Текст книги "Образ человека будущего, Том 7 (СИ)"

Автор книги: ред Под

сообщить о нарушении

Текущая страница: 9 (всего у книги 20 страниц)

Vitaliy Slastionin also says, «The principle of continuity concerns the issue of training content, sequence of its stages, forms and methods of implementation of the educational process, strategies and tactics of interaction in the learning process. It allows you to combine and build a clear hierarchy of individual learning situations into a single integrated process of learning and contributes to the gradual assimilation of laws, patterns and relationships between objects and phenomena» [Slastionin, 2004]. The principle of continuity helps to organize learning process, to build a clear sequence of individual acquisition of knowledge and to organize the training process as an organized algorithm of consistent actions.

In implementing the principles of continuity and consistency teacher has to solve certain specific tasks in a planned periods. In turn, the consistency and continuity also allow students to move from simple to complex forms of cognition.

The principles of continuity and consistency in training give the possibility to solve the contradictions between the necessity to develop a system of knowledge and skills according to disciplinary component and the principle of vision shaping and understanding of the

Future Human Image. Volume 7, 2017 79

The Main Determinants of Improvement of Model of Educational Training of Specialists in the Field of PR Based on Competency Approach by Andrii Kyrychok

worldview. This approach is provided by systematic development of educational programs and training aids and by the establishment of inter and intra meaningful relationships.

System approach to education makes it possible to structure learning material more effectively, to create a system of training materials that would have consistent content and would be delivered in a clear hierarchy. System approach to structuring should highlight key concepts and categories in learning material and to combine them with other concepts and categories and to disclose their genesis.

In educational practice, the principles of consistency, continuity and steadiness are realized in the process of thematic planning, when the teacher draws a plan of training process and establishes the sequence of material presentation. A teacher should build curriculum so that basic concepts were studied previously with the theory, and after that training exercises followed.

It is also worth noting the basic principles to be followed in the drawing of educational process on the basis of consistency and continuity: a person receives certain knowledge, that he can use, only when his brain has a clear view of the outside world; the organized training is the only universal tool of development of a system of scientific knowledge; system of scientific knowledge is generated in the order determined by the content logic of material and cognitive abilities of students; the less breaks and illogical sequences the learning process has, the more effective it will be; if the process of learning is not constantly practiced and the acquired skills are nor perfected, they will be lost; if students are not taught to think logically, they will always have difficulty in thinking; if you do not maintain a distinct system in the organization of educational process, the process will slow considerably [Shamova, 2002].

Here are the characteristics of the training concept for professionals in the field of public relations, necessary for competence training model to work during the process of knowledge acquiring: the process of education must be systematic, consistent and continuous; education should be socially humanitarian in the context of educational content with continual increase of professionally-oriented disciplines; training should be carried out with the account of peculiarities of creative nature of future profession; high-tech nature of education and training and quality technical support of the educational process on the basis of modern information technologies. In this context, we would like to point out that it is very important to conduct PR-promotion of high schools in the education market in order to attract more students to the educational process, and thus to increase university profits. This profit can be used to improve the financial security of the educational process. During the learning process, we should apply practical teaching methods that will nearer the student to the future realities of the profession. The terms of parity and simultaneity of theoretical and practical knowledge and skills acquired should be executed. In course of professional education, a comprehensive professional diagnostics, as a part of the final control of the degree of assimilation of necessary knowledge, skills, abilities and competencies should be carried out. Regarding the formation of training model, it should be noted that it should be the most relevant and should meet modern requirements of society. According to French social engineer, philosopher and futurist, that model should be considered as the one being useful to society.

Considering all above mentioned approaches and principles of the educational process, we have developed three-level model of training of professionals in the field of public relations. The set of the necessary competencies was chosen based on components" study, which form a training program for professionals in public relations, international experience of educational programs drafting, scientific articles and reports on the results of research on PR-education

80 Future Human Image. Volume 7, 2017

The Main Determinants of Improvement of Model of Educational Training of Specialists in the Field of PR Based on Competency Approach by Andrii Kyrychok

issues conducted by the US Commission on Education in the field of public relations. [Toth, 2010]. Let us note the basic principles of drawing educational training programs based on competency approach to training specialists in public relations.

