ENHANCEMENT OF UNIVERSITY GRADUATES’ COMPETITIVENESS IN THE FRAMEWORK OF IMPLEMENTATION THE NETWORKED MASTER PROGRAMS

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International Journal of Civil Engineering and Technology (IJCIET)
Volume 9, Issue 11, November 2018, pp. 112–123, Article ID: IJCIET_09_11_012
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ISSN Print: 0976-6308 and ISSN Online: 0976-6316
© IAEME Publication Scopus Indexed
ENHANCEMENT OF UNIVERSITY
GRADUATES’ COMPETITIVENESS IN THE
FRAMEWORK OF IMPLEMENTATION THE
NETWORKED MASTER PROGRAMS
Nadezda D. Guskova, Aleksandra V. Erastova, Yuliana Yu. Slushkina and Irina N.
Krakovskaya
National Research Ogarev Mordovia State University, Saransk, Russia
ABSTRACT
The modern rapidly changing world requires adequate changes in all areas of the
global economy. These changes are significant in education since it forms the
knowledge, skills, competencies of specialists and the ability to implement them in the
modern environment, ensuring the competitiveness of university graduates both on
domestic and foreign markets. The purpose of this article is to study the advantages
and disadvantages of one form of partnership in education - the networked
educational program. Its advantage lies primarily in the synergistic effect obtained
through the use of all types of partner universities' resources, improving the program
management, attracting teachers from other universities and, as a result, in
increasing the quality of education and enhancing the competitiveness of graduates
from partner universities. An experimental data and materials, and also the main
features of the educational process and its qualitative transformation, providing
dissemination in other universities and educational programs were obtained by
authors during designing, implementing and developing the networked master
program. The content analysis of similar programs implemented in some Russian
universities was used as the research method. As a result of the research, a model for
implementing the networked master program "Entrepreneurship for the Future" was
proposed and tested.
Keywords: Partnership, Interaction, Networked Form, Higher Educational Institution,
Educational Program.
Cite this Article: Nadezda D. Guskova, Aleksandra V. Erastova, Yuliana Yu.
Slushkina and Irina N. Krakovskaya, Enhancement of University Graduates’
Competitiveness in the Framework of Implementation the Networked Master
Programs, International Journal of Civil Engineering and Technology, 9(11), 2018,
pp. 112–123.
http://www.iaeme.com/IJCIET/issues.asp?JType=IJCIET&VType=9&IType=11

Nadezda D. Guskova, Aleksandra V. Erastova, Yuliana Yu. Slushkina and Irina N. Krakovskaya
1. INTRODUCTION
In the context of globalization, one of the most critical problems of national economies is to
increase their competitiveness, which largely depends on the competence of personnel and
their competitive advantages. It is known that competition is a catalyst for processes
contributing to the expansion of the range and improvement of the quality of products
(services rendered), the organization of business decisions, the formation of new management
methods [1]. It is evident that the improvement of the quality of training of specialists and
their competitiveness in the domestic and world markets cannot be ensured within the
framework of the existing forms of organization of the educational process applied
management methods. In this regard, it is necessary to search for new forms and methods of
managing educational processes in national universities. The introduction of new
organizational and economic mechanisms into the system of national education, such as: the
formation of educational clusters, the development of partnerships between universities,
networking forms of interaction, the creation of an international network of partner
universities will increase the efficiency of using the resources available at partner
universities, as well as attract additional funds [2, 3, 4]. Besides, partnerships will contribute
to improving the quality of education based on the renewal of its structure, content, and
technology of education, and the involvement of teachers from partner universities in the
educational process.
Article 15 of the Law of the Russian Federation “On Education” states that “the network
form of the implementation of educational programs provides the opportunity for students to
master an educational program using the resources of several organizations that carry out
educational activities, including foreign ones, and also, if necessary, using the resources of
other organizations” [5].
However, one cannot say that this form of realization of the educational process is
widespread at present. For many universities, this is only the initial stage of the
implementation of network programs. This is mainly due to the presence of multiple barriers
in the field of regulatory, organizational and methodological support for their
implementation.
Besides, it is necessary to have competitive advantages and attractiveness for other
partner universities to ensure the implementation of the network form of educational
programs. These benefits include:
 The excellent reputation of the university, its recognition in the academic
environment;
 A wide range of educational programs;
 Existing experience of the interaction of the university, both with domestic and
foreign higher educational organizations;
 A highly qualified staff of scientific and pedagogical staff, ready for constant
changes, owning both professional and intercultural communications;
 Availability of modern innovation infrastructure, etc.
The network form of the organization of the educational process is a promising area of
training for Russian students, which will allow them to be competitive in both the domestic
and international labor markets.

