Relevant bibliographies by topics / Professional training of Bachelor in Finance

Academic literature on the topic 'Professional training of Bachelor in Finance'

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Published: 30 May 2022
Last updated: 31 May 2022

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Journal articles on the topic "Professional training of Bachelor in Finance"

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Ershova, N. Yu, and I. V. Klimov. "DESIGNING THE UNDERGRADUATE EDUCATION PROGRAM OF THE DIRECTION "INFORMATICS AND COMPUTING MACHINERY" IN THE FRAMEWORK OF THE FEDERAL STATE EDUCATIONAL STANDARD OF HIGHER EDUCATION 3++." Informatics and Education, no. 9 (December 20, 2018): 19–26. http://dx.doi.org/10.32517/0234-0453-2018-33-9-19-26.

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A series of Federal State Educational Standards (FSES) of Higher Education 3++ were approved recently, therefore higher education programs must be redesigned in accordance to the requirements of professional standards. The article discusses the stages of the development of the bachelor educational program “Informatics and computing machinery” complying with FSES of HE 3++. The described methodology was tested in the development of advanced training programs for employees of nanoindustry enterprises. The following stages of creating the program are described: first, we studied the qualifying deficiencies of the IT labor market of the region (the program’s customers); second, we determined a professional standard; third, we selected work functions and transformed them into the bachelor professional competencies; forth, we designed a single matrix of competencies; and finally, we correlated intermediate educational results with the structure of the program and determined the content and the technology of training. Fragments of a matrix of general professional competencies and professional competencies for the direction 09.03.01 “Informatics and computing machinery” in the profile of training “Automated management of business processes and finance” are given.
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Konnova, Larisa, A. Rylov, and I. Stepanyan. "Content-Context Model of Teaching Mathematics in Economic University." Standards and Monitoring in Education 7, no. 6 (February 3, 2020): 29–35. http://dx.doi.org/10.12737/1998-1740-2019-29-35.

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Introduction: A competent specialist for the digital economy must have applied mathematical methods and computer technology, as well as professional skills The paper proposes an integrative model of learning mathematics at the Computer Workshop for students-economists in the Bachelor. The authors for the fi rst time use two technologies within one model: contextual and content, and expand opportunities of content training, applying it in an unconventional form. Materials and methods: The main research method is pedagogical modeling based on the following methodological approaches: competence, integrative, activity, context, content and the concept of the zone of immediate development. Results: The proposed model corresponds to the strategic goal of the Financial University under the Government of the Russian Federation on the early profiling of education. A contextual approach is used to strengthen the applied orientation of basic training of students: the content of the academic discipline is fi lled with a professional context (subject-technological and social). The second component of the model is the content approach. A joint study of interrelated disciplines allows us to demonstrate general patterns and most effectively distribute the classroom load, and the learning process becomes more motivated, informed and active. The model is implemented at a Computer Workshop with the aim of mathematical preparation of students, the formation of professional skills in the use of computer technology in Economics and Finance. Mathematics is used as the content of the model, the applied orientation of learning is enhanced by the economic context, and computer technologies act as means of implementation. Student survey shows the eff ectiveness of this model. Discussion and Conclusions: The relevance of owning mathematical methods and computer technology for specialists of the broadest profi le allows us to generalize the constructed model, fi lling it with various professional contexts.
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Lozynskyy, Roman, and Volodymyr Bilanyuk. "Trends and problems of Geography development in Ukraine in the context of higher education reform." Visnyk of the Lviv University. Series Geography, no. 50 (December 28, 2016): 234–42. http://dx.doi.org/10.30970/vgg.2016.50.8709.

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Changes in training geographers in Ukraine in the context of the reform of higher education are analysed. In particular, on the basis of materials of admission to universities in 2016 geographical specialization in the first year (The Bachelor of Education), modern tendencies and problems of geographic education in higher educational institutions of Ukraine are identified. Possibilities to university entrance on the geographical specialties in 2017, taking into account recent changes in education, are characterized. Educational reform in Ukraine has strong effect on the training of the professional staff in geography in higher educational institutions. A new list of specialties, approved by the Ministry of Education and Science in 2015, does not include geography. Therefore, the number of students that started studying at the geographical specializations had significantly decreased in 2016. The average grade point of admitted students also had decreased. The number of students is highly dependent on the number of State-financed places allocated to the Ministry of Education and Science. Altogether about 900 students entered the geographical specialties in 2016. Taras Shevchenko National University of Kyiv and Ivan Franko National University of Lviv are the largest training centers of the students admitted to geographical specialty. In the coming years, the further reduce of the prestige of geographical education is possible. To overcome the negative trends it is necessary to update the geography education according to the world requirements. Key words: geography, Earth Sciences, secondary education, specialty, specialization, higher education institution.
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Deryabina, Galina G., Danila P. Mozhzhukhin, Yuri G. Pamukhin, and Olga N. Potapova. "Features of Teaching Entrepreneurship in Non-core Areas in the Bachelor’s Degree." Journal of Modern Competition 16, no. 1 (85) (February 25, 2022): 108–25. http://dx.doi.org/10.37791/2687-0657-2022-16-1-108-125.

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The article deals with the formation of entrepreneurial competencies by students in various educational programs, where entrepreneurial disciplines are not core. Under non-core areas in the framework of this article, we will agree to understand educational programs for undergraduate programs that are aimed at forming specialists in professions other than entrepreneurs, for example, the profiles of “Project Management”, “Finance and Credit”, “Sports Management”, “Event Management”, “Management in the hotel and Restaurant Business”, “Marketing”, “Civil law”, “Economic security” and others. This is a preparation for a specialty other than entrepreneurship, so the entrepreneurship competencies for these programs is a general professional one. Entrepreneurial education seems to be relevant for students in various areas and profiles of undergraduate studies. Entrepreneurship competencies is a general professional competencies for non-core areas, while it is possible to integrate it into the main educational program as a professional one. Students can open their own business in small and medium-sized businesses, initiate intra-company entrepreneurship. For systematic training, it is advisable to introduce a practice module for running your own startup with a connection to the infrastructure for entrepreneurship. This article is devoted to the solution of this problem – building a system for teaching entrepreneurship in non-core areas of bachelor’s degree, focused on the following goals: а) identify and describe competencies in the field of entrepreneurship for students of managerial, economic, in the future and other profiles of higher education; b) present a system of teaching entrepreneurship through a module of adapted academic disciplines from a proven set of courses in entrepreneurial education; c) identify the main topics of the courses included in the module, and the types of necessary training sessions that will allow you to achieve the required level of development of the proposed competencies. In this article, a team of authors who teach courses on entrepreneurship as core disciplines at Synergy University presents a vision and a general outline for building this direction and basic courses for non-core students, which will also be detailed in subsequent publications.
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Korniienko, Vita. "A Comparative Analysis of Models of Bachelors of Arts’ Professional Training in Applied Linguistics at the Universities of Ukraine and the Usa." Comparative Professional Pedagogy 4, no. 3 (September 1, 2014): 70–76. http://dx.doi.org/10.2478/rpp-2014-0038.

