The modern university is increasingly focused on student subjectivity, that is, the activity is aimed not at constructing the future of students, but at constructing a subject that can determine and shape its future. But do students connect their current studies with their future life and work? The article examines how modern students evaluate the set of conditions, opportunities and tools that the university gives them to design their future. The purpose of the article is to identify the factors that determine in the minds of young people the connection between learning in the present and what is expected after completing training in the future. The empirical basis of the work was the data of the VIII stage of monitoring the students of the Sverdlovsk region, which are the results of a questionnaire survey of 2000 students from 13 universities of the Sverdlovsk region. The study examined the attitude to study, satisfaction with the quality of training, the use of various forms of education, and the opportunities offered by the university. As a result of the analysis, two groups of factors were identified: objective (a set of opportunities provided by the university) and subjective (personal responsibility and awareness of students). Their combination determines whether students perceive their studies as relevant for their future and whether they note the connection of the acquired knowledge, skills, and competencies with future life and work. It is concluded that the university should not only provide new educational opportunities for students but also engage in the formation of awareness and responsibility of students in designing their future. The results and conclusions presented in the paper will be useful to university management in designing various practices, forms, and methods of working with students. The article may also be of interest to researchers and the general public.

The research article analyzes how science in Iranian universities has evolved during years of sanctions, and what Russian universities can learn from this experience. The study focuses on the periods, goals, and outcomes of the state science policy in Iran toward universities. The author has developed the typology of sanctions affecting scientific research in universities and systematized measures used to overcome them. This typology applies to Russian universities as well. The practices of Iranian universities aimed at overcoming sanctions have been verified and clarified using the data from an expert survey conducted among researchers of Iranian origin working in Russian universities.

The analysis has shown that the government policy was oriented towards achieving quantitative goals, related mostly to publication activity and the inclusion of universities in international rankings. Later the emphasis shifted to strengthening the practical impact of university science, as well as to the development of international cooperation. Universities were able to increase the publication output but barely contributed to economic growth. Sanctions are the limiting factor, especially since universities had to find by themselves ways to overcome them. Iranian academic diaspora, especially in the United States, played an important role in this process, and Iranian universities manage to remain included in international scientific cooperation.

The article may be of interest to researchers studying the problems of scientific development under sanctions, as well as to university managers dealing with international scientific cooperation.

This paper studies the effectiveness of online mastering the foreign language course by Russian university students specializing in humanities and economics. The article discusses different formats of online learning and types of educational technologies for learning a foreign language remotely. An important point is a detailed analysis of Russian and foreign literature which allowed to identify not only the advantages and disadvantages of distance learning at universities, but also the factors influencing the success of students’ mastering the program. These factors include the psychological state of the student, technical capabilities (stable Internet and sufficient computer equipment), lack of live contact with the teacher and groupmates, tight deadlines, difficult tasks, etc. To determine the factors that influence the students’ success when mastering the foreign language course, a survey was conducted among 290 students of 16 Russian leading universities. The results of the survey showed the strengths and weaknesses of online teaching foreign language from the students’ point of view. A regression model showed that the students’ psychological state (mood, comfortable environment, lack of distractions) has a direct impact on the effectiveness of learning. One more notable fact is that recording a lecture or a seminar negatively affects the students’ motivation. The main result of the study is the authors’ recommendations on adapting the system of online learning for the foreign language course. Worked out for Russian universities’ administration, these suggestions include a variety of tools for conducting the educational process, the idea of students of different specializations’ collaboration, the use of gamification tools, etc.

The aim of this paper is to identify the potential of Russian universities’ small innovative enterprises (SIEs) in developing an innovative economy and in intensifying the innovative activity of the regions. The authors analyze a set of indicators for the regions and federal districts of the country by the level of a region’sinnovative activity; the universities’ place in the ranking; the year of SIE’s appearance; its belonging to the university, to the federal district, to the region; type of activity; revenue; the complex indicator of SIE’s reliability and its risks. To find out how territorially different the SIE’s functioning is, the authors proposed the indicator «the number of SIE per 1 university, unit/university». The object of the study were 1950 SIEs from 422 universities of the country. The study is based on the data of the university ranking prepared with the support of the Russian Academy of National Economy and Public Administration under the President of the Russian Federation, the Information System for Accounting and Monitoring of SIE in the Scientific, Technical and Educational Spheres, the Federal State Statistics Service, the Portal for Checking Counterparties (Rusprofile.ru), as well as on the current strategies for the social and economic development of Russian regions. The results of the study indicate that today SIEs cannot fully manifest themselves as locomotives to develop knowledge-intensive, innovative business, a tool for increasing a region’sinnovative activity and the competitiveness of educational institutions. Neither can they form the supporting framework of an innovative economy. A possible way to solve this problem is to develop effective mechanisms for collecting, summarizing and replicating the best practices for organizing SIE’s activities within the universities, as well as for involving professors in innovative activities. The results of the study might be of interest to regional executive authorities, to university leaders and to those who manage small innovative enterprises in higher education institutions.

