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Talent Management Programmes at British, American and Canadian Universities: Comparative Study

100%

Boichenko M.

Comparative Professional Pedagogy

2015

tom 5

nr 4

68-72

The article deals with the peculiarities of talent management programmes implementation at the top British, American and Canadian universities. The essence of the main concepts of research - talent and talent management - has been revealed. Talent management is referred to as the systematic attraction, identification, development, engagement, retention and deployment of those individuals who are of particular value to an organization, either in view of their “high potential” for the future or because they are fulfilling business/ operation-critical roles. The factors that drive the development of talent management at the universities have been defined. The benefits that can be obtained as a result of talent management programmes implementation in higher education institutions have been pointed out. The differences in talent management programmes implementation at the universities of Great Britain, the USA and Canada have been found out. These differences depend mainly on the human resources policy of the institution represented in its strategic plan. It has been concluded that most top British and American higher education institutions run talent development programmes, but the target categories and forms of their implementation greatly differ. Canadian universities in the human resources policy focus on professional development of staff and faculty, but do not have special talent management programmes. Progressive conceptual ideas of foreign experience that can be used in practice of Ukrainian universities have been considered.

THE TERMINOLOGICAL TOOLKIT OF COMPARATIVE PEDAGOGICAL RESEARCH OF GIFTED STUDENTS’ EDUCATION IN THE UNITED STATES, CANADA AND THE UK

100%

Boichenko M.

Педагогічні науки: теорія, історія, інноваційні технології

2016

nr 6(60)

226-235

The article is aimed at revealing the approaches to defining giftedness and gifted in the USA, Canada and the UK. The following research methods were used:terminological analysis with the help of which the essence of the basic concepts is defined; comparative analysis aimed at defining common features and differences in the approaches to defining giftedness and gifted education in the studied countries. It is emphasized that the definition of “giftedness” and “gifted”, presented in the official documents of the USA, Canada and the UK, often differ from the definitions formulated by leading researchers of the studied countries. It is found out that in order to define the studied category of children and youth foreign researchers often use two concepts – “giftedness” and “talent”. It should be noted that the views of the theorists on the relationship of these concepts in the definition of the studied category differ significantly. The requirements to the definition of giftedness, proposed by a well-known American theorist of gifted and talented education J. Renzulli are highlighted, namely: 1) the definition should be based on evidence from scientific research that contains the characteristics of gifted individuals; 2) the definition should provide guidance in the identification process in this category of children and youth; 3) the definition should guide and be logically related to existing practice; 4) the definition should synthesize the research that shows its validity On the basis of analysis of the research works of foreign theorists of gifted and talented education and documents of the state education authorities of the USA, Canada and the UK the main types of giftedness are identified, in particular: 1) intellectual giftedness; 2) specific academic aptitude (math, language, etc.); 3) technical design talent; 4) musical and performing talent; 5) artistic talent; 6) sports talent; 7) creativity; and 8) leadership. The basic concept of “giftedness”, under which in our studywe understand natural inclinations and abilities (intellectual, specific academic, technical-design, musical-performing, artistic, sports, creative and leadership), which are manifested in high achievements, and the potential for such achievements, is clarified. The prospects for further research are seen in the revealing the peculiarities of the outlined types of giftedness.