No 4 (2015)

The author draws attention to the need to improve the information culture of future specialists legal profile required for the formation of professional competencies. The paper presents examples of professionally-oriented tasks that promote students’ interest in information technology.

In article one of actual tasks for each teacher - formation of educational and methodical content is discussed. Methodical aspects of use of applied computer programs and services of the Internet are stated.

In thе article it is discussed the results of research to identify and assess the relevance of the functional features use of modern virtual laboratory workshops as a system consisting of two components: subsystem and learning management subsystem. It is described the practical application of research results in the development of works VLW modeling of computer networks.

The paper describes a practical experience of the organization of research work of students enrolled in direction “Chemical technology”. It is shown that the creation of software promotes the development of skills in using mathematical apparatus and in using the unique capabilities of modern programming in their subject area; completes the formation of the series of general and professional competences; provides individualization of the educational trajectory, resulting in a graduate quickly developing new areas and solve the problem of informal - such are the demands of modern high-tech industries. Effectiveness of research work of students enrolled in direction “Chemical technology” is confirmed by the certificate of state registration of computer programs, publications and diplomas of winners of conferences of young researchers.

The range of issues associated with the study of funding mechanisms and other forms of organization of research sector of the Russian universities is discussed in the article. The central element of the integration of education and science in Russia are called to be institutions of higher education. In thisregard, it is important to ensure their effective interaction with the business community on the basis of the implementation of large target programs and individual research and production projects. According to the authors, the University received the status of the HSE, should be full participants in these processes. The estimation of foreign experience of University entrepreneurship and the prospects of cooperation in this area with foreign counterparts is also given.

The article is devoted to interstate educational space EU, CIS: describe the mechanisms for their establishment and highlighted their main characteristics. Russia has become a party at different times of all of that interstate educational spaces. Given the fact that the humanitarian cooperation in the field of education has economic consequences, measured in concrete terms, the article analyzed the capacity of pro-labor market of highly qualified personnel (labor mobility) and the educational market (academic mobility) countries participating in intergovernmental alliances. The authors concluded that the trend of the growth of regionalization of education, as evidenced, in particular, the growing regional academic and labor mobility. Moreover, if the foundations for the EU-governmental regional centers of education were Germany and France, for the CIS - Russia.For Russia, for the first time facing the challenge of working on the reduction-settlement, participation in international educational alliances can bring additional dividends if the solution to this problem will go the way of increasing labor migration and training of the participating countries of the CIS. In this case, Existing-exists the need for correction of the state policy in the field of attracting highly qualified you are, foreign experts and training issues for foreign countries.

Business informatics is a relatively young academic discipline. During the last years several efforts have been made to compare the German discipline Wirtschaftsinformatik with the Anglo-American sister discipline information systems. However, these studies have mainly focused on research activities; they have not attempted to compare curricula in both disciplines.With the change of the political and economic system in the former Soviet Union and the introduction of courses of studies in business informatics in Russia it may be helpful to compare the German with the Russian approach to teaching business informatics.The objective of this paper is to compare bachelor studies in business informatics at selected universities in Russia and Germany.This paper contains the outline of the history of business informatics as a scientific discipline in Russia and Germany, a description of professional organizations, standards, and guidelines relevant for business informatics in both countries. Special attention is given to an overview of students studying business informatics, a description of time scales and grading scales and the structure of teaching plans in Russia and Germany. The paper contains the explanation of the method used to analyze and compare bachelor studies at ten German and ten Russian universities. Findings of the analysis concern details of bachelor studies in business informatics at German and Russian universities and highlight similarities and differences.