In his study, we did not take into account the educational level «junior bachelor», because this level is aimed to implement primary production functions and is unfinished education level in terms of approaches to the training of specialists in public relations.

Based on data of content analysis we compiled the list of ten disciplines, which are met the most frequently in all EPP of western model. These disciplines the most closely reflect the trends in modern PR-education. Also, relying on the list of these disciplines, we can establish a set of competencies that should be acquired by students at each level of education (Bachelor -

Master – PhD)

«Bachelor» educational level provides basic social and humanitarian training of students. The emphasis is given to following subjects: fundamentals and theory of public relations, journalism, fundamentals of sociology. In addition, much attention should be given to disciplines related to the skills of speech and writing, psychology and the basics of communication. We should remember that full-range fundamental training should be carried out at «Bachelor» educational level.

At «Bachelor» educational level experts should know the basics of advertising and PR-activities and have the theoretical basics of the branch. Similarly, experts should have knowledge of the theory of journalism and marketing. It is rather important for future PR-specialists to master the basic principles of writing of speeches and texts. An important aspect of training is the mastering of fundamentals of management by bachelors. Moreover, we believe that the concept of management in this context is different from the concept of human resource management.

The primary objective is to promote ethical professional behavior of future PR professionals. With this in mind, it is important to introduce such disciplines as ethics in advertising and PR and business ethics. In this sense, it is necessary for experts to know the basic rules of business ethics and ethical standards of advertising and PR activities.

Great attention should be paid to the study of communication. For example, disciplines «Systems of Marketing Communications» and «Integrated Marketing Communications» allow students to acquire the necessary competencies in this area.

It is important that professionals receive solid training in the fundamentals of branding.

Future PR managers must know the principles of brand formation and promotion. Special attention should be given to public speaking. As specialists in public relations are primarily communicators, they should master the skills of effective and persuasive public communication by means of oratory and rhetoric.

The purpose of training for «Master» educational level is to provide students with the opportunity to receive and develop the skills and knowledge of management, gain knowledge of crisis and strategic management. In addition, the scope of master degree includes branch disciplines related to PR (PR in politics, PR in business sphere or social sphere). Also «Master» educational level is the first step in preparation for the educational and scientific level «Doctor of Philosophy» and, accordingly, disciplines related to scientific component of education, such as peculiarities of scientific perception and research, as well as basics of protection of intellectual rights and PR-science are lectured there.

As for the educational competences of «Master» level, based on research data, we believe that the future PR-specialist should be aware of the specifics of promotion of any product and

Future Human Image. Volume 7, 2017 81

The Main Determinants of Improvement of Model of Educational Training of Specialists in the Field of PR Based on Competency Approach by Andrii Kyrychok

in any field of PR-activities. It is important for students to acquire competences in the field of crisis response, to be able to counteract the aspects of the information war and to respond to any informational and communication threats systematically.

Training of PR-specialists at «Master» educational level is more single-disciplined than at «Bachelor» level. It should be based on professionally oriented disciplines. It is important that in this context, experts acquire all the necessary knowledge, skills and abilities to develop and create the image. An important aspect of «Master» training is the ability to structure and form a competent media plan. In our opinion, qualified PR-specialist should be experienced in the field of political PR, political consulting and political technologies.

Special attention should be given to management competences. For example, with the help of such discipline as strategic PR student will acquire the knowledge and skills of management and organization in the field of public relations, will learn to understand and to predict the conditions and prospects of development of public relations/media markets, to carry out critical analysis of public relations and information material, will be able to exercise the managerial functions of public opinion formation, to plan strategic actions as to the PR-campaign organization, will possess methods of cooperation improvement and actions coordination inside the team of PR department, agency or media office. Also this list includes the abilities and skills of promotion and popularization of web sites, PR-projects in Internet, the ability to control the placement of PR material on advertising media and more. In this context, it is important to acquire purely managerial competences. Therefore, for example, it is appropriate to include the discipline «Human resources management» into the training program for public relations on «Master» educational level. Research has shown that exactly this training component is necessary for masters in the field of PR. Training at this level should be professionally oriented, giving lectures on single-disciplined subjects.

