Educational Networking as Key Factor of Specialist Training in Universities

The paper considers the problems of science and education space and network formation between business and education. The productive form of integration between the parties is revealed. The authors address employment as an evaluation criterion for networking between university and business. Special emphasis is on active training methods as a way to develop the student’s personality. The paper data is sourced from a survey conducted on university students.


Introduction
Amidst dynamic development of industries, which necessitates relevant changes in education, the problem of building common science and education space "university-business" becomes actual.Building of this space involves transition from traditional forms of social partnership to networking, where a few social functions can be supposedly shifted onto the partner's organization.Thus, it creates an effective mechanism for commissioning of progressive ideas that meet the demands of innovation-driven economy.Moreover, it strengthens the placement-oriented components of professional education.To improve the quality of education so that it would echo the level of scientific and technical development of the society has always been a primary aim of educational system.Today networking is also defined as organizing of extensive partnership and connections that ensure availability, quality and effectiveness of educational services and that guarantee the usage of up to date innovative technologies (Medvedev & Skripnichenko, 2011).
The studies of interrelations between universities, businesses, schools, scientific centres reveal a wide variety of integration forms for science, education and business (Minina, Basov, & Demidova, 2012).At the same time, bi-lateral integration traditionally dominates: science-business, education-business.Networking allows for more diverse and productive forms of integration between the parties.
The literature survey reveals that external integration of education is mostly developed in the works of Abankina, Gubarkov, Egorshin, Knyazev, Kuzninov, Maltseva, etc.The points of view of the following foreign and Russian scientists on structural integration and interaction have been analysed in this study: Porter, Williamson, Avdasheva, Vikhansky, Dementyev, Kleiner, Lunkin, Ponomarev, Rumyantsev, etc.The works of Demetyev, Kleiner, Knyazev, Klyuev, Ratner, Rumyantseva, and Shereshev have been studied in connection with networking management.
It should be noted here that the least developed subject in the Russian scientific literature is internal mechanisms of educational networking.

Method
In February 2014, a social research among the graduates of Naberezhnye Chelny affiliate of Kazan Federal University was carried out.It had the following objectives: define the share of graduates placed into jobs, assess their knowledge, degree of their satisfaction with qualifications obtained and find prospects of further education.Telephone survey was used as a research method as it allowed covering most graduates of 2013.It should be noted that the research data help us assess the level of educational networking in the city of Naberezhnye Chelny.(Gee, 2010).

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Students see their studies as a way to achieve their goals.It constitutes one of the levels of goal-oriented base of activities -motivation of professional activities.The degree of motivation enables us to judge students' vocational aptitude.Some students study better, some worse because they want (or do not want) to obtain new knowledge and find fulfillment in cognition, earn more, assert themselves and gain a footing in society and in their social surrounding (Malinauskas, 2005).
Professional motivation is an internal force driving the development of professional competence and personality.It is the foundation for effective development of professional education and personal culture (Gordashnikov & Osin, 2009).
Changes taking place in human activities bring about new requirements to the organization and quality of professional education (Safargaliev, Eremina, Savitsky, & Camelina, 2015).Modern graduate of professional educational institution must not only possess special knowledge and skills, they also must feel a need to achieve and succeed; they must know that they will be in demand on the labour market.It is essential to make the students of professional educational institutions interested in knowledge accumulation, independence and continuous self-education.To achieve these goals, students must have motivation to learn.
For students to truly get into the swing of things, the objectives, which they are set during their university years, must not only be clear but mentally accepted by them.In other words, they must have value for students.As the true motivation source is in the person itself, they ought to want to do something and do it.That's why the governing motive of learning is inner momentum.
The student will have a wish to study and will do so, only if it interests and attracts them.They need cognitive motives (Koinova-Tselner, 2014).The students of professional educational institutions get to know their selected occupation much better when they do placements or laboratory research.They feel challenged and motivated to gain further theoretical knowledge as they are aware that they can use it in life.Eventually, business gets into coordination with university not only after student's graduation, but also when they gain new knowledge.Thus, the conditions for accommodation of interests, exchange and distribution of resources are envisaged.
The survey has revealed the main reasons why graduates cannot find a job matching their degree.The main reason is the lack of such jobs (39.2%).Then lack of experience (13.4%), low wages (12.3%).Nearly every tenth graduate (11.3%) noted that they got a job that did not match their degree because the placement they did at university helped them realize that their trade is not currently in demand and that they have more prospects in other trades (See Figure 2).monotonous teaching techniques aimed at memorization of the material under study.Quite often there is no consideration given to the age peculiarities of students; each course year could use its own teaching techniques.As a rule, a student is considered as an object accumulating knowledge and skills.However, learning is active self-modification (Novikov, 2006).Active teaching methods contribute to incremental self-modification.
Active teaching methods as compared to traditional methods have a greater impact on the educational process.This fact is supported by a research: human mind imprints up to 10% of what is heard, up to 50% of what is seen and up to 90% of what is done (Dzhalaganiya).