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International Review of Management and Marketing | Vol 6 • Special Issue (S2) • 2016258

Special Issue for "Management of Education: Problems and Perspectives"

International Review of Management and 
Marketing

ISSN: 2146-4405

available at http: www.econjournals.com

International Review of Management and Marketing, 2016, 6(S2) 258-263.

Management of Students Professional Competencies Formation 
on the basis of Interdisciplinary Integration

Liudmila A. Rapatskaia1*, Elena V. Alekseeva2, Elvira M. Vorontsova3, Valentina V. Konstantinova4, 
Aida G. Sadykova5, Konstantin B. Tumarov6, Anna S. Streltsova7, Fedor F. Timirov8

1Moscow State Pedagogical University, Moscow, Russia, 2Mari State University, Yoshkar-Ola, Russia, 3Mari State University, 
Yoshkar-Ola, Russia, 4Mari State University, Yoshkar-Ola, Russia, 5Kazan (Volga region) Federal University, Kazan, Russia, 6Kazan 
(Volga region) Federal University, Kazan, Russi, 7Moscow State Pedagogical University, Moscow, Russia, 8The Institute for the 
Development of Education (Nizhny Tagil Branch), Nizhny Tagil, Russia. *Email: g-gs@mail.ru

ABSTRACT

The relevance of the study is conditioned by the modernization of professional training the leading strategy of which is the formation of professional 
competencies. Professional education is characterized by the desire to overcome the professional isolation and to develop a more democratic and 
effective professional training systems focused on competitive creative professional. The purpose of the article is to provide a control mechanism for 
the formation of professional competencies of future specialists on the basis of interdisciplinary integration. The leading method has become the method 
of action research, which allows gaining of new knowledge about the future specialists’ professional training, focused on the formation of entity-entity 
relations, personal meanings and life values on the basis of interdisciplinary integration. The article reveals leading trends in the development of 
future specialists’ professional training (reforming, accessibility, solidity and continuity); structure-forming components of professional competencies 
are allocated (epistemological, normative and functional); the peculiarities of future specialists’ professional competencies formation on the basis 
of interdisciplinary integration are clarified (focus on holistic education throughout life; upbringing of sustainable civil qualities of the person; the 
relationship of academic disciplines, ensuring complementarities of content, forms, methods and means of professional training and the creation of 
common educational modules for various logical reasons); the idea of case-method implementation in the training process is suggested. The paper 
submissions can be useful for teachers of research universities; centers to enhance personnel training and retraining while selecting and structuring 
of the content for professional development of the research universities’ teaching staff.

Keywords: Interdisciplinary Integration, Professional Competence, Professional Training, Case Method 
JEL Classifications: A23, I23, I26

1. INTRODUCTION

1.1. The Relevance of the Study
Formation and development of the world educational environment, 
priorities’ change in the socio-economic and educational 
policies, the magnitude and variability of reforms in specialists’ 
professional training require conceptualization and forecasting 
of the development of future lawyers’ professional training 
system. The radical change in higher legal education can be 
achieved only within the framework of innovative education, 
characterized by a change of the fundamental bases of traditional 
pedagogy, from its philosophical paradigm, towards the creation 

of a new pedagogy, new educational processes, formation of 
professional competencies of future legal profile specialists based 
on interdisciplinary integration (Abdeeva, 2010; Sadovaya et al., 
2016a, 2016b; Kalimullin and Masalimova, 2016; Asadullin et al., 
2016). In the Russian Federation, the modernization of vocational 
education is designated as one of the components to ensure 
innovation development of economy and social development, 
national security, the strengthening of Russia’s positions in the 
world community. It demands the update process of vocational 
education, including legal. In May 2009, the President of the 
Russian Federation issued a decree “on measures to improve 
higher legal education in Russia,” which included improving 



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International Review of Management and Marketing | Vol 6 • Special Issue (S2) • 2016 259

of the curricula quality of higher professional legal education, 
strengthening of control over the activities of higher educational 
institutions that train legal staff. Currently an active work on the 
implementation of this Decree is carried out, with the participation 
of the Russia Association of Lawyers on social assessing of 
legal education’s quality and the legal commission for science, 
as well as regional offices directly (Lunev et al., 2014; Zaitseva, 
2013; Sabirov et al., 2015; Chiknaverova, 2012; Asaphova 
and Golovanova, 2015; Gazizova, 2009). The purpose of the 
paper is to provide a managerial mechanism for professional 
competencies’ formation of future legal profile specialists based 
on interdisciplinary integration.

