Changes in the educational system of the Masters of Engineering degree programsecond cycle technical higher educationare driven by the dynamic development of the post-industrial society. A new management culture based on the set of corporate values is being developed in the field of technical production. A multi-panel study identified a demand of major stakeholders for Masters of Engineering having competencies that reflect their willingness to organize the process of teaching corporate culture to production personnel. This competency type is implemented as a specific work-based educational activity. In this regard, the second cycle of engineering education shows an issue of teacher training for Master's students, which was previously not emphasized. Master's students are required to be trained to teach not only at higher educational institutions but also in a production management environment. This peculiarity determines the innovation of the above educational process component of the Masterэs Degree program. This paper analyzes the didactic specifics of the educational activity aimed at teaching corporate culture to production personnel. The paper also specifies the position of a facilitator that replaces that of an expert teacher and formulates the academic problem of teaching to Master's students of specific didactic tools appropriate for corporate culture development.

Engineering and technical progress is transforming the automotive industry rapidly. Conformance of professional competencies of college graduates to the requirements of the regional industry is seen as the main competitive advantage at the regional labor market. Both the business and engineering academic communities recognize the importance and stand ready for continual actualization of educational objectives. An important (from both theoretical and practical standpoints) question is the form of presentation of training results declared by a higher education institution for the purpose of assessing its relevance by the business community. Using the CDIO Syllabus architecture as the basis of a structured system for polling representatives of the industry and the academic community of the region, i.e. the two main stakeholders, certain information was obtained for updating educational objectives of automotive engineering undergraduate programs. The study conducted made it possible to distinguish and detail value and target-based opinions of respondents, as well as to evaluate, in absolute and relative terms, the level of relevancy of a graduate’s competencies declared by a college.

Within the framework of post-industrial development in the motor industry a new management culture based on corporate values is stimulating change in the system of engineering education. In the evolution of the vehicle servicing businesses, second level higher education graduates, (masters of Engineering) are often employed as line managers. The results of a multi-panel academic study involving stakeholders indicated the need for masters program graduates to be actively engaged in the development of corporate culture and training production staff. This highlighted a new competence for line manager which has previously not given adequate focus – training as a part of operational management activities. This is an innovative feature of the Engineer masters Program training process. This article analyzes the curriculum for teaching corporate culture to production personnel. It also specifies the role of a facilitator to replace an expert teacher and formulates the academic problem of teaching specific didactic tools appropriate for corporate culture development to masters students.

The implementation of innovation development strategies is a prerequisite for the effective functioning of modern transport complex enterprises. The need for innovation activities, formed in the sphere of profile production, actualizes the orientation of the educational process of the university on the formation of the graduates’ readiness for active participation in industrial innovation activities. The multidimensional nature of innovation activities causes the application of interdisciplinary and competence approaches as a methodological basis for the design of educational goals. The student’s understanding of their own professional identity is a prerequisite to achieve effective preparation for core innovation activities. The pedagogical potential of projective teaching, on the basis of the generalized structural composition of the innovation process, corresponds to the productive implementation of the innovation-oriented educational process of the engineering profile.