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The relevance of the research topic consists in the fact that in the context of globalization, the proper level of foreign language proficiency of young people is an important criterion for successful self-realization and the key to a successful career, especially for prospective programmers. Purpose. The research is devoted to the analysis of the effective motivational ways of development of foreign language communicative competence of future programmers. Methods: method of theoretical analysis, comparison method; substantiation and systematization of scientific investigations on the researched subject and generalization of the obtained research results. Results. The article considers the essence of the concept of foreign language communicative competence, the term motivation and motive. The structure of foreign language communicative competence and its’ structure are reviewed and important subcompetences are singled out, particularly: linguistic, sociocultural, sociolinguistic, pragmatic, discursive and strategic. The types of motivations (external, internal, direct, indirect, causative) and the types of structural elements of motivation (cognitive and social motives) are highlighted.Founded on the analysis of the theoretical basis of scientific and methodological literature, the author proposes an integrated distribution of types of motivation and corresponding motives that are part of it into two main groups: 1) external indirect causative motivation, which is based on general socially necessary motives and student’s responsibilities; 2) internal direct motivation, which is based on cognitive personality-oriented motives of the student. Methods that stimulate students’ motivation to study, including active and interactive teaching methods, as well as methods of forming cognitive interests and methods of stimulating duty and responsibility are considered. Based on the analysis of scientific research on methodology of teaching, in particular on the topic of our investigation, effective motivational ways of developing of foreign language communicative competence of prospective programmers were selected.Thus, the author of this article, following the proposed methods of stimulating motivation, identified the subsequent five main motivational ways to improve the explorable competence: 1) the way of educational discussion method; 2) mode of modeling situations / situational method; 3) the means of motivational conversation; 4) mode of a role play / business game; 5) means of a collective / group studying. Conclusions. Each of the proposed means: will promote the development of previously acquired skills of foreign language communication; will improve students’ knowledge of a foreign language; will immerse them into a close to natural “professional world”; will ensure the development of all types of speech activities and diversify the educational process, which will maintain the student’s interest in studying.Key words: competent, foreign language communicative competence, subcompetence, motivation, motive, motivational means, prospective programmers.

The modern educational paradigm is based on such priorities as self-development, self-organization, self-education – the subjective components of the pedagogical space. Nowadays the responsibility of the teacher for the results of their activities is increasing. The teacher must be proficient in the methods of managing educational processes, be able to develop and implement innovative technologies, focusing primarily on the development of students' abilities, and not only on the transfer of knowledge and skills. For the successful performance of professional functions in a dynamic professional environment, a teacher must have professional mobility, which determines the ability to quickly change their status or position in the social, cultural or professional space, flexibly adapt to new conditions. For this, it is necessary to reconsider the methods of training future teachers, taking into account the needs of the modern labour market for professionally mobile specialists. The purpose of the article is concretization of methods of the formation of professional mobility of a future teacher in higher education. Research methods: analysis and synthesis of scientific literature (to clarify the key concepts of the study), systematization (to identify existing scientific approaches to solve this problem), conversation, study of experience (to identify features of professional mobility of future teachers), theoretical generalization (to formulate final provisions and conclusions). It is established that professional mobility of a teacher is an integrated quality of a teacher, which provides developed professional abilities and personal traits, the ability to effectively use a system of generalized professional techniques to perform pedagogical tasks, as well as willingness to move from one type of activity to another in the field of "human-human". The formation of professional mobility of the teacher involves the use of certain teaching methods – training, brainstorming, analysis of a specific situation, business game, discussion. These methods are aimed at developing interests and abilities to pedagogical activity and professional mobility (motivational-value component), mastering knowledge, skills and abilities to design their pedagogical activity and predict its consequences (cognitive-activity component), formation of ability to evaluate results of own practice (reflexive component of professional mobility).

The methods of forming students’ communicative competences as an important component of the Manager’s professional activity have been considered. The purpose of the article is to present the results of the study of the components of the Manager’s competencies and ways of their formation. Communicative competences and methods of their formation have been emphasized. The features of the preparation and holding of the meetings have been shown. The peculiarity of writing business letters to prevent the development of conflict situations has been revealed. The papers on the preparation of duty regulations, as well as negotiations and negotiations with the use of technical means to improve their effectiveness have been highlighted. The Department of Management Theory at the State University of Management has been working for a number of years to develop communication skills based on the use of active learning methods in the form of business games in all major forms of communication.

The article reflects the relevance of using interactive teaching methods based on the involvement of all participants of the educational process, who are being impelled to pass through the specific training materials within the relevant discipline and each topic in particular. The article also highlights the distinct features of innovative teaching techniques, their types and characteristics. There have been analyzed small group methods, brainstorming, discussion, case method, business game, and debriefing techniques. A variety of teaching methods, the requirements for their selection make instructors and lecturers of a higher medical school to opt teaching methods thoroughly for each topic in order to enhance their own methodology of teaching subjects than in general should considerably contribute to professional task solving of diagnosis, treatment and prevention of diseases. The paper presents the implementation of some methods into interactive professional training at the Department of Internal Medicine of the Prof. M.M. Berezhnitsky Dentistry Faculty, Ivano-Frankivsk National Medical University. The 3rd year dental students are often involved into training activities through the methods of small group working and "brainstorming" that allows to deeper understanding and better mastering of theoretical knowledge. In order to improve subject comprehension, the 4th year students are involved into topic-related discussions and problem-solving tasks. The case method in its different designs and business games are used to consider and analyze an each individual clinical case in the discipline course. The debriefing technique seems to be effective to improve practical skills required by a typical discipline curriculum. The implementation of interactive training techniques is a prerequisite for ensuring the effectiveness of the teaching and learning the discipline "Internal Medicine". Such training tactics provide fostering of students' professional thinking, promote their professional and personal growth, stimulate learning and cognitive activity, master the skills of comprehensive analysis of situations and prompt decision making.

The article shows the possibility and practicality of building game simulations of organizational conflicts with due regard for the type of temperament. In this case, information about the types of temperament prevailing in the team is included in the leader training procedures in the process of the simulation game. The adaptable simulation model used in the process of a business game should be functionally expanded by means of elements and connections that ensure the causality of the psychological attitude of the team and the leadership style chosen by the leader. To analyse this causality, a cognitive model of game simulation is suggested that is implemented in the course of further research in the form of a simulation model within AnyLogic simulation software. The problem of studying the influence of temperament types on the emergence and escalation of organizational conflicts is analysed on the basis of characteristics of four types of temperament (sanguineous, melancholic, choleric and phlegmatic types). The article shows the possibility of game training of a leader proceeding from psychological attitudes when choosing a management style.

