The thesis studies the potential contribution of projects of Quality Management and Lean Six Sigma Specialization for the knowledge development in the participating organizations. Students taking class in compulsory subject Quality Management and Lean Six Sigma Practical were participating in those projects. Mentors from participating organizations were interviewed. The theoretical part of the thesis deals with the history and selected tools of Lean Management. The significance of continuous improvement, as an integral part of Lean Management, is discussed. The thesis describes knowledge management and selected models of knowledge creation and transfer. The practical part includes a description of an employed methodology and interviews results. The thesis concludes a proposal of changes that can result in improvement of projects contribution for the knowledge development in the participating organizations.

In the early twentieth century, Karl von Frisch performed seminal work on the organization of social behavior of honey bees. Much of his work involved training individual foragers to distant artificial feeders. Similar training methods have been used in research laboratories for the better part of a century, and these methods lend themselves well to advanced undergraduate biology classes in animal behavior. In recent years, students have used these methods in group projects to study color preference and time-memory. In this Technical Paper, we describe the basic steps of training honey bees to a distant feeder. We also provide alternative methods for answering specific types of questions that students in animal behavior classes might wish to address.

Позиционирование университета среди групп целевых аудиторий, формирование положительного имиджа и лояльности, а также повышение доли рынка – важные задачи для любого университета. Международные студенческие проекты – продукт, который может быть использован для эффективного привлечения потенциальной целевой аудитории. Достижение этой цели возможно с помощью использования большого количества инструментов, среди которых SMM-продвижение – один из самых действенных. Объект исследования – интернет-продвижение международных студенческих проектов. Предметом исследования являются инструменты интернет-продвижения студенческих международных проектов в социальных медиа. Цель исследования – теоретико-методологический анализ инструментов интернет-продвижения международных студенческих проектов в социальных медиа и разработка алгоритма выбора данных инструментов. Выпускная квалификационная работа включает в себя следующие структурные части: введение, основная часть, состоящая из трех глав, заключение, список литературы и приложение. Во введении отражена актуальность выбранной проблемы, предмет, объект, цели, задачи, методы исследования, теоретическая и практическая значимость. Первая глава посвящена теоретическому анализу проблемы исследования, определению терминологического аппарата и описанию существующих инструментов продвижения на таких социальных медиа платформах как ВКонтакте, Facebook, Instagram, YouTube, Одноклассники. Вторая глава содержит анализ использованных инструментов продвижения в социальных медиа на примере 15 реализованных международных студенческих проектов, а также результаты экспертного интервью. В третьей главе представлен собственный алгоритм выбора инструментов, а также результаты применения данного алгоритма на примере кампании по интернет-продвижению международного студенческого проекта «KatadzeРКВ – 2019». В заключении отражены выводы исследования. Исследование будет полезно для высших учебных заведений, продвигающих собственные международные студенческие проекты, а также студенческим объединениям и клубам, выступающим в роли организаторов студенческих проектов. / Positioning the university among groups of target audiences, creating a positive image and loyalty, as well as increasing market share are important tasks for any university. International student projects are a product that can be used to effectively attract potential target audiences. Achieving this goal is possible by using a large number of tools among which SMM promotion is one of the most effective. The object of study is the Internet promotion of international student projects. The subject of the research is the tools of Internet promotion of student international projects in social media. The purpose of the study is a theoretical and methodological analysis of the tools for Internet promotion of international student projects in social media and the development of an algorithm for selecting these tools. The final qualification work includes the following structural parts: introduction, the main part, consisting of three chapters, conclusion, list of references and appendix. The introduction reflects the relevance of the selected problem, subject, object, goals, objectives, research methods, theoretical and practical significance. The first chapter is devoted to the theoretical analysis of the research problem, the definition of the terminological apparatus and the description of existing promotion tools on such social media platforms as VKontakte, Facebook, Instagram, YouTube, Odnoklassniki.

Including small or large project courses is widely recognized as important in preparing computer science students for a professional career. Typical examples are the capstone courses, which often are seen as the jewel in the crown since this is where students will bring their previous knowledge and skills together to show mastery of their craft. These courses are, however, quite complex with often contradictory ideas about how to actually run them in order to reach the learning objectives. This thesis deals with the contrast between students’ experiences and teachers’ expectations of such courses. The research presented in this thesis contributes to the field of knowledge of computer science project courses by investigating processes that are of importance in relation to the desired practices that the students’ should experience. A method is developed, based on the theory of communities of practice and an identification of key features in project work, for evaluating project courses in terms of setting up a learning environment suitable for its learning objectives. The method is focused on capturing the students’ experiences, which then are mapped onto desirable outcomes, as seen from the teachers’ point of view and expressed in terms of communities of practice theory. The result of the analysis is stories capturing the strengths and deficiencies that can be observed in computer science project courses. Key findings are that rewarding learning environments are not automatically created by following the project model; unclear goals and priorities, for example the choice between focusing on the result of the project or the learning process, can confound, or hinder, the learning outcome. Students may experience a difficult choice between using the project course as a way to become more specialized in a particular area or to develop skills that broaden their knowledge. The method developed throughout the thesis is a result in itself, allowing academics and institutions to reason systematically about the aims and learning outcomes of project coursework. The strength of the method lies in the insight gained from combining the concept of communities of practice with a series of studies that identify key features of project courses, in order to reveal and explain why students’ experience processes and learning outcomes in particular ways.

Project-based learning (PBL) is centred on a challenging, yet meaningful, driving question and culminates in a product that students create or do to showcase their learning to a public audience. Other essential elements of a true PBL experience include: sustained inquiry, authentic tasks, opportunities for students to make decisions about their culminating product, reflection, critique, and revision (Hallermann, Larmer, & Mergendoller, 2011). A well-designed PBL combines curriculum and instructional activities to cultivate 21st century skills in students to prepare them for future success in the workforce. Two teams of Year five teachers designed a week-long PBL unit for students organised around the characteristics of the planets, which integrated science, mathematics, and English. The teachers implemented the PBL with six classes of Year five students, documenting their thoughts on planning and implementation to reflect upon the experience.

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