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Procedia Social and Behavioral Sciences 15 (2011) 2293–2298

WCES-2011

The role of ecological competence in manager’s professional education Olga Perfilova a *, Yulia Alizade b a

Chair of Ecology & Wildlife Management, Sholokhov Moscow State Humanitarian University, Moscow,109240, Russia b Department of Management, College of Communication Technologies, Moscow,111123, Russia

Abstract In this work the moments of interaction between the human and environment are considered as well as the question of sustainable development and its entirety with training of amiable to nature specialists. We look approaches to the concept of education for sustainable development in the context of the formation of ecological culture of contemporary society. Its aim is a new ecological thinking and environmentally intelligent behavior. Relevance of research is that modern managers must be capacity to understand the main reasons of nature or societies risks in their professional activity. Only this specific ecological knowledge can help them not to trouble our planet. Ecological competence becomes immanent quality of any specialist: that is why the diagnostic testing program of professional competence level (‘competent’/ ‘incompetent’) includes the environmental aspect. The conditions of high social and cultural dynamics form the new vision of the education role of the University as a center for mastering high-level competencies. Information and communication technologies are one of the tools for the development of environmental competence of manager. © 2011 Published by Elsevier Ltd. Open access under CC BY-NC-ND license. Keywords: ecological competence; environmental education; management; professional development; safety of ecological and social interaction; ecological aspects of global world

1. Introduction This research of the process of formation of specialist’s ecological competence had been performed since 2003. At the present time the system of standard indicators of the development level of the ecological competence is developed (Glazachev, Perfilova, 2008). The essence, structure, conceptual framework of the ecological competence; social compound of the “ecological competence” category; features of the model of the specialist’s ecological competence in development process of professional activities have been taken into account. At the first stage (2003-2007) the research was been performed on university’s basis, at the second stage (starting from 2008), the research scale had been expanded at the expense colleges, included in the research platform. 2. Methods 2.1. Conceptual and terminological description Following characteristics are applied in the modern theory and practice of education: - competency as norm of educational training;

* Olga Perfilova. Tel.:+7 925 060 10 43 E-mail address: [email protected]

1877–0428 © 2011 Published by Elsevier Ltd. Open access under CC BY-NC-ND license. doi:10.1016/j.sbspro.2011.04.096

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Olga Perﬁlova and Yulia Alizade / Procedia Social and Behavioral Sciences 15 (2011) 2293–2298

- competence as complex of personal features and minimal experience referred to activities in the given area. 2.2. Ecological education purposes “Higher competences” assume the high level initiative, ability to organize other people for the achievement of laid down targets, readiness to assess and analyze social consequences of their actions (Raven, 1985). Some researches also confirm the need for high level competences, as terms to achieve professional results (Schneider, Klemp & Kastendiek, 1981; see also Varley & Johnstone (as cited in Raven, 1987), Serikov, 2003, Perfilova, 2006). People’s professional competence depends not only of formal knowledge and work methods, but also of the ability to form their own system of the perception of what’s going on, using such methods as “dialogue with problem”, “experimental interaction with the environment” to check hypotheses or scenarios (Schon, 1987). The scale of tasks, which are to be solved because ecological demands for the professionalism in all areas, allows to determine the ecological competence as the highest one. The ecological competence is referred to the man’s readiness for adequate actions to the transformation of the existing social and natural reality. The structure of the ecological competence comprises such basic elements as: 1) axiological and conceptual; 2) general cultural; 3) referred to the personal self-improvement; 4) communicative (Figure1).

Ecological Competence

higher (basic) qualities axiological and conceptual

general cultural

minimum professional experience personal selfimprovement

communicative

Figure 1. The structure of ecological competence (Glazachev, Perfilova, 2008)

At the global level the ecological competence is formed as the perceptional one; at the general education level – as the mandatory education component; and as the compound of any activities - at the professional level. So, the ecological competence has got trans-subject, meta-subject features and becomes the criteria of the professional competence of all specialists (Glazachev, 2010).


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3. Discussion 3.1. Prerequisites for the formation of ecological thinking The purpose of the ecological education is to form the new ecological thinking and the environmentally reasonable behavior. Unfavorable situations, causing environmental problems, impact the environment quality and the health of population (Kofler, 2007). So, everybody should have the potential of the nonrandom vision of factors, threatening nature and society (Anisimov, 2009). The interactive discussion show “Bolshiye” of the Russian youth TV-project showed (www.tvkultura.ru), that more than 70% of respondents see the way out from the existing social and ecological crisis in the development of society ecological culture by means of ecological education (Figure 2).

In what do you see the way out from the existing social and ecological crisis? 13% 17%

In forming of ecological culture Other Difficult to answer

70%

Figure 2. The results of on-line poll about modern problems of global World.