The article is devoted to the problem of improvement of methodological competence of music teachers in general secondary educational institutions through a well-thought-out system of school methodical work. The definition ofsuchconceptsas“professionalcompetenceofamusicteacher” and“methodicalcompetenceofamusicteacher” is proposed. Under the professional competence of a music teacher we understand the holistic characteristics of the personality of the specialist with the already-formed set of competencies that allow him to perform his professional functions effectively, to update and enrich his knowledge constantly, to develop new skills according to the level of science and technology, to be ready for social changes, to enjoy his professional activities. In its turn, the methodical competence of the teacher-musician is interpreted as an integral characteristic of personality, which determines the ability to solve professional problems in situations of real practical musical-educational activities, corresponds to the main types of methodical activities of music teachers and is a set of components such as orientational (professional orientation), cognitive (methodical knowledge), operational-active (methodical skills), personal (professionally significant personal qualities) and social-behavioral (experience). The functions of methodical work in the institution of general secondary education (planning, organizational, diagnostic, prognostic, modeling, corrective functions) and criteria of optimality of results of teacher’s methodical work (criterion of efficiency, criterion of rational spending time and economy, satisfaction of the teacher with the work, criterion of effective methodical work) are studied out. The characteristics of traditional and innovative methods, forms and technologies of improving the methodological competence of music teachers in general secondary education are given, which include concilium, round table, methodical ring, auction of pedagogical ideas, business game, week of pedagogical sciences, pedagogical workshop, master classes , pedagogical mosaic, creative laboratory, discussion-aquarium, debates, information and communication technologies, etc.

The paper is devoted to the problem of professional and psychological training of employees of the penal system at university. The authors have developed a technology of teaching negotiations to students on the basis of competence-based approach while studying psychological disciplines. The authors define the concept of a negotiation competence of the penal system employee, which is understood as a professional and personal readiness to negotiate with convicts in emergency conditions. The negotiation competence is considered in the context of conflicts resolution in case of group disobedience and mass riots at institutions of the penal system. The structure of the negotiation competence: motivational value, cognitive, efficient, practical and reflective components, reflecting the nature of the negotiation activity. The technology of negotiation competence development consists of the target, substantive, procedural, criterial and assessment units. The paper describes the content of training on the basis of organizational, communicative, ethical, technological, information components of the competence. The list of the planned educational results is given. The authors consider a procedural part of negotiation skills development, reflecting the content and sequence of stages. Methodical techniques used for training are described, examples of tasks are given. A business game is presented as an interactive form of training at the practical stage. The ways of checking if the educational results are developed with the help of the current and final control are discussed.

The article considers the long-term practice in the area of ethical and communicative education of students of the Department of library-information resources of the East Siberian State Institute of Culture. The purpose of the work is to summarize the experience in formation and development of ethical and communicative competence of students. The authors describe the method of teaching the discipline “Ethics of library communication” and consider specific features of lectures and practical classes. The article characterizes the methods of work with full-time and part-time students, students of retraining and professional development programs at the example of use of interactive innovative technologies. The authors analyse the practice-oriented tasks aimed at diagnostics of various communicative and ethical characteristics of students and present the results of surveys of students of different forms of education about their culture of communication. The article describes the experience of using cases in the course of discipline study and the development of students’ draft codes of ethics of librarian and reader. The authors emphasize the importance of using a Cartesian rectangular coordinates system and drawing up a “Contract with the own Adult” for self-education of student, development of his critical thinking, ability to analyse and creative approach in library and information activities. The article raises the problems of verbal and nonverbal communication in the training of future specialists, as well as gives recommendations on the use of mind maps in the formation of librarian-communicator. The authors determine the importance of business game “Business etiquette” for the formation of pedagogical skills of students. The article underlines the necessity of development of ethical and communicative competences not only in the course of training sessions, but also through the involvement of students in scientific activities, in particular, when writing course and graduate qualification works. The authors analyse execution method and content of the work devoted to the topic “Netiquette. Network etiquette” and present the results of the student research conducted among the trainees in universities of the Republic of Buryatia.

The aim of the article is to consider the issues of using the competence-oriented tasks to increase the effectiveness of the future teacher’s professional training and his professional activities. The experience of conducting classes using competence-oriented tasks in the Dagestan State Pedagogical University is presented. Methods . Observation, conversation, testing, pedagogical experiment. Result . In the course of participation in classes using the competence-oriented tasks, students are developing general professional and professional competencies. Conclusion . The use of competence-oriented tasks contributes to increasing the motivation of learning, interest in the study of subjects of psychological and pedagogical cycle, increases their level of professional competence in general and the effectiveness of training for professional activities.

Considering the strategic directions of modern higher education, dominant personality-oriented paradigm, which determines the rejection of understanding the educational process as a path which interns must comply, can be called This paradigm provides a variety of methods and tools that match the individual personality as a subject of education. The purpose of this work is the searching for new paradigms of educational reform and its new models and technologies, innovative approaches, learning and education. Employees of the Academy were customized modification techniques "competing groups" in training doctors ‒ dental interns, whose meaning is "doubles competition." At the same time, three main components of the concept of critical thinking were basis of the systematization of techniques and strategies within this methodology: cognitive (development of mental levels), communicative (development of interactions) and reflexive (the development of professional reflection). The process of learning by this methodology is carried out in three stages: The preparatory stage involves the definition of the purpose and the task of a substantiated motivation. The conditional clinical situation should be in line with the current standard of higher education, which presupposes the presence of normative disciplines. Intern doctors can propose a problematic situation for discussion, based on the great interest in this topic themselves (the theme of the course work, the specifics of the place of future work, etc.), they can choose their "opponent" independently. The condition of the business game is the planned agreement of one member of the group with the other, he must reasonably and correctly proves the opposite. The main stage takes place as an independent work of interns on their task. For a well-grounded objection, doctors-interns should propose a variety of modern methods of clinical, laboratory, instrumental research, the use of certain therapeutic options, hoping for its effectiveness. At this stage, an important work is going on: each intern must receive the data necessary for "competitiveness", find evidence or refutation based on a specific approach to the problem (subjective, facilitarial, holistic, and interactive), which may indicate the implementation of personality-oriented learning . The phases of work with the information are determined: 1) recognition of information; 2) its review; 3) determination of the main; 4) comparison of the main and secondary; 5) information analysis; 6) its synthesis; 7) information characteristics; 8) its application; 9) information evaluation; 10) personal attitude to information. The final stage is the report of each competitive pair, presentation of results and project protection. An important point is the discussion of the results in the presence of all interns in a specialty that is conducted under the guidance of a teacher or a working group. The use of the technique of "competitive couples" in the educational process of interns of dentistry significantly increases the quality of knowledge. Problematic clinical situations form the ability to self-organization cognitive activity, the ability to perform operations of mental activity. The element of competition, the opportunity to reveal its theoretical and practical potential greatly enhances the ability of young colleagues to think clinically. The introduction of stimulating, encouraging, exciting methods in the educational process can remove psychological stress from interns' doctors, encourage them to self-improvement. As a basis that determines the use of the methodology of individual creativity in the practice of working with young colleagues, the humanization of education, as well as self-improvement, is a necessary condition for obtaining the individually required knowledge and skills.