1.2. The Essence of Interdisciplinary Integration
It is found that interdisciplinary integration is the relationship 
of the various academic disciplines. To date, the pedagogy 
has accumulated a rich practical and theoretical experience in 
vocational training providing on interdisciplinary basis (Danyluk, 
2000; Prichinin, 2012). Pedagogical concepts of interdisciplinary 
connections’ establishment are developed in order: (1) To form 
the trainees’ complete picture of the world, the valuable attitude 
to knowledge and social reality, the systematic ideas about the 
interaction of various sciences; to develop common to a number 
of disciplines abilities and skills on the basis of didactically 
systematized differently-subject knowledge (Borisenko, 1971); 
(2) to develop integrated courses, allowing to provide order, the 
integrity of the educational material, and representing a local 
educational system, aimed at the study of well-defined and 
therefore limited process or phenomenon and combining forms, 
methods, concepts and content of the various academic disciplines 
(Zverev, 1974).

It is revealed that the teaching tasks of interdisciplinary connections 
are as follows. Firstly, to establish between the relatively 
independent to each other academic disciplines the content, 
conceptual, methodological and other communications and to 
create integrated training courses and interdisciplinary modules 
(Gabdrakhmanova et al., 2016; Khairullina et al., 2016; Levina 
et al., 2015). As it is known, each academic discipline is a classic 
didactic system, separated from other disciplines and localized in 
the educational environment and time, having a very clear timing, 
content, methodological boundaries, containing a large amount of 
structure-forming components (knowledge, terms and concepts, 
facts, abilities, skills, competencies). Accordingly, the aggregate 
of all disciplines greatly increases the amount of structure-forming 
components. This leads to the fact that between the n-quantity of 
components of the n- quantity of teaching structures, belonging 
to n-quantity of disciplines, an infinite number of inter-subject 
communications can be established. In his study, Danyluk 
notes that there are three types of inter-subject relations in the 
domestic pedagogy: Content-information, operational - activities, 
organizational - methodical, which in turn are divided into 
14 classes, including 44 species of interdisciplinary connections. 
If the number of species of interdisciplinary connections is close to 
fifty, then what will be their number, wonders the respected author 
(Danyluk, 2000). That is why interdisciplinary communications 
cannot function as a special didactic system serving one of 
the components of the educational process, but as the general 

form of the whole educational process. To establish the limit to 
applicability of interdisciplinary connections is very difficult, and, 
by definition, they are designed precisely to overcome boundaries 
within the educational environment of vocational training.

The second didactic task of interdisciplinary connections can 
serve to justify the selection and structuring of educational 
material on specific academic disciplines. Addressing the basis 
of organization of the whole training process, interdisciplinary 
communications can determine not only interdisciplinary, 
but also the Intra-learning modules. In the study of Danyluk 
this problem of interdisciplinary linkages is defined as their 
didactic erosion, i.e., the lack of defined boundaries that can 
turn interdisciplinary communications into a special, different 
from other ones a didactic system (Danyluk, 2000). Didactic 
erosion of interdisciplinary connections, says Danyluk, not only 
as a didactic structured, can lead to the fact that the concepts 
“educational process” and “interdisciplinary communications” 
are considered to be associated ones (Danyluk, 2000). Indeed, 
interdisciplinary communications can meaningfully “to fill up” 
not only training modules of the taught subjects, but the whole 
process of vocational training as a whole. However, in practice 
of vocational training, most often, the algorithm of inter-subject 
relationships’ implementation is as follows: The teacher organizes 
the study of the topic, updates the previously learnt material 
(following links) refers to the topics that are being studied in other 
subjects (related links) and prepares students for the perception 
of new material (preliminary communications. However, if the 
establishment and application of interdisciplinary connections 
is considered as a basis for management of the formation of 
professional competencies of students, it is necessary to use 
interdisciplinary analysis and synthesis not only of the content 
of knowledge for didactic consolidation of increasing scientific 
information and systematic updating of educational curricula, but 
also of the abilities and skills to modernize forms and methods 
of vocational training.