Enhancement of University Graduates’ Competitiveness in the Framework of Implementation the
Networked Master Programs
2. LITERATURE REVIEW
Since one of the most critical tasks of the state policy in the field of education is to increase
the competitiveness of Russian higher education, the network form of the implementation of
educational programs acquires a special significance and distribution in Russian universities.
Network interaction of universities, providing a solution to this problem is implemented
in the form of partnership. The UN documents consider partnerships as “voluntary and
cooperative relationships between various actors, both representing and unrelated to the state,
in which all participants agree to work together to achieve a common goal or perform a
specific task and collectively overcome unfavorable factors, bear common responsibility,
provide resources and knowledge on a reciprocal basis and use the achieved results” [6].
Miheev A. N. [7] notes that UN officials, businessmen and civil society activists
interviewed by C. Malena, consider that such concepts as "based on cooperation", "common
goal" and "jointly overcome adverse factors" ("share risks") need to be further specified, and
the definition of partnership should be more detailed and reflect such contradictory
requirements, like equality, trust, shared values and mutual accountability [8]. Michael
Warner and Paul Greener, authors of the Multilateral Partnership Report, published by the
Global Knowledge Partnership (GKP), gave the following definition: "the alliance between
the parties representing the government, business, civil society, which strategically combines
the resources and abilities of each [of the parties] to respond to the key challenges of ICT as a
tool for sustainable development, and which is based on the principles of sharing risks, costs
and common benefit" [9]. These principles are described in detail by Dyer in his work.
«Effective Interfirm Collaboration: how firms minimize transaction cost and maximize
transaction value" [10].
The partnership at the global level was also considered in international documents and
publications of foreign authors [11, 12, 13, 14].
According to Pevzner M. N., a partnership should be considered “more than cooperation,
because it includes the development of a project culture shared by partners, the process of
finding new alternative solutions, solving strategic development problems, contains
contractual obligations and a system for improving the quality of scientific and educational
services that all partners are studying and developing” [15].
Partnership, realized in the form of network interaction, is, in practice, a complicated
process and requires the definition of targets and the interest of all participants in this process.
A study by M. M. Chuchkevich (1999) is devoted to the problems of networking. He
identifies five primary characteristics of the network organization, using concepts such as the
independence of network members, the plurality of leaders (people or companies), a unifying
goal based on competitive cooperation, voluntary relations and multiple levels of interaction
[16].
S. Yankevich defines network interaction as “a system of horizontal and vertical
connections ensuring the accessibility of quality education for all categories of citizens, the
variability of education, the openness of educational organizations, the improvement of
professional competence of teachers and the use of modern technologies” [17].
O. V. Akulova and O. V. Haritonova understand the networked interaction as “a system
of relations that allows developing, testing and proposing to the professional pedagogical
community innovative models of educational content and management of the educational
system; it is a way of sharing resources” [18].
N. M. Fedorova justifies the five aspects characterizing the network interaction of
universities.