O jogo de empresas é uma estratégia de ensino ativa que oportuniza aos discentes uma experiência vivencial mais próxima da realidade organizacional, o qual é desenvolvido em ambientes de aprendizagem. O objetivo da presente pesquisa é analisar a percepção dos discentes ao utilizar a estratégia de ensino jogos de empresas em um ambiente virtual de aprendizagem em duas universidades de Santa Catarina. A pesquisa é considerada mista, de abordagem quantitativa e qualitativa, com dados oriundos de 2 questionários e de 2 focus group aplicados com discentes de graduação e pós-graduação de duas universidades de Santa Catarina. Na análise dos dados foram utilizadas a estatística descritiva, a análise fatorial e a análise de conteúdo. Os resultados mostram que os discentes tiveram uma percepção positiva sobre o uso da estratégia de ensino Jogos de empresas e no ambiente de aprendizagem apontaram dificuldades ao utilizar a plataforma digital dos jogos. A principal contribuição é o fornecimento de subsídios aos docentes para aperfeiçoar o processo de ensino-aprendizagem, bem como um estímulo para docentes utilização de jogos de empresas e de outras estratégias de ensino em sala de aula, levando em consideração questões importantes para o sucesso na aplicação.

The article is devoted to studying the opportunities of interactive technologies for enhancing the self-actualization of non-linguistic students studying a foreign language, exemplified by the method «business game». Interactive technologies form the learning environment where a student acts as a subject of multidirectional interaction «student — teacher» / «student — student». They contribute to forming the deliberate student’s competency and to taking the full advantage of their creative and mental potentials. Business game is intended to improve the skills of foreign language communication, to develop the social competency, to raise the proficiency in the foreign language not only as a subject of study but also as a mean of professional communication. There are the main aspects of business game which form the mechanism of enhancing the self-actualization of non-linguistic students studying a foreign language: individual constituent, collective constituent, feedback, emotional background. Individual constituent is internal conditions, collective constituent is external stimulating conditions. The author demonstrates how the role ranking in business game helps activate the cognitive interest of students and their readiness to search for the creative non-typical solutions of problematic situations. Business game mobilizes the mechanisms of students’ interpersonal perception — identification and empathy. Feedback makes cognitive, communicative and personal-conceptual aspects of study more active, actualizes the personal and group forms of reflexion. The emotional constituent of business game is the emotional atmosphere which by means of positive emotional experiences can contribute to enhancing the motivation for learning-creative activities and cognitive interest, to developing students’ needs for personal growth and self-fulfilment. Business game is a powerful motivational resource for enhancing the self-actualization of students studying a foreign language.

The prerequisites for the study are modern career concepts and the concept of preparing a person for the successful construction of a career path. The modern sphere of economic relations and the labor market are very changeable and dynamic. The structure and content of professions are changing quickly, which requires constant training and readiness from the individual to change professional roles. Therefore, the formation of readiness for professional mobility is an important research issue. However, the generally accepted position is that the formation of readiness for professional mobility among students should begin at a university or college. The purpose of the study is to test the assumption that the readiness for professional mobility can be formed in senior high school students by combining traditional and game forms of education. The experiment described used a three-week course based on traditional and active teaching methods and a complex multistep business game. The research methods included: the adapted test of “Career Anchors” by Edgar H. Schein, “Methodology for Diagnostics of Reflexivity” by A.V. Karpov and V.V. Ponomareva, the test “Study of Volitional Self-regulation” by A.V. Zverkov and E.V. Eydman, “Temperament Structure Questionnaire” by V.M. Rusalov, and the test “Communicative and Organizational Skills” by V.V. Siniavskii and V.A. Fedorishin. The results of the study showed a statistically significant positive change in the controlled parameters. In general, the conclusion about the promising nature of this direction of training can be considered partially confirmed. For a more confident conclusion, studies on larger samples are required.

All teachers using business simulations are concerned about what students learn when they participate in these games. Their questions are often: Is the business game I am using designed to teach the concepts I want it to? Are the teams balanced in terms of ability? Is the room designed correctly for little group discussions? There may also be other, simpler, and more controllable conditions to worry about that some would call, “the little things”. For example, Does the gender of the participant influence performance? Do teams with international students perform differently? Do teams that “share the load” perform differently than teams that do not try to “share the load?” Do teams that select their own leaders perform better than teams with designated leaders? Did teams that became good friends do better than teams that did not become good friends? This paper discusses exploratory research about the impact of some of these “little things”. This research has found that many of these “little things” have highly significant influences upon performance and should be considered when using a business simulation for experiential learning.

This paper addresses the use of experiential learning to improve knowledge about the capital market, by applying a program with business games, using an electronic simulator of the Brazilian stock market. The objective was analyzing the cognitive domain of the participants after application of an educational program about the capital market, using a business game tailored for stock market trading. The descriptive study, with a quantitative approach, used the quasi-experiment technique to collect data on the learning of undergraduate business administration students at a federal university located in the state of Rio de Janeiro, Brazil. The data were submitted nonparametric statistical analysis with the inferential Mann-Whitney U-test as well as tests of comparison of medians. The results revealed statistically significant differences in assimilating knowledge between the groups of participants. The G1 group, whose theoretical content was exposed before the game application, showed an assimilation of superior knowledge. In this sense, it was possible to conclude that the way the educational program with the business game was applied affected the students’ assimilation of knowledge. O estudo aborda a utilização da aprendizagem vivencial para propostas de melhoria na formação e educação financeira sobre mercado de capitais, mediante aplicação de um programa educacional com jogos de empresas, utilizando o simulador eletrônico de ações da bolsa de valores brasileira. O objetivo foi analisar o domínio cognitivo dos participantes durante a aplicação de um programa educacional sobre mercado de capitais, utilizando um jogo de empresas voltado para o mercado de ações. A pesquisa descritiva, com abordagem quantitativa, utilizou o procedimento técnico denominado quase-experimento para a coleta de dados, sendo este realizado com estudantes de graduação do curso de Administração de uma universidade federal no estado do Rio de Janeiro. Os dados foram submetidos à análise estatística não paramétrica U-Mann Whitney inferencial, testes de variância e comparação de mediana. Os resultados apontaram para diferenças estatisticamente significativas na assimilação do domínio cognitivo entre os grupos participantes da pesquisa. O grupo G1, cujo conteúdo teórico foi exposto antes da aplicação do jogo, apresentou uma assimilação de conhecimento superior. Neste sentido, foi possível concluir que a forma como o programa educacional com jogo de empresas foi aplicado afetou a assimilação de conhecimento dos alunos.

