MANAGERIAL SUPPORT FOR THE DEVELOPMENT OF INTERCULTURAL COMPETENCE OF FUTURE LAWYERS IN PROFESSIONAL TRAINING
DOI:
https://doi.org/10.32782/inclusive_economics.13-22Keywords:
educational process management, education management, intercultural competence, future lawyers, professional training, quality management, learning outcomes monitoringAbstract
The article substantiates managerial support for the development of intercultural competence of future lawyers as an integral object of educational process management rather than as a set of isolated pedagogical activities. The purpose is to develop an organisational and managerial model that links the intended professional outcome with planning, coordination, monitoring and corrective decisions in higher education. The study applies systemic, process-based, structural-functional and comparative approaches, as well as analytical generalisation of recent research on intercultural competence, legal education and higher education management. The proposed model comprises six interrelated management contours: strategic goal setting; diagnostic and analytical support; design of educational situations; coordination of participants and resources; monitoring of competence manifestations in professionally relevant tasks; and feedback-based correction. A distinction is made between multiculturality as a characteristic of the educational and professional environment and intercultural competence as a student's capacity to interpret cultural differences, communicate appropriately, maintain legal accuracy and adjust professional behaviour without reproducing stereotypes. The article argues that the object of management is not the student's personality itself but the controllable parameters of the educational process that create conditions for competence development. A system of monitoring criteria is proposed that combines cognitive, communicative-behavioural, value-reflective and professional-legal dimensions. A matrix of managerial decisions links diagnosed educational problems with corrective actions at the level of curriculum design, teaching methods, practical cases, coordination of academic staff, student support and quality assurance. The practical value of the model lies in its applicability by programme guarantors, departments, internal quality assurance units, legal clinics and other stakeholders when reviewing educational components and organising practice-oriented learning. The proposed approach shifts management from recording final learning outcomes to continuous evidence-based regulation of the educational process and creates a coherent framework for integrating intercultural competence into the professional training of future lawyers.
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