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Abstract The analysis of scientists’ researches from different countries dealing with different aspects of training in the educational systems of developed countries was carried out. The models of Bachelors of Arts in Applied Linguistics professional training in Ukraine were considered. It was analyzed a professional training of Bachelor of Arts in Applied Linguistics in the USA and the comparative analysis of models of professional training of Bachelors of Arts in Applied Linguistics at the universities of Ukraine and the USA was carried out. Different and similar approaches of using new learning technologies, the structure and content of educational programs, assessment systems and scientific methods of teaching, practical training Bachelors of Arts in Applied Linguistics, accreditation and certification of Bachelor of Arts in Applied Linguistics qualifications were defined. The general positive characteristics of professional training of Bachelor of Arts in Applied Linguistics in the United States and Ukraine were determined.
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Sazhiienko, Oleksandr. "DIAGNOSIS OF FORMATION OF BACHELORSʼ PROFESSIONAL COMPETENCE IN THE FIELD OF COMPUTER TECHNOLOGIES." Problems of Modern Teacher Training, no. 1(23) (April 29, 2021): 116–25. http://dx.doi.org/10.31499/2307-4914.1(23).2021.232799.

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The article includes the application of theoretical research methods: analysis, comparison, generalization and systematization. It reveals the author’s interpretation of the concepts “professional competence”, “bachelor of computer technology” and “formation of professional competence of bachelor of computer technology” as a systematic, focused and organized process of training a specialist capable of working in various fields of professional use of modern computer technology and the Internet; also ready to apply methods of making scientifically sound decisions with the help of expert systems and the latest information technologies, etc.The generalized composition of professional competence of future bachelors in the field of computer technology included: information, technical, subject (individual disciplines of professional training), research, self-education, communication, and self-regulation.In order to diagnose the formation of professional competence of future bachelors in “Professional Education (Computer Technology)” the following criteria and indicators are identified: 1) motivational and value: awareness, attitude, interest, motivation, values, the desire to acquire professional competence, self-competence, self-development and self-regulation; 2) cognitive: knowledge (professional): analytical, algorithmic, design, communication, organizational, control, evaluation and creative; 3) operational activities: abilities (organization, design, application / use, implementation, research, creative activity); 4) subjective: reflection, personal qualities, and self-regulation.The following methods were used to diagnose the formation of professional competence of future bachelors in the speciality “Professional education (computer technology)”: observation, survey (interview, questionnaire), testing, expert assessment and some methods.We identified that the initial level of formation of professional competence of bachelors in the field of computer technology in the process of professional training has 50.25 % of EG students (CG – 50.73 %), average – 35.96 % (CG – 36.10 %), high – 13.79 % (CG  13.17 %), which indicates the inefficiency of the traditional organization of such training in higher education institutions for the formation of our studied qualities. Keywords: professional competence, bachelor of computer technology, formation of professional competence of computer technology bachelor, diagnosis, criteria, indicators and levels.
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Zakharova, I. M. "Internship Organization for Bachelor Students of Psycho-pedagogical Education (Primary School Teacher) as Training Direction." Psychological-Educational Studies 7, no. 4 (2015): 32–41. http://dx.doi.org/10.17759/psyedu.2015070404.

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bachelor program of "Psycho-pedagogical Education" (Primary School Teacher) training direction in a network of university and school. There is need to change the psychological training in internship of future primary school teachers. Changes in the content, forms and methods of work with intern student have regulatory grounds. New requirements for the development of the bachelor professional competencies determine the need for university and school networking. We established cooperation areas between the supervisor, university teacher and intern student and described reflexive reports on the results of students’ internship at school. We have identified the main difficulties of applying activity-related technologies by intern bachelor students and provide expert evaluations of student’s professional and personal characteristics, as well as student professional activities in dynamics during the academic year.
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Krolevetskaya, Elena N., Ilya F. Isaev, Elena I. Eroshenkova, and Elena Karabutova. "Bachelor of education model: integration of approaches." Perspectives of Science and Education 51, no. 3 (July 1, 2021): 55–69. http://dx.doi.org/10.32744/pse.2021.3.4.

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Introduction. The relevance of the research is due to the contradiction between the high demand of the society to the teacher professional competence level and unclear conceptualization of teacher training institutes concerning the summarized results of the professional training of Bachelor’s Degree students. Modern labor market gives a chance to a teacher not only to teach a subject or to work as a form master but to become a specialist in business administration, a researcher, or an edupreneur. A future teacher, when being a university student, should realize his/her chances, abilities, personal and professional prospects and choose the main direction of the professional training program. The research is aimed to create a generalized Model of a university grad (Bachelor of Education) in accordance with integrated methodological approaches to learning outcomes problem analyses. Materials and methods. The research is based on the method of theoretical analysis, synthesis, generalization, analytical modelling, review and literal analysis, method of expert assessment, brainstorm, Belgorod State University professors’ and students’ needs assessment survey. The authors made an attempt to establish theoretical Bachelor of Education Model through an integrated methodology, in particular, through the ideas and conceptions of the following approaches: competency-based, polysubjective, and prosocial. Research results. The authors present the Bachelor of Education Model as a scientific-based image of a future teacher, expressed in terms of integrated systemic competency combining cross-functional, general professional and special competencies as well as appropriate educational programs promoting a set of dominant competences. Conclusion. The Bachelor of Education Model, mentioned in the article, can stimulate higher education establishments to rethink the main strategies of future teacher professional training in accordance with individual educational program track and asynchronous educational process.
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Suray, I. G., and S. M. Grygorieva. "Standardization of the professional training (education) of the civil servants of Ukraine on the basis of the competent approach." Public administration aspects 6, no. 11-12 (February 20, 2019): 93–101. http://dx.doi.org/10.15421/151878.