Speaking about «PhD» educational level in public relations, we should say that this level is theoretical, scientific and research. During the educational training PhD student shall develop theoretical, scientific and research skills necessary to supplement the range of scientific knowledge in public relations. Educational level «Doctor of Philosophy» is designated to prepare graduates for teaching, research and administrative positions at universities and to conduct applied research in the field of public relations.

Students, who have completed third level of education training, should be competent and ready to serve as managers and future teachers at universities and research institutions. PhD students must be able to explain simply the course content and to evaluate the work of students effectively; be aware not only of complex knowledge of public relations, but also of cooperation of PR-science with branches related to PR; have necessary skills to develop and contribute to their discipline, conduct researches.

As the part of the study, we have established that specialists in public relations have to be able to write texts in scientific language, conduct scientific researches, manage scientific and analytical methods of research. In addition, it is very important for students to speak foreign language and to be able to teach and share their knowledge.

Conclusions

Given to the fact that Ukrainian education recently moved to a new three-level model of education, it is of vital importance that educational training in public relations is based on the principles of continuity, steadiness and consistency. The principles of continuity and

82 Future Human Image. Volume 7, 2017

The Main Determinants of Improvement of Model of Educational Training of Specialists in the Field of PR Based on Competency Approach by Andrii Kyrychok

consistency in training can solve the contradictions between the need to form a system of knowledge and skills according to disciplinary component and the principle of forming an integral vision and understanding of the worldview. Foremost, systematic development of educational programs and teaching aids and the establishment of interdisciplinary and interdisciplinary relations ensure this approach.

The systems approach, in turn, makes it possible to structure the training material more effectively, to create a system of training materials that would have consistent content and shall be taught in a clear hierarchy. System approach to structuring should highlight the main concepts and categories in training material, combine them with other concepts and categories and to disclose their genesis.

Based on the analysis of domestic and international approaches to the training of specialists in public relations, taking into account the educational and professional competencies, demanded by the labour market, as well as basic competencies, which are to be acquired as a result of learning content acquisition, a set of competencies of PR-specialist and professional competences that must be acquired at every level of higher education were conceptualized.

For bachelors, these are the competences, related to operational functions and responsibilities in the field of social communications: knowledge and writing skills, features of promotional product creating, advertising budget establishment, graphic works, work with new media, marketing, journalism, conducting of communication research. The disciplines of social and humanitarian block are to be taught exactly at bachelor"s level.

At the master"s level, competences related to the managerial component of public relations, crisis management, and branch PR are to be lectured. In addition, this level is a transition level to educational and scientific, so the disciplines, which will help students, gain basic knowledge on the fundamentals of scientific activity, protection of copyright and philosophy of science should be available.

The third level, PhD, is educational and scientific level. Competencies of this level should be divided into three interrelated parts: 1) professionally and scientifically oriented; 2) research;

3) teaching skills.

The implementation of the above-mentioned provisions into domestic higher education will be gradual and will depend on many system factors (economic, political, and social). This applies particularly to the third level of higher education «Doctor of Philosophy.» Therefore, as experience has shown, Ukrainian universities reform on new standards and approaches to education in high school considerably difficult.

 References

Aleksandrova, Nataliya. Cross-Cultural Competence of Specialists Engaged in International Business, Economic Relationships and Management: Content and Structure (with a view to business challenges). In Future Human Image. Volume 6, 2016: 9-23.

Azarova, Ludmila. Public relations higher education A Russian experience. In Higher Education in Europe. Vol. 28. 2003: 495-498.

Batarshev, Anataoliy. System of pedagogic continuity in general and vocational school. 1996.