The article specifies that socio-psychological peculiarities of senior pupils' gaming activity became apparent through the interaction of its participants, the organization of a certain community of individuals, the formalization of a collective entity, which is characterized by integrity and ability to function jointly; determined the necessity of using interactive role-playing games in the educational process; first, on the basis of theoretical, applied aspects of the psychological phenomenon of business game, the preconditions for self-knowledge by senior pupils through game activity are determined

The aim of the work is to evaluate the effectiveness of the “Business Game” method in shaping the skills of a future dentist among students of the 5th year of the dental faculty. The main part of the article includes the experience of using the method of “Business Game” at the Department of Therapeutic Dentistry at National Pirogov Memorial Medical University, Vinnytsya, which facilitates the formation of professional skills and abilities of the future dentist in conditions that are as close as possible to practical health care, stimulates active participation of students in collective collaboration, promotes the introduction of interdisciplinary integration into the educational process. Modelling the professional situation using the “Business Game” method allows students not only to solve the problem, but also to develop tactics of behaviour in conditions that are most closely related to the actual clinical situation that they will encounter during practical activities. They learn to work in a team, defend their own opinion, hold discussions with their opponents. Educational games allow you to improve practical skills and teach students to solve complex clinical problems in the absence of a patient. Using role-playing games during practical classes can increase the interest of students in future professional activities. So, Application of interactive methods in the educational process allowed to reveal the creative abilities of students, promoted the development of clinical thought, the practice of practical skills and skills in conditions that are as close as possible to practical health care. The study showed that the use of the “Business Game” method has increased material absorption by 11.2% compared to the control group. “Business games” stimulates active participation of all students in collective cooperation, promotes the introduction of interdisciplinary integration into the educational process. The usage of the “Business Game” improves the quality of clinical training of the future dentist in the context of reforming the modern health system.

Background. The article describes the methods of the 6 th year students active teaching in the medical university on the subject Internal diseases. Traditional lecturing used in teaching has the lowest retention rate; the use of games as part of an instruction method may enhance retention and reinforce learning by creating a dynamic educational environment. Aim.This study aims to systematically review the literature on educational business games medical students of the senior courses to identify trends and investigate assessment tools used to measure its learning outcomes. To develop and assess using method of business game own variant of educational tool for the 6th year students in the internal medicine discipline. Methods.Seven databases were used in the search: ERIC, Education Research Complete, Medline, Medline Complete, Academic Search Complete, The Cochrane Library and PubMed in period of 2007-2018. Using key words: business games, students, active teaching method, professional training, medicine. Results and discussion.Business game is a complex interactive technology, which allows based on the analysis of the simulated situation, to develop alternative solutions and projects based on a variety of interaction and cooperation between teachers and students, in conditions of different role interests, intellectual and emotional tension, competition and expert evaluation. The developed business game with 7-10 participants allows students to be involved in an atmosphere as close as possible to real medical practice, to form clinical thinking and increase responsibility before making decisions in various clinical situations, which significantly distinguishes this method of training and knowledge control from traditional ones. Business games cultivate personal qualities, accelerate the process of socialization, imitating situations that are real in future professions, develops the ability to search and work with information, allows you to significantly enhance the students creative abilities, promotes the experience exchange, develops the ability to team building, models the conditions of the professional environment, realizing the activity competence approach in training, allows activating the students cognitive activity, forming practical and professional skills of students. Therefore for the teacher this technology has practical sense because it helps them to carry out a purposeful choice of a corresponding training method or their combination for the decision of specific didactic problems. Conclusion. Gaming makes a positive impact on the teaching/learning process. However, existing assessment methodologies have been not fully captured the learning that may occur in these games. Robust research is needed to address the use of games that have been assessed objectively.

Purpose: This study seeks to analyse students’ perception of the effectiveness of business games as an e-learning method in management training. This analysis of games’ effectiveness is centred in the generic and managerial skills acquired, through the comparison of students’ opinions in different cultural contexts within Europe.Design/methodology/approach: The analysis focuses on 120 management students at postgraduate level who use the same business game at different universities in five European countries: Spain, Ireland, Portugal, Italy and Germany.Findings: The results indicate that students positively assessed the generic and specific managerial skills fostered by the business game. The generic skills most valued were information and decision-making, and leadership. Regarding the specific skills, the most valued were management skills and the least valued, skills related to planning and the acquisition of theoretical knowledge. However, significant differences were found between students in different cultural contexts and education systems in the case of certain specific managerial skills.Practical implications: This finding suggests that the students’ perception of how a business game helps them acquire specific managerial skills is influenced by cultural aspects and previous exposure to experiential learning, which determine that the teachers’ role and the teaching process should be adapted to the students’ learning model.Originality/value: With this study, a better knowledge about the students’ perception of this e-learning method is obtained, not just considering a specific educational environment, but comparing opinions of students from different cultural contexts, which adds value to the analyses developed.

У статті проаналізовано загальні підходи до проблеми застосування ігрових технологій у роботі з військовослужбовцями – учасниками бойових дій. У процесі дослідження представлено різні наукові підходи до сутності поняття «гра», що є особливим педагогічним творінням; проявом індивідуальної та колективної ігрової діяльності; вираженням ставлення людини до події, процесів, явищ; засобом отримання соціального досвіду. Охарактеризовано ігрові технології як групу методів і прийомів організації реабілітаційного процесу у формі різних ігор. Перевагами ігрових технологій при проведенні реабілітації військовослужбовці визначено можливості отримувати знання і формувати відповідні уміння і навички; приймати рішення; оцінювати власні дії і дії партнерів; розробляти стратегію і тактику власних дій. Встановлено, що при проведенні будь-яких видів ігор з комбатантами необхідно дотримуватися поетапної технології, що передбачає підготовку до проведення заняття в ігровій формі; безпосереднє проведення гри та аналітично-оцінювальний етап. Увагу зосереджено на принципах гри, які є обов’язковими і взаємопов’язаними між собою – імітаційного моделювання конкретних умов; проблемності змісту ділової гри; спільної діяльності учасників в умовах рольової взаємодії; діалогічного спілкування і взаємодії партнерів по грі; двоплановості ігрової діяльності., The article analyzes the general approaches to the problem of the use of gaming technologies in working with the servicemen the combatants. There are presented in the research various scientific approaches to the essence of the concept of “game”. It is a special pedagogical creation; a manifestation of individual and collective game activity; an expression of a person’s attitude to an event, processes, phenomena; a mean of obtaining social experience. It is characterized gaming technologies as a group of methods and techniques for organizing a rehabilitation process in the form of various games. The advantages of gaming technology during the rehabilitation of a serviceman are the ability to obtain knowledge and form appropriate skills; to make a decision; to evaluate own actions and actions of partners; to develop a strategy and tactics of their own actions. It is established that in conducting any kind of games with the combatants it is necessary to observe the technology. The technology involves three stages. The first stage focuses on the preparation for the conduct of a training session in a gaming form. It contains the content, game script, gameplay stages, clear step-by-step instruction for combatants. At the second stage, the game is being conducted directly. It is aimed at revealing the internal (psychological), external (physical) and social activity of the servicemen. The third stage is intended to summarize the results of the game, formulate the conclusions, and identify the positive aspects of the game’s effectiveness to their personal growth by the soldiers. The attention is focused on the principles of the game. They are binding and interrelated – simulating the simulation of specific conditions; problem content of the business game; joint activity of participants in conditions of role interaction; dialogic communication and interaction of the game partners; two-plan game activity

