Current requests of the regional professional community for the content of training specialists in the field of finance and credit

. The article presents the results of a study of the requests of the financiers’ regional professional community for the content of training graduates of educational programs of higher education in the profile “Finance and Credit”. In the theoretical part of the study we carried out a brief overview of the problems of professional activity and the features of training a modern specialist in the field of finance. The theoretical model of the competence profile became the basis for the development of indicators of the expert survey of the professional community of financiers. The expert survey was attended by 34 people from among the leading specialists of specialized organizations in the region (the South of Russia). We carried out a factor analysis of the survey results, based on expert assessments of the importance of professional competencies for the successful performance of professional tasks by future financiers. The survey database was processed in the SPSS Statistics program (version 23). The assessment of the importance of professional competencies allows us to identify the current vectors of the development of the Bachelor’s educational program “Finance and Credit” to ensure the successful professional socialization of future graduates and the effective solution of production tasks of financial organizations. The results of the study contribute to the socio-economic development of the region and support of entrepreneurial initiatives of residents of the South of Russia through maintaining high quality of financial and credit services to the population.


Introduction
The strategy of building the content of university educational programs taking into account the requests of updating functional tasks and production processes; it is an actual subject of research in the higher education system. The efforts of the heads of educational programs and university management to train in-demand specialists in the labour market are aimed at developing effective mechanisms for updating the content of education, ensuring its quality level. In connection with the assessment of the employment prospects of most graduates within the region of residence, the orientation is primarily on the regional labour market. This issue also remains relevant for the preparation of graduates of educational programs of higher education in the profile "Finance and Credit" (Bachelor's degree). Therefore, the purpose of our study is to determine the request of the professional community of financiers of the southern region of Russia for the content of training specialists in the field of financial activity and lending.
A brief review of the publications shows the relevance of our research topic and provides an opportunity to get acquainted with the main approaches in studying the requests of the regional professional community of financiers.
Thus, the author of the article Nadiya M. Sabitova shows the history and specifics of the preparation of graduates of university programs "Finance and Credit" for the financial sector of the country on the example of one of the leading universities in Russia [1]. The active development of global financial markets poses urgent tasks in the content of training specialists in the field of Finance and Credit, who are able to understand the processes of the global financial system, solve the problems of financial globalization at a high professional level.
To find ways to improve the training of financiers, the authors of the article N. Tymkiv, N. Nychkalo, O. Borodiyenko use information from the professional community [2]. In the course of their research work they determined the current content and features of the cognitive and practical activities of financiers and bank employees. Although the authors of the article set the task to determine the conditions for improving the language competence of financial and banking specialists, the research strategy is relevant for our case as well. The general approach is to study the request of the professional community and improve the educational program taking into account real functions and work activities with a certain periodicity.
Ekaterina Dyachenko, Natalia Oleynik propose to actively use digital technologies in the training of future financiers on the basis of and consider in their article the methodological aspects of introducing a web quest into the educational process [3]. Indeed, it should be noted that it is the sphere of finance that is currently at the forefront of digital transformations of production functions and the widespread use of digital technologies in the educational process plays an important role in ensuring a high-quality level of training of future specialists.
The authors of the study Calvin Mukata, Watson Ladzani, Thea Visser (based on a survey of managers and specialists of 179 enterprises in Katima-Mulilo, Rundu and Windhoek) assess the relevance of training financiers and the impact of their work on increasing sales, profits and overall development of enterprises [4]. According to the authors, the request of the professional community is associated with the development of such competencies among graduates as microfinance technologies, mentoring, coaching services and technical skills training. The results of the study are important for public authorities, teachers, trainers, financiers, consultants and other stakeholders who are involved in providing training support to enhance entrepreneurial potential in Namibia. The authors note an increase in the level of satisfaction of students and business results of enterprises (an increase in turnover (sales), profit and an increase in the value of business assets).
An important aspect of the study is raised by the authors of the article Lucia Mandongwe, Divaries C. Jaravaza, speaking about the development of entrepreneurial activity of certain categories of the population through improving financial literacy and expanding knowledge in this subject area [5]. They show the factors influencing the financial and entrepreneurial activity of women. In general, through financial education, it is possible to attract new participants into entrepreneurial activity, which will have a positive impact on the well-being of individual families and improve the economic situation in the region. The authors conclude that business finance specialists, non-governmental organizations and governments should take into account the innovative approach and willingness to take risks of rural women when selecting potential entrepreneurs for financing and training. For our study, this conclusion is important from the point of view of input monitoring of the factors of students' readiness for future professional activity in the field of finance and credit [6][7][8]. This direction can also be an area for improving the Bachelor's educational program "Finance and Credit".
A brief review of publications based on the results of research on the requests of the regional professional community for the content of training specialists in the field of finance and credit [9][10][11] allowed us to build a theoretical model and identify empirical indicators for collecting information directly from representatives of the expert community.