3.2. Principles of ecological education of modern managers It is on record that demands for the specialists’ training are formulated outside the education system. They arise from general economic, political and social purposes. As it is necessary to solve such tasks as the establishment of the safe social and natural interaction, modern managers should understand the danger of natural and social risks. While developing the strategic matrix the manager should be well oriented in such issues as provision of the efficient management in the “Man-Nature-Society” system. For example, such notions as “competence”, “ecological situation”, “culture” are included among features, determined by the manager while carrying out the SWOT– analysis (strengths, weakness, opportunities, threats). The analysis of the environment assumes the analysis of the macro-environment (indirect influence) and of the micro-environment (direct influence). In the set of analyzed spheres of the macro-environment the environmental sphere is considered as a long term development factor. The same comprehensive approach is applied in the management when developing the algorithm of the ecological assessment of the investment project efficiency, and assumes the determination of the possible economic damage, caused by the environment pollution.

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Modern technologies are aggressive to the environment. Ecology and culture try to humanize mechanisms of economic development within nature’s compass. This was reflected in the provision of the World Business Committee for the sustainable development, concerning the need to preserve the balance between economic needs and responsible activities as to the environmental condition and social problems (do Valle, 2009). The environmental approach to the management in globalization environment is perceived traditionally: the ecology studies such problems as co-evolution of nature and humanity, preservation of the natural diversity at our planet, live nature protection. In the wide sense we can speak about the ecology of people activities and of the governing influence on complicates systems, based on the “To think globally, to act locally” principle. In all cases the matter is about the man and environment (Knyazeva, 2009). 3.3. Difficulties in forming ecological world outlook at college students The ecological education is also improperly referred only to the category of natural sciences. But the formation of the ecological culture is more and more realized as the field of application of humanitarian technologies. For reference, it should be pointed out, that the Russian standard of students University education, majoring in “Ecology&Environmental Management”, also comprises: a) the special subjects of natural science units (geo-ecology, geography, geology, biology, chemistry, general ecology, natural resources, etc.); b) special humanities block (anthropo-ecology, social ecology, ecological psychology, environmental law, economics, environmental management, etc.); c) information and communication sciences (IT-technology, geo-information systems, foreign languages); d) special workshops (expeditions, environmental monitoring, environmental assessment, PR-projects, etc.); e) elective courses (on the ecological culture of peace, on global environmental issues, etc.) Such discipline as “Elements of Ecology” is also included in the standard of education of students with non-core majoring specialties (incl. Management, State&Municipal Administration, Jurisprudence etc.). The mandatory education standard for college students, majoring in Management, comprises also “Ecological Elements of the Environmental Management”, anyway, sometimes this discipline is translated by lecturers only from the position of natural sciences (biology, chemistry etc.), without taking into account the humanitarian compound of the environmental knowledge, hindering the formation of the ecological world outlook at college students. 4. Findings 4.1 .Diagnostics of the ecological competence level The new social, cultural, ecologic measurement of professionalism by “competent /not competent” scale can be a material supplement to diagnostic programs of testing of the present professional competence level (Spenser & Spenser, 1993, see also Braun, Klotz, Krauder, Kurinyal, Meyer (as cited in Raven, 1987), Perfilova, 2006). Results of research of the competence phenomena stipulate the need for the development of principally new and prognostically reliable diagnostics methods, allowing to fix the development level for superior competences. Namely, in Great Britain options of following methodic approaches are widely used: statements, behavioral event interview methods and value-expectancy-instrumentality theory. In following levels: 0 – level of absence of knowledge; 1 – acknowledgment level (general principles of the issue); 2 – technical their research experts pat special attention to social aspects of competence, as well as to the motivation of professional activities. When studying problems of competence forming in the modern society the method of Edinburg Questionnaires (Graham, Raven, 1987) used to be very popular, this method has been long time-tested in USA, Canada, Japan, China and other countries. When evaluating the competence level, Bloom’s taxonomy (Bloom, 1956, see also http://en.wikipedia.org/wiki) has got high validity for 6 categories: knowledge, understanding, application, analysis, synthesis, evaluation. The use of such method allows to range literacy level (functional opportunities and areas of application); 3 – concepts’ understanding level (abstract and practical); 4extended level (detailed knowledge of methods and solutions, creation of applied technologies). In its turn, while


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addressing to the problem of professionalism achievement, Anisimov (2006) considers following levels: dilettantism; routine professionalism; innovation professionalism. It is offered to determine the ecological competence level by such positions as “low”, “medium”, “high” (Glazachev, Perfilova, 2008). The synchronization of these stratification levels of competence development by different indices is given in the comprehensive Table 1. Table 1. Stratification levels of ecological competence Bloom’s Taxonomy (1956) 0 - lack of knowledge 1- introduction 2 - technological literacy 3 - understanding of the concepts 4 - advanced

