Gender aspects of training a specialist in international affairs

The article discusses the specificity of the influence of the gender factor on the education of students in the fields of international relations and international regional studies. The topicality of the research results mainly from the contemporary feminization of higher education, as well as the growing professional interest of women in international relations. The research and teaching activity of modern universities is extremely important in the context of the development of the “knowledge society”, for the effective functioning of which it is necessary to actively engage the intellectual capital of both men and women. Therefore, universities should not only become “factories of knowledge”, but also shape the gender culture of students. The problem of the gender characteristics of the scientific and educational community of universities is extremely important. The authors present the topic on the one hand on the basis of contemporary gender studies in the field of international relations, both Russian and Western scientists, and on the other – on the basis of the analysis of specific data on the feminization of study programs in the field of international subjects of Russian universities in the context of the perspectives of building gender parity in practice international relations and world politics.

The main goal of this research is to identify a relationship between intellectual capital and organizational agility through the mediating of organizational learning. The presented study is an applied and correlational research method based on structural equation modeling. 218 teachers of Zahedan high schools were studied by the stratified random sampling method. To collect information, three questionnaires were used: intellectual capital (adapted from Bontis, 1998), organizational agility (Soleimani, 2013) and organizational learning (Chiva, 2007). For data analysis, the Pearson correlation coefficient and structural equation modeling were used by SPSS and Lisrel. Based on results, the amount of the correlation coefficient of intellectual capital with organizational agility (r=0.566, p<0.01), intellectual capital with organizational learning (r=0.378, p<0.01), organizational learning with organizational agility (r=0.424, p<0.01) was significant. The direct effect of intellectual capital on organizational agility (β=0.56, t=6.56), the direct effect of intellectual capital on organizational learning (β=0.39, t=5.12) and the direct effect of organizational learning on organizational agility (β=0.2, t=2.89) were significant. The indirect effect of intellectual capital on organizational agility was also significant with the mediator role of organizational learning (β=0.078). Therefore, intellectual capital can lead to organizational learning and organizational agility.

Features of the movement of the intellectual capital in market conditions

The article examines the nature, types and features of the motion of intellectual capital.