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In the article is presented the scientific substantiation of standardization of the professional training (education) of the civil servants on the basis of the competent approach as a fundamental part of modernization of the civil service. The research establishes: among the main components of the modernization of the civil service of Ukraine is the reform of the professional training system for the civil servants, and part of it is the modernization of the professional training (education) of the civil servants; the lack of standardization of the professional training (education) of the civil servants of Ukraine; the need to take into account the experience of the developed countries of the world that standardized both the professional activities and appropriate professional training (education) of the employee based on a competent approach and mutually consistent with these standards.It was established that for the modernization of the system of professional training (education) of the civil servants of Ukraine in the conditions of European integration it is necessary: to clarify in the current legislation of Ukraine the concept of “competence” as a demonstrated ability to apply in practice knowledge and skills (in accordance with the standards of ISO 9001); to specify in the National Classifier (of professions) of Ukraine not only senior positions in the public administration, but also other positions of the civil service; to develop and approve professional standards for all the positions of the civil service of Ukraine; development of standards for higher education within the specialty “281. Public management and administration” based on the professional standards and in accordance with the National Qualifications Framework; clarify and legislatively establish a coherent set of competences to be held by higher education recipients (master, bachelor, junior bachelor) and civil servants in positions of categories “A” and “B” (the degree of higher education not lower than the master’s degree), category “C” (the degree of higher education is not lower than bachelor, junior bachelor).
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Черкас, Олена, Наталя Биковець, and Марія Чумаченко. "PROFESSIONAL ORIENTATION OF MATHEMATICAL TRAINING OF THE BACHELOR IN NAVIGATION." Науковий вісник Інституту професійно-технічної освіти НАПН України. Професійна педагогіка, no. 18 (June 24, 2019): 109–15. http://dx.doi.org/10.32835/2223-5752.2019.18.109-115.

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The article discusses the competences in Mathematics of a prospective Bachelor in Navigation. Mathematical competence is defined as a function of competencies: general and subject-specific. It’s manifested that mathematics acts as a fundamental discipline for the further mastering of specialized disciplines. The article suggests the competence approach to mathematical education based on the analysis of professional requirements as the methodology of the research. The article states the principal provisions of the competence approach in terms of the Tuning methodology; classification of the general and subject-specific competencies of the Bachelor in navigation required for successful professional activities; analysis of the structure and content of the mathematical training of the prospective Bachelor in Navigation in some Higher Maritime Educational Institutions in Ukraine and Europe. In accordance with the IMO (International Maritime Organization, 2014) standards, the requirements for teaching mathematics to the undergraduate students are presented. The analysis of the determined tasks as well as cooperation with the lecturers of the specialized disciplines allows to formulate the content of the Higher Mathematics course paying sufficient attention to those sections of mathematics that are necessary for vocational training of the navigators; the contribution of the mathematical competence to the integral, general and special competencies indicated in the profile of a higher educational institution is manifested. The article suggests that the tools and approaches of the Tuning project provide effective monitoring, evaluation and improvement of the curriculum for achieving the object and making pertinent changes in the relevant subject areas.
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Dissertations / Theses on the topic "Professional training of Bachelor in Finance"

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Korhonen, Kaisu. "Intercultural competence as part of professional qualifications : a training experiment with Bachelor of Engineering students /." Jyväskylä : University of Jyväskylä, 2002. http://bibpurl.oclc.org/web/21572.

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Konůpková, Lenka. "Může být zavedení profesního bakaláře alternativou pro současný systém vysokoškolského vzdělávání?" Master's thesis, Vysoká škola ekonomická v Praze, 2009. http://www.nusl.cz/ntk/nusl-9180.

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Thesis deals with the introduction of the bachelor of professional studies in the dual form of the Czech Republic as a response to growing dissatisfaction firms in the labor market structure and quality of graduates. The aim is to determine whether and in what fields is the introduction of a professional bachelor's degree may be an alternative to the current system of higher education, and to what extent the company would be willing to contribute to this education system alone participate, in the form of teaching in schools, funding and employment of students during their practice.
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Sweet, Anthony John Edward. "An enquiry into the examination procedures of the professional institutes in business and finance with particular reference to the Chartered Institute of Bankers." Thesis, Brunel University, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.290895.

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Покудіна, Л. С., and L. S. Pokudina. "Міждисциплінарний підхід до професійної підготовки майбутніх бакалаврів з фінансів, банківської справи та страхування." Дисертація, 2018. http://elar.khnu.km.ua/jspui/handle/123456789/8693.

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王秀娟. "A Study of the Intern''s Professional Growth between Teachers College and Post-bachelor Teachers'' Training Program -the Example of National Hsin-Chu Teachers College." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/24943193115742969240.

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碩士
國立新竹師範學院
職業繼續教育研究所
91
The major purpose of this study is to understanding the Intern’s Professional Growth between Teachers College and Post-bachelor Teachers’ Training Program by classroom performance assessment and portfolio assessment. The objects of this research are twelve Teachers College interns and seven Post-bachelor Teachers’ Training Program interns. The methods are observation, interview and document analysis. The result manifested that, according to classroom performance assessment, the interns of teachers College were good in the ability to design the teaching plan, establishing harmonious relationship between teacher and pupil, and doing activities to let students know definitely what they are going to do soon. The interns of post-bachelor teachers’ training Program made a good score at using the various evaluation and sharing with colleagues about the teaching standpoint. According to the evaluation of the process profile, the interns of Teachers’ College performed well in analysing their own teaching, establishing the fair classroom behavior standard, designing the evaluation strategy, and providing appropriate guidance to the learning difficulty student. The interns of post-bachelor teachers’ training Program had better performance in attracting the students’ attention by using various strategies. Finally, the interns can get help from their own teaching and further maturity through the reflective thinking of the Portfolio.
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Заяць, Маргарита Андріївна. "Особливості підготовки магістрів педагогічних спеціальностей до викладання професійно-орієнтованих дисциплін." Магістерська робота, 2021. https://dspace.znu.edu.ua/jspui/handle/12345/6361.