This paper studies the influence of debriefing in the learning of the participants of business games. Through quasi-experimental study we examined the self-declarations of 112 undergraduate Business Management students undertaking the 8th term, divided into two groups: experimental, exposed to debriefing; and control, not exposed to the debriefing. Mann-Whitney´s tests revealed that the quantum of learning perceived by the members of the experimental group was statistically significantly higher than the members of the control group in seven out of nine learning variables assessed (p < 0.05). The average effect size (d = 0.45) shows an average improvement of 18%. These results suggested that the debriefing positively influence on experiential learning cycle promoted by business games. In the perspective of Kolb's experiential learning cycle (Kolb, 1984), our findings suggest that Reflective observation and Abstract conceptualization stages can be reinforced by subsequent debriefing activities to the simulation rounds, in order to enhance continuous processes of action and reflection of the participants, according to the spiral experiential learning cycle

Why do politicians and academics want to encourage the creation of new companies? Why are numerous reports and journals filled with analyses of environmental conditions or initiatives aimed at boosting entrepreneurial intention? Because entrepreneurs play an essential role in economic development. Education and training occupy an honored place on the list of methods to increase entrepreneurial intention. In this paper, we assess the impact of an experiential learning practice on students' entrepreneurial intentions. Moreover, we consider the moderating role of individual characteristics such as gender, age, proximity to entrepreneurship, academic performance, previous work experience, and propensity for risk. We observe the change in a university student's entrepreneurial intention as a consequence of participating in a serious business game. We do not find that participation results in a significant positive general effect. Further, age, proximity to entrepreneurship, propensity for risk, and academic performance moderate the impact of participation. The results suggest students become aware of their need for additional training and the difficulties of entrepreneurship and company management.

Pedagogical conditions of realization of the technology of training of a future educator to the organization of art-speech activity of preschool children were determined in this research, according to the culturological, activity, hermeneutic and creative scientific approaches: а) creation of the emotional-creative context of students' training to the organization of art-speech children's activity.b) students' dipping into the active-creative art-speech activity;c) support of integration of types of art-speech activity in the professional training of a future educator;d) introduction of pedagogical practices of tasks on the development of art-speech activity of preschoolers into curriculums; e) use of text-centrism in the training of a future educator to the art-speech activity of preschoolers.The following methods of the technology realization were characterized:а) empathy (self-association);b) solution of розв'язання педагогічних ситуацій;c) staging and dramatization;d) business game;e) projects;f) ETT methods (method of tests and mistakes, methods of morphological analysis, synectics method, method of control tasks, method of focal objects); g) activity research;h) pedagogical diaryi) intervision;j) work with texts.It was accented on the fact that the technology realization becomes possible due to the introduction of such forms of the work with students as an interactive lecture and training. Future educators study at them:а) to formulate pedagogical maxims;b) to compose papers by different bases;c) to create child fairy tales, sink vanes, verses; d) to realize observations and recording of child dialogues;e) to perform interactive plays for children, to organize literature projects;f) to solve pedagogical situations and methodological tasks;g) to develop and to carry out integrated activities on the base of art synthesis.There was substantiated the necessity of observing separated pedagogical conditions at each stage of the developed technology (conceptual, content, procedural)

One of the key problems in the theory and practice of management since the mid-twentieth century is the problem of correlation between «management efficiency» and «leadership styles». Any manager wishing to improve the effectiveness of their work should seek to choose an effective leadership style. The article presents the results of the study and description of a business game that allows a practicing manager to make a choice or to design their own effective leadership style. In the study of leadership styles using the method of gaming simulation was implemented a work plan that includes the following steps: (1) classifying leadership styles; (2) development of the «Management styles» business game; (3) a series of game simulation experiments using the «Management styles» business game; (4) analysis of the results of the game simulation. The classification was founded on the assertion that the style of leadership is the ability of a manager to influence individuals and groups of people to encourage them to work towards the goals of the company. The extent to which a manager delegates his authority, types of authority used by him, and his concern, above all, about human relations or about the execution of tasks - all reflect the style of leadership that characterizes the manager. In this section of the study nine management concepts were reviewed, with Kurt Lewin’s concept of leadership styles being outlined as a main one. The longevity of this classic typology is attributed to its simplicity and clarity. There are three major styles of leadership: (a) authoritarian style (the power of one person), (b) democratic style (the power of a group), (с) liberal style (the power of everyone). Business game is conducted in a group of 20-30 experts, includes three stages (introduction, simulation, problem), aims to discuss leadership styles in an active form and use it as a basis to determine the conditions of their practical application. Players perform certain activities fulfilling their respective roles (autocrat, democrat, liberal). In the framework of the problem story players formulate expert judgments about the specifics and conditions of use of a particular style of leadership. The article presents the results of eight game experiments.

The article examines some aspects of the use of didactic and business games in the educational process of higher educational establishments, with the purpose of formation of the professional competence of future teachers of primary school. It is showed that the game is the most natural and attractive activity not only for primary schoolchildren, but also for students.The analysis of theoretical works of native and foreign specialists is carried out. It testifies that the practice of introduction of pedagogical innovations, non-standard forms and methods of the organization of teaching schoolchildren is an important factor of the formation of the future teacher’s weighty personal and professional characteristics. The article describes structure, features of the organization and the algorithm of conducting a business game including three stages: preparatory (introductory), basic (conducting a specific type of game) and final (summary of game results, post-game discussion) ones.It is mentioned that didactic game opens great opportunities for the students’ self-realization because the process of game activity forms the motives connected with doing one’s duties. The game is a means of communication and self-education, which consists in the acquirement of new knowledge through the dialogue, exchange of thoughts and suggestions.It is proved that the systematic introduction of such kind of games in the educational process of higher educational establishments makes it possible to intensify he educational activity of students. Such games ensure formation of stable professional abilities and skills through learning by the use of practical experience in terms of reproduction of reality.

The growth of competitiveness of university graduates in the labor market is growing due to the development of soft skills. The purpose of this article was to identify the most rational form of practical training for the development of soft skills among students. The paper used an analysis of the effectiveness of the application of the author’s methodology for conducting a business game. The empirical basis was the results of a sociological survey of students based on the results of practical exercises in the form of the business game “Search for Truth”. The opinion poll was attended by 487 students from 39 study groups. As a result, it was found that this form allows students to increase the development efficiency of creativity, the ability to go out to innovative knowledge, communication skills, the ability to work in a team, fairly evaluate their colleagues, leadership qualities, and stress resistance. The growth of excitement in achieving victory, a sense of responsibility for collective actions as part of multilingual and multicultural groups is revealed. Ways of neutralizing negative phenomena during and after classes are proposed. The study showed that the business game contributes to the development of soft skills among students.

