Management Competency Centers in Universities: A Discussion at the Moscow International Conference on Management Competencies

Contents:

• What are competence centers
• How universities, employers, and students will use competence centers
• How else will the centers be useful?

A discussion panel on the topic "Competence Centers: the intellectual university belt of Russia" was held at the Moscow International Education Fair (MIEF), in which rectors of leading higher education institutions participated. They shared their views on participating in the ANO "Russia – Land of Opportunities" project to establish competence centers. This initiative aims to create conditions for the development of intellectual potential and improve the quality of education in Russia. In this article, we will consider the scale of this initiative and its significance for higher education in the country.

In this report, you will receive information about:

• what competence centers are and what student skills will be assessed in them;
• what additional certificate will reflect the results of diagnostics and assessment;
• what benefits universities and future employers of students expect from competence centers;
• whose other skills can be assessed in these centers.

What are competence centers?

The Russia — Land of Opportunity platform project continues to develop, and one of the significant steps was the opening of the first center for the assessment and development of management competencies at the Russian Presidential Academy of National Economy and Public Administration (RANEPA). This center will become an important tool for training qualified managers capable of effectively solving modern problems and implementing innovations in various fields. The opening of the center underscores the commitment to developing management skills and improving the quality of leadership in Russia.

The new competence centers aim to address the shortage of soft and cross-professional skills among university graduates. These centers play a key role in preparing specialists who can successfully adapt to the changing demands of the labor market. By providing training and developing essential skills, the centers enhance graduates' competitiveness and their ability to work in a team, communicate effectively, and solve complex problems.

The problem is that a student who successfully completes a university program may not develop important skills such as teamwork, time management, and negotiation. These skills are critical for a successful career in any field. Even a high level of knowledge does not always guarantee successful employment if a graduate does not know how to effectively interact with colleagues and manage their time. The need to integrate practical skills into the educational process is becoming increasingly important for training specialists prepared for the demands of the modern labor market.

The lack of cross-skills is becoming a pressing issue in today's labor market. Alexey Komissarov, CEO of the ANO "Russia – Land of Opportunities," noted at the Moscow International Education Fair (MIEF) that both students and employers raise this issue in their surveys. This indicates that the development of cross-professional competencies is critically important for a successful career and effective interaction in a professional environment.

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The question of whether universities teach 21st century skills is becoming increasingly relevant. Modern universities must adapt to a rapidly changing world, where skills such as critical thinking, creativity, digital literacy, and teamwork are becoming essential for professional success. However, many educational institutions still adhere to traditional teaching methods, which may not meet the demands of the modern labor market.

Some universities are implementing innovative programs aimed at developing these skills, but not all are able to provide a high-quality education that meets the needs of students and employers. It is important for educational institutions to emphasize practical experience, interdisciplinary learning, and the development of personal qualities that facilitate successful integration into the professional environment.

Thus, the effectiveness of higher education in preparing specialists with 21st-century skills depends on the ability of universities to adapt to new challenges and implement modern approaches in the educational process.

Competence centers are designed to assess students' social and other cross-professional skills. Diagnostic tools developed by the ANO "Russia – Land of Opportunity," including tests and questionnaires, will be used. However, it is difficult to assess the quality of these tools due to a lack of information on their structure and validity. The ANO "Russia – Land of Opportunity" website only offers basic online tests, such as a critical thinking test with just four questions. This raises concerns about the depth and reliability of the assessment, which could impact the students' skill assessment results.

The assessment centers will test 22 key competencies, grouped into five categories: interaction management, task management, energy, general knowledge, and values. In addition to the common soft skills from the first three categories, emphasis is also placed on aspects such as financial literacy, legal knowledge, and digital competence. This allows for a more in-depth assessment of the professional preparedness and adaptability of specialists in the modern world.

Following the assessment, the student will receive a grade, but not in the traditional format, such as an A or D for stress tolerance or emotional intelligence. As Dmitry Guzhelya, Head of the Assessment and Methodology Department at the ANO "Russia - Land of Opportunities," explained, failing grades will be replaced by individual profiles and development maps. This will allow students to more effectively understand their strengths and weaknesses and plan for further development of their personal and professional skills.

Each student has a unique path to professional development. Some will choose a career in analytics, others will become communicators, some will demonstrate their skills in interacting with patients, and some will decide to remain in their region and contribute to its development. The goal of the competence center is to help students identify their interests and guide them on the right path.

