edscienceОбразование и наукаThe Education and science journal1994-56392310-5828RSVPU10.17853/1994-5639-2020-6-49-73edscience-1730Research ArticleОБЩИЕ ВОПРОСЫ ОБРАЗОВАНИЯGENERAL EDUCATIONМоделирование процесса повышения качества образования для иностранных студентовModelling a High Quality Education for International StudentsПлужникИ. Л.PluzhnikI. L.

Ирина Ленаровна Плужник – доктор педагогических наук, профессор, заведующий кафедрой иностранных языков и межкультурной профессиональной коммуникации экономико-правовых направлений

Тюмень

Irina L. Pluzhnik – Doctor of Pedagogical Sciences, Professor, Head of the Department of Foreign Languages and Intercultural Professional Communication for Law and Economics

Tyumen

i.l.pluzhnik@utmn.ruГиральФ. Э. А.GuiralF. H. А.

Флориан Эрве Андре Гираль – магистр юриспруденции, доцент кафедры иностранных языков и межкультурной профессиональной коммуникации экономико-правовых направлений, Тюменский государственный университет, Тюмень, Россия; Университет Тулузы (университет Поля Сабатье), Тулуза, Франция

Florian H. A. Guiral – Master of Laws, Associate Professor, Department of Foreign Languages and Intercultural Professional Communication for Law and Economics, Tyumen State University, Tyumen, Russia; University of Toulouse (Paul Sabatier University), Toulouse, France

f.giral@utmn.ruТюменский государственный университетРоссияTyumen State UniversityRussian FederationТюменский государственный университет; Университет Тулузы (университет Поля Сабатье)ФранцияTyumen State University; University of Toulouse (Paul Sabatier University)France2020120820202264973Copyright © Плужник И.Л., Гираль Ф.Э., 20202020Плужник И.Л., Гираль Ф.Э.Pluzhnik I.L., Guiral F.H.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://www.edscience.ru/jour/article/view/1730Введение

Введение. Глобальная образовательная повестка диктует необходимость улучшения качества российского высшего образования. В контексте данного исследования работа над качеством образования определяется как стратегия интегративного управления опытом иностранных студентов в учебно-академической и внеучебной деятельности для обеспечения максимизации образовательных результатов. Несмотря на то, что российские университеты имеют стабильную входящую мобильность иностранных студентов, научных исследований, моделирующих интегративное взаимодействие этих основных составляющих образования, недостаточно. В данной статье исследуются пути преодоления этого разрыва.

Цель статьи

Цель статьи. Разработка и тестирование интегративной модели повышения качества образования иностранных студентов в учебно-академической и внеучебной областях, а также переосмысление стратегии управления этим процессом.

Методология и методы исследования. В статье использованы смешанные методы исследования: индивидуальные интервью и опрос закрытого и открытого типов. Методы наблюдения за учебно-академической и внеучебной деятельностью иностранных студентов, экспертные оценки содержания преподаваемых курсов и их результатов применялись в Тюменском государственном университете проекта 5–100 для определения компонентов, педагогического инструментария и компетенций, значимых для высокого качества предлагаемого образования.

Результаты и научная новизна. В состав разработанной интегративной модели высокого качества образования включены взаимосвязанные учебно-академические и внеучебные компоненты. Рассмотрен широкий спектр педагогических инструментов, таких как: обязательный курс академического русского языка, интерактивная поддержка студентов преподавателем, социокультурная и интеллектуальная вовлеченность студентов, интерактивная поддержка иностранного студента студентом принимающего университета (по типу «друг»), дискуссионные мастерские для студентов и преподавателей. Предложены методы обучения рефлексии, критическому анализу текстов, использования подтверждающей обратной связи, сообществ, проектного и ориентированного на действие обучения, групповых дискуссий, языковых тандемов. Выявлены основные компетенции для повышения качества образования на основе учебных программ и внеучебной деятельности иностранных студентов: критическое чтение и рефлексия, академическое письмо, ведение переговоров, аргументирование, логическая cвязность, межкультурная и кросс-культурная компетенция для бесконфликтного общения и толерантности к неоднозначности.

Практическая значимость

Практическая значимость. Интегративная модель может быть использована в других российских вузах для разработки дорожной карты повышения качества образования иностранных студентов и ее применения в политике интернационализации вуза.

Introduction

Introduction. The strive for high quality of Russian higher education, puts an emphasis on seeking the ways to improve it in the line with the topical Global educational agenda. In the context of this study provision of high quality education is defined as managing students experience in and out of the classroom as an integrative whole which is indispensable for maximising educational outcomes. Though Russian universities have a steady intake of international students on mobility programmes, there are not enough studies modelling the application of these dimensions in Russian academic setting. The current study seeks for the pathways to overcome this gap.

Aim

Aim. The article is targeted to rethink the strategy of managing high quality education for international students and to work out and test an integrated model for the educational quality enhancement regarding two critical dimensions of their university training in curricular-related and co-curricular areas.

Methodology and research methods. Mixed research methods were utilised. Individual interviews and a survey with close-ended and open-ended items were used to find out challenging issues impeding the development of high quality education offered in curricular and co-curricular related dimensions. Classroom observation, peer experts opinions and content analysis of the courses taught and their outcomes evaluation were applied at the University of Tyumen, being 5-100 project participant, to indicate the components, pedagogical toolkit and competencies for high educational quality of international students.

Results and scientific novelty. The developed integrated model for high educational quality provision included the main interrelated curricular and co-curricular components of quality enhancement. They involved the designed up-to-date academic Russian course; teacher-student interactive support, socio-cultural and intellectual engagement such as “buddy” scheme studentto-student support, discussion workshops on intercultural awareness of students and teaching staff. Teaching methods of reflection, critical analysis, confirmatory feedback, communities, project-based and action oriented learning, group discussions, language tandems were proposed. Major competencies for international students’ curricular-based and co-curricular educational quality were suggested: critical reading and reflection, academic writing, negotiating, argumentation, logical cohesion, intercultural and cross-cultural awareness, conflict avoidance, tolerance to ambiguity.

Practical significance

Practical significance. The integrated model can be applied for road-mapping the action plan of international policy at any university in Russia to provide high quality education for international students.

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The authors declare that there are no conflicts of interest present.