BUSINESS GAME IN THE SYSTEM OF FORMATION OF PROFESSIONAL COMPETENCES AND SOFT SKILLS FOR STUDENTS OF THE SPECIALTY «TRANSPORT TECHNOLOGIES»
Keywords:
business game, active teaching methods, imitation of process organization of sea transportation, transport technologies, competencies, soft skills, business-processesAbstract
The paper presents the experience of development and implementation the business game «Imitation of the process of organization the transportation of foreign trade goods by sea» in the educational process of the Scientific and Educational Institute of Maritime Business of the Odessa National Maritime University. Conducting a training is possible for 4th year students of the specialty 275 “Transport Technologies” after studying the disciplines of general and professional training of the EPP “Organization of transportation and transport management”. The business game is substantively based on the theoretical material of the disciplines “Organization of cargo carriages”, “Logistics”, “Chartering”, “Agency Services”, “In-port operational management”, “Technology of sea transportation”, “Technology of cargo operations”, the study of which is provided for 3 and 4th year of study in EPP.
Conducting business games is an active method of teaching that contributes to the acquisition and improvement of the necessary professional, social and communicative skills provided by the training program at the appropriate educational and qualification level. The article determines the compliance of the developed business game with the criteria for business games and the features that they must meet. The competencies that should be acquired by students when studying the disciplines of EPP, and the disciplines, the study of which contributes to their acquisition and their correspondence to groups of participants in the business game, are determined in the paper.
The paper outlines the generalized content of the game, important aspects of its organization and conduct are outlined. The results of a survey of students who took part in the business game during the period of its implementation are presented. The processing of the questionnaires made it possible to conclude that active teaching methods in the form of business games are generally assessed positively by students, contributing to an easier assimilation of theoretical material, a system understanding of the content of professional training disciplines and the acquisition of practical skills.