Baydenko, Valentin. Competences in Professional Education. In High education in Russia. Volume 11. 2004: 3-13.

Bolotov, Valeriy. Competences model: from idea to educational program. In Pedagogic. Volume 10. 2003: 26.

Future Human Image. Volume 7, 2017 83

The Main Determinants of Improvement of Model of Educational Training of Specialists in the Field of PR Based on Competency Approach by Andrii Kyrychok

Cotton, Alex. Profiling the public relations undergraduate, bachelor and graduate master programs in Europe and beyond. 2009: http://www.euprea.org/webdate/downloads/112– berlinpresentationsurvey04april09.PDF.

Delikatnyy, Konstantin. Continuity in the «School-University» system. Knowledge, 1986.

Educational program with the specialty «Media and communications». RMIT University, Australia. 2017. http://www.rmit.edu.au/study-with-us/levels-of-study/research– programs/phd/ dr211/#pageId=DR211.

Educational program with the specialty «Public relations». Conestoga College, Ontario. 2017a. http://www.conestogac.on.ca/fulltime/ 1278C.jsp#

Educational program with the specialty «Advertising and Public relations». The University of Texas at Austin Stan Richards School of Advertising and Public Relations. 2017b. http://advertising.utexas.edu/sites/advertising.utexas.edu/files/images/Ph.D.%20 Handbook9_14.pdf

Educational program with the specialty «Communications». Universitat Pompeu Fabra, Barselona. 2017c. http://www.upf.edu/doctorats/en/programes/social/presentacio/

Educational program with the specialty «Journalism and communications». University of Florida. College of Journalism and Communications. 2017d. http://www.jou.ufl.edu/wp– content/uploads/2013/03/ Doctoral-brochure.pdf

Educational program with the specialty «Media, culture and communications». New York University. 2017e. http://steinhardt.nyu.edu/mcc/doctoral/required_coursework

Educational program with the specialty «Strategic public relations». George Washington University. 2017f. http://gspm.gwu.edu/strategic-public-relations-degree-requirements.

Ferrari, Maria. Overview of public relations in South America. In The global public relations handbook: Theory, research, and practice. Expanded and revised edition. Krishnamurthy

Sriramesh, Dejan. Vercic (еds.). New York: Routledge, 2009: 704-726.

Ferreira, Betsie. A generic model for vocationally oriented public relations education in globalized contexts. In Communicare. Vol. 23. 2004: 92-119.

Fiske, Rosanna. Reflecting on the PRSA 2011 membership satisfaction survey. PRSAY. Retrieved July 30, 2014. /http://prsay.prsa.org/index.php/2011/08/29/2011-prsa– membershipsatisfaction-survey/.

Godnik, Semen. The process of continuity in higher and secondary schools. 1981.

Goncalves, Gisela. Public relations in Portugal. An analysis of the profession through the undergraduate curriculum. In Public Relations Review. Volume. 35. 2009: 328-330.

Goncharenko, Semen. Ukrainian pedagogic dictionary. Lybid, 1997.

Gritsyuta, Natalya. Professional ethics in PR-activity: the essence of the concept, principles.

Volume 3 (4). 2015: http://cyberleninka.ru/article /nprofessionalnaya-etika-pr-deyatelnosti-suschnost-ponyatiya-printsipy

Hanaba, Svetlana. Freedom of education as a prerequisite for the development of creativity. In Future Human Image, Volume 4, 2014: 22-32

L"Etang, Jacquie. Public relations education in Britain: A review at the outset of the millennium and thoughts for a different research agenda. In Journal of Communication Management. Vol. 7. 2002: 43-53.

Nezhyva, Olga. Features of Formation of Ukrainian Education Policy. In Future Human Image. Volume 6, 2016: 81-90

Pirozek, Peter. Approaches to and instruments of public relations: Higher education in the

84 Future Human Image. Volume 7, 2017

The Main Determinants of Improvement of Model of Educational Training of Specialists in the Field of PR Based on Competency Approach by Andrii Kyrychok

Czech Republic. In Higher Education in Europe. Vol. 28. 2003: 487-494.