To improve their qualifications and develop individual skills, participants will be able to focus on their weaknesses or strengthen their strengths. This will be implemented through educational programs organized jointly with universities and partner companies. According to Alexey Komissarov, 25 competency centers are planned to open in Russia by the end of 2021, where 100,000 students will undergo skills assessments. The ANO "Russia – Land of Opportunities" aims to create 75 competency centers, including network, industry, and regional ones, which will significantly increase access to high-quality education and professional development.

How Universities, Employers, and Students Will Use Competency Centers

Following the assessment and training, upon graduation, students will receive a digital certificate confirming their level of cross-professional skills, in addition to their basic diploma. This competency information will be available to employers in the project's specialized database, which will improve graduate employability and simplify the search for qualified specialists.

Alexey Komissarov asserts that the proposed mechanism for the centers' operation benefits all parties involved.

Upon completion of their studies at the university, graduates receive a diploma demonstrating their grades in key subjects. However, stress tolerance, teamwork, developed leadership skills, and other cross-professional competencies often go unnoticed. Employers are forced to conduct numerous tests and interviews, which leads to the loss of talented candidates and missed opportunities. We offer solutions that simplify this process, helping graduates find suitable vacancies and employers identify the right specialists. Universities strive to ensure that their students and graduates achieve successful careers, and we support them in this endeavor.

All the rectors who participated in the discussion unanimously noted the importance of soft skills and other cross-professional skills for future specialists. Vladimir Mau, Rector of the Russian Presidential Academy of National Economy and Public Administration (RANEPA), emphasized that it is difficult to propose anything new in this regard. Indeed, universities' strategies for integrating new competence centers demonstrate similarities. In today's labor market, the development of cross-professional skills is becoming an integral part of educational programs, confirming the need to adapt curricula to the demands of the times. Higher education institutions began focusing on students' cross-professional skills long before the "Russia – Land of Opportunities" initiative was launched. For example, at the Moscow Academy of Management (MAU), a digital literacy course became a mandatory part of all educational programs several years ago. Mastering basic digital skills can be considered a key competency for a modern professional. The Rector of RANEPA compared this course to studying the history of the Communist Party of the Soviet Union, which was mandatory for students in all fields of study in the Soviet Union. Importantly, such skills are becoming increasingly relevant in the context of the constant advancement of technology and the digitalization of various spheres of life.

Alevtina Chernikova, Rector of the National University of Science and Technology MISIS, noted that the university is actively working to integrate employer requirements into the educational process, even without establishing a competency center. MISIS monitors current trends and, together with partners, develops competency-based models for graduates. Importantly, each of the university's six regional and international branches, as well as its Moscow branch, employs a unique model adapted to the specifics of the region and labor market needs. This allows MISIS graduates to be more competitive and meet employer expectations.

Before the pandemic, Chernikova noted that employers emphasized the creative abilities of applicants. Currently, the priority has shifted to stress resilience, highlighting the changing demands of the labor market. Modern working conditions require professionals to effectively manage pressure and adapt to rapidly changing situations. According to the Rector of MISiS, competence centers play a key role in sharing best practices in developing cross-professional skills between universities. They facilitate the scaling of these practices, which, in turn, improves the quality of education and prepares students for the demands of the modern labor market. The creation of such centers will allow educational institutions to more effectively implement innovative approaches and methods, thereby contributing to the development of competitive specialists. Sergey Lukyanov, Rector of the Pirogov Russian National Research Medical University, noted that the university has been actively developing students' cross-professional competencies for several years. This initiative provides students with the opportunity to demonstrate their abilities and develop skills that cannot be acquired solely in lectures. Participation in public associations and scientific circles also contributes to the development of important qualities necessary for successful professional work. Developing cross-professional competencies is becoming a key aspect of training future medical specialists.