Materials and methods
The theoretical model of the competence profile became the basis for the development of indicators of the expert survey of the professional community of financiers [12,13]. The expert survey was attended by 34 people from among the leading specialists of specialized organizations in the region (the South of Russia). We carried out a factor analysis of the survey results, based on expert assessments of the importance of professional competencies for the successful performance of professional tasks by future financiers. The survey database was processed in the SPSS Statistics program (version 23).
21 competencies (the list is given in Table 2) in the theoretical model of the profile of a graduate of the Bachelor's program "Finance and Credit" were evaluated by the participants of the expert survey on a five-point scale: 1 pointlow importance of competence in the successful performance of professional functions in the workplace, 5 pointshigh importance of competence in the successful performance of professional functions.
Experts could put any values on a given scale. Competencies were grouped into 5 structural components as a result of factor analysis (performed by Rotation Method: Varimax with Kaiser Normalization -Rotation converged in 8 iterations).

Results and discussion
In general, employers confirm the high relevance of the competence profile of the graduate of the Bachelor's degree program 38.01.03 Economics, profile "Finance and Credit".
Ranking the importance of universal, general professional and professional competencies shows that the average level of relevance is 4.0 points on a five-point scale. The greatest compliance with the views of the professional community is noted in the block of general professional competenciesthe average value was 4.36 points on a five-point scale. Next in terms of compliance are universal competencies, the significance of which was determined on average at the level of 4.0 points on a five-point scale. Professional competencies in terms of significance and compliance with the requirements of the expert professional community are in last place, the average relevance score of the profile presented was 3.63 points on a five-point scale.
The most significant characteristics of a graduate, according to employers, are: good personal potential; good professional knowledge in their field; the diploma of higher education.
In their work with staff, most employers point to the great importance of professional standards (57.1% of survey participants) and hiring young professionals after graduation (92.9% of survey participants) mainly with a probationary period (78.6% of survey participants).
Although during the survey, employers did not very highly appreciate the importance of the professional competencies proposed in the educational program, which broadly cover the professional functions of several professional standards. At the same time, among the significant problems with the organization's personnel is the shortage of employees of certain professions, specialties. This fact testifies in favour of the proposed professional competencies with the future expected versatility of the graduate's work.
The use of statistical procedures of factor analysis (to develop a structural model of the professional profile of a specialist graduate of the Bachelor's program "Finance and Credit") made it possible to determine the full explained variance. According to the results of statistical processing of the expert survey database in the SPSS Statistics program (version 23), the total explained variance was 87.618% and was determined by 5 components. The data is presented in Table 1. The listed 21 competencies in the theoretical profile model of the graduate of the Bachelor's program "Finance and Credit" were evaluated by the participants of the expert survey on a five-point scale. Competencies were grouped into 5 structural components as a result of factor analysis performed by Rotation Method: Varimax with Kaiser Normalization (Rotation converged in 8 iterations). Table 2. Matrix of rotated components describing the structure of the current profile of the content of the graduate training of the Bachelor's program "Finance and Credit". Thus, the performed mathematical procedures of factor analysis by the method of allocation of the main components distributed 21 competencies, evaluated by experts, into 5 structural components of the actual content model of the graduates of the Bachelor's program "Finance and Credit": 1. A high level of independent optimization of professional actions within the legal framework, available resources and restrictions in the field of financial services and lending; 2. Provision of financial advisory services in the interests of the consumer, taking into account the optimal use of organizational resources; 3. Application of knowledge of economic theory in solving applied problems using digital tools; 4. Decision-making based on the analysis of research data; 5. Highly developed social intelligence in solving professional tasks. The conducted research shows a mathematically based structural model of the content of the preparation of graduates of the Bachelor's program "Finance and Credit".

Conclusion
The assessment of the importance of professional competencies allows us to identify the current vectors of the development of the Bachelor's educational program "Finance and Credit" to ensure the successful professional socialization of future graduates and the effective solution of production tasks of financial organizations [14][15][16][17].
The results of the study contribute to the socio-economic development of the region and support of entrepreneurial initiatives of residents of the South of Russia through maintaining high quality of financial and credit services to the population.