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Заяць М. А. Особливості підготовки магістрів педагогічних спеціальностей до викладання професійно-орієнтованих дисциплін : кваліфікаційна робота магістра спеціальності 011 «Освітні, педагогічні науки» / наук. керівник О. І. Гура. Запоріжжя : ЗНУ, 2021. 87 с.
UA : Робота викладена на 87 сторінках друкованого тексту, містить 12 таблиць. Перелік посилань включає 68 джерел. Об’єкт дослідження: процес фахової підготовки магістрів в системі вищої освіти. Предмет дослідження: особливості підготовки магістрів до викладання професійно-орієнтованих дисциплін. Мета дослідження: теоретично обґрунтувати та експериментально перевірити професійну підготовку магістрів до викладання професійно-орієнтованих дисциплін. У роботі проведено теоретичний аналіз педагогічної літератури з професійної підготовки магістрів у системі вищої освіти; проаналізовано особливості фахової підготовки магістрів педагогічних спеціальностей; проаналізовано процес формування професійної компетентності магістрів педагогічних спеціальностей; проведено дослідження особливостей професійної підготовки магістрів педагогічних спеціальностей до викладання професійно-орієнтованих дисциплін. Практичне значення роботи визначається тим, що результати дослідження можливо використовувати при роботі з магістрами, досягти ефективності у роботі з ними, результати роботи можуть сприяти зміні системи освіти в магістратурі.
EN : The work is presented on 87 pages of printed text, contains 12 tables. The list of references includes 68 sources. Object of research: the process of professional training of masters in the system of higher education. Subject of research: features of preparation of masters for teaching of professionally-oriented disciplines. The purpose of the study: to theoretically substantiate and experimentally test the professional training of masters to teach professionally-oriented disciplines. The theoretical analysis of pedagogical literature on professional training of masters in the system of higher education is carried out in the work; the peculiarities of professional training of masters of pedagogical specialties are analyzed; the process of formation of professional competence of masters of pedagogical specialties is analyzed; a study of the features of professional training of masters of pedagogical specialties for teaching professionally-oriented disciplines. The practical significance of the work is determined by the fact that the results of the study can be used when working with masters, to achieve efficiency in working with them, the results of work can help change the education system in the master's degree.
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Lawlor, Gwynneth Mary. "Examining the fit between personal, learning and practical work contexts of students to further practice excellence in social work training." Diss., 2008. http://hdl.handle.net/10500/1997.

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South Africa is currently facing a severe shortage of trained and competent social workers. Case loads have reached proportions of such magnitude that social workers in the field are battling to meet the needs of the people they serve, while still maintaining high ethical and professional standards. The impact of HIV/AIDS on the field of social work has currently redirected a major part of the focus of the profession on meeting the needs of child-headed households, to find and train foster parents for these children and generally to assist the poorest of the poor to access various grants applicable to their circumstances. This redirection appears also to have changed the emphasis regarding social work training requirements. Whereas in the past the newly qualified social worker was able to acquire additional skills in the workplace, under the guidance of experienced social workers, today it would seem that the demands of the work place are such that the social worker needs to take on significant responsibilities on entering the field. At the same time the Department of Social Services in South Africa is encouraging universities to increase the intake of social work students, in an attempt to meet this rising need for personnel trained to meet the current requirements of the clients of social work services. This exploratory research will focus on the applicability of UNISA (University of South Africa) social work training to these current requirements of social work by tapping into three different frames of reference: 1) The experiences and perceptions of the final year social work student in their placement setting, and particularly on whether they have felt their UNISA training equipped them for the work they are required to do. 2) The way the UNISA student is perceived by the practice setting personnel (contact person), and whether they meet the requirements of the field setting. 3) Input from the UNISA appointed supervisors responsible for the final year social work students' professional development in the field.The person-centred approach and the developmental approach have been briefly discussed in relation to social work in South Africa in the literature review and form the backdrop to this research, guiding the researcher in the exploration of the perceptions of the three different types of respondents. Post-modern theory is also at the root of the researcher's attempt to find fit between the different perceptions and the implications for social work training at a distance learning institute in South Africa today.
Social Work
M. A. (Mental Health)
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Books on the topic "Professional training of Bachelor in Finance"

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Minobrnauki, Rossiyskoy. Finance and Financial analysis. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1242227.

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The textbook systematizes basic knowledge in the field of finance, financial analysis and financial management, presented in their direct relationship and significance from the point of view of evaluation, diagnosis, forecasting and monitoring of the continuity of the organization's activities. It includes seven chapters grouped into three sections. The first section is devoted to the theoretical foundations of the organization's financial management, stakeholders and sources of the organization's activities. The second section discusses the basics of financial analysis, providing knowledge of the main directions, information base and methods of financial analysis, as well as allowing them to be applied reasonably, calculate and evaluate analytical indicators, determine the impact of globalization processes, various macro-and microfactors on the financial condition of the organization. The third section contains the basics of financial management, providing an understanding of the essence of the financial mechanism of the organization and algorithms for justifying decisions in the field of financial management. It complies with the federal state educational standards of higher education of the latest generation and provides the formation of basic competencies in the field of finance, financial management and financial analysis. For bachelor's, specialist's and master's students studying in the field of Economics, the system of additional professional education, training centers for advanced training of auditors and other financial market specialists, as well as for individual preparation of applicants for qualification certification and passing qualification exams.
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1951-, Rothwell William J., and American Society for Training and Development., eds. The ASTD reference guide to professional training roles & competencies. New York: Random House Professional Business Publications, 1987.

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Sredl, Henry J. The ASTD reference guide to professional training roles & competencies. Amherst, Mass: Human Resources Development Press, 1987.