Resumo Este artigo descreve um jogo de negócios aplicado em cursos do tipo Master of Business Administration (MBA) como uma das últimas disciplinas do currículo e analisa os resultados de sua implementação em 47 turmas, envolvendo 1.410 alunos. O jogo de negócios tem por objetivo integrar as habilidades e competências desenvolvidas ao longo do curso e considera um sistema de avaliação com 39 quesitos baseado em um modelo de excelência que abrange todos os aspectos importantes no processo de gestão. Somente 6 quesitos de avaliação são financeiros e os outros 33 são avaliados pelos próprios alunos, em uma avaliação por pares, e dizem respeito à relação cliente-fornecedor e à gestão de cada empresa. Uma redução de dimensionalidade foi obtida por meio de uma análise fatorial, resultando em 14 fatores. Dentre esses fatores, é possível identificar quais são relevantes para o sucesso no jogo? Esta questão é respondida averiguando por meio de 2 métodos estatísticos distintos (significância dos parâmetros de um modelo logito e teste t para diferença de médias) quais são esses fatores. Ajustou-se um modelo linear generalizado com uma função de ligação logito e uma distribuição Bernouilli, confirmando que a maioria dos fatores com diferenças estatisticamente significativas das médias de vencedores e demais participantes também foram estatisticamente significativas no modelo. A avaliação dos alunos participantes confirmou que o jogo de negócios foi bem recebido: levantou o moral dos alunos; despertou o interesse pelo assunto; fomentou o empreendedorismo; diminuiu o absenteísmo; aumentou a participação em sala, a consciência do trabalho em grupo e o planejamento; e criou um ambiente favorável às discussões sobre ética nos negócios. Resumen Este artículo describe un juego de negocios aplicado en los cursos de MBA, como una de las últimas asignaturas del programa y analiza los resultados de su implantación en 47 clases y 1.410 alumnos. El juego tiene como objetivo integrar las habilidades y competencias desarrolladas a lo largo del curso y considera un sistema de evaluación con 39 cuestiones basado en un modelo de excelencia que abarca todos los aspectos importantes del proceso de gestión. Sólo seis cuestiones de la evaluación son financieras y las otras 33 son evaluadas por los propios alumnos, en una evaluación por pares, y se refieren a la relación cliente-proveedor y a la gestión de cada empresa. Mediante un análisis factorial se obtuvo una reducción de dimensionalidad que resultó en 14 factores. Para responder la pregunta ¿entre esos factores, es posible identificar cuáles son relevantes para el éxito en el juego? se aplicaron dos tests (significancia de los parámetros de un modelo logit y prueba t para igualdad de medias). Se ajustó un modelo lineal generalizado con una función de enlace logit y una distribución Bernouilli, que confirman que la mayoría de los factores con diferencias estadísticamente significativas de los promedios de ganadores y demás participantes, también fueron estadísticamente significativas en el modelo. Los comentarios de los alumnos participantes confirmaron que el Juego fue bien recibido: levantó la moral de los alumnos, despertó el interés por el tema, fomentó el espíritu emprendedor, disminuyó el absentismo, aumentó la participación en el aula, la conciencia del trabajo en grupo y la planificación, y creó un ambiente favorable a las discusiones de grupo sobre ética en los negocios. Abstract This article describes a business game, one of the last courses in an MBA syllabus. The database analyzed consists of outcomes from 47 classes and 1410 students. The aim of the game is to integrate the skills and abilities acquired during the program. The game considerers an evaluation system with 39 items based on an Excellence Model that covers important aspects of the management process. Only six evaluation items are financial goals; the remaining 33 go through a peer evaluation. These items deal with consumer-supplier aspects and management issues. A reduction in dimensionality was attained through a Factor Analysis that yielded 14 factors. Is it possible to identify the relevant factors for winning the game? Two distinct tests (significance of a logit model parameters and t-test for equality of means) are performed to answer this question. A generalized linear model using a logit link function and a Bernoulli distribution was fitted to the data, confirming that most factors with statistically significant differences in the mean between winners and other participants were also significant in the model. Participants’ feedback confirmed that the game was well received by the students: it boosted students’ morale and interest in the subject, fostered entrepreneurship and less absenteeism, increased the degree of class participation, awareness of teamwork, and planning, and created an environment that favored a discussion on business ethics.

Objective : Managing strategically is a challenge of management practice. It is important that business schools offer an education that can prepare managers to act strategically in organizations. The Online Management Laboratory (OML) is a management education model that combines virtual and face-to-face education using elements of strategic management in the teaching and learning process. This study aims to analyze the opinion of participants exposed to this model to know how much it has contributed to the learning of the strategic management process. Method : We adopted a qualitative approach with in-depth interviews with 29 participants of the model. Data processing was performed through content analysis (Bardin, 2011). Originality / Relevance : The importance of OML is based on literature that identifies the limitations of traditional methods of education. A model that complements the expository method with experiential activity in online environment gives meaning to the learning of strategic management. Results : The results indicated that the stages of formulation and implementation of strategic management were the most applied by participants in the business game, to the detriment of the control stage. It was possible to verify that the emergent strategies were more frequent than the deliberate strategies and that the participants learned from the mistakes in the decision making. Theoretical / methodological contributions : The study contributed to advances in strategic management, reinforcing that active method such as simulation and business play can be used in an online environment to promote the learning of strategic management in a dynamic and meaningful way.

This study examines teams as complex adaptive systems (tCAS) and uses latent growth curve modeling to test team cohesion as an initial condition conducive to team performance over time and the mediational effect of team coordination on this relationship. After analyzing 158 teams enrolled in a business game simulation over five consecutive weeks, we found that change in team coordination was best described by a continuous linear change model, while change in team performance was best described by a continuous nonlinear change model; and the mediation latent growth curve model revealed a negative indirect effect of team cohesion on the level of change in team performance over time, through the level of change in team coordination. This study contributes to the science of teams by combining the notions of initial conditions with co-evolving team dynamics, hence creating a more refined temporal approach to understanding team functioning. Fundação para a Ciência e a Tecnologia - FCT info:eu-repo/semantics/publishedVersion

Entrepreneurial games are a promising tool for entrepreneurship education. Students may gain a range of competences and – if feeling satisfied with the gaming episode – develop increased interest in the field. Despite some progress over the last decade, game development and accompanying research are still in exploratory stages. Thus, further best practice examples and insights in game mechanisms are essential. We support progress in two ways. First, we present a self-developed entrepreneurial game, called inspire! build your business. Second, based on data from three inspire! game events, we explore factors influencing gamer’s satisfaction via a quantitative approach. We find that the relationship between teacher and students, the structure of the game session and the perceived gains in competency significantly explain variance in satisfaction. These insights along with the best practice example of the inspire! game may contribute to game development and teaching.

