Internationalization of the Curriculum as a Resource for Building Global Competence of Master's Graduates

The aims of the study are to analyze the current state of internationalization of the curriculum in the leading universities at the level of master's degree, to justify the structural functional model of internationalization of the curriculum, to identify effective conditions for the organization of this process for the development of students' global competence. The problem of internationalization of the curriculum in the context of pedagogical science means the development of the structure, content, description of the learning outcomes and methods to achieve them that correspond and correlate with international standards (global competence). Management of the internationalization of the curriculum in the university requires an appropriate organizational and methodological support. The material of the study is a comparative analysis of the strategies of the internationalization of the curriculum of 29 leading research universities in Russia, the United States, Germany and the Netherlands. The method of comparative analysis of the content of the best master's programs and of the practice of their internationalization identifies the criteria that determine the effectiveness of this process: compliance with the mission (strategy) of the university in the training of master's graduates for the world labor market; creation of conditions for teachers and students to join international community; the global context of the subject content of the master's programs; academic mobility of students and professors, etc. On the basis of the survey and the interviews of the students of the master's programs of Tomsk State University, the factors of influence of the internationalized curriculum on the building of students' global competence are proved. According to the results of a comparative benchmarking analysis, a study of the master's programs of the leading universities in Russia, the USA, Germany and the Netherlands, interviews of master's students, the mechanisms of implementation of the internationalized curriculum are proposed, and the positive effect of the process on the building of students' global competence is proved. The study presents a structural functional model of the curriculum internationalization as an integrated system consisting of target, content, procedure and assessment blocks. The data obtained allow concluding that the training on the internationalized program helps students to gain sufficient experience for the building of productive global thinking and its effective use in the future professional activities.

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