umjУниверситетское управление: практика и анализUniversity Management: Practice and Analysis1999-66401999-6659Federal State Autonomous Educational Institution of Higher Education «Ural Federal University named after the first President of Russia B.N.Yeltsin»; Non-Commercial Partnership “University Management: Practice and10.15826/umpa.2019.05.039umj-1103Research ArticleСОЦИАЛЬНАЯ ОТВЕТСТВЕННОСТЬ УНИВЕРСИТЕТАSOCIAL RESPONSIBILITY OF THE UNIVERSITYПолитика университетов по поддержке студентов в условиях академической неоднородностиUniversities’ Policy of Supporting Students in Academically Diverse EnvironmentЗагироваФ. Р.ZagirovaF. R.

Farida R. Zagirova – Post-Graduate Student

Analyst, Institute of Education, Laboratory for University Development

+7 (495) 772-95-90 (*22126)

fzagirova@hse.ruФруминИ. Д.FrouminI. D.

Isak D. Froumin – A cademic Supervisor, Institute of Education

ifroumin@hse.ruNational Research University «Higher School of Economics»Russian Federation2019161220192353142Copyright © Загирова Ф.Р., Фрумин И.Д., 20192019Загирова Ф.Р., Фрумин И.Д.Zagirova F.R., Froumin I.D.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://www.umj.ru/jour/article/view/1103

Политика университетов по поддержке студентов в условиях академической неоднородности.

The aim of this work is to review and analyse the support and development practices for students based on their educational background and academic performance. The increasingly widespread concept of a responsible university involves an opportunity to close or make smaller the gap between academically diversifi ed students. Thus, the purpose is to systematise the practice of working with both low and high-achieving students and assess the possibilities for improving the quality and effectiveness of this work. The analysis regarding existing practices of Russian and international universities is based on the literature review of more than 1600 sources. The review provides identifi cation, comparison and systematisation of common practices used by departments and universities rather than individual teachers. A classifi cation of practices at the stages of identifying, developing and evaluating low and high-achieving students is proposed. Recommendations are formulated for expanding the support and development of students under the conditions of academic diversity and for improving the quality and effectiveness of the educational process.

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The authors declare that there are no conflicts of interest present.