Interdisciplinary Training and Mentoring for Cyber Security in Companies

Cyber security is interdisciplinary, and it is to expect that security professionals and other employees working with computers to have suitable knowledge. In this chapter an interdisciplinary training program in cyber security curriculum and an interdisciplinary mentoring program to be included in entrepreneurial learning will be proposed. It helps to produce synergy in groups and generates ideas to solve complex problems. Entrepreneurial learning is a basis for education of entrepreneurs, and it should also include such interdisciplinary programs. The author explained the advantages of interdisciplinary training and mentoring programs in this context particularly in the field of cyber security. Such programs are missing both in education as well as in companies. Two examples of European projects with the participation of the author will be done to improve entrepreneurial education and training and encourage SMEs to be innovative. The programs are supported by digital learning platforms, and interdisciplinary trainers and mentors help the learners. The main method is interdisciplinary problem-based learning (IPBL).

General description of technology for future marketologist leadership competence formation in the process of interdisciplinary training

Globalisation and increasing competition have resulted in the increased demand for marketologists without whom today any organisation finds it virtually impossible to operate. However, only a professional with a high level of education, a developed personality, well-informed moral values and an active civil position, who is able to act and think in modern conditions, can compete effectively in the labour market. Leadership should be seen as a necessary component in achieving professional competence, without which full self-realisation of a specialist is not possible. Therefore, the problem of developing leadership competence of future marketologists in the university's educational environment arises. The article highlights the technology aimed at future marketologist leadership competence formation in the process of interdisciplinary training in accordance with the requirements of new standards of higher education for bachelor students majoring in 075 "Marketing" in higher educational establishments. It determines the essence of implementation of student-centered and interdisciplinary approaches as well as the use of interactive learning methods. The purpose of the technology has been determined, methodological approaches and principles of the study have been described. The blocks of technology have been сharacterised which contain the components as follows: targeted, theoretical-methodological, content-organizational and diagnostic-resultative blocks. The stages of implementing the pedagogical technology of future marketologist leadership competence formation into the practice of university education are outlined: orientation-motivational, practical, evaluative-reflexive. Within the mentioned stages, the corresponding forms and methods of organizing the educational process of forming future marketologist leadership competence are presented. The important role of extracurricular activities, internship and research work in formation of future marketologist leadership competence is emphasized, their content and tasks are described.

An integrated model for interdisciplinary graduate education: Computation and mathematics for biological networks

The current challenges at the forefront of data-enabled science and engineering require interdisciplinary solutions. Yet most traditional doctoral programs are not structured to support successful interdisciplinary research. Here we describe the design of and students’ experiences in the COMBINE (Computation and Mathematics for Biological Networks) interdisciplinary graduate program at the University of Maryland. COMBINE focuses on the development and application of network science methods to biological systems for students from three primary domains: life sciences, computational/engineering sciences, and mathematical/physical sciences. The program integrates three established models (T-shaped, pi-shaped and shield-shaped) for interdisciplinary training. The program components largely fall into three categories: (1) core coursework that provides content expertise, communication, and technical skills, (2) discipline-bridging elective courses in the two COMBINE domains that complement the student’s home domain, (3) broadening activities such as workshops, symposiums, and formal peer-mentoring groups. Beyond these components, the program builds community through both formal and informal networking and social events. In addition to the interactions with other program participants, students engage with faculty in several ways beyond the conventional adviser framework, such as the requirement to select a second out-of-field advisor, listening to guest speakers, and networking with faculty through workshops. We collected data through post-program surveys, interviews and focus groups with students, alumni and faculty advisors. Overall, COMBINE students and alumni reported feeling that the program components supported their growth in the three program objectives of Network Science & Interdisciplinarity, Communication, and Career Preparation, but also recommended ways to improve the program. The value of the program can be seen not only through the student reports, but also through the students’ research products in network science which include multiple publications and presentations. We believe that COMBINE offers an effective model for integrated interdisciplinary training that can be readily applied in other fields.

Application of Simulation Learning Technologies in Medical Education: Present and Future

The use of simulation technologies in medicine has proven its advantage over the traditional education system. The growing interactivity of the educational environment and the plasticity of interdisciplinary training with an emphasis on self-education dictate the search for promising directions for the development of simulation learning.

Interdisciplinary Approach in Professional Training for Future Petroleum Engineers

The article deals with the problem of training specialists in the field of petroleum engineering ready to work in interdisciplinary teams and projects. Interdisciplinary approach including globally conditioned interdisciplinarity has been discussed in the context of engineering education since the beginning of the 21th century. This approach contains a number of basic components, namely: structure, process, language, identity, and technologies. Efficiency of interdisciplinary training depends on the general dynamics of a team. The international community has not disputed on the significance of interdisciplinary approach for engineers, but the key issue remains – how to apply theory for practice in both curricula development and learning process itself. Interdisciplinarity in the petroleum education is considered as a basis for critically new competitive engineering solutions. The indicators proving the presence of interdisciplinary management system at university are outlined. Based on the elaborated principles of interdisciplinary activities a set of required tools and elements to manage interdisciplinary training of petroleum engineers is presented. The significance of an interdisciplinary approach in professional training for future petroleum engineers is grounded. It has been proved that interdisciplinarity in its broadest sense is the trend, challenges of a global nature, which are updated set of circumstances, reasons that are multifaceted, varied and contradictory. It has been substantiated that the methodological part, multidisciplinary update of economics has become a constructive synthesis of theoretical research in this area, which includes not just interdisciplinary cooperation and mutual enrichment at the methodological level, forming a systematic, holistic vision of the economy, the problems and contradictions of development.