2. MATERIALS AND METHODS

2.1. Methods of the Study
During the research the following methods were used: Analysis of 
regulatory documents, generalization of pedagogical experience, 
content analysis, foresight, systematization and generalization of 
facts and concepts, action research method, the method of expert 
assessments, observation, questioning, pedagogical experiment.

2.2. Experimental Base of the Study
Experimental work was carried out on the basis of the Kazan 
Federal University. In the experimental work 330 teachers and 
410 students participated.

2.3. Stages of the Study
The study was conducted in three stages:
• In the first phase of the study the analysis of the current state 

of the problem in the pedagogical theory and practice was 
carried out; the study program was developed;

• In the second phase the leading trends in the development 
of professional training of future law specialists were 



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revealed; structure-forming components of the professional 
competencies of future law professionals were allocated; the 
features of professional competence’s formation of future 
law specialists based on interdisciplinary integration were 
clarified;

• In the third phase, the systematization, interpretation and 
synthesis of the research results were carried out; theoretical 
conclusions were refined; processing and presentation of the 
obtained research results was carried out.

3. RESULTS

The main results of this study are: (1) The major trends in the 
development of professional training of future law specialists 
(reforming, accessibility, solidity and continuity); (2) structure-
forming components of the professional competencies of future 
law professionals (epistemological,- the integrity of knowledge, 
regulatory scope of authority, functional - professional duties); 
(3) features of professional competence’s formation of future 
law specialists based on interdisciplinary integration (focus 
on holistic education throughout life; educating of sustainable 
civil personality traits; the relationship of academic disciplines, 
ensuring of complementarily of content, forms, methods and 
means of professional training and the creation of common 
educational modules for various logical grounds).

3.1. Leading Trends of Development of Future Law 
Specialists’ Professional Training
The following leading trends in the development of professional 
training of future law specialists are established:
1. Reforming of higher law education in the past recent 

years in all developed countries, has led to a change 
in its philosophical paradigm. The legal education is 
characterized by a desire to overcome the professional 
isolation and cultural limitations, the search for a more 
democratic, diversified and efficient systems of professional 
training, a focus on a more widely educated, highly 
cultured, creative and harmonious personality. Attempts 
to modernize higher law education led to the educational 
paradigm, aimed at the revision of targets and priorities. 
The new educational paradigm considers as a priority the 
focus on the interests of the individual, adequate trends 
of social development. In this regard, the democratization 
and humanization of higher education become its major 
trends. Search of ways by universities to solving these 
problems is carried out both through the optimization and 
intensification of academic disciplines teaching and through 
the development of flexible training systems, taking into 
account the individual cognitive characteristics of students, 
their interests and propensities. Today we can talk about 
such sustainable directions of higher law education as the 
integration of professional and cultural training in unity with 
the development of students’ personal qualities; introduction 
in educational process of open learning systems, allowing 
to organize the students’ training on individual curricula, 
offering everyone the opportunity to build that educational 
trajectory which is better corresponded to his or her 
educational and professional abilities.

