Yurga Institute of Technology (Division), Tomsk Polytechnic University, Yurga, Russia:

E. V. Politsinskaya, Associate Professor, Candidate of Pedagogical Sciences, katy031983@mail.ru
I. S. Solovenko, Professor, Doctor of Historical Sciences

NUST MISIS, Moscow, Russia:
A. A. Rozhkov, Professor, Doctor of Economic Sciences

Chelyabinsk State University, Chelyabinsk, Russia:
T. A. Korkina, Professor, Doctor of Economic Sciences

The problem of forming team competencies among future mining specialists in response to modern challenges of the Russian labor market in the coal mining industry is investigated. Many domestic universities are modernizing their educational programs in accordance with CDIO (Conceive–Design–Implement–Operate) standards in order that students master engineering skills in line with the Think–Design–Implement–Manage model. The CDIO concept is focused on the development of systemic, creative and critical thinking, task-setting and problem-solving skills, as well as on teamwork in the course of engineering. The level of team competency development among future mining engineers in transition to FSES 3++ is identified, and the effectiveness of the collaborative approach to the formation of team competencies in the educational process of a university is proved. The study involved 135 students of various courses of the National Research Tomsk Polytechnic University specializing in mining, geological exploration technology and applied geology. Monitoring of the team competency development among students was carried out through observation, project team working results, questionnaires, interviews and the executed work apprehension by the students. The authors have revealed the criteria and levels of the team competency. The studies show that most mining engineering students have medium-level team competencies. The theoretical and empirical research allowed the authors to formulate specific pedagogical recommendations to handle this problem.
The study was supported by the Russian Foundation for Basic Research, Project No. 19-29-07350.

1. Galikhanov M. F., Ilyasova A., Ivanov V., Gorodetskaya I. M., Shageeva F. T. Continuous professional education as an instrument for development of industry employees’ innovational competences within regional territorial-production cluster. Proceedings of 2015 International Conference on Interactive Collaborative Learning. Florence, 2015. pp. 251–255.
2. Osipova S. I., Okuneva V. S. Project activity in development of fitness of students for teamwork. Sibirskiy pedagogicheskiy zhurnal. 2012. No. 5. pp. 96–101.
3. Chuchalin A. I. Application of the cdio approach to three level engineering programs design. Vysshee obrazovanie v Rossii. 2016. No. 4. pp. 17–32.
4. Chuchalin A. I., Tayurskaya M. S. Implementation of Federal Educational Standards and International Standards for designing, performing and quality evaluation of engineering educational programmes. Vysshee obrazovanie v Rossii. 2014. No. 12. pp. 71–80.
5. Malysheva A. D. Teamwork skill as the cultural competence of university students. Sovremennye problemy nauki i obrazovaniya. 2017. No. 2.
6. Baranov D. V. Teamwork estimate as a factor of social competency and project culture in a group of students. Obuchenie, testirovanie i otsenka. 2008. No. 8. pp. 100–102.
7. Bolgarina E. V. Development of willingness for teamwork during teaching of program engineering. Pedagogika vysshey shkoly. 2015. No. 2(2). pp. 27–29.
8. Vasileva Yu. V. Formation of competences of a team of professionally-oriented interaction technique for the future. Vestnik Orenburgskogo gosudarstvennogo universiteta. 2016. No. 10(198). pp. 3–12.
9. Cruz K. S., Pinto J. Team Focus in Focus: Its Implications for Real Teams and Their Members. Journal of Work and Organizational Psychology. 2019. Vol. 35(2). pp. 123–133.
10. Benne K. D., Sheats P. Functional Roles of Group Members. Journal of Social Issues. 1948. Vol. 4, Iss. 2. pp. 41–49.
11. Maksimenkova O. V., Neznanov A. A. Collaborative technologies in education: how to build an effective system for blended learning? Universitetskoe upravlenie: praktika i analiz. 2019. Vol. 23, No. 1-2. pp. 101–110.
12. Harding L. M. Students of a Feather Flocked Together: A Group Assignment Method for Reducing Free-Riding and Improving Group and Individual Learning Outcomes. Journal of Marketing Education. 2018. Vol. 40, Iss. 2. pp. 117–127.
13. Brannick M. T., Prince C., Salas E. Can PC-Based Systems Enhance Teamwork in the Cockpit? The International Journal of Aviation Psychology. 2005. Vol. 15, Iss. 2. pp. 173–187.
14. Morey J. C., Simon R., Jay G. D., Wears R. L., Salisbury M. et al. Error Reduction and Performance Improvement in the Emergency Department through Formal Teamwork Training: Evaluation Results of the MedTeams Project. Health Services Research. 2002. Vol. 37, Iss. 6. pp. 1553–1581.
15. Smith-Jentsch K. A., Cannon-Bowers J. A., Tannenbaum S. I., Salas E. Guided Team Self-Correction: Impacts on Team Mental Models, Processes, and Effectiveness. Small Group Research. 2008. Vol. 39, Iss. 3. pp. 303–327.
16. Eliasa E. I. Increasing Values of Teamwork and Responsibility of the Students through Games: Integrating Education Character in Lectures. Procedia – Social and Behavioral Sciences. 2014. Vol. 123. pp. 196–203.
17. Pearce C. L., Conger J. A. Shared Leadership: Reframing the Hows and Whys of Leadership. Thousand Oaks : SAGE Publications, Inc., 2003. 344 p.
18. Marjan Laal, Azadeh Sadat Naseri, Mozhgan Laal, Zhina Khattami-Kermanshahi. What do we Achieve from Learning in Collaboration? Procedia – Social and Behavioral Sciences. 2013. Vol. 93. pp. 1427–1432.
19. Medaille A., Usinger J. ”That’s going to be the hardest thing for me”: tensions experienced by quiet students during collaborative learning situations. Educational Studies. 2018. Vol. 46, Iss. 2. pp. 240–257.
20. Nefedova L. A., Mironova D. A. The role of collaborative methods of teaching in forming translator’s language personality. Vestnik Tyumenskogo gosudarstvennogo universiteta. Gumanitarnye issledovaniya. 2016. Vol. 2, No. 2. pp. 184–193.
21. Maha Pervaz Iqbal, Velan G. M., O’Sullivan A. J., Balasooriya C. The collaborative learning development exercise (CLeD-EX): an educational instrument to promote key collaborative learning behaviours in medical students. BMC Medical Education. 2020. Vol. 20. 62. DOI: 10.1186/s12909-020-1977-0
22. Laberge R.-P. Teamwork in Crossdisciplinarity. Procedia – Social and Behavioral Sciences. 2013. Vol. 106. pp. 2566–2574.