Prospective Managers’ of Hospitality Business Competitiveness Evaluation and Development Promotion in the Dual Study Environment of Higher Education Institution

Īriste, Sandra

doi:10.22616/lluthesis/2018.013

Cited by 6 publications

(13 citation statements)

References 2 publications

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“…Based on authors' developed and scientifically substantiated competitiveness self-evaluation methodology of prospective hospitality business managers, the competence of the environment of professional activities can be evaluated using 95 indicators; 28 of these indicators were attributed to the self-evaluation of the sociocultural competence, which is one of the 5 sub-competencies (competence of hospitality technologies, digital competence, entrepreneurial competence and management competence, legal competence) in the structure of competence of the environment of professional activities (Iriste, 2018). The system of these indicators was based on:…”

Section: Pedagogical Experiment: Results Of Empirical Researchmentioning

confidence: 99%

“…Thus, competence of the environment of professional activities ( In this article there are published the results of theoretical and empirical research in relation to one of the components of prospective hospitality business managers' competence of the environment of professional activities -sociocultural competence within the context of social and cultural environment. 28 indicators of the prospective hospitality business managers' self-evaluation methodology (Iriste, 2018), which constitute only an insignificant part of competitiveness self-evaluation indicators, enable to evaluate prospective hospitality business managers' sociocultural competence according to different aspects.…”

Section: Where They Act Because Environment Influences the Manager Amentioning

confidence: 99%

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Prospective Hospitality Business Managers’ Sociocultural Competencewithin the Context of Social and Cultural Environments

Īriste¹,

Katane²

2019

Rural Environment Education Personality (REEP)

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Ecological paradigm in education actualizes the significance of managers' interaction with study environment within the development of their competitiveness, where study environment is formed by university education and companies as the environment of professional activities. Therefore, one of the conceptual approaches in the research is ecological approach within the study process. On the basis of ecological approach there are several contexts identified in the environment of hospitality professional activities, there has been the context of social and cultural environments viewed in the article within the substantiation of sociocultural competence. The aim of the study was: to substantiate and, during the pedagogical experiment, to evaluate empirically university hospitality students' sociocultural competence as a component of competitiveness within the context of social and cultural environments. In order to find out how significantly has changed the self-evaluation of students' sociocultural competence component after the approbation of the model of the dual study environment of a higher education institution that transforms and facilitates the development of the competitiveness of prospective hospitality business managers, both before and after the pedagogical experiment the students performed the self-evaluation of sociocultural competence component by using the authors' developed competitiveness evaluation methodology. The conclusive statistics of Wilcoxon test shows that after the approbation of competitiveness facilitation model, in 17 indicators out of 28 indicators of the Latvia University of Life Sciences and Technologies hospitality students' self-evaluation sociocultural competence component there are statistically significant changes.

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Section: Pedagogical Experiment: Results Of Empirical Researchmentioning

confidence: 99%

Section: Where They Act Because Environment Influences the Manager Amentioning

confidence: 99%

Prospective Hospitality Business Managers’ Sociocultural Competencewithin the Context of Social and Cultural Environments

Īriste¹,

Katane²

2019

Rural Environment Education Personality (REEP)

Self Cite

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“…As a result of the theoretical research, two trends for the substantiation of the concept of competitiveness in educational sciences were identified (Katane, 2011;Katane & Kalniņa, 2010). ▪ The first trend: the substantiation of personal competitiveness is formed by using transfers from economic and management sciences, and by comparing the professionalism and competency of a specialist to a commodity in labour market conditions, highlighting these sets of qualities as the advantages of competitiveness (Cummins, 2012;Grebennikova & Rybkin, 2017;Īriste, 2018;Katane, 2011;Katane & Īriste, 2013;Lowden et al, 2011;Parker, 2008;Rothwell & Arnold, 2007;Swanepoel et al, 2003;Sarfraz et al, 2018;Teichler, 2007;Unger et al, 2010;Митина, 2003;Широбоков, 2000). ▪ The second trend: the substantiation of personal competitiveness is based on a humancentric approach and humanist ideas and values in educational sciences and psychology (Grebennikova & Rybkin, 2017;Iriste, 2018;Katane, 2011;Katane & Īriste, 2013;Katane, Baltusite, & Katans, 2017;Katans, 2019;Андреев, 2004;Андреев, 2013;Митина, 2003;Суязова et al, 2013;Холодцева, 2006;Шаповалов, 2006).…”

Section: Methodsmentioning

confidence: 99%

“…▪ The second trend: the substantiation of personal competitiveness is based on a humancentric approach and humanist ideas and values in educational sciences and psychology (Grebennikova & Rybkin, 2017;Iriste, 2018;Katane, 2011;Katane & Īriste, 2013;Katane, Baltusite, & Katans, 2017;Katans, 2019;Андреев, 2004;Андреев, 2013;Митина, 2003;Суязова et al, 2013;Холодцева, 2006;Шаповалов, 2006). In educational sciences and psychology (in the methodology of these sciences) there are three conceptual approaches to researching human competitiveness (Īriste, 2018;Katane, 2010;Katane, 2011;Katane & Kalniņa, 2010): 1) qualitative approach: identifies and lists competitive personality traits and qualities; 2) functional approach: describes the competitive behaviour of the person or specialist; 3) structural approach: competitiveness is substantiated as a complex holistic combination of personal/specialist qualities, identifying several structural components.…”