 A new network form of organization of training and vocational education, the
fundamental concept of which is the concept of “network”;
 The need to recognize the activities of universities in the network programs as a
form of social interaction;
 Increasing the responsibility of students for learning outcomes and their active
role in finding an individual educational route;
 The process of implementing the “horizontal career” of teachers in the conditions
of a modern university when developing and implementing network programs;
 The search for scientific and practical results based on the unity of the initial
theoretical base and the uniqueness of manifestations of educational practice and
the conditions of each region [19].
Having considered various approaches to the content of network interaction, it should be
noted that this is one of the forms of partnership, which is based on a common goal, mutual
interest, voluntary association, equality of partner universities, contractual relations, risk and
cost sharing.
The ambiguity of understanding the content of the concept of "network interaction" has
led to the emergence of a variety of models for its implementation.
Thus, Gitman M.B., Danilov A. N., Stolbov, V. Yu., and Yuzhakov A. A., when
considering the models of network interaction between universities and institutes of the
Russian Academy of Sciences in the implementation of educational programs for the
preparation of masters and graduate students, identify a model of network interaction in the
framework of university cooperation; regional model of network interaction of universities
based on the Scientific and Educational Center of the National Research University; model of
networking of universities based on the Scientific and Educational Center network in the
framework of the integration of science and education and intercollegiate cooperation [20].
Director of the Center for Legal Applications of the Institute of Education at the HSE, S.
Yankevich, identifies the four models of network interaction: a model of social partnership
(assuming vertical connections between the participants of interaction), a horizontal network
model - equal interaction of partner universities, the “bush” model is characterized by the
presence of an educational organization - a leader; mixed version of the interaction includes
participants of different purposes and content of the activity and legal form [17].
O.A. Osipenko, Deputy Provost of the Siberian Federal University for Academic Affairs,
notes that the implementation of the network educational program can be carried out in
several models. The "horizontal interaction" implies a resource exchange of universities -
network participants. The "partner network" is based on the formation of an individual
trajectory of training for a master's student by choosing modules offered by partner
universities. The "Resource Center" involves the integration of universities - network
participants by one [21].
The presence of various types of models is due to the lack of regular classification
features during their formation.
The most convincing, in the author's opinion, is the approach to the formation of models
proposed by S. Yankevich since it is based on the normative legal regulation of the network
interaction of universities. Besides, this approach covers a wide range of partnerships.

3. METHODS
The authors note the positive experience of organizing network cooperation among leading
universities of the country, which united in the Club of Nine (Arkhangelsk, 2013). The
structure of this club based on cooperation included nine federal universities of Russia
(Siberian Federal University, Southern Federal University, North-Caucasus Federal
University, Kazan Federal University, Northern (Arctic) Federal University, Far Eastern
Federal University, Ural Federal University, Baltic Federal University, Crimean Federal
University). An earlier project, the Network University of the CIS, has existed since 2008, it
was created by the International Foundation for Humanitarian Cooperation with the active
participation of the Russian University of Peoples' Friendship (RUPF), and 16 universities
from 8 CIS countries participate in it [19].
Currently, many leading universities in Russia are seeking to introduce a network form of
education, mainly in the magistracy. The results, conducted by the authors, of the content
analysis of educational programs of many national universities that implement network
master's programs, are presented below (Table 1).
Table 1 Content-analysis of the educational programs in Russian universities
University Partner-universities
Implemented Master
programs
FSAEIHE "North-
Caucasus Federal
University" [22]
FSAEIHE "North-Caucasus Federal University" – coordinator,
FSAEIHE "Siberian Federal University,"
FSAEIHE “V.I. Vernadsky Crimean Federal University”
Economy of firm
FSAEIHE "North-
Caucasus Federal
University" [22]
FSAEIHE "North-Caucasus Federal University" – coordinator,
FSAEIHE "Southern Federal University,"
FSAEIHE "Northern (Arctic) Federal University named after M.V.
Lomonosov,"
FSAEIHE “Siberian Federal University”
Strategic management
FSAEIHE “National
Research Tomsk
Polytechnic University,
Tomsk Polytechnic
University” [23]
FSAEIHE “Peter the Great St. Petersburg Polytechnic University,
FSAEIHE "Perm National Research Polytechnic University,"
FSAEIHE "South Ural State University (National Research),"
Reutlingen University (Germany)
Industrial partners:
“Aviadetal”,JSC (Perm)
PLM-Ural (Ekaterinburg)
TCM, Ltd. (Austria),
SIEMENS AG (Germany),
Ideal PLM (Finland)
Design and
technological support
of machine-building
productions
FSBEIHE “St.
Petersburg State
University of
Economics” [24]
Sapienza University of Rome (Rome, Italy)
Enterprise Economics,
quality, and
innovations
FSBEIHE “South Ural
State Humanitarian
Pedagogical
University” [25]
FSBEIHE "Bashkir State Pedagogical University named by M.
Akmullah,
FSBEIHE “Perm State Humanitarian Pedagogical University”
Legal management in
education
FSBEIHE “Herzen
State Pedagogical
University of Russia”
[26]
Association of Higher Educational Institutions "Pedagogical Staff of
Russia"
Economics and
management in the
service sector;
Project Management
in Education
FSAEIHE “Peter the
Great St. Petersburg
Polytechnic University”
[27]
FSAEIHE "Perm National Research Polytechnic University,"
FSAEIHE “Tomsk Polytechnic University”
FSBEIHE “South Ural State Humanitarian Pedagogical University”
FH JOANNEUM - University of Applied Sciences (Graz, Austria),
Aalto University (Helsinki, Finland),
Reutlingen University, (Reutlingen, Germany),
Ensuring the
efficiency of
technological
processes in the
product lifecycle

