The relevance of the problem at issue in the article is due to the need to develop multifunctional
competence of future managers of hotel and touristic system: these managers face tough competition
for jobs, have to know modern information and communication tools, hotel and tourism business,
that is, have multifunctional competences. However, universities still do not have a single integrative
(interdisciplinary) basis for training such specialists, there is no package of training information
and technical means, strategies and technologies of training, sound organizational and pedagogical
conditions.
The purpose of the study: basing on the analysis of organizational and pedagogical conditions for
training specialists for professional activities in the sphere of hotel service and tourism to determine
the content, structure, features for developing multifunctional competence of future specialists.
The research methodology is based on the concept of key competence. This methodology involves
systematization, classification of significant (key, resultant, autonomous, etc.) problems; developing
on this basis the matrix of significant problems and defining the overall strategy, technology
management process of professional development.
The novelty of the research is that the matrix of significant problems of master’s training of future
specialists for working in the sphere of hotel service and tourism has been developed; strategies and
technologies for developing their multifunctional competence have been defined.
The results of the study are implemented in the form of content, structure and organizational and
pedagogical conditions for the preparation of future specialists to work in the sphere of hotel and
tourism services.
Author : Valerian F. Gabdulсhakov
Strategic technologies for pedagogic education in universities
The purpose of this study is to identify a set of strategic and effective technologies of pedagogical
education in a university on the basis of the analysis of the problems of teacher training. The research
methodology is based on Hamel’s concept of ‘core competence’. This concept involves the analysis
of management strategies based on a matrix of significant problems. The study used methods
of questioning, interviewing, analysis and comparison, methods of summarizing the results of
statistics, and learning outcomes. According to Prigozhin’s typology, the problems can be divided
into embedded, socio-cultural and situational, and the wording of the problems are classified as
denominative, causal and antithesis. On the basis of the matrix obtained from this analysis, we
define the set of technologies of pedagogical education; psychological and pedagogical conditions
of realization of technologies at the level of baccalaureate, pedagogical master’s degree program,
and professional retraining of workers of education. The organizational and pedagogical model of
realization of technologies in the conditions of a classical university is developed. The results are
implemented in practice through the curriculum, programs of professional retraining of the Kazan
(Volga) Federal University.