Section: Methodsmentioning

confidence: 99%

“…In several scientific publications, competitiveness is often replaced by the terms marketability and employability (Īriste, 2018;Katane, 2011b;Katane & Īriste, 2013;Katane, Baltusite, & Katans, 2017), as both marketability and employment are significant competitiveness indicators and manifestations. In the modern dynamic environment, which no longer offers long-term employment, the main goal of a specialist is to maintain and improve their attractiveness in the labour market (Parker, 2008).…”

Section: Transfers From Economic and Management Sciences To Educationmentioning

confidence: 99%

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Theoretical substantiation of the competitiveness of academic staff from the perspective of educational sciences

Troskova¹,

Katane²

2020

Research for Rural Development

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The socio-economic changes brought about by globalisation, the internationalisation and digitalisation of higher education, as well as the current demographic situation in Europe and Latvia, raise the issue of the competitiveness of academic staff in the context of multicultural higher education. The aim of the study is to provide a theoretical basis for the competitiveness of academic staff in the view of educational sciences, respecting the different trends and based on the conceptual approaches in personal/specialist competitiveness research. The following research methods were used: study, analysis and evaluation of scientific literature (theoretical research method); reflection of personal experience (empirical research method). As a result of the theoretical research, two trends for the substantiation of the concept of competitiveness in the educational sciences were identified. The first trend: the competitiveness of a person is substantiated through transfers from economic and management science, with a particular emphasis on specialist marketability and employability as a significant manifestation of competitiveness. The second trend: according to the new paradigm of competitiveness in educational sciences, the competitiveness of a human as a person and as a specialist is based on the perspective of pedagogy and psychology. The research results led to the conclusion that there are three conceptual approaches in the methodology of competitiveness research: 1) qualitative approach: identifies and lists competitive personality traits and qualities; 2) functional approach: describes the competitive behaviour of a person or specialist; 3) structural approach: competitiveness is substantiated as a complex combination of personal/specialist qualities, identifying several structural components. All of these approaches are also characteristic to the research of competitiveness of academic staff. The following taxonomy should be respected in the substantiation of academic staff competitiveness: 1) substantiation of personal competitiveness; 2) substantiation of specialist competitiveness in the context of different industries; 3) the substantiation of the competitiveness of specifically academic staff in the context of the specifics of higher education.

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Lifelong Guidance as a Topicality for the Promotion of the Lifelong and Lifewide Multidimensional Career Development Nowadays

Katane,

Katans

2024

EID

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With the development of society and the liberalisation of the labour market, a new paradigm of lifelong guidance has entered the social sciences. Nowadays public demand for lifelong guidance services outstrips availability. The aim of the study: to substantiate the lifelong guidance nowadays, highlighting the multidimensional meaning of the concept of career, including meaning of lifelong and lifewide career. Research methods: studying, analysing and evaluating scientific literature and various types of documents; reflection on experience. The research findings allow for a conclusion to be made that the paradigm of lifelong guidance is considered a new paradigm that has gained its rapid development, popularity and relevance in the 21st century . The aim of lifelong guidance is to provide career support to people of all ages at all stages of their career development in a lifelong and continuous process. Moreover, career support is necessary on a continuous basis: in moments of career success and in moments of crisis. Provision of lifelong education is the spotlight of lifelong guidance, as it is key to successful career development and a guarantee of employment. Cooperation networks of all kinds, at both interpersonal and inter-institutional level, have an important place in the lifelong guidance system, where different types of organisations and individual support providers play their part in the overarching lifelong guidance system. The wide range of functions of a lifelong guidance system goes beyond the scope of a single career counsellor or career support specialist, emphasising collaboration between different types of professionals and different organisations as providers of career support. Lifelong guidance is a multidisciplinary and interdisciplinary process. The offer and provision of lifelong guidance, including lifelong education, take the central place in career management nowadays. In a lifelong guidance system, providers and implementers of education of all kinds are therefore seen as important parts of the system. Today, formal and non-formal education is offered by a variety of providers: different types of educational institutions (pre-schools, schools, universities, adult learning centres), non-governmental organisations, learning organisations with a high level of knowledge management, etc. Within the framework of the new lifelong guidance paradigm, it is important to respect the multidimensional meaning of the concept of career. Drawing parallels with the explanations of lifelong education and lifewide education in the social sciences, including the educational sciences, two main trends can be identified and distinguished in the explanation of the new concepts of career and in the justification of career development in the context of contemporary society: lifelong career development and lifewide career development. There may also be a third path, a combination of the both: a lifelong and lifewide career that develops throughout life.

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Prospective Managers’ of Hospitality Business Competitiveness Evaluation and Development Promotion in the Dual Study Environment of Higher Education Institution

Cited by 6 publications

References 2 publications

Prospective Hospitality Business Managers’ Sociocultural Competencewithin the Context of Social and Cultural Environments

Prospective Hospitality Business Managers’ Sociocultural Competencewithin the Context of Social and Cultural Environments

Theoretical substantiation of the competitiveness of academic staff from the perspective of educational sciences

Lifelong Guidance as a Topicality for the Promotion of the Lifelong and Lifewide Multidimensional Career Development Nowadays

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