Reading is an important aspect of our development and education. It helps broaden our horizons, improve our vocabulary, and deepen our understanding of various topics. Regularly reading books, articles, and other materials promotes the development of critical thinking and analytical skills. Reading also enriches our inner world, allowing us to experience a variety of emotions and explore new ideas. Remember that your choice of literature plays a key role in shaping your knowledge and perspective on the world around you. Maintain a reading habit to enrich your life and develop your personality. Extracurricular activities play a vital role in students' educational development. They contribute to the development of skills that cannot be acquired solely within the curriculum. Participation in clubs, sports sections, and volunteer projects allows students to improve their organizational skills, learn to work in a team, and develop leadership qualities. Furthermore, extracurricular activities help students strengthen social connections, which in turn contributes to the creation of a supportive learning environment. Students who actively participate in various activities are more likely to demonstrate high academic performance because they know how to effectively manage their time and cope with stress. Importantly, extracurricular activities can also enhance a student's resume, which is a significant advantage in the job market. Employers value candidates with a diverse background, including participation in projects and events that develop personal and professional skills. Thus, extracurricular activities not only improve academic performance but also shape competitive professionals.

The specific nature of medical education has a positive impact on the development of cross-professional competencies, as up to 70% of medical students are enrolled in targeted programs. Close collaboration with employers allows for their requirements to be taken into account during training. However, as Lukyanov noted, this work has been limited. The creation of a unified platform of competence centers will provide an opportunity to integrate federal expertise into student skill development, improving the quality of medical education and graduates' preparedness for labor market demands.

Dmitry Bespalov, Rector of the North Caucasus Federal University, reported on the work of the informal education center, which has been operating at NCFU since 2016. This center is essentially a miniature competency center where students can undergo assessments in four key areas: leadership, teamwork, self-presentation, and adaptability. The new assessment and training center will expand these areas to 22 competencies. Bespalov emphasizes that this innovation will allow for the development of more specific individual profiles for students, while the implementation of the digital platform will enable the reach of a larger number of students. This will significantly improve the quality of education and prepare students for the demands of the modern labor market. Dmitry Guzhelya acknowledged the importance of the work of universities, but emphasized that their projects often only impact a small percentage of students. This limits the ability of most students to participate in educational initiatives and programs. It is necessary to expand their reach to ensure greater access to educational resources and opportunities for all students.

Each university featured here has made significant achievements in student training. These institutions encourage their students to actively participate in career fairs and network with employers. However, it should be noted that in most cases, such events only reach a small group of active students. Employers primarily encounter these candidates at the end of their studies.

The new competency centers will provide key employers with the opportunity to engage with students early in their education—in their first, second, and third years. This will allow for a more effective assessment of their soft skills and the development of any missing competencies. Getting to know potential candidates early on fosters a deeper understanding of their professional qualities and helps employers build teams that meet the specific demands of the labor market.

Career centers at universities must adapt to the modern demands of the labor market. They should become more proactive in helping students find internships and employment, providing access to up-to-date information on job openings and skills sought by employers. It is important to develop partnerships with companies to offer students opportunities for practical training and participation in real-world projects.

Career centers should implement modern technologies, such as online job search platforms and virtual events, to expand access to resources for students. Soft skills training, such as communication and teamwork, should also be an integral part of programs.

Furthermore, it is important to conduct regular labor market research to understand and meet employer needs. Effective career centers will help students not only find employment but also build successful careers after graduation.

How else will the centers be useful?

Dmitry Bespalov highlighted another area of ​​application for the diagnostic tools of management competency centers: assessing participants in the talent pool. According to him, North Caucasus Federal University (NCFU) launched this program last year. Bespalov noted that the organization faced a lack of tools for the initial assessment of employees participating in the talent pool. This underscores the importance of implementing effective assessment methods for building a high-quality talent pool within organizations.

MISiS Rector Alevtina Chernikova emphasizes the importance of competency centers for more than just students. In a situation where one education for life is becoming impossible, the emphasis on assessing and developing cross-professional skills is becoming especially relevant. This will allow universities to create effective systems of continuous education. Competence centers at universities will be available to people at various stages of their careers, providing the opportunity to undergo assessment and learn the necessary skills at the current moment. This approach will help them adapt to the rapidly changing labor market and professional demands.

Alexey Komissarov emphasized the importance of the project's narrowly focused objective of assessing skills and knowledge. He noted that in the professional environment, measurement results are often compared with an individual's career success. This approach to validating findings is already being used at the Faculty of Management Assessment and Development at RANEPA. Komissarov added that the creation of competence centers will expand this method to a wider audience and identify the most effective assessment tools. This will help improve the quality of training specialists and increase their competitiveness in the labor market.

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