2. Accessibility of higher law education. Education of the 
XXI century is designed to be education for all. The new 
educational policy is a policy of equal opportunities for 
citizens’ access to education as a necessary prerequisite for 
social and personal development. Therefore, the infringement 
of the right to education is not compatible with the sustainable 
development of society and leads to the degradation of the 
individual, to the brink of ousting its living conditions and 
dignity. As the main directions of education’s accessibility 
policy in Russia may be mentioned: A multi-level nature of 
higher education; diversification of forms of higher education 
and its additional educational services; support for poor and 
other socially vulnerable groups of the population.

3. The solidity of higher law education. The pace of new 
knowledge’s emerging has increased to such an extent that 
the initial education may become obsolete in 2-3 years. 
Therefore, the need to move to a new educational concept, 
which is based on the idea of education’ solidity is urgent 
task of the theory and practice of professional educational 
pedagogy. It provides a qualitatively new goals of professional 
training, the new principles of content’s selection and 
systematization of educational material; the creation of 
integrated interdisciplinary courses to achieve a new quality 
of education of the individual and society.

4. Continuity of education: “From education for whole life 
to education throughout life” - this idea has also become a 
priority for the new educational policy. Education acquires 
a total character: It lasts the whole life and it possesses the 
accessibility, continuity and sustainability to all skill levels. 
And it is the higher education system is the basis for the 
realization of the idea of continuing learning.

It is obvious that the above mentioned global trends have defined 
the current state of professional education and indicate the outlines 
of higher law education of the XXI century, in which the Russian 
system has to be fitted.

3.2. Structure-forming Components of Professional 
Competencies of Future Law Professionals
It is found that the structure of professional competence of the 
future law experts, it is possible select multiple components: 
Epistemological (integrity of knowledge); standard (scope of 
authority), functional (professional duties).

Epistemological component requires a certain knowledge and 
skills needed to perform their professional duties, the ability for 
the selection of the information of the legal nature, the formation 
of information and law data banks, their continuous updating 
and improvement. The basis of the professional knowledge is 
information and communication support, since the scope of the 
rights’ application at the present stage are so varied and versatile, 
that the acquisition of law education is no longer sufficient for 
effective law activities’ carrying out.

The normative component involves the scope of authority of a 
lawyer established by law and manifested in curricula activities 
aimed at crimes’ prevention, detection and establishment of 
persons, who are preparing it.



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The functional component is expressed in a lawyer’s ability to 
act, to perform professional duties on the basis of law expertise 
to carry out the selection of objective information, confirming the 
correctness of extended version and correctness of investigational 
activities.

The isolation of epistemological, normative, functional components 
in the structure of the professional competencies of future lawyers 
is conditioned by the orientation of the capacity and resources of 
higher law education on the end result: The professional training 
of specialists, (1) Possessing a broad philosophical outlook, a 
high level of personal and professional culture; (2) possessing 
a modern system of law knowledge; (3) able to navigate freely 
in the global information society, and to work constructively in 
problem situations, combining the professional competence with 
civil liability; (4) characterized by a set of emotional and volitional, 
moral, ethical, civic qualities.

The moral foundations of activities of the modern lawyer when 
making critical decisions become equivalent or even superior to 
the technological, economic and environmental justifications. That 
is why it seems necessary to form future lawyers’ combination 
of qualities: Emotional and volitional (tolerance, prudence, 
respect, humility, consistency, balance and psychological 
endurance, teamwork, discipline and punctuality, accuracy in 
work), moral and ethical (solidity of moral foundations, high 
ethical views, conscience, responsibility, humanity, common 
sense), civil (legitimacy, justice, duty). Thus, the purpose of 
higher law education has the nature of the three components: 
In the professional field - professional competencies; in public 
life - a successful socialization, formation of common cultural 
competencies; in personal sphere - awareness of their own self-
worth, the manifestations of reflection and activity in the definition 
of objectives and activities in general, self-identification. This 
necessitates the formation of professional competencies of future 
lawyers of international affairs on the basis of interdisciplinary 
integration.

