Abstract
In conditions of a high percentage of borrowing content from other works when students write their diploma projects, low motivation of teaching and scientific supervisors in the final result and the need to increase the percentage of graduates’ employment after graduation, this was a problem that the authors of the study attempted to solve. The authors proceeded from international experience, which is not very common in particular in the Republic of Kazakhstan, changing the technology for preparing and defending diploma projects, without violating the rules established at the university, introducing the use of unstructured cases by students. The purpose of the article is to carry out a comparative analysis of various technologies for organizing the process of preparing and submitting diploma projects, conditionally designating them as traditional technologies and technologies using the case method. The study lasted ten months, during which 46 students were divided into two groups. Each group prepared and defended graduation projects based on one of the models. The obtained results of applying statistical methods (Student's t-test) allowed us to conclude that the model for preparing and submitting a diploma project using the case method is more effective, which made it possible to increase the responsibility of students and scientific supervisors. And also develop professional skills that will influence their employment after graduation.