The article analyses the institutional landscape of doctoral education in the Soviet Union in the last years of its existence as well as in the countries of the post-Soviet space. We describe the practice of academic personnel training in the post-Soviet countries, highlighting the general characteristics determined by the Soviet legacy, along with the unique patterns of the countries. The empirical base of the study is formed by the Soviet Union archival statistical data, legal acts, and data of the statistical services, ministries, and departments of the post-Soviet countries. Statistical analysis is used to assess the institutional structure and scale of the postgraduate schools in the considered countries. The research reveals that most of the post-Soviet countries have preserved the features of the Soviet postgraduate school, while very few countries have created models of institutional structure with a fundamentally different configuration of doctoral education in comparison with the Soviet Union.

The modern system of personnel training for the transport industry has undergone significant changes after the collapse of the mechanism of graduates’ distribution and the transition to a three-level model of training in higher education. The permanent crisis in the educational environment has led to the emergence of supply and demand imbalances. The article analyzes the needs of the transport industry in the context of each segment (automobile, railway, water, air) and assesses the capabilities of the personnel training system for working in transport. The universities’ subordination has influenced the percentage of specialization of each of them and the share of students at the expense of budget allocations. The determination of the coefficients of paired regression shows a direct and quite a strong connection between the indicated parameters. The market capacity of the transport industry is assessed, showing that currently there are employees of aviation enterprises in excess. The other sectors are more or less deficient. The cohort-component method forecasts an even greater demographic deficit in the long term. There are generalized the results of personnel training by universities subordinate to the Ministry of Transport of the Russian Federation, as well as some quantitative parameters of the needs of transport enterprises.

This research is an attempt to explain the imbalance between the demands of the transport industry and the capabilities of the higher education system. What seems practically important is that the study specifies the emerging disproportion in the context of individual sectors of the transport industry. This approach will probably allow the reader to make system management decisions for coordinating the educational process participants’ actions.

The article describes the experience of managing the university’s sustainable development from the standpoint of increasing the efficiency of its activities through organizing a system of effective contracts and individual ratings of teaching staff. The case of Southern Federal University shows the essence of the implemented management decisions. The purpose of this article is to describe approaches to the formation of indicators and performance criteria for the exchange of experience with other universities. The article provides methodological justifications for an «effective contract», the results of effective contracts implementation analysis in higher education organizations based on a 2021 statistical survey of a sample of universities conducted as part of the state task of the Ministry of Science and Education of the Russian Federation. The analysis of Southern Federal University’s practice showed that the system of an effective contract is characterized as an effective tool for managing the sustainable development of the university. The results of the monitoring confirmed that effective contracts are a working tool for managing the universities’ development, which requires regular improvement and effective implementation when managing a university’s sustainable development.

The purpose of this article is to describe and justify the approach to assessing the quality of educational programs that have been developed and tested at ITMO University since 2019. The article presents the main indicators of assessment and the results of testing this approach at the university. The main unit of quality is an educational program, as it has a long-life cycle and meets the needs of most stakeholders of the educational organization. Taking into account all the features of an educational program, the authors propose a comprehensive set of indicators to assess its quality, which makes it possible to objectively manage it data-based. In conclusion, for completing the task of analyzing the life cycle of an educational program, the authors present an internal rating of educational programs, concise examples of recommendations based on its results. The advantages of the approach to managing educational programs are described, and ways for further development are presented. The article may be of interest to the managers and management teams of institutions of higher education, as well as to the researchers in this field.

The review describes the main ideas and hypothesis of the monograph issued by the international research team. The book examines the role of universities in the innovative development of a modern city in the Russian and French contexts. The urgency and singularity of research and the relevancy of generalization are noted. The impact of modern studentification and internationalization tendencies on Russian and French provincial university cities is marked.