3.3. Features of Professional Competencies’ Formation 
of Future Law Specialists Based on Interdisciplinary 
Integration
It is found that the process of professional competencies’ 
formation of future law specialists based on interdisciplinary 
integration is conditioned by a number of features: Focus on 
holistic education throughout life; raising of sustainable civil 
qualities of the person; establishment of disciplines’ relationship, 
ensuring complementarities of content, forms, methods and means 
of professional training and the creation of common educational 
modules for various logical reasons. Customer and direct consumer 
of education is a person, whereas society forms the main socially 
significant requirements to the quality of education in the form 
of federal and regional components of the curricula, representing 
enterprise customers and potential consumers who receive 
competent professional socialized member of society. These 
peculiarities allow us to formulate the following requirements to 
the process of professional competencies’ formation of future law 
specialists based on interdisciplinary integration: (1) Conditions 
quality (curriculum, semester schemes, schedule, material and 

technical equipment, and so on), which is determined on the 
basis of the federal state educational standards. At the same time, 
priority should be given to individual students’ ability to live in 
the learning process, taking into account their personal needs; 
(2) the quality of implementation of the federal state educational 
standard (control and estimation parameters, the organization of 
active forms of learning, the use of innovative technologies and the 
other). At the same time considering the formation of professional 
competencies, one cannot forget about their dialectical relationship 
with the general cultural competencies. It is a system integrity 
of common cultural and professional competencies that allows 
us to consider professional training as a process of personality’s 
self-projecting, which can be divided into three main stages: Self-
determination, self-expression and self-realization. It is on the last 
stage the human life philosophy is formed in general, the meaning 
of life is realized, social position is approved, value standards are 
implemented, integrated personality characteristics are developed 
(orientation, competence, emotional and behavioral flexibility), the 
need for change, transformation of inner world and the search for 
new opportunities of self-fulfillment in their work is recognized; 
(3) the quality of the results of professional competencies’ 
formation (implementation of diagnostics students’ development, 
stimulation system of learning motivation, reflective-evaluation 
stage of each session, the inclusion of students in co-management, 
etc.). The core backbone component of profession-gram is 
personality. Therefore, the process of professional competencies’ 
formation should be anthropocentric, that is aimed at the formation 
of the personality of the future specialist - the carrier of general and 
professional outlook, values and beliefs. And this is possible only 
on the basis of interdisciplinary integration, which mediates the 
integrity and unity of the personal and professional development 
of the individual.

3.4. Stages of Managerial Mechanism’s Implementation 
of Future Law Specialists’ Professional Competencies’ 
Formation based on Interdisciplinary Integration
Managerial mechanism’s implementation of future law specialists’ 
professional competencies’ formation based on interdisciplinary 
integration involves the following stages of experimental work: 
Ascertaining, forming and control.

3.4.1. Ascertaining stage
In the frame work of the ascertaining stage it is found that the 
formation of future law specialists’ professional competences 
based on interdisciplinary integration has several levels: 
Basic, preparatory and professional. At a basic level, in 
the process of professional competencies’ formation the 
epistemological component was dominant (integrity of 
knowledge), at the preparatory one- standard (scope of authority), 
at the professional - functional (professional duties). In order 
to implement the mechanism of management of future law 
specialists’ professional competencies formation based on 
interdisciplinary integration at this stage the application of case-
method was justified. The case method is based on the acquisition 
of sets (cases) of text teaching materials and their transferring 
to students for independent self-study. Features of case-method 
are: (1) Analytical procedures (2) method of collective learning, 
the most important components of which are teamwork, mutual 



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International Review of Management and Marketing | Vol 6 • Special Issue (S2) • 2016262

exchange of information; (3) synergistic activities, which implies 
to prepare groups’ immersion procedures into a situation, the 
formation of knowledge multiplication effects, insight, sharing of 
discoveries, etc.; (4) kind of project activities in which there is the 
formulation of the problem and ways to solve it on the basis of the 
case, acting as a source of information for understanding of the 
options for effective actions; (5) it contributes to the enhancement 
of cognitive activities of students, encouragement of their 
success; (6) It is the process of formation of an information area, 
its activating, the organization of information communications, 
pushing positions, replenishing of informational area and using 
of the information accumulated in it.

