PROJECT-BASED TEACHING OF MAJOR STUDENTS IN DOCUMENT STUDIES AS A FACTOR IN INCREASING COMPETITIVENESS IN THE LABOR MARKET

ABSTRACT

The article discusses the current problem of training master's students in the field of Documentation and Archival Studies. It substantiates the need for implementing a project-based approach that focuses on the real sector of the economy. Special attention is given to a practice-oriented module that allows graduates to develop unique professional competencies that ensure their competitiveness.

Keywords: project-based approach, master's degree, documentation, local regulations, competitiveness, labor market, employer.

The modern labor market places high demands on graduates of the master's degree, especially in the field of documentation and archival science. Today, an employer needs not just a theorist who knows GOST standards and office management rules well, but a strategist who is able to build a system of regulatory regulation of the organization's activities from scratch or conduct a full audit [3, p. 20]. However, the traditional lecture-seminar learning system often forms a dangerous gap between theory and practice. Undergraduates have basic knowledge of the development and compilation of various types of documents, but they have never developed or implemented it for the real business model of a specific operating organization. It is the project approach that is designed to bridge this gap and become a key factor in increasing the competitiveness of future document scientists [2, p. 170].

The project–based approach to teaching undergraduates in documentation studies is based on several principles. First of all, it is problematic. The task is formulated as a real problem of the organization, for example, the lack of regulations for working with personal data. Secondly, the practical significance, the result of the project, that is, the local regulatory act, has real value for the customer. Thirdly, interdisciplinarity, the development of local regulations requires knowledge of labor law, management, information security, and documentation itself. The master's degree is most characterized by the research type of projects, where the student acts as a corporate norm controller and analyst, rather than just a performer.

What does such a job give a master's student? The development of local regulations for real enterprises is not based on abstract "knowledge", but on measurable skills that the employer sees immediately. This is a legal examination, that is, the ability to check a draft order or contract for compliance with the labor code or federal law. It is also technological literacy – the creation of structured documents using up-to-date templates and standards. This is a negotiation competence – the master's student learns to reconcile the contradiction between the director's desire to simplify processes and comply with the requirements of the law. And finally, this is anti–crisis thinking - that is, forecasting risks in the work of a particular company [1, p. 70.]. Thus, in two years of master's degree, one student can implement two or three full-fledged projects for different industries, such as trade, IT, services, or training, and each such portfolio works as a better recommendation letter.

It is also worth noting the benefits for the employer himself, who agrees to implement this program. The future master's candidate comes to the interview not just with a body of knowledge, but with an evidence-based portfolio that confirms his competence and ability to actually work in the organization and experience in setting up the process. In addition, as practice shows, employers are more inclined to choose a candidate if he has work experience and work skills that can be beneficial by reducing tax and legal risks, streamlining personnel paperwork and frees up the time of the head and the entire organization.

But for the successful development and implementation of this model, it is necessary to make adjustments to the educational process. It is necessary to create not just an analytical practice at the university, but to create a project office where each undergraduate student could work on a real order for a specific organization. Also, this discipline should be supervised not only by a teacher, but also by an active employee who works with the development and implementation of real documentation at the enterprise. Finally, it is necessary to learn how to work in HR electronic document management and document designer systems. Without digital competencies, a modern document can no longer be considered specifically capable.

Thus, the project-based approach to teaching undergraduates in documentation through the development of local regulations for real enterprises is not just a methodological technique, but a strategic factor in increasing competitiveness in the labor market. It transforms the student from a passive listener to an active creator of the legal environment of the organization. A graduate enters the market not with a diploma in its purest form, but with a portfolio of completed orders and a willingness to close the real pain of the business – and these are the main criteria for demand in the twenty-first century.

References:

1. Kovalchuk, M.A. Personalized training as a factor of increasing the competitiveness of future specialists in the labor market / M.A. Kovalchuk // Theoretical Science. – Moscow. – 2024. – No. 12. – 145 р.
2. Miroshnichenko, M.A. Problems of improving professional training in the field of documentation in the context of a multi–level education system / M.A. Miroshnichenko // Bulletin of the Academy of Knowledge. – Moscow. – 2019. – 220 р.
3. Titova, O.V. Group project-based training as a factor in increasing the competitiveness of university graduates in the labor market / O.V. Titova // Interexpo Geo-Siberia. – Novosibirsk. – 2014. – 125 р.