Science for Education Today, 2022, vol. 12, no. 6, pp. 165–187
© Gorbacheva N., Filatova N., 2022
UDC: 
331.1+371

Influence of educational models on the formation of research competence in future government and public administration workers

Gorbacheva N. 1 (Novosibirsk, Russian Federation), Filatova N. 2 (Novosibirsk, Russian Federation)
1 Institute of Economics and Industrial Engineering, Siberian Branch of the Russian Academy of Sciences; Siberian Institute of Management - branch of Russian Presidential Academy of National Economy and Public Administration
2 Siberian Institute of Management - branch of Russian Presidential Academy of National Economy and Public Administration
Full text (Open Access) — Downloaded 384
Abstract: 

Introduction. The article examines the problem of improving the quality of Economics and Management education in the Russian Federation and contributes to the ongoing discussions on methodological issues of modern economics. The purpose of the article is to substantiate the impact of educational models on the development of research competence in future government and public administration workers.
Materials and Methods. The study involves theoretical analysis and reviewing scholarly literature on the problems of the methodology of economic research, as well as studying the experience of implementing practice-oriented models of educational design at the Siberian Institute of Management, a branch of Russian Presidential Academy of National Economy and Public Administration, with the focus on 38.03.04 Government and municipal administration undergraduate program.
Results. The authors have substantiated the influence of educational models on the development of research competence of future government and public administration workers. The authors have classified methodological approaches to economic studies and revealed the peculiarities of implementing five types of educational design for teaching economic disciplines. Depending on the conceptual foundations, educational models are distinguished according to: the clarification of educational goals, the level of formalization of learning outcomes, and requirements for assessment tools used.
The use of educational design models contributes to development of research skills in different ways: some of them are aimed at developing the set of research competencies; the others can be used in order to develop only certain types of skills.
Conclusions. The application of educational models involves the integration of scientific achievements into the educational process and contributes to the development of the research competence in future government and public administration workers. Research competence is determined by the maturity of metric, political economy, and narrative economic analysis skills and depends on the educational model employed. The systematization of educational models proposed by the authors makes it possible to identify criteria for choosing an effective model depending on the educational goal.

Keywords: 

Higher education; Public servants; Economics; Educational models.