Anisimov (2006) dilettantism routine professional innovative professional

Glazachev & Perfilova (2008) low medium high

4.2. Characteristics of high level of ecological competence The diagnostic shows, that the high level of ecological competence is characterized by: reflexion of the professional experience of environmental activities; integration of ecological activities in long term vital and professional plans; comprehensive world view; adequate evaluation of the modern social and natural reality; nature integration in the number of vital spheres; tolerance; high level of naturalistic erudition; interest for profession; aim to the moral and intellectual self-development; environmental culture; ability to build the eco-social communication; operation with social rules and communication convents; readiness for the participation in the dialogue of different cultures (Glazachev, Perfilova, 2008). 5. Conclusion and Recommendations So, universities are leading “centers of competences”. At the same time colleges can be professionally integrated in the process of education ecologization in close cooperation with fundamental academic platforms. The organization of such a tandem can promote the creation of the cultural and educational cluster in the continuous environmental education system. Our opinion is that possibilities of the formation of manager’s ecological competence in the college are referred to the application of new teaching methods, as well as new humanitarian technologies. To such can be referred following specific methods of the environmental education and upbringing: research projects of students in real time, aimed at attracting investment in environmental technologies (Alizade, 2010, in press); - research (in collaboration University-College: department –faculty - students) as part of integrated programs to study safety issues of human impact; - humanitarian environmental mission, the project "Eco-Date" (Earth Day, World Water Day, Earth Hour, World Day of smoking cessation, etc.); - interactive interdisciplinary forums on global environmental issues. In this juncture it is expected, that managers, who have received specific ecological education, will allow our planet to get rid from consequence of incorrect decisions. References Alizade, Yu. (30th November-3rd December, 2010). The Ability of Humanitarian Technologies to Solve Social Problems. All-Russian Forum for Young Scientists, part 3. - In press. Anisimov, O.S. (2009). Strategic Thinking Manager, vol.(6), On the Way to Civilization Management, vol.(7), Strategic Management Schemes. Moscow.

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Bloom, B.S. (1956). Taxonomy of Education Objectives. Boston: Allyn&Bacon. Glazachev, S.N., and Perfilova, O.E. (2008). Ecological Competence: formation, problems, prospects. Series: The Basic Concept of Human, ISBN 5828811576. Moscow: Sholokhov Moscow State Humanitarian University. Glazachev, S.N. (2010). The Ecological Mission of Education in the Context of Globalization. Ecological Potential of the Education at School and University: Herald of the International Academy of Sciences (Russian Section), special issue, 6-11, ISSN 1819 5733. Graham, ɆȺ., and Raven, J.(1987). Identification of High Level Competence: Cross-Cultural Analysis between British, American, Asian and Polinesian Labourers. Organisation Forum. Kofler, W. (2007). Sustainability and Some Arguments for an Additional Approach for Science for Survival. International Conference on Environment: Survival and Sustainability. SS-2: Extended View and Sustainability, 773-774, Nicosia-Northern Cyprus. Knyazeva, E.N. (2009). Ecology of Management in the Epoch of Globalization. International Conference Ecological Problems of the Global World. Herald of the International Academy of Sciences (Russian Section), special issue, 18-19, ISSN 1819-5733. Perfilova, O.E. (2006). Ecological Competence as a Criterion for Evaluating the Professional resources of Modern Society. Series Ecological Culture and Education: the Experience of Russia and Kazakhstan. In Glazachev, S.N. & Shalgymbaev, S.T., (Eds), 204-210, Almaty: al-Farabi Kazakh National University. Raven, J. (1987). Competence in Modern Society: detection, development & implementation. London. Schneider, C., Klemp, G. O., and Kastendiek, S. (1981). The Balancing Act. Competencies of Effective Teachers and Mentors in Degree Programs for Adults. Boston, Mass.: McBer&Co. Schon, D. (1987). Educating Reflective Practitioner. New York: Basic Books. Serikov, V.V. (2003). Competence Approach to the Development of Educational Content: from Idea to Educational Program. Series Pedagogical Science, 1(02), Herald of the Volgograd State Pedagogical University, 8-10. Volgograd: Peremena. Spenser, L.M., & Spenser, S.M. (1993). Competence at Work. New York: Wiley. do Valle, C.E. (2009). Nature Conservation and / or Industrial Development. International Conference Ecological Problems of the Global World. Herald of the International Academy of Sciences (Russian Section), special issue, p.11, ISSN 1819 5733. The Concept of Interactive Program "Bolshiye" (21st March, 2006, live). Russian Youth TV-project: Channel Culture.