Saunders, Martha Dunagin. Negotiation as a model for teaching public relations professionalism.

In Journalism and Mass Communication Educator. Vol. 52 (4). 1998: 57-65.

Shamova Tatyana. Management of educational systems. Academy. 2002. Slastenin Vitaliy. Pedagogy of professional education. Academy, 2004.

Sriramesh, Krishnamurthy. The dire need for multiculturalism in public relations education: An Asian perspective. In Journal of Communication Management. Vol. 7. 2002: 54-70.

Tench, Ralph. Towards a Global Curriculum: A summary of literature concerning public relations education, professionalism and globalization. Report for the Global Alliance of Public Relations and Communication Management 2008: http://www.globalalliancepr. usi.ch/website/sites/default/files/fedeles/Global%20 Curriculum/ Towards%20a%20 Global%20Curriculum%20%20final%20Feb1.pdf

Toth Eaton. A First Look: Analysis of Global Public Relations Education – Curriculum and Instructors. Executive Summary. Global Public Relations Education.2010: http://www. commpred.org/_uploads/report4-full.pdf.

Watson, Tom. Eastern European perspectives on the development of public relations: Other voices. New York. Palgrave Macmillan. 2014.

Xifra, Jordi. Undergraduate public relations education in Spain: Endangered species. In Public Relations Review. Vol. 33. 2007: 206-213.

Zhang, Ai. Understanding Chinese public relations education: A critical and cultural perspective. 2010: http://drum.lib.umd.edu/bitstream/handle/1903/ 10238/Zhang_ umd_0117E_11055.pdf.

Zlateva, Maria. PR education. An instrument for the transformation and development of human resources. Volume. 28. 2003: 511-518.

Future Human Image. Volume 7, 2017 85

The Experience of Calling: Educational Aspects and

Cross-Cultural Comparisons

Yevhen Muliarchuk – PhD, Senior Research Fellow

H. Skovoroda Institute of Philosophy

(Kyiv, Ukraine)

E-mail: [email protected]

The presented study of the phenomenon of calling in educational aspects is based on the results of the research accomplished in Ukraine in 2016. Calling experience of secondary school pupils and university students as well as of school teachers was examined in the surveys and in-depth interviews. Calling as a phenomenon appears to have the following structure: Desire – Talent – Realization – Social or Spir-itual Benefit. The aim of transpersonal goodness is the core of the phenomenon of calling and gives the integrity of its structure. The presented research in Ukraine mainly supports the results of the American research of calling for teaching performed at Liberty University, USA, in 2008. However, some cultural differences were revealed and analyzed.

Key Words: phenomenon of calling, lived experience, self-actualization, career choice, responsibili-ty, social and spiritual benefit, goodness, morality, ethics, teaching

Introduction

Calling as a basic cultural phenomenon was positioned in the social thought of 20th century by Max Weber due to his researches of social and economic history, politics and studies of religion [Weber, 1980; Weber, 1952]. Weber"s concept of calling was developed in particular within the analyses of Protestant ethics and evolution of capitalism [Weber, 1963]. The Ger-man philosopher and sociologist analyzed the process of secularization of calling from the initial religious tradition and its transition into the ethics of profession spread in the Western countries" culture. It is clear that at the beginning of 21st century calling is a relevant idea for the Western Christian countries [Bigham & Smith, 2008: 9], but there is a question if it is ac-tually vital in the other cultures.