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Ward, James G. State programs for funding teacher professional development. Oak Brook, Ill: North Central Regional Educational Laboratory, 1999.

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Pire, Neal. ACSM's career and business guide for the fitness professional. Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins, 2013.

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Zur ökonomischen Analyse betrieblicher Lehrstellenangebote in der Bundesrepublik Deutschland. Frankfurt am Main: P. Lang, 2004.

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Nimatulaev, Magomedhan. Information technology in professional activities. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1031122.

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The textbook is intended for studying of discipline "Information technologies in professional activity". Discusses key issues of forming of information society, basic notions and definitions of Informatization of various types and levels of professional activity, the analysis of information systems and technologies to solve economic and management problems. Meets the requirements of Federal state educational standards of higher education of the last generation. It is recommended that students enrolled in the bachelor in the direction of training "Management", as well as postgraduate and graduate students to update knowledge and skills in the application of information systems and technologies in the context of big data Analytics and managerial decision-making.
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United States. Congress. Senate. Committee on Health, Education, Labor, and Pensions. Professional development in ESEA: Hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Sixth Congress, first session ... June 22, 1999. Washington: U.S. G.P.O., 1999.

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Audits, California Bureau of State. Department of Education: Its Mathematics and Reading Professional Development Program has trained fewer teachers than originally expected. Sacramento, Calif: California State Auditor, Bureau of State Audits, 2006.

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Dines, V. A. Razmyshlenii︠a︡ na rubezhe tysi︠a︡cheletiĭ: Nauchnyĭ sbornik : k 70-letii︠u︡ obrazovanii︠a︡ Saratovskogo gosudarstvennogo sot︠s︡ialʹno-ėkonomicheskogo universiteta. Saratov: Saratovskiĭ gos. sot︠s︡ialʹno-ėkonomicheskiĭ universitet, 2001.

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Book chapters on the topic "Professional training of Bachelor in Finance"

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Dressen, Marnix. "The workforce and professional training in banks." In The Making of Finance, 135–45. 1 Edition. | New York : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781351016117-17.

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Hisham Kamaruddin, Muhammad Iqmal, and Mustafa Mohd Hanefah. "Impact of E-Learning Techniques in Conducting the Professional Shari'Ah Audit Training and Employability Prospects During the Covid-19 Pandemic." In Teaching and Research Methods for Islamic Economics and Finance, 164–80. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003252764-14.

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López, Carlos Monge, Patricia Gómez Hernández, and David Montalvo Saborido. "MOOCs in Initial Teacher Training." In Professional Development and Workplace Learning, 702–27. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8632-8.ch041.

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The main aim of this research is to understand future teachers' attitudes, knowledge and needs about Massive Open Online Courses (MOOCs). These courses may be a supplementary resource in higher education that can fill fields of knowledge which the curriculum could not encompass. In addition, this type of course can contribute significantly to both initial and continuing teacher training. For this reason, understanding students' perspectives on MOOCs is essential. For this reason a questionnaire was administered to students of the Bachelor in Teaching of Childhood Education, Bachelor in Teaching of Primary Education and Master in Training Teachers of Secondary Education (n=145). The results indicate that a large part of the sample confirm not that they do not know anything about MOOCs. The chapter concludes that universities need to train future teachers in MOOC culture. Keeping the focus on the book section “RIA and education practice of MOOCs”, this chapter provides a valuable research insight into the topic of “educational training design.”
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Ryther, Cathrine. "‘I’m not going to cross that line, but how do I get closer to it?’ A hedge fund manager’s perspective on the need for ethical training and theory for finance professionals." In Ethics in Professional Education, 67–78. Routledge, 2019. http://dx.doi.org/10.4324/9781315121352-6.

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Smolyaninova, Olga, and Bezyzvestnykh Ekaterina. "Eportfolios and Open Badges for Open Recognition of Lifelong Learning Outcomes." In Assessment, Testing, and Measurement Strategies in Global Higher Education, 59–83. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2314-8.ch004.

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The Chapter presents strategies for training Masters of Еducation students for the development of digital ecosystems in the open educational environment of Yenisei Siberia with the use of e-portfolio and Open Badges technologies through a special electronic course for students of blended learning model. The preliminary results obtained by the authors based on a Google-survey showed that students demonstrated a high level of satisfaction with learning using e-portfolio and Open Badges technologies in the multicultural digital environment of the Siberian region. This Chapter describes the experience of the School of Education, Psychology, and Sociology in use of e-portfolio technology in the evaluation of educational outcomes, reflection, professional development in the lifelong learning process of future teachers, and the introduction of Open Badges integrated with e-portfolio in the teachers' training course for Bachelor and Master's students.
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Boachie, Christopher. "The Effect of International Financial Reporting Standards Adoption on Foreign Direct Investment and the Economy." In Advances in Finance, Accounting, and Economics, 342–61. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9876-5.ch017.

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This chapter examines the effect of International Financial Reporting Standards (IFRS) adoption on Foreign Direct Investment (FDI) and Ghanaian economy. It is a cross sectional survey study, with the population consisting of both Preparers and Users of financial statements. Stratified Random sampling method was adopted to gather primary data. Findings showed that IFRS has been adopted in Ghana and it is perceived that IFRS implementation promotes FDI inflows and economic growth. This study recommends all stakeholders to have full implementation to reap benefits of the IFRS and principle - based standards. The implication is that preparers need to work on their skills and expertise gap through training and development and to ensure that these standards are included in the academic and professional curricula. Moreover, regulatory bodies should monitor and enforce these standards but where local content is needed, convergence should be the solution.
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Söderström, Kerstin, and Anders Sandvig jr. "«SIM spedbarnevern og foreldrestøtte»: Simulering av tverrfaglig samarbeid i verdiladde og sårbare situasjoner." In Verdier i barnevern, 173–97. Cappelen Damm Akademisk/NOASP, 2020. http://dx.doi.org/10.23865/noasp.103.ch9.