TCM International Tool Consulting & Management GmbH (
Austria)
"Aviadetal," JSC (Perm)
"Zvezda," PJSC (Saint-Petersburg)
It should be noted that the network form of the implementation of master programs is
used mainly in national and federal universities.
In November 2013, the Faculty of Economics of Mordovia State University began to
implement the network educational program “Entrepreneurship for the Future” in the
direction of training 38.04.02 “Management” in the framework of the Tempus IV program
[1]. The main partners of the university were Leuven University College (KHL), Belgium;
Satakunta University of Applied Sciences (SAMK), Finland; Cologne University of Applied
Sciences (CUAS), Germany; Nizhny Novgorod State University of Architecture and Civil
Engineering (NNSUACE); Samara State University of Architecture and Civil Engineering
(SSUACE), currently Samara State Technical University (SSTU). The coordinator for the
partnership was Zuyd University of Applied Sciences (the Netherlands).
The overall objective of the project is to ensure the sustainable economic development of
the Volga region of Russia through the creation of a new business. Specific objectives of the
project are as follows: development of a professional master's program in the field of
sustainable entrepreneurship; creating a business incubator for students. Indicators of its
progress were identified based on the overall goal of the project:
 A significant increase in successful entrepreneurial initiatives in the small and
medium business segment;
 An increase in the number of “sustainable” initiatives in the people-planet-profit
coordinate system;
 An increase in the number of initiatives created at the intersection of traditional
activities/knowledge.
4. RESULTS
The project was carried out in stages. At the first stage, a project team was created in
Mordovia State University, which included an academic leader, a project manager, a project
administrator, a financial manager responsible for educational work, the director of a
Business Incubator responsible for organizational work. The structure of the project team is
shown in Figure 1.
Figure 1 Project team