The presence of the idea of calling in the contemporary Ukrainian society is not sufficiently researched. Calling belongs to romantic and religious tradition and it is important to know its role as a motivating factor in a rather secularized pragmatic world. Moreover, the reception of well-known cultural ideas and practices in the course of social transformation, as it is in

Ukraine, could be complicated. Ukrainian scholars pay attention to hybridization as a global cultural trend: «For the globalization unprecedentedly opens opportunities for a meeting of unmeetable and so often unmatchable phenomena» [Gomilko et al, 2016: 178]. That is why it is necessary to find out how specific is the existence of the phenomenon of calling in the con-sciousness of Ukrainians. A particular interest presents the significance of calling in choosing and practice of profession in education. Teaching in Ukraine is definitely underpaid, its pres-

╘ Muliarchuk, Yevhen, 2017

86 Future Human Image. Volume 7, 2017

The Experience of Calling: Educational Aspects and Cross-Cultural Comparisons by Yevhen Muliarchuk

tige is rather imaginary than real. We have a shortage of teachers in some regions especially rural. Many successful students of pedagogic professions prefer to get other jobs. Pupils at schools do not often feel that their teachers are motivated to work and are not motivated for learning themselves. Nevertheless, the moral aspects of the motivation for the profession are highly important. An honest work in various fields often requires a kind of devotion. It is true that the salaries from the state budget in Ukraine hardly cover the living expenses of teachers and people of many other jobs as well. We do not expect a fast improvement of the situation. Thus the topic of calling is maybe more important in Ukraine than it is in the other countries.

Methodology

The origin of this study is the author"s metaphysic wonder of calling. Wherefrom comes the call we do not know exactly for sometimes it is from outside and sometimes it is intrinsic or both directions are present in our consciousness. Still we live in a responsive way and the most important is how we respond. There is a kind of hermeneutics behind every philosophic question and a big deal for ethics concerning many human deeds. Although we cannot know exactly the principal things in our life, we need to understand them.

As for our research, hermeneutic phenomenology is a method and a strategy of thinking. The way we have got the experience of calling revealed is in-depth interviewing. When con-ducting an interview we are asking, hearing and speaking to our interviewee. We reconstruct and repeat what we have got from our interlocutor to bring the phenomenon of calling into the light of understanding. The in-depth interviews were preceded by target surveys to get some statistics about the factors of choosing future professions and about the share of those who declare having the experience of calling. That gives a piece of solid social reality for the represented phenomenon.

There were conducted 2 target surveys in Kyiv, Ukraine in April and May 2016. The first was of 105 pupils of the 10th year of study from 2 Kyiv secondary schools. The second was of 90 students from National Pedagogical Dragomanov University, 10 of them were subsequently chosen to be the participants of the following in-depth interviews. In August 2016 were done 5 interviews with Kyiv school teachers chosen according to the references of their colleagues and pupil"s parents. All the process of interviews was agreed with faculty and administrations except teachers who were asked in private.

The results of the surveys

Secondary school pupils

At present, there is an 11-year secondary school education system in Ukraine. We held a poll of the 10th form pupils just in the end of the school year. Before the last year at school, they were ready to speak about their future. The respondents answered whether they have cho-sen their profession, what is the role of their relatives in their choice, what are their motives, do they feel a call for any kind of work, and is it at all necessary for a profession to coincide with a personal calling.

General ideas of secondary school pupils about their future professions:

1. At least 90% of pupils of the capital city of Ukraine are going to get their future profes-sions at the universities and colleges.

Future Human Image. Volume 7, 2017 87

The Experience of Calling: Educational Aspects and Cross-Cultural Comparisons by Yevhen Muliarchuk

2. At least 50% of them before their last year at school have decided what profession they would like to get.

3. 30% of all respondents are going to choose the professions of their parents or close relatives.

Motivation for the professional choice:

1. 70% of respondents are motivated by monetary gain of their future profession.

2. Almost the same, up to 70%, are looking for their personal development in the profes-

sion.

3. 30% of pupils think about social prestige of the profession.

4. The same quantity, 30%, thinks that their future work should give them the convenient surrounding of alike-minded people.

5. 30% declared that the main thing for them is a sphere or content of their job.

6. About 30-35% said that they want to serve society or some good purpose in the world.

Personal experience of calling:

1. 33% of pupils declared that they feel a calling for their future profession or for some other kind of occupation in their life.