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This chapter describes and evaluates the model of medical simulation as a learning strategy to handle complex, value-laden situations and decisions in child protection. Participants were bachelor students in social work and practitioners from different health and social services. The topic of scenario training was multidisciplinary teamwork in separating newborns and parents at the maternity ward with aims to: 1) stimulate ethical and professional reflexion and improve skills in interdisciplinary teamwork, and 2) combine education and practice to improve both. The theoretical framework is inspired by Lave’s theory of situated learning and Jeffries’ simulation theory. A qualitative, action-oriented research strategy was used. The simulation served simultaneously as education, as-if real practice, and research. Reflection notes, participant observations, debriefing discussions between the participants, and an electronic feedback questionnaire provided the data. 174 students and 110 professionals participated in a total of 30 small group simulations. Feedback showed that participants believed that simulation would enhance their self-confidence and competence in real-life situations. Students experienced the scenario training as making practical sense of theory and teaching. Many saw this as a preparation step to their future profession. Results indicate that scenario training strengthened mutual respect and the ability to consider multiple perspectives. It provided a safe, structured, collaborative situation with potential to lower tensions and value conflicts between professions.
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Kachkar, Omar Ahmad, and Marwa Alfares. "Islamic Social Finance: Integrating Zakah Funds in Microfinance and Microenterprise Support Programs." In Microfinance and Sustainable Development in Africa, 127–59. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-7499-7.ch006.

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Alleviating poverty and inequality are among the central objectives of zakah in the Islamic economic system. These objectives are also on top of the 17 SDGs of the UN 2030 Agenda. This research argues that microenterprise support programs (MSPs) have been proven as effective tools in combating poverty. However, lack of funds has always been a major challenge for the sustainability of those programs. Channeling zakah funds to MSPs will directly contribute to empowering deprived populations and helping them to lift themselves out of the poverty cycle. Two zakah-based MSPs have been analyzed in this chapter. The first one is the Asnaf Entrepreneurship Program of Lembaga Zakah, Malaysia and the second one is Baitul Maal Muamalat Indonesia (BMMI). According to literature, using zakah in (MSPs) requires a strict implementation of best practices including screening program beneficiaries, providing professional training and monitoring to businesses, and finally applying a graduation scheme.
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Richman, Florence, and Brian W. Sloboda. "A New Partnership in Doctoral Education in Business Administration." In Business Education and Ethics, 1450–68. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3153-1.ch074.

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The existence of doctoral programs in business since the 1960s has advanced the knowledge of business both academically and practically that enabled a wide dissemination of research in management, finance, accounting, marketing, and leadership. However, pursuing a doctoral degree in business should support students pursuing a range of professional paths that includes positions in academia and outside of academia. That is, training in doctoral business training should encourage doctoral business students to develop new career paths that bridges business and the academy. Despite the selection of the traditional or the professional doctoral degree, the expectations of the graduates differ, and these expectations affect the administration of the doctoral program. The focus of this chapter is to examine the need for an evolution of doctoral education models in business administration to make the doctoral education more accessible while providing high quality teaching and research to business schools and making societal contributions.
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Richman, Florence, and Brian W. Sloboda. "A New Partnership in Doctoral Education in Business Administration." In Student-Driven Learning Strategies for the 21st Century Classroom, 198–216. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1689-7.ch014.

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The existence of doctoral programs in business since the 1960s has advanced the knowledge of business both academically and practically that enabled a wide dissemination of research in management, finance, accounting, marketing, and leadership. However, pursuing a doctoral degree in business should support students pursuing a range of professional paths that includes positions in academia and outside of academia. That is, training in doctoral business training should encourage doctoral business students to develop new career paths that bridges business and the academy. Despite the selection of the traditional or the professional doctoral degree, the expectations of the graduates differ, and these expectations affect the administration of the doctoral program. The focus of this chapter is to examine the need for an evolution of doctoral education models in business administration to make the doctoral education more accessible while providing high quality teaching and research to business schools and making societal contributions.
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Conference papers on the topic "Professional training of Bachelor in Finance"

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Vybíhal, Václav, and Barbora Blašková. "MOTIVATIONAL ASPECTS OF PROFESSIONAL TRAINING OF PUBLIC SECTOR EXPERTS." In 15th Economics & Finance Conference, Prague. International Institute of Social and Economic Sciences, 2021. http://dx.doi.org/10.20472/efc.2021.015.010.

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Somova, T. N., and N. A. Beketova. "Practical training as a factor in the formationof professional competence of bachelor degree students." In Культура, наука и искусство - современные векторы развития вуза культуры. Орел: Орловский государственный институт культуры, 2021. http://dx.doi.org/10.53722/9785905436499_82.

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Christozov, Dimitar, Stoyan Denchev, Stefka Toleva-Stoimenova, and Katia Rasheva-Yordanova. "Training Information Brokers: A Curriculum Model." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3192.

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The paper shares experience accumulated in launching and implementing a curriculum model for bachelor level training of professionals - Information Brokers - to serve as mediators and consultants to different kind of clients. This requires that professional possess knowledge and skills in several areas as information technology, mathematics and statistics, business and economics, and consulting skills as well. The way, how to build the corpus of knowledge and skills needed for the profession of Information Brokers, how it is structured and ordered is presented, commented and assessed.
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Abrosimova, А. V., and N. I. Kolesnikova. "Mastering the Genre of a Hands-on Training Report in the Professional Competence of Bachelor Students Majoring in Construction Engineering." In Proceedings of the Internation Conference on "Humanities and Social Sciences: Novations, Problems, Prospects" (HSSNPP 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/hssnpp-19.2019.63.

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Anokhina, Alexey, Igor Gorodetskiyb, Vladimir Lvovc, and Pavel Padernod. "Education and Professional Development of Ergonomists in Russia." In Applied Human Factors and Ergonomics Conference. AHFE International, 2022. http://dx.doi.org/10.54941/ahfe100789.