Modern conditions of the labor market and the reform of the education system create the necessity for students to learn effective self-employment, as well as to activate their cognitive activities, taking into account the nature of each disci-pline. Based on the analysis of existing forms, methods and means of teaching, as well as the experience of teachers, a project method and business games were chosen for teaching disciplines in the field of conformity assessment for students of senior courses in engineering and technical specialties. To solve these problems, a business game scenario was devel-oped, involving participation of 15 to 25 students and imitating the process of certification of products. Under the conditions of the game, students were divided into 5 game groups: «enterprise», «certification body», «laboratory», «group of auditors» and «commission for appeals». Also, a scheme for interaction between game groups and tasks for each of them was devel-oped. As a result of the game, each group of students must prepare and arrange the appropriate package of documents (draft). To evaluate the results of each student's work, a differential method for calculating the final grade is proposed, taking into account the analysis of the leading teacher, the analysis of finished projects by other teachers, the reflection of stu-dents. The testing of the business game was conducted with two training groups of specialties 152 and 133. Anonymous questioning was used to assess the qualitative results of the business game, in which students were asked to assess the quality of teaching (practical skills, theoretical knowledge, social activity, connection with the profession, interest in disci-pline, motivation for learning) in comparison with classroom practical exercises. The results of the approbation testify to the positive experience of the use of the business game and the method of projects in the training of senior students of engi-neering and technical specialties, as well as on improving the quality of their education.

Federal State Educational Standard of basic common education sets the demands to personal, meta-subject and subject results of learning after basic educational program of common education. So, according to the succession principle we should develop the competence of the students following these three directions transforming them into educational environment of the university. Thus, meta-subject competence should include ability to use intersubject definitions and universal learning activities performing them at learning, knowledge and social practice. The achievement of meta-subject results is connected with the nature of universal activity. The basis of nature-coordinated education should be basic values and the most important is morality which is formed from the human nature. That is why the standards of the second generation formulate four blocks of universal learning activities: personal, regulative, common knowledge and communicative. According to their nature meta-subject activities are functional-oriented ones and they form the psychological basis and determine condition of the success of subject task solution. Meta-subject competence development supposes various forms of studying process organization. Problem learning implies active interrelation of the subjects of learning process allowing to form such students categories as readiness, activeness, ability to appreciate which are the key ones for the term competence. One of such organization forms can be the business game which can be used as the means of diagnosis and forecast of personal behavior in various situations. Project technology is also aimed to develop wide range of competence and creative abilities and that is why it suggests the integrity of research, searching, problem solving and comparison methods. It has been shown that nowadays the role of each discipline in meta-subject competence development has been growing rapidly.

Training in business administration is evolving significantly over recent years. Training in business administration is now building on the acquisition of competences in a variety of on-site and off-site subjects using diverse teaching and learning methods. One of the aspects determining the success of this type of methodology is people's opinion. This research analyzes the degree of acceptance by students of two business administration training methodologies, one building on a non-directed and autonomously managed simulator and another building on a simulator for management teaching. The empirical research predicates on the technology acceptance model (TAM) by Davis (1986) and Davis et al. (1989). The results reveal significant differences in the relationships between the constructs of the model for the two groups, explaining the technology acceptance behavior for users within the context of a business game technology. In particular, the results show that in the case of the on-site-assisted business game-training programs tested, perceived ease of use has a significant effect on attitude to use, whereas for the web-based business game-training program, perceived usefulness has a significant effect on intention to use. From these results, the study argues the implications for the theory and the practice.

Educational games are a form of familiarization with new knowledge and the consolidation of professional competences. It is the broadest concept that brings together all forms of interactive learning games. The aim of the article is to consider the form of educational games and their function. The business game is perceived as popular forms of interactive learning in general, and educational games, in particular. Within its framework can be implemented such teaching methods as a method of specific situations, the incident method, brainstorming, the shuttle method, immersion method. Educational game as interactive teaching has become one of the modern trends in the development of active learning. Speaking about the differences between active and interactive learning, the researchers emphasize the organization of relationships between students are: interaction predominates over the influence. Educational games involve changing the communication field «teacher - student». The priority becomes the principle of equal participation of actors of the cognitive process. In place of the indisputable authority of the teacher comes gradually modeling the role of tutors - accompanying. The use of competency approach in modern higher education strengthens the focus on learning outcomes. The inclusion of educational games in the learning process will help to simulate specific professional situation and to prepare the future specialist to the possible solutions.

Background. Over the past ten years, we carried out several comprehensive studies in the area of entrepreneurship education using business games that simulate the business processes of startups. The studies researched the learning effects of these games on German university students. Aim. The studies we present investigated if the simulation game-based educational entrepreneurship programs in Germany reached their goals. These goals included the fostering of participants’ entrepreneurial competencies and desire to create a startup. Method. We show traditional summative output-oriented results and more profound results based on our theory-based evaluation approach. A so-called logic model provides a framework for the interpretation of what takes place during the entrepreneurship business simulations. Currently, we have conducted research on more than 50 regular university courses with more than 1000 students. Another part of our studies is the evaluation of entrepreneurship education in the German national business game-based competition, EXIST priME Cup (further called EPC). More than 12,000 students attended more than 500 of these cup seminars. We also show new results from an online survey that was carried out to measure the long-term effects of the startup simulation-based seminars. Results. The results of five studies are summarized, and show an overall increase in the participants’ knowledge of business administration and business plan preparation skills (required in start-up context). Apart from other results, significant gender-based differences are identified. The differences relate to entrepreneurial attitudes and motivation. Some test scenarios with cup seminars for women only with extended debriefing seem to reduce this decrease in the motivation of women; further research with larger samples is necessary. A new study on the long-term effects shows a very high acceptance rate and demonstrates the satisfaction of former students. The simulation game-based program resulted in participants starting startups at a rate that is approximately twice as high (around 16%) as the normal rate in Germany.

