Readiness to Changes as One of Educational Values of Innovation-Oriented Procurement

  • L. V. Averina
  • E. P. PecherskayaEmail author
  • A. R. Rakhmatullina
Conference paper
Part of the Advances in Intelligent Systems and Computing book series (AISC, volume 908)


The article deals with the essential characteristics of the willingness of contract managers to professional activities in the procurement system, the possibility of their change in the learning process and some challenges connected from educational values’ influence point of view. The purpose of this article is consideration of the existing approaches to understanding of the phenomenon of contract managers’ training from the point of view of value orientations, which are the basis for business activity in conditions of innovative development of the global economy. The results of the conducted research on the readiness to changes in procurement are presented in the study. They characterize the economic and social environment in procurement in Russia at present and in Samara region of the Russian Federation, exactly. Readiness to changes is crucial for creation of a new mode of thinking of the modern business community. By results of the conducted research, the authors offered a model of this integrative characteristic, which can be the basis for purposeful process of training and retraining of contract managers for development of the procurement and, furthermore, economics of the region and country in the context of requirements of the innovative economy.


Contract manager Innovative economy Procurement Training Values in education 


  1. 1.
    Abakumova OA (2014) Legal status of the contract manager. Acad Herald. N2 (28):269–276Google Scholar
  2. 2.
    Averina LV, Pecherskaya EP (2015) Actual problems of preparation of a specialist in the field of procurement. Materials of the international scientific-practical conference of students, graduate students and young scientists “Social behavior of youth on the Internet: new trends in the era of globalization.” SSEU, pp 39–41Google Scholar
  3. 3.
    Averina LV (2017) Models of organization of dialogical interaction in the implementation of DPO programs in the field of procurement. Sb. articles of the International scientific-practical conference “European research” pp 266–268Google Scholar
  4. 4.
    Axelrad H, Luski I et al (2016) Behavioral biases in the labor market, differences between older and younger individuals. J Behav Exp Econ 60:23–28CrossRefGoogle Scholar
  5. 5.
    Berry A (2008) Tensions in teaching about teaching: understanding practice as a teacher educator. Springer, DordrechtGoogle Scholar
  6. 6.
    Clandinin DJ, Huber J (2010) Narrative inquiry. In: McGaw B, Baker E, Peterson PP (eds) International encyclopedia of education, 3rd edn. Elsevier, New York, NY, pp 436–441CrossRefGoogle Scholar
  7. 7.
    de Vries Marc J (2018) Handbook of technology education. Springer International Publishing, DOI. Scholar
  8. 8.
    Dufek L (2015) Public procurement: a panel data approach. Proced Econ Financ 25:535–542CrossRefGoogle Scholar
  9. 9.
    Enke J, Kraft K, Metternich J (2015) Competency-oriented design of learning modules. Proced CIRP 32:7–12CrossRefGoogle Scholar
  10. 10.
    Garbett D, Ovens A (eds) (2017) Becoming self-study researchers in a digital world. Springer, DordrechtGoogle Scholar
  11. 11.
    Hadjar A, Samuel R (2015) Does upward socila mobility increase life satisfaction? A longitudinal analysis using British and Swiss panel data. Res Soc Stratification Mobil 39:48–58CrossRefGoogle Scholar
  12. 12.
    Karanatova LG, Kulev AYu (2015) Organization of university innovative platforms as factor of development of competences of innovative business [Organizatsiya universitetskikh innovatsionnykh ploshchadok kak faktor razvitiya kompetentsii innovatsionnogo predprinimatel’stva]. Administrative consulting [Upravlencheskoe konsul’tirovanie]. N 12:15–23Google Scholar
  13. 13.
    Kirichenko YuA (2012) Modern information technologies in additional professional education. Vestnik TISBI. № 2(50):18Google Scholar
  14. 14.
    Larchenko Yu.G (2015) Game technologies in additional professional education. Additional vocational education. Modern Stud Soc Probl 1(21):195–200Google Scholar
  15. 15.
    Menshenina SG (2018) The structure of knowledge to the professional activity of information security specialists.Bull Samara State Technical University. Series Psychol Pedagogical Sci 2(18):100–107Google Scholar
  16. 16.
    Pecherskay EP, Averina LV, Kochetckova NV, Chupina VA, Akimova OB (2016) Methodology of project managers’ competency formation in CPE. IJME-Math Educ 11(8):3066–3075Google Scholar
  17. 17.
    Pellegrino JW, Hilton ML (ed) (2012) Education for life and work: developing transferable knowledge and skills in the 21st century NAS PressGoogle Scholar
  18. 18.
    Shamakhov VA, Karanatova LG, Kuzmina AM (2017) The research directed to results of activity of the federal innovative platforms forming professional competences of the sphere of the state and municipal procurement assessment. Administrative consulting [Upravlencheskoe konsul’tirovanie]. N 12, pp 8–21Google Scholar
  19. 19.
    Sklyarova IM (2014) Functionality of contract managers in the field of public procurements. Labor and social relations. №8:26–32Google Scholar
  20. 20.
    Sullivan KPH, Czigler PE, Hellgren JMS (2013) Cases on professional distance education degree programs and practices: successes, challenges, and issues. IGI GlobalGoogle Scholar
  21. 21.
    Zhang Yu (Aimee) (2015) handbook of mobile teaching and learning. Springer.

Copyright information

© Springer Nature Switzerland AG 2020

Authors and Affiliations

  1. 1.Samara State University of EconomicsSamaraRussia

Personalised recommendations