For citation:
Gorbacheva N., Filatova N. Influence of educational models on the formation of research competence in future government and public administration workers. Science for Education Today, 2022, vol. 12, no. 6, pp. 165–187. DOI: http://dx.doi.org/10.15293/2658-6762.2206.07
References: 
  1. Avtonomov V., Avtonomov Y. Four methodenstreits between behavioral and mainstream economics. Journal of Economic Methodology, 2019, vol. 26 (3), pp. 179–194. DOI: https://doi.org/10.1080/1350178X.2019.1625206  URL: https://www.elibrary.ru/item.asp?id=41703429
  2. Boling E., Alangari H., Hajdu I. M., Guo M., Gyabak K., Khlaif Z., Kizilboga R., Tomita K., Alsaif M., Lachheb A., Bae H., Ergulec F., Zhu M., Basdogan M., Buggs C., Sari A., Techawitthayachinda R. Core judgments of instructional designers in practice. Performance Improvement Quarterly, 2017, vol. 30 (3), pp. 199–219. DOI: https://doi.org/10.1002/piq.21250
  3. Farrell J. Corporate funding and ideological polarization about climate change. Proceedings of the National Academy of Sciences of the United States of America, 2016, vol. 113 (1), pp. 92–97. DOI: https://doi.org/10.1073/pnas.1509433112
  4. Frerejean J., Merriënboer J., Kirschner P. A., Roex A., Aertgeerts B., Marcellis M. Designing instruction for complex learning: 4C/ID in higher education. European Journal of Education, 2019, vol. 54 (4), pp. 513–524. DOI: https://doi.org/10.1111/ejed.12363
  5. Jonassen D. H. Designing for decision making. Educational Technology Research and Development, 2012, vol. 60 (2), pp. 341–359. DOI: https://doi.org/10.1007/s11423-011-9230-5
  6. Schwier R. A., Wilson J. R. Unconventional roles and activities identified by instructional designers. Contemporary Educational Technology, 2010, vol. 1 (2), pp. 134–147. DOI: https://doi.org/10.30935/cedtech/5970
  7. Shiller R. J. Narrative Economics. American Economic Review, 2017, vol. 107 (4), pp. 967–1004. DOI: https://doi.org/10.1257/aer.107.4.967
  8. Visscher-Voerman I. Necessary ingredients for the education of designers. In: Carr-Chellman  A.  A. & Rowland G. (eds.), Issues in technology, learning, and instructional design: Classic and contemporary dialogues, 2017, Chapter 9, pp. 73–80. DOI: https://doi.org/10.4324/9781315708911
  9. Wall T., Meakin D. Reflective practice for sustainable development. In: W. Leal Filho, (Ed.), Encyclopedia of Sustainability in Higher Education. Springer, 2019, pp. 640–653. URL: http://hdl.handle.net/10034/621253
  10. Akerlof G. Sins of omission and the practice of economics. Economic Policy, 2021, vol. 16 (1), pp.  104–123. (In Russian) URL: https://ssrn.com/abstract=3805567 DOI: https://doi.org/10.18288/1994-5124-2021-1-104-123 URL: https://www.elibrary.ru/item.asp?id=47305716
  11. Valdaytsev S. V., Lezina T. A. Central problems of enhancing of university economic education in Russia. St Petersburg University Journal of Economic Studies, 2012, no. 4, pp. 83–93. (In Russian) URL: https://www.elibrary.ru/item.asp?id=18347129
  12. VIkhanskIy O. S. Deficiencies of the present pedagogical system. Bulletin of Moscow University. Management, 2011, no. 1, pp. 3–19. (In Russian) URL: https://www.elibrary.ru/item.asp?id=16528142
  13. Gorbacheva N. V., Filatova N. G. Theoretical foundations for training public servants and managers: The role of economics. Moscow University Economic Bulletin, 2022, no. 2, pp. 142–174. (In Russian) DOI: https://doi.org/10.38050/01300105202227 URL: https://www.elibrary.ru/item.asp?id=48509340
  14. Dautova O. B. Technology of pedagogical design for adult education. Externat.RF, 2021, no. 3, pp.  28–33. (In Russian) URL: https://www.elibrary.ru/item.asp?id=46687006
  15. Enygin D. V., Midova V. O., Arregui J. I. Foreign Experience of Pedagogical Design: monograph. Moscow: IP Ar Media, 2021, 93 p. (In Russian) URL: https://www.elibrary.ru/item.asp?id=46676210
  16. Karamzina A. G., Silnova S. V. System analysis and modelling of the development of further professional education programs. Proceedings of Voronezh State University. Series: Systems Analysis and Information Technologies, 2021, no. 2, pp. 94–108. (In Russian) DOI: https://doi.org/10.17308/sait.2021.2/3507  URL: https://www.elibrary.ru/item.asp?id=46374765
  17. Klistorin V. I. Apologia of history or why its studying is necessary for the economist. Bulletin of Novosibirsk State University. Social and economic Sciences, 2011, vol. 11 (3), pp. 186–195. (In Russian)   URL: https://www.elibrary.ru/item.asp?id=17010166
  18. Kovalev V. V. University economic education: The problems of knowledge perception. St Petersburg University Journal of Economic Studies, 2011, no. 2, pp. 142–158. (In Russian) URL: https://www.elibrary.ru/item.asp?id=16454447 
  19. Maltsev A. A. Russian community of economists: Main features and perspectives. Voprosy Ekonomiki, 2016, no. 11, pp. 135–158. (In Russian) DOI: https://doi.org/10.32609/0042-8736-2016-11-135-158 URL: https://www.elibrary.ru/item.asp?id=27297655
  20. Pakhomova N. V., Richter K. K. Formation of the modern model of the higher economic education in the context of foreign universities experience. Bulletin of Saint Petersburg University. Economics, 2009, no. 2, pp. 98–111. (In Russian) URL: https://www.elibrary.ru/item.asp?id=12798606
  21. Rudakova I. E. New personnel for a new course: Challenges and mission of economic education. Moscow University Economic Bulletin, 2016, no. 1, pp. 131–149. (In Russian) URL: https://www.elibrary.ru/item.asp?id=25715412
  22. Tambovtsev V. L. Narrative analysis in economics as climbing complexity. Voprosy Ekonomiki, 2020, no. 4, pp. 5–30. (In Russian) DOI: https://doi.org/10.32609/0042-8736-2020-4-5-30 URL: https://www.elibrary.ru/item.asp?id=42684905
  23. Tutov L. A., Rogozhnikova V. N. Dilemma “Economist or Mathematician”: A philosophical perspective. Moscow University Economic Bulletin, 2018, no. 1, pp. 3–17. (In Russian) URL: https://www.elibrary.ru/item.asp?id=32658292
  24. Khanin G. I. Why are there few good economists in Russia? ECO Journal, 2009, no. 8, pp. 83–114. (In Russian) URL: https://www.elibrary.ru/item.asp?id=12514524
  25. Shalashova M. M., Shevchenko N. I. Pedagogical design: Essential characteristicsin the higher education system. CITISE, 2019, no. 5, pp. 396–404. (In Russian) DOI: http://doi.org/10.15350/24097616.019.5.36 URL: https://www.elibrary.ru/item.asp?id=42327462
Date of the publication 31.12.2022