1053-1061. https://doi.org/10.18421/TEM93-29

11. Hess, E. D. (2014). Learn or die: using science to build a leading-edge learning organization. Columbia Business School Publishing.

12. Hesse, L. M. (1999). Academic security education: The development of an industry based security management curriculum. https://ro.ecu.edu.au/theses_hons/816

13. Howieson, B., Hancock, P., Segal, N., Kavanagh, M., Tempone, I., & Kent, J. (2014). Who should teach what? Australian perceptions of the roles of universities and practice in the education of professional accountants. Journal of Accounting Education, 32(3), 259-275. https://doi.org/10.1016/j.jaccedu.2014.05.001

14. Mamasuev, A. V., & Sandryukova, E. A. (2020). Problems of using professional standards in the development and updating of the main vocational education programmes of higher education. Vestnik Moskovskogo gumanitarno-jekonomicheskogo instituta – Vestnik of the Moscow Humanities and Economics University, 1, 36-40.

15. Mashin'ian, A.A., Kochergina, N.V. (2015). About competence and competencies in education. Perspektivy nauki i obrazovanija – Perspectives of Science and Education, 5(17), 43-46.

16. McCormick, D. H., Luſtig, C. E., & Cunningham, J. M. (2020). Economic Might, National Security, and the Future of American Statecraſt (Summer 2020). Texas National Security Review, 3, 50-65. https://doi.org/10.26153/tsw/10222

17. Ramsay, J. D., Cutrer, D., & Raffel, R. (2010). Development of an outcomes-based undergraduate curriculum in homeland security. Homeland Security Affairs, 6(2). https://commons.erau.edu/db-applied-aviation/9

18. Satdykov, A. I., Dulayeva, Z. K., Kurteyeva, L. N., & Chizhkova, T. I. (2018). Application of professional standards by vocational education organizations. Srednee professional'noe obrazovanie – Secondary Vocational Education, 10, 21-26.

19. Tharapos, M., & Marriott, N. (2020). Beauty is in the eye of the beholder: Research quality in accounting education. The British Accounting Review, 52(5), 100934. https://doi.org/10.1016/j.bar.2020.100934

20. Trump, D., & Zanker, B. (2007). Think big: Make it happen in business and life. Harper Collins Publishers.

21. Valk, A., & Kratovitš, M. (2021). We collaborate with everyone, but with some more than others: evidence of stakeholder collaboration among internal security professional higher education institutions. Empirical Research in Vocational Education and Training, 13, 1-30. https://doi.org/10.1186/s40461-021-00110-6

22. Vivchar, O. І. (2016). Management system interpreting financial and economic security business in economic processes. International Electronic Journal of Mathematics Education, 11(4), 947-959.

23. Vlasenko, M. N., Kunbutayev, L. M., & Potekhetsky, S. V. (2020). Cyclic system for training specialists of economic security of enterprises and organizations. Vestnik universiteta, 8, 102-109. https://doi.org/10.26425/1816-4277-2020-8-102-109

24. Zhevlakovich, S. S. (2018). Professional standards and departmental qualification requirements for special professional training of graduates. Vestnik ekonomicheskoj bezopasnosti – Vestnik of Economic Security, 3, 235-239.


Review

For citations:


Pankova S., Koske M., Voyutskaya I., Mishuchkova Yu. Professional Competencies of Specialists in Economic Security Degree Programme. Education and Self-Development. 2023;18(1):168-185. (In Russ.) https://doi.org/10.26907/esd.18.1.12

Views: 6


Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.


ISSN 1991-7740 (Print)