Review: The object of this research is the business games as an effective method of corporate training for the acting executives and candidate pool. The subject of this research is the impact of business gamed upon the development of specific competences of the executives. The authors compare the Russian and foreign experience of conducting business games in corporate training, highlighting such aspects that the corporate training specialists are guided by in elaboration and selection of business games for the high-profile and demanding audience. The study is based on the analysis of Russian and foreign publication dedicated to corporate training, business games and innovative teaching methods for adults, as well as empirical data acquired as a result of elaboration and performance of corporate training of the candidate pool of the aerospace industry by one of the co-authors in 2017-2018. It is concluded that the method of business games is effective if adheres to the androgogic training principles, including systematicity, learning though experience, reflexivity, etc. In such case, it leads to achievement of such pedagogical goals as involvement of the participants in educational process, formation of new practical skills, development of competences, and so forth. The scientific novelty lies in paying sufficient attention to analysis of the impact of business games upon the development of competences of the executives. The materials can be used in development of modular programs of candidate pool training in the corporations.

Keywords: game-based learning approach, corporate competencies model, simulation, business game, executive education, competencies development, corporate learning, high potentials, motivation, principles of andragogy

Review: Modern scholars pay attention to the tendency towards consolidation and unification of the various elements of the system of science education, which is also relevant for sociology. The article lays emphasis on institutionalization of the sociology of social movements and application of integrated approach in studying the indicated sociological direction. The goal of this article is the determination of integration process of scientific and educational aspects in sociology of social movements through the strategy of integralism that is understood as a method of organization f integration process. The article suggests the model of institutionalization of sociology of social movements, which has the structure comprised of the consecutive levels of integration. The research is based on the integrated approach, uses general scientific methods, including the analysis of scientific literature. The dependence of integration process on the type of used strategy is demonstrated within the framework of integrated approach. The integration process that underlies the institutionalization of sociology of movements is characterized by the internal, external and complex strategies in accordance with the micro-, meso- and macro-levels, as well as defined by the three stages of institutionalization of the sociology of social movements. In conclusion, the author underlines that the integration approach contributes to the development of sociological knowledge in the area of studying the modern social movements. The article is recommended to the pedagogues of sociology of social movements of the higher education facilities and all interested in the indicated topic.

Keywords: institutionalization, educational aspects, model of institutionalization, strategy, integration, sociology of social movements, social movements, sociology, scientific aspects, science education

Review: This article reviews the problem of perception and assessment of the process of school building in USSR by the Russian pedagogical émigré at the turn of 1920’s – 1930’s. Having set the goal of creating the Russian foreign school, pedagogues and leaders of the social-pedagogical movement took a close eye on what was happening to the school homeward, assessed it with critical objectivity, highlighting the positive changes and pointing at dangerous tendencies. These issues are the focus of attention in the articles of Sergius Hessen, N. F. Novozhilov, A. L. Bem and N. A. Hans in the émigré pedagogical periodicals. Using the principles of the traditional historical-pedagogical research, approaches of content analysis and case study, the author determine the methodology applied by Nicholas Hans for analyzing the Soviet educational policy and school system. The authors reveal the scholar’s position, according to which the characteristic to the entire history of national school antagonism between radical and autocratic traditions finds its continuation in the Soviet school,  that in turn, allows extrapolating the conclusions based on the development stages of prerevolutionary school towards new situation. N. A. Hans uses similar approach in preparation of works about the Soviet school policy, addressed to the English audience. For the first time the authors introduce into the scientific discourse a number of Russian and English language publications of N. A. Hans, a notable participant of the social-pedagogical process of Russian émigré community, but yet unfamiliar to Russian audience. Nicholas Hans was one of the few Russian émigré, who was able to integrate into the scientific educational space of the Great Britain and became a prominent pedagogue-comparativist.

Keywords: comparative and historical pedagogical studies, school in the USSR, Soviet school policy, pedagogical traditions, emigre pedagogical periodics, pedagogics of Russia Abroad, Russian-European pedagogical contacts, comparative education, Nicholas Hans, Sergius Hessen