Goals, curriculum, network schedule and educational support of the educational program
of higher education in the direction of training in the magistracy 38.04.02 "Management," the
"Entrepreneurship for the Future" profile were developed at the second stage. The
competencies of graduates were defined. The first set of undergraduates has been
implemented, and the program has been launched.
The development of the curriculum and network calendar took place in two meetings of
the Project Management Board and the Curriculum Development Group in February 2014
(Zuyd University of Applied Sciences) and May 2014 (Nizhny Novgorod State University of
Architecture and Civil Engineering). The curriculum included two parts: specific disciplines
developed by European experts (85% of the curriculum) and general professional disciplines
under the Federal State Educational Standard. The model of the "horizontal network" was
proposed (under the classification of S. Yankevich models) (Figure 2) to implement the
educational process on the network master's program at the next stage.
Figure 2 An implementation model of networked Master program
The module, marked in white, was implemented based on one of the three Russian partner
universities. Each module included some disciplines that form professional competencies.
A faculty of four teachers was identified for each discipline of the curriculum - one from
a European university and one from each Russian university. The criteria for selecting
teachers for the program were as follows:
 Teacher's qualification level (availability of academic degree, experience in
teaching and research work in the relevant discipline/direction, the experience of
participating in research and development projects and international projects);
 Practical experience;
 The level of proficiency in English.
The primary functions of the Russian teachers involved in the project were as follows:
 Joint work on the structure and content of academic disciplines;
 Learning by activity - attendance / co-teaching with European colleagues as part
of piloting a master's program for the first student intake (2014-2016);
 Joint intermediate certification of students;
 Supervising the preparation of a master's thesis and, together with European
colleagues, final qualifying work in English;

 Independent teaching and modernization of training courses for students of the
second, third and fourth intakes.
The fourth stage included the Summer School in the Business Incubator of Zuyd
University of Applied Sciences, where undergraduates familiarized themselves with the
structure of the university, took part in public presentations of their projects, visited business
incubators and industrial parks, and learned how to work with the Dragon'sDen business
simulator. They also presented own concept of creating a business from scratch. Besides,
undergraduates have studied the following disciplines: "Cross-cultural management,"
"Financial management," and "Innovative management."
At the next stage in 2015, the second set of undergraduates was carried out, and a
business incubator was created by the Faculty of Economics of the Mordovia State
University. The following works were carried out in its framework:
1. Working with the Canvas Business Model and adapting it to own business idea as
part of a research in a master's thesis.
2. Homework for the blocks and business games (interactive game-imitation
"DragonsDen," during which students, increasing the complexity of decision-
making, could play the role of an investor and initiator of a startup, assessing the
potential of business projects).
3. Visits to business incubators of cities and leading enterprises of Russia (in the
cities represented by the program) and the Netherlands.
4. Meetings with real business angels and entrepreneurs.
5. Expert sessions with real entrepreneurs to refine the business idea and business
model.
6. Personal student consultations, additional training at Ogarev Mordovia State
University.
7. Participation in training of leading Russian business coaches.
In January 2016, a meeting was held at Zuyd University of Applied Sciences, which
addressed issues related to the implementation of the sixth stage on the organization of work
on the preparation and protection of a master's thesis and business project. Besides, the
requirements for the structure of business projects and the possibility of their implementation
in the real economy, as well as prospects for further development of cooperation in this
program were identified. At the final stage, in May 2016, business projects in English were
presented by undergraduates of the first set at the Samara State University of Architecture
and Civil Engineering, and in June - by a master's thesis at Mordovia State University.
In connection with the successful implementation of this project, it was extended for
another year, and also supported the project of the University of Erasmus+ KA1 ICM
(academic mobility). In the same year, the third set of undergraduates for this program was
carried out.
In 2017, the spring school was held at Zuyd University of Applied Sciences, and in June
2017, business projects in English were defended by undergraduates of the second set at the
Nizhny Novgorod State University of Architecture and Civil Engineering and the master's
thesis at the Mordovia State University.
At present, undergraduates of the fourth set are trained under the program
"Entrepreneurship for the Future."
Graduates of the program are all employed and are leading experts of small and medium-
sized innovative companies of the Republic of Mordovia and the city of Moscow (Table 2).

