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The author performs analysis of external and internal factors that influence organization of the system of Polish managers' professional development. These factors can be united into two groups. We will attribute the factors formed under the influence of external factors to the first group, to the second--the internal ones. So, due to the dynamic changes in economy and business, which take place in the world in general, and in Europe in particular, the first group covers the following three directions: 1) the national and political position of Poland and its geographical location (EU membership and close proximity to the highly developed European countries); 2) the socioeconomic condition of Poland at the present stage (intensive economic development and its rapid international exit, the growth of the number of transnational corporations and their subdivisions, thus, investment growth, including in transport industry: as the host country, Poland is considered to be one of the largest transport basins in Europe; the growing popularity of TNC among the Poles as the most desirable employer); 3) the manpower (cheap labour, employment opportunities and the prospect of professional development, the increasing demand for highly skilled managers for positions of heads' divisions of transnational corporations). The internal factors of the second group should be considered at two levels: at the organizational level (in particular TNC) and the level of personnel (in our case, managers). At the organizational level, we can notice changes in approaches to manpower management (the employer's market is transformed into a worker's market) and the growth of investment in training and personnel development, and also the involvement of top managers in the process of training and personnel development. There are the following trends at the personnel level: the possibility of rapid career in TNC, the growth of authority of Polish managers at the international level.

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The study highlights three types of international students’ adaptation: academic, social and cultural. The most typical challenges in each adaptation are identified and described. Academic challenges include lack of language proficiency, different education values, interaction with the university faculty, staff and mates. Social issues for international students are living on- or off-campus, initial difficulties, independence and loneliness, relationship with domestic students and involving them into university life. Culturally, international students face the following challenges: culture shock, the lack of culture wellness. Thus, as demonstrated in this study, having a better understanding of these students’ challenges, university faculty and staff can recognize students’ needs and effectively offer supportive services. The university needs to be prepared to meet students not only academically but also socially and culturally. This study also describes the priorities in Canadian international education strategy that makes Canada one of the world’s top learning destinations. Federal and provincial governments Canada demonstrate their increasing interest in the global education market. It is reflected in the well-designed Canada’s International Strategy for 2014–2019. According to it, there are three key objectives before Canadian educational system: to encourage Canadian students to gain new skills through using opportunities to study and work abroad in key global markets, especially Asia; to diversify the range of countries international students come from to Canada, as well as their fields, levels of study, and location of study within Canada; increase support for Canadian educational institutions to help grow their export services and explore new opportunities abroad. [ABSTRACT FROM AUTHOR]

The article reveals the importance of the time management problem and substantiates the expediency of its research. It describes peculiarities of time management as a pedagogical technology concentrating on its principles; analysis of technology genesis was carried out in the works by foreign and domestic scientists from different fields of science. Five groups of problems solved with the help of this technology were identified. It was found out that time management within our research meets the requirements of a pedagogical technology effectively facilitating PhD students' self-management. It was proved that it combines features of professional management technology as well as effective self-management. The research analyzed the influence of training sessions (36 hours) devoted to the development of time management skills (professional and personal) at the level of postgraduate students' time management competence formation. There was ground to conclude that the conducted training sessions had a positive effect on the increase in all the indicators peculiar to the mentioned competence confirming the efficiency of time management technology in the process of PhD students' self-management. [ABSTRACT FROM AUTHOR]