In connection with the new geopolitical and socio-economic situation, the article considers the question of the new design of the national higher education system and quality assurance of the educational outcomes in these circumstances. The article remodels the international experience of the higher education systems’ construction. The key issues in respect of which must be found socio-professional consensus, are substantiated. The article presents the results of the network study dedicated to the quality problems of higher education as well as the experience of the organization of the “University National Initiative of Education Quality” (UNIEQ) as the subject of transformation. The article begins a series of materials (cases) written by the UNIEQ developers on specifi c aspects that may improve the quality of education: tools for increasing demand and manageability of higher education, and achieving “content excellence”. The article is intended for researchers, managers of higher education, and developers of programs for the transformation of education.

The article considers last three years’ changes of higher education quality from the perspective of university teachers as key actors of an educational process. The study focuses on the main factors infl uencing the quality of higher education and the nature of changes in the post-pandemic educational environment, in particular, through the use of digital solutions. The authors deliver primary (general) results of Russian university teachers’ poll regarding the triggers for changing the quality of higher education, the eff ectiveness of educational and pedagogical activities in the digital environment, as well as points to be paid attention at in ensuring the quality of higher education. The results of the poll show signifi cant changes in higher education over the period studied, especially in applied teaching practices and in lesson formats, these shifts contributing to the change of education quality in general. Global, institutional, and individual infl uencing factors together give multidirectional impact on the quality of education, thus forming diff erent experiences and perceptions of higher education quality dynamics. University teachers, however, are quite diff erently engaged in the university education quality assessment. Due to understanding themselves as key stakeholders in education quality assurance, university teachers identify their course load and additional non-curricular functions as the main barriers in developing their own eff ectiveness. The article is addressed to heads of academic programs and educational institutions, to executive authorities responsible for quality assurance and assessment in higher education, as well as to the representatives of research community in Russian higher education.

The article studies the contexts in which the students’ individual educational trajectories are of particular importance. There are introduced and specifi ed the following concepts: individualization in education, individual educational program, educational order, self-competencies. Nowadays, the category of self-competencies is only beginning to be discussed among education researchers. Thus, the authors propose its conceptual structure and defi nitions. Analyzing the special literature and university cases presented within the project «Scientifi c and Methodological Support for the Development of a Quality Management System in Higher Education in the Context of the COVID-19 Coronavirus Infection and after It» (2021), the authors show which universities are making substantive and organizational changes in their educational activities, so that individualization becomes possible. Based on this, the article distinguishes environmental, tutor and mixed types of initiating individualization. When comparing the practices of universities presented within the project above, the authors identifi ed the main stages and features of the HEI’s transition to one or another model of individualization and the formation of students’ individual educational trajectories. The article shows that such trajectories and the principles of individualization are usually introduced due to a number of organizational and managerial conditions related to digitalization, personnel policy, restructuring of educational programs, etc. We conclude that these conditions made it possible to implement the practice of individualization in universities. Based on the analysis carried out, there can already be fi xed certain general results and eff ects that have arisen as a result of implementing such practices.

The article deals with the introduction and implementation of individual educational programs in higher education on the example of ITMO University. In today’s higher education, there are new trends towards personalization of learning, the quality of the educational process organization coming to be understood correspondingly. The purpose of this article is to analyze the role of individual educational programs in the context of improving the quality of higher education. The article describes the stages and mechanisms of education transformation at ITMO. Education individualization at ITMO is based on the «ITMO code», on soft skills formation, and on accompanying digital solutions, as well as on systems to support and develop the teaching staff ’s competencies. The authors show opportunities for education personifi cation at ITMO and ways for its further development. The article may be of interest to managers and management teams of higher education institutions, as well as to higher education researchers.

The paper presents the case of Peter the Great St. Petersburg Polytechnic University for organizing the end-to-end system of engaging students in project activities within higher education programmes. The project unit of such a programme consists of two parts (obligatory and variable) and combines students’ self-studying theory online, practical tutorial instruction classes, as well as a considerable amount of independent work in project teams with external experts’ participation. The digital tool for organizing, supporting, and monitoring project activities are the LMS Moodle-based portals. The authors describe the principles of organizing the system, its structure, project cycle stages, approaches to assessing students’ results and the quality of project work organization.

This paper presents a case of project-based learning organizational model implementation in the Engineering School of Information Technologies, Telecommunications and Control Systems (IRIT-RTF) of Ural Federal University for undergraduate educational programs. The authors analyze three stages of organizational model transformation: initiating, piloting, and scaling. Within each stage, there are discussed technologies of collecting applications for students’ projects based on a role model of competences; organizational and technical support of students’ project work in accordance with the activity classifi cation of projects; the number of supervisors and their level of training required to accompany the process. The presented case can provide the reader with practical recommendations for implementing project-based learning at any university.

The article describes the experience of interaction between Petrozavodsk State University (Karelia) and a major industrial partner with the help of the Specialised Department. Here, the Department not only represents an educational structure, which improves the quality of practice-oriented training for future engineers, but also solves urgent problems of innovation and research. The authors focus on the reason for the creation of a joint structure, on the organizational features of management, as well as on the main results of the Specialised Department’s activity – that is, the projects «Welding Center», «Systems for Vibrodiagnostics and Predictive Analytics», «Laser Technologies Center». There is expressed an opinion that the described case refl ects a systematic experience of organizing management in a university’s specifi c educational structure and shows the essence of the implemented integration approaches in the practice of university management. The article contains drawings to clearly demonstrate the legal support of the Specialised Department’s activities and the structure of its interaction with the university and with the industrial partner. 

The case of this research is an experience of managing partnership development between Ural Federal University (UrFU) and its graduates. The paper studies management approaches and technologies, practices of organizing interaction with alumni. There are described a number of components (regulatory, structural, managerial, fi nancial, technological, performance monitoring) of such a partnership development model. The authors present the implemented model of Ural Federal University’s partnership with its graduates. Special attention is paid to the analysis of the demand for areas of the university and young graduates’ cooperation (based on a 2013–2022 sociological study).