The article analyzes the main structural elements of the business game for the formation of students' foreign communication skills. The importance of understanding the basic structural elements of the business game for its effective use in the process of learning a foreign language has been proved. For the effective organization of business games in the educational process, the main structural elements are identified. In particular, in the structure of the business game we distinguish: the purpose and objectives of the game; game situation; set of roles; rules of the game. The specificity of the approach to the organization of educational and cognitive activities of students with the use of business games should ensure the development and improvement of their skills to analyze and investigate professional situations and to choose ways of their solution, to form values and ideals of the individual, to provide their own concept of life and to improve the methods of its practical implementation. In the process of studying a foreign language, the method of a business game has the aim to teach communication in the solution of professional problems, and its tasks are mastering a set of skills and abilities sufficient and necessary for future speech activity, as well as mastering the linguistic material that ensures the formation and development of a foreign language communicative competence. Game activity is considered as a process of solving a number of professional tasks by students aimed at achieving the overall goal of teaching, educating and developing the student's personality. It is proved that the main goal of studying a foreign language at the university is to form the foreign language communicative competence of students, which implies the use of language as a means of communication in the field of future professional activities. The process of the business game is aimed on the realization of this purpose. The solution of the speech tasks creates conditions for the student's communicative practice during the game. Communicative practice involves the development of skills clearly, logically formulate their thoughts, namely: be able to do generalizations on the basis of examples, conduct an analogy, evaluate priorities, find reasons, have a conversation, dialogue, discussion, that is, be able to listen and express the thoughts clearly

This paper describes a practice of business game using ICT (Information and Communication Technology, hereafter in ICT) prepared for the teacher-training course student. Since the Japanese primary and the secondary education, the environment of ICT in the classroom is improving. Furthermore, the forthcoming educational guidelines from the ministry are insisting on the active learning with ICT; it is more important to learn the active learning using ICT than ever. From the questionnaire survey, we examined how the students can use ICT for learning and what kind of difficulties the students have. As a result, it was speculated that students feel anxiety and difficulty in becoming teachers who do such classes because students have no experience of receiving active learning using ICT. In this study, as an example of active learning using ICT, we aim to make students experience business games using computer agents and aim to think more deeply about the possibility of using ICT for learning. In this paper, we describe the possibility of learning effect given by the design of the game using the computer agents. And we report the practice of business game using strategy agent. In the future, some concrete methods with ICT are also required such as mounting facilitating agents and simulating player agents in the game. This is research in progress.

A learning method is needed to teach university students how to read financial statements. Using a business game incorporating the need to comprehend financial statements and a paper examination, 16 students who were not studying accounting participated in an examination to see whether the game fostered reading comprehension of financial statements. The results could not clarify whether the developed business game can foster reading comprehension of financial statements. In the future, a business game should be developed in which the reading of the financial statements greatly affects the outcome.

Business games are used for organizational performance interventions as well as for educational purposes. To what extent can games be designed for intervention and used for educational purposes (and vice versa)? The authors study the learning efficacy of a game originally designed to support the implementation of the growth strategy for a client organization, a Dutch SME operating on the global market. Data was collected systematically through surveys before and after the game, 1 session with 25 executives from the client company and 2 sessions with 39 students of entrepreneurship. The findings indicate that although the learning efficacy, game quality and enjoyment among both groups are good or average, the differences are significant. The conclusion is that although business games in general are an effective intervention and active learning tool, the influence of contextual factors on learning among students may be more pronounced than it is among the executives for which the game has originally been designed.

Business games are linked to develop competences that are becoming more useful in business education.Business games help participants develop team working.Competences that influence on the assessment of individual work are different from team working.Competences influencing participants' satisfaction never coincide with students' expectations.The competence Ability to innovate has a negative effect on learning results. Business games constitute a relevant e-learning method in management training. Their use and application has grown progressively, especially in business schools, universities and professional associations all over the world. The main reason for their popularity is that business games are seen as learning tools that allow students to acquire certain skills and competences above and beyond the skills fostered by other online or face-to-face methodologies. This study aims to analyse the relationship between generic competences and the learning results perceived by students in a business game. Analysis of the skills acquired using business simulators provides a wide field for potential future experimentation. The design of education plans is based entirely on the developing these skills. This study helps identify and assess which competencies are most linked to achieving the best learning outcomes, based on the value that students place on them, their satisfaction with them and their expectations of them. Only 16 of the 23 generic skills have a significant impact on achieving any of the objectives of the study variables.

Purpose: exposure of dominant reasons during studying of discipline «massotherapy» by the students of direction of specialize «Health of man» of Kharkov state academy of physical culture. Material and Methods: motivation of students of future rehabilitologists at the study of discipline «massotherapy» was determined by a questionnaire at the beginning and at the end of practical pursuit conducted within the framework of business game. Out of the academic group of specialization the «Physical rehabilitation» two sub-groups of students were formed. Results: the limited level of their personal interest is exposed to study the discipline of «massotherapy» and necessity to increase interest acquire its knowledge. Conclusions: positive influence of the offered method is revealed on the level of interests, values and reasons in relation to the study of discipline «massotherapy».

The aim of the study – teaching theme “HIV infection” on the basis of interactive teaching methods for positive inuence on practical material adoption, interest, satisfaction with education and quality of internship doctors’ training model development. The main body. The proposed model of interactive learning is developed in accordance with a typical training program for internship doctors in infectious diseases and includes the methodology of such interactive methods of learning, as the work in small groups; discussion; interviews; training with the usage of business and role-playing; self-creation of students’ questionnaire; tour and work in the laboratory; case-studies. The model is composed of an example of internship doctors studying of topics section of typical training programs related to HIV, which is one of the most urgent problems of modern infectology. The methodology includes lectures, workshops, seminars and independent training of intern. The number of hours in a model is designed for the specialty “Infectious diseases”. There are two stages of internship doctors’ training provided: introduction and main part, implementation of inter-professional project. The introduction part of implementation of inter-professional project includes lectures, workshops with different types of participation of internship doctors (work in small groups, discussion group, training using role-playing and business games, preparation by the interns of questions (questionnaire prepared by the group) and conducting interviews with patients at the Center of AIDS management and prevention, analysis of the received responses, and the role and business game “doctor-patient”, tour to the lab, working in small groups, “case studies”), independent work on regulation documentations about organizing and conducting of voluntary counseling and testing. The main part of tasks performance of inter-professional project involves the following specialists such as social medicine specialists, AIDS center specialists, medical psychologist, TB specialist, neurologist, oncologist, dermatologist and a representative of the public foundation “Way of Life” – one of the patients of AIDS Center. Internship doctors are the active participants of the project and part of the team. At this stage, a number of problems is solved, the main among which is a collaborative work of specialists team in providing skilled care to patients with HIV. Conclusion. The interactive method of learning is most relevant in the present conditions of teaching, providing highly trained specialists able to integrate theoretical knowledge and practical skills in the whole system, have new technologies skills.

This paper analyses data collected in 2012 and 2013 at the ESSEC Business School from Kallystee, a proprietary mass-attendance business game. Company boards are simulated by teams of five students selected at random. The design manipulates the gender composition of the boards to allow for all possible gender combinations. Data show that all-men and mixed teams with four women perform significantly better than all-women teams. However, when controlling for the average tolerance to risk score of the teams, the performance advantage of all-men teams vanishes, while the team-specific economic performance of teams with four women is still positive and strong. Teams with four women take more risks than the team tolerance to risk score would predict, which suggests some form of team specific action bias or risk-shift.