Table 2 Employment of graduates of 1-st and 2-nd intake of Master program “Entrepreneurs for
Tomorrow”
Company The position of the graduate
Company group "NASI" Marketing director
AI “TECHNOPARK-MORDOVIA” PR manager
MC “Nectarin” Advertising manager
British American Tobacco Regional trade-marketing representative
"Zvetlit," JSC Economist
IT Company "Infomaximum," LLC Implementation manager
Coca-Cola, HBC Russia Customer Service Manager
Mordovia regional branch "Rosselkhozbank," JSC Senior Economist
IT Company "Infomaximum," LLC Implementation manager
Investment Company
“o1 properties”
Manager
Research Institute for the Humanities at the Government
of the Republic of Moldova
PhD-student
"EKO-M," LLC Financial manager
"Bashneft-retail," LLC Economist
"Rostelekom," PSC Office manager
Ministry of Finance of the Republic of Mordovia Economist
FIFA World Cup 2018 volunteer center in Russia
(Saransk)
Event manager
"MPC "Atyashevsky," LLC
Head of the group of normative-reference
information, IT department
Great attention is paid to the dissemination of project results as part of the implementation
of the network master's program. It includes speeches at conferences and seminars,
publication of articles about the project and on the topic of the project, promotion of the
master's program in the media. The master program is presented on the Masterstudies.com
platform. The program trains graduates of the bachelor degree at Ogarev Mordovia State
University, other universities and countries. During the project, the students published more
than 100 articles on sustainable business development in collections of Russian and
international conferences and journals recommended by the Higher Attestation Commission.
The leader in postgraduate publications is Ogarev Mordovia State University. Roundtables at
the following conferences were organized on the subject of the project: All-Russian
scientific-practical conference with international participation “Quality management and
sustainable development in a changing world” (Saransk, 2016), IV International scientific-
practical conference “Economic aspects of building complex management in modern
conditions” (Samara, 2016), I International Scientific and Practical Conference
"Entrepreneurship: prospects, priorities, and limitations: collection of scientific papers on
materials", (Nizhny Novgorod, 2016), All-Russian scientific-practical conference" Russian
economy in the face of new challenges of the modern era"(Saransk, 2017).
5. DISCUSSION AND CONCLUSIONS
During the project implementation, its specific goals were achieved:
 a professional master's program in sustainable entrepreneurship has been
developed;
 a business incubator for students is created.
 Besides, the following project indicators have been completed:

 High-quality graduate courses that meet the needs of students and are taught by
trained teachers were implemented;
 The private sector recognizes the master’s program as a model of best practice;
 The master's program is recognized at the national level (The Master's Educational
Program 38.04.02 Management, the “Entrepreneurship for Sustainable
Development” profile in 2018 successfully passed the professional public
accreditation conducted by the Russian Register Certification Association and is
recognized as conforming to accreditation indicators and criteria”);
 Graduates open startups in the sector of small and medium enterprises;
 The educational incubator receives visitors who receive useful advice.
The main results of the implementation of the network educational program
"Entrepreneurship for the Future" are:
 The introduction of high-quality graduate courses that meet the needs of students
and the real economy;
 Training competitive graduates;
 Recognition of the master's program as a model of the best combination of theory
and practice by the private sector;
 Recognition of the master program at the national level;
 Providing opportunities for academic mobility of students and teachers.
This form of implementing educational programs significantly increases the competitive
advantages of students with the help of:
 The possibility of using the resources of other educational organizations (both
domestic and foreign);
 Obtaining additional competencies of students as a result of the interaction of
teachers of partner universities in the implementation of the educational program;
 Mastering teamwork skills of students and teachers in a changing environment;
 Improving the quality of both the educational process and research;
 Development of the mobility of students and teachers of partner universities;
 The acquisition of invaluable experience of cross-cultural communications of
students and teachers in the implementation of the network program.
At the same time, the network form of interaction between partner universities has
organizational risks associated with:
 The possible loss of university reputation;
 Conflict of interests of partner universities;
 The increase in investment in the educational process and other problems arising
in the implementation of network educational programs.
Thus, the network form of the implementation of educational programs opens up new
opportunities for the development and cooperation of partner universities, provides an
increase in the competitiveness of both students and teachers.

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