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The paper describes current state of education and professional development of specialists in human factors and ergonomics in Russia. University education in Russia is regulated by the fixed list of specialities and by the State learning standards. Currently, there are four university specialities that can serve as “umbrella” for education of ergonomists, namely: “System Analysis and Control”, “Biotechnical Systems and Technologies”, “Psychology”, “Design”. Two Russian leading universities offer bachelor and master programs on ergonomics. Postgraduate ergonomics education is available in the form of training courses and courses for preparation of candidate or doctoral dissertation. Any dissertation must be attributed to one of the predetermined scientific specialities. The most relevant speciality is “Occupational psychology, engineering psychology, ergonomics”. Nearly half of all candidates and doctors of sciences who have defended research work on ergonomics have degree in technology, one third – in psychology. Currently, Russian ergonomics society is elaborating procedure for certification of professional ergonomists following the CREE (Centre for Registration of European Ergonomists) model. As a first step to this target, the Standard for certification of the specialists designing human-machine systems has been developed. This standard establishes three evaluation criteria concerning of applicant’s educational level, professional experience, and professional development and self-education.
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Челышева, Э. А. "The Role of Financial Disciplines in the Development of Universal and Professional Competencies of Entrepreneurs." In Современное образование: векторы развития. Роль социально-гуманитарного знания в подготовке педагога: материалы V международной конференции (г. Москва, МПГУ, 27 апреля – 25 мая 2020 г.). Crossref, 2020. http://dx.doi.org/10.37492/etno.2020.17.87.015.

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в статье рассматриваются вопросы формирования компетенций у студентов при изучении финансовых дисциплин. Показаны современные требования, предъявляемые бизнесом к оценке качества сформированных у выпускников вузов компетенций в сфере финансов. По мере развития информационных технологий меняются подходы к формированию компетенций в сфере финансов, более жесткими становятся критерии оценки уровня. Обоснована необходимость применения в обучении специализированных программных продуктов в сфере финансов для подготовки высококлассных специалистов, финансовых аналитиков и экспертов. the article deals with the formation of students' competencies in the study of financial disciplines. It shows the modern requirements imposed by business to assess the quality of University graduates ' competencies in the field of Finance. It is emphasized that as information technologies develop, approaches to the formation of competencies in the field of Finance change, and the criteria for assessing the level become more stringent. The necessity of using specialized software products in the field of Finance for training high-quality specialists, financial analysts and experts is justified.
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Mehta, Kishor C., Andrew H. P. Swift, Richard P. Walker, and Kelsey L. Seger. "Development of Workforce for Wind Energy." In ASME 2010 4th International Conference on Energy Sustainability. ASMEDC, 2010. http://dx.doi.org/10.1115/es2010-90348.

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Our vision at Texas Tech University is to develop work force through education and training that can provide a steady stream of personnel for the rapidly growing wind energy industry. Our objectives are to establish interdisciplinary curricula at all levels of higher education which can educate and train people to work in the wind energy industry including design and construction, maintenance, business, finance, supervision, management, policy making, environmental impact, as well as research and development. The nature and breadth of the wind energy industry demands that the degree programs be interdisciplinary with flexibility to provide emphasis in various areas. Two degree programs, bachelor and doctoral degree curricula are presented in the paper.
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Fomina, E. A., V. A. Solomonov, and D. V. Solomonov. "Construction of the psychological typology of subjects in the conditions of adaptation to the change of types of professional activity." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.682.693.

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The article considers the results of an empirical study of the characteristics of the adaptation of subjects to a situation of a change in the type of professional activity. The respondents were students of the postgraduate programs (qualification master) and undergraduate programs (qualification bachelor), students of the professional retraining program, employment service clients. Adaptation is considered as a permanently running process, which has its own dynamics, substantial and other features. With the help of the construction of neural network models, it was found that in the process of adapting to the situation of changing types of professional activity, people show general individual and personal properties. Its made it possible to identify five psychological types of subjects that have different opportunities for successful adaptation to new conditions of activity.Successful adaptation to a situation of changing professional activity is more likely for psychological types that have resistance to difficulties, a developed regulatory sphere, and labor motivation for achievements. It determined that in relation to the representatives of different psychological types require different methods of psychological, social, tutor support during their preparation for the change of the type of professional activity. The results can be demanded in the practice of employment services, personnel services of enterprises, in the educational process for the training of specialists.
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Zhang, Heqiong. "Research on the Educational Reform of Economic Mathematics for the Professional Application and Quality Training of Students Majoring in Finance and Economics in Higher Vocational Colleges." In Proceedings of the 2019 International Conference on Contemporary Education and Society Development (ICCESD 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iccesd-19.2019.62.

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"Challenges in Designing Curriculum for Trans-Disciplinary Education: On Cases of Designing Concentration on Informing Science and Master Program on Data Science." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4278.

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[This Proceedings paper was revised and published in the 2019 issue of Informing Science: The International Journal of an Emerging Transdiscipline, Volume 22] Aim/Purpose: The growing complexity of the business environment and business processes as well as the Big Data phenomenon has an impact on every area of human activity nowadays. This new reality challenges the effectiveness of traditional narrowly oriented professional education. New areas of competences emerged as a synergy of multiple knowledge areas – transdisciplines. Informing Science and Data Science are just the first two such new areas we may identify as transdisciplines. Universities are facing the challenge to educate students for those new realities. Background: The purpose of the paper is to share the authors’ experience in designing curriculum for training bachelor students in Informing Science as a concentration within an Information Brokerage major, and a master program on Data Science. Methodology: Designing curriculum for transdisciplines requires diverse expertise obtained by both academia and industries and passed through several stages - identifying objectives, conceptualizing curriculum models, identifying content, and development pedagogical priorities. Contribution: Sharing our experience acquired in designing transdiscipline programs will contribute to a transition from a narrow professional education towards addressing 21st-century challenges. Findings: Analytical skills, combined with training in all categories of so-called “soft skills”, are essential in preparing students for a successful career in a transdiciplinary area of activities. Recommendations for Practitioners: Establishing a working environment encouraging not only sharing but close cooperation is essential nowadays. Recommendations for Researchers: There are two aspects of training professionals capable of succeeding in a transdisciplinary environment: encouraging mutual respect and developing out-of-box thinking. Impact on Society: The transition of higher education in a way to meet current challenges. Future Research The next steps in this research are to collect feedback regarding the professional careers of students graduating in these two programs and to adjust the curriculum accordingly.
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Reports on the topic "Professional training of Bachelor in Finance"

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Modlo, Yevhenii O., Serhiy O. Semerikov, Stanislav L. Bondarevskyi, Stanislav T. Tolmachev, Oksana M. Markova, and Pavlo P. Nechypurenko. Methods of using mobile Internet devices in the formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3677.

