Galyna Mikhnenko
National Technical University of Ukraine
„Kyiv Polytechnic Institute”
Intellectual mobility of future engineers and the criteria of its
formation
The analysis of scientific investigations of mobility
in various fields of science shows that in addition to physical mobility of
people, objects, images and mobility of thoughts, ideas, minds, there comes
understanding of the concept of mobility as the most general characteristic of
the personality’s readiness for qualitative changes in
life. Nowadays scientists consider different dimensions of mobility, such as
professional, social, cultural, transdisciplinary, methodological,
technological, and thought mobility which is connected with mental flexibility
[4]. Stimulating the mobility of minds is becoming the key task for the
educational programmes all over the world.
Among their requirements for the jobs in modern companies, e.g. “FF”,
the ability to be intellectually mobile is essential. Intellectual mobility is becoming the goal, whereas
geographical (physical) mobility in this understanding is only a tool.
We define intellectual
mobility as an integrated characteristic (quality) of a personality which ensures that the modern specialist is prepared to find, process and
effectively apply required information, to produce new ideas and be tolerant
towards innovations, to choose the best methods to solve both reproductive and
creative tasks when changing quickly the types and forms of intellectual
activities without reducing their efficiency and productivity.
Intellectual
mobility as a quality of a specialist,
in our opinion, combines intellectual capabilities
and personality traits as a whole [2].
We believe that the process of formation of intellectual mobility should be
based on the structural model of intelligence developed by M. Kholodnaya [3], who considers intelligence to be a specific
organisation of the personal mental experience (cognitive, metacognitive, and
intentional). The requirements of qualification characteristics concerning the
development of instrumental and personality-and-social competencies justify the
identification of the second main component of intellectual mobility
(personality traits which stipulate the development of this intellectual
quality, namely, adaptability, communicativeness,
tolerance, persistence in achieving goals).
It
cannot but mention that the organisation of an educational process in
connection with the new educational paradigm – intellectualization – is
possible when an educational environment of a university, on the one hand,
corresponds to the modern trends in industry and technology, but, on the other
hand, provides the conditions for intelligence development of students. We
argue that to create the conditions for the development and
formation of intellectual mobility as a quality, an educational environment of
a technical university should have the following features: deep integration of
educational, scientific and innovative processes; communicativeness which
implies the optimization of an educational process by all of its members,
subject-to-subject interaction between a teacher and a student; active implementation of
information technologies, and the ability of the environment for
self-development.
As a result of scientific analysis we identify the
following criteria and indicators of the formation of intellectual mobility of
future engineers in the educational environment of a technical university:
-motivational (understanding of significance of intellectual
development, interest in intellectual activity);
-cognitive (characteristics of thinking; level
of mental functions; creativity);
-operational and technological (instrumental
competencies; ability to use cognitive strategies);
-metacognitive (awareness of intellectual mobility issues and personal psychological
characteristics; self-regulation of intellectual activities; self-criticism);
-personality and social (adaptability, communicativeness,
tolerance, persistence in achieving goals).
On the basis
of these criteria and indicators we distinguish three levels of intellectual
mobility of future engineers, namely, reproductive (low), variational (medium),
and creative (high).
The identification of
the mentioned above criteria and indicators of intellectual mobility makes it
possible to create the structural and functional model of the formation of this
intellectual characteristic (quality)
of future engineers in an educational environment of a technical university.
References:
1.
Абсалямова Я.В. Сформованість інтелектуальної мобільності як
передумова професійної самореалізації фахівця / Я.В. Абсалямова // Наука без
границ – 2015: материалы конференции [Електронний ресурс] – Режим доступу: http://www.rusnauka.com/13_NBG_2015/Pedagogica/2_189369.doc.htm
2.
Міхненко Г.Е. Структура інтелектуальної мобільності
майбутніх інженерів /
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– 80 c. – С.14-19.
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Холодная
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изд., перераб. и доп.]. – СПб.: Питер, 2002. – 240 с.
4.
Michel J. Mobility of engineers: the European experience / J. Michel // Engineering:
Issues, Challenges and Opportunities for Development:
In UNESCO Report. – Paris, 2010 – pp. 358-359.