22 On the Modeling of the University Education …
325
come to mind is an advanced training system that is available in every university. But
in fact, this option does not always work: the set of courses usually does not include
current topics, and if it does, then the program for the interpretive teacher is no
longer interesting, as he/her already knows everything. Fortunately, in our specialty,
there is a wonderful way of improvement: a participation in real program projects.
The authors have been lucky enough to do such a work for many years, and they
can appreciate the undeniable benefit of it in the educational process, especially if
students or recent graduates participate in the projects. But such a path is not possible
for everyone. Then a self-education remains, within the framework of which you can
carry out useful projects “for yourself”. We will come back to this point in the
sequel. And finally, there remain such tools as conferences and seminars, at which
participants usually meet with interesting thoughts and suggestions.
Thus, the necessary condition for the preparation of quality graduates is a good
idea of what is needed at the exit (g(t)), the ability to create a package of disciplines
that allows one to form the required output competence (y(t)), and the ability to do
this.
For simplicity, we will assume that the teacher’s qualifications are good enough to
create and support training courses in the current state. The question of how to obtain
the information about the real exit requirements was discussed at the beginning of
the article. It remains to determine the possibility of forming competence, and above
all—where to get time.
We consider the range of work of graduate staffs, who are interested in educating
high-quality graduates (Table 22.1).
Let us consider, first of all, to the main load, the educational one. In Moscow
Aviation Institute (MAI) (National University), the annual load is 1534 h, of which
870 h are per audience, 664 h remain. Close estimates are given in [4]. What are
these 664 h used for?
First of all, the items A.1 and A.2, as well as, A.5 and A.6, without this are
impossible. A.10 could not be done, but required. A.4 would like to use for promising
students, but you have to spend on working with twins. Works B, C, and D have to
keep within what remained from this rest completely.
Now, if we look at which of these elements are included in an effective contract
with the teacher, simply, for which they earn bonus points, we will see that the
study works, except for the work with graduate students (A.9), are not evaluated in
any way. And in assessing the work with graduate students, only their protection
is appreciated. Works B and C are evaluated mainly, which make up the input of
our model. It is easy to see that they influence the real production management of
qualitative graduates and qualitative teachers poorly, except unless, C.5 point, that
is, the model is almost opened.
Thus, it is necessary to cut out time for “effective” work, that is, to be considered
at a university not an empty place from the point of view of the managers. We do not
forget that we need time to correct the model control errors in order to train in-demand
specialists. And the first thing that comes to mind, in addition to intensifying the work
(work for wear), is to automate everything that you can, fortunately, specialty gives
such an opportunity.
325
come to mind is an advanced training system that is available in every university. But
in fact, this option does not always work: the set of courses usually does not include
current topics, and if it does, then the program for the interpretive teacher is no
longer interesting, as he/her already knows everything. Fortunately, in our specialty,
there is a wonderful way of improvement: a participation in real program projects.
The authors have been lucky enough to do such a work for many years, and they
can appreciate the undeniable benefit of it in the educational process, especially if
students or recent graduates participate in the projects. But such a path is not possible
for everyone. Then a self-education remains, within the framework of which you can
carry out useful projects “for yourself”. We will come back to this point in the
sequel. And finally, there remain such tools as conferences and seminars, at which
participants usually meet with interesting thoughts and suggestions.
Thus, the necessary condition for the preparation of quality graduates is a good
idea of what is needed at the exit (g(t)), the ability to create a package of disciplines
that allows one to form the required output competence (y(t)), and the ability to do
this.
For simplicity, we will assume that the teacher’s qualifications are good enough to
create and support training courses in the current state. The question of how to obtain
the information about the real exit requirements was discussed at the beginning of
the article. It remains to determine the possibility of forming competence, and above
all—where to get time.
We consider the range of work of graduate staffs, who are interested in educating
high-quality graduates (Table 22.1).
Let us consider, first of all, to the main load, the educational one. In Moscow
Aviation Institute (MAI) (National University), the annual load is 1534 h, of which
870 h are per audience, 664 h remain. Close estimates are given in [4]. What are
these 664 h used for?
First of all, the items A.1 and A.2, as well as, A.5 and A.6, without this are
impossible. A.10 could not be done, but required. A.4 would like to use for promising
students, but you have to spend on working with twins. Works B, C, and D have to
keep within what remained from this rest completely.
Now, if we look at which of these elements are included in an effective contract
with the teacher, simply, for which they earn bonus points, we will see that the
study works, except for the work with graduate students (A.9), are not evaluated in
any way. And in assessing the work with graduate students, only their protection
is appreciated. Works B and C are evaluated mainly, which make up the input of
our model. It is easy to see that they influence the real production management of
qualitative graduates and qualitative teachers poorly, except unless, C.5 point, that
is, the model is almost opened.
Thus, it is necessary to cut out time for “effective” work, that is, to be considered
at a university not an empty place from the point of view of the managers. We do not
forget that we need time to correct the model control errors in order to train in-demand
specialists. And the first thing that comes to mind, in addition to intensifying the work
(work for wear), is to automate everything that you can, fortunately, specialty gives
such an opportunity.