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An analysis of the experience of professional training bachelors of electromechanics in Ukraine and abroad made it possible to determine that one of the leading trends in its modernization is the synergistic integration of various engineering branches (mechanical, electrical, electronic engineering and automation) in mechatronics for the purpose of design, manufacture, operation and maintenance electromechanical equipment. Teaching mechatronics provides for the meaningful integration of various disciplines of professional and practical training bachelors of electromechanics based on the concept of modeling and technological integration of various organizational forms and teaching methods based on the concept of mobility. Within this approach, the leading learning tools of bachelors of electromechanics are mobile Internet devices (MID) – a multimedia mobile devices that provide wireless access to information and communication Internet services for collecting, organizing, storing, processing, transmitting, presenting all kinds of messages and data. The authors reveals the main possibilities of using MID in learning to ensure equal access to education, personalized learning, instant feedback and evaluating learning outcomes, mobile learning, productive use of time spent in classrooms, creating mobile learning communities, support situated learning, development of continuous seamless learning, ensuring the gap between formal and informal learning, minimize educational disruption in conflict and disaster areas, assist learners with disabilities, improve the quality of the communication and the management of institution, and maximize the cost-efficiency. Bachelor of electromechanics competency in modeling of technical objects is a personal and vocational ability, which includes a system of knowledge, skills, experience in learning and research activities on modeling mechatronic systems and a positive value attitude towards it; bachelor of electromechanics should be ready and able to use methods and software/hardware modeling tools for processes analyzes, systems synthesis, evaluating their reliability and effectiveness for solving practical problems in professional field. The competency structure of the bachelor of electromechanics in the modeling of technical objects is reflected in three groups of competencies: general scientific, general professional and specialized professional. The implementation of the technique of using MID in learning bachelors of electromechanics in modeling of technical objects is the appropriate methodic of using, the component of which is partial methods for using MID in the formation of the general scientific component of the bachelor of electromechanics competency in modeling of technical objects, are disclosed by example academic disciplines “Higher mathematics”, “Computers and programming”, “Engineering mechanics”, “Electrical machines”. The leading tools of formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects are augmented reality mobile tools (to visualize the objects’ structure and modeling results), mobile computer mathematical systems (universal tools used at all stages of modeling learning), cloud based spreadsheets (as modeling tools) and text editors (to make the program description of model), mobile computer-aided design systems (to create and view the physical properties of models of technical objects) and mobile communication tools (to organize a joint activity in modeling).
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Modlo, Yevhenii O., Serhiy O. Semerikov, Pavlo P. Nechypurenko, Stanislav L. Bondarevskyi, Olena M. Bondarevska, and Stanislav T. Tolmachev. The use of mobile Internet devices in the formation of ICT component of bachelors in electromechanics competency in modeling of technical objects. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3264.

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Computer simulation of technical objects and processes is one of the components of the system of professional training of a modern electromechanics engineer. It has been established that despite the fact that mobile Internet devices (MID) are actively used by electrical engineers, the methods of using them in the process of bachelor in electromechanics training is considered only in some domestic scientific studies. The article highlights the components of the methods of using MID in the formation of the ICT component of the competence of the bachelor in electromechanics in modeling of technical objects, providing for students to acquire basic knowledge in the field of Computer Science and modern ICT and skills to use programming systems, math packages, subroutine libraries, and the like. For processing tabular data, it is proposed to use various freely distributed tools that do not significantly differ in functionality, such as Google Sheets, Microsoft Excel, for processing text data – QuickEdit Text Editor, Google Docs, Microsoft Word. For 3D-modeling and viewing the design and technological documentation, the proposed comprehensive use of Autodesk tools in the training process.
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Braslavskaya, Elena, and Tatyana Pavlova. English for IT-Specialists. SIB-Expertise, June 2021. http://dx.doi.org/10.12731/er0464.21062021.

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The course is designed in the e-learning environment LMS MOODLE AND INTENDED FOR REMOTE SUPPORT of the 2d-year students' INDEPENDENT WORK IN THE DISCIPLINE «ENGLISH language» of the institute of radio electronics and information security and the Institute of Information Technology and Management in technical systems in Sevsu. The aim of the course is the bachelor training, who can speak foreign language in various situations of interpersonal and professional communication at the level of at least B1+ according to the international scale EVALUATION; IMPROVING THE INITIAL FOREIGN LANGUAGE level reached at previous levels of education; mastering of the necessary and sufficient level of competence FOR SOLVING SOCIO-COMMUNICATIVE TASKS IN VARIOUS spheres OF PROFESSIONAL AND SCIENTIFIC ACTIVITIES WHEN COMMUNICATING WITH FOREIGN PARTNERS; FURTHER SELF-EDUCATION.
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Modlo, Yevhenii O., and Serhiy O. Semerikov. Xcos on Web як перспективний засіб навчання моделювання технічних об’єктів бакалаврів електромеханіки. [б. в.], August 2018. http://dx.doi.org/10.31812/0564/2454.

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Research goals: to identify the perspective learning simulation tool for Bachelors of Electromechanics. Research objectives: to prove the feasibility of using the simulation system Xcos on Web as a tool of forming of future Bachelors of Electromechanics competence in modeling of technical objects. Research object: the use of imitative simulation systems to learning the Bachelors of Electromechanics. Research subject: the use Xcos on Web in learning modeling of technical objects the Bachelors of Electromechanics. Research methods used: the analysis of existing software usage experience. Research results. The imitative simulation system Xcos on Web is a promising cloud-based learning tool for Bachelor’s of Electromechanics modeling of technical objects. The main conclusions and recommendations: 1. The use of simulation systems, such as Scilab Xcos, is a necessary part of Bachelor of Electromechanics professional training. 2. Cloud-based learning environment built on the integrative usage of mobile Internet devices promotes the forming of Bachelor’s of Electromechanics professional competencies. 3. Implementation the full Scilab Xcos functionality at Xcos on Web creates conditions for transition in Bachelor’s of Electromechanics learning the simulation of technical objects to the use of mobile Internet devices.
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