3.4.2. Forming stage
At this stage the case method was applied on the basis of 
interdisciplinary integration. As part of the case-method were 
used: Situation analysis method, case studies and exercises, case 
studies analysis (case studies), the method of analysis of business 
correspondence, game design, the method of situational role-plays, 
discussions method. Case studies are of particular interest. Case 
study - specially designed problematic situations. According to 
the complexity such situations may have the level character: 
Simple situations (work on the reproductive level), the situations 
of a higher level of complexity, non-standard situations (creative 
level). The peculiarity of the situation is in the fact that they are 
designed on the basis of real-life problems, available for students’ 
personal meaning.

3.4.3. Control stage
In the control phase, it is noted that the case method is an effective 
means to develop and consolidate the knowledge acquired on 
the basis of which the students make their own decisions. Case 
method allows performing of the following tasks: To make the 
right decisions in the face of uncertainty; to develop a decision-
making algorithm; to master the skills of situations’ research: 
To develop the plan of actions focused on the intended result; 
to apply the theoretical knowledge obtained, including the study 
of other disciplines to solve practical problems; to take into 
account the point of view of other experts on the matter under 
consideration in the final decision making. The method of cases 
contributes to the development of ability to analyze situations, 
evaluate alternatives, to choose the best solution and plan of 
its implementation. For this purpose, the following kinds of 
activities are used such as learning of new material, problem 
tasks’ solving, learning in the problem-solving process and 
consolidation of new material. The case may contain both as 
printed so electronic student books. It is necessary to take into 
consideration the didactic properties and functions of every 
training tool included in this system, on the one hand, and on 
the other, - the specificity of the didactic task, solved with its 
help and on the third, - common learning concept, which guides 
the whole system.

4. DISCUSSIONS

Important theoretical and practical significance have for the 
study works of Abdeeva (2010), Anisimov and Potapova, (2003), 
Boiyko (2009), Bychkov and Garmaev (2010), Lunev et al. (2014) 

which reveals the forms and methods of professional training of 
a lawer. Works of Borisenko (1971), Danyluk (2000), Eremkin 
(1984), Zverev (1974), devoted to the nature of interdisciplinary 
connections are of great interest to achieve the objectives of the 
study. However, the analysis of scientific works shows that the 
problem of professional competencies’ formation of future law 
specialists based on inter-subject integration has discussion nature. 
In the special literature the question of the managerial mechanism 
of professional competencies’ formation of future law specialists 
on the basis of interdisciplinary integration is not solved.

5. CONCLUSION AND RECOMMENDATIONS

It is established that the managerial mechanism of professional 
competencies’ formation of future law specialists on the basis 
of interdisciplinary integration involves: (1) The relationship 
of academic disciplines that ensure the complementarity of the 
content, forms, methods, means of professional training and 
creation of common educational modules on various logical 
grounds; (2) the use of the case method; (3) the formation of 
students’ sustainable interest in the integration of professionally 
important knowledge, abilities, skills.

The paper submissions can be useful for teachers of research 
universities, providing training of future law specialists; for the 
employees of centers for professional skills upgrading and staff 
retraining in selecting and structuring of the content of professional 
development of law specialists and scientific-pedagogical 
specialists of scientific-research universities.

Taking into account the obtained results of this study a number of 
research challenges and promising directions that require further 
consideration can be allocated: The creation of an innovative 
scientific and methodological support, as a system of interrelated 
activities that are based on science achievements and the best 
practices aimed at the formation of professional competencies of 
future law specialists on the basis of interdisciplinary integration; 
development of monitoring of professional competencies’ 
formation of future law specialists.

It is found that the effectiveness of managing of professional 
competencies’ formation of future law specialists on the basis 
of interdisciplinary integration will be promoted, in case of 
professional training’s organization according to the “entity-
entity” type contributing to the formation of personal meanings 
and life values.

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