The issues of interaction between pedagogical higher education institutions and regional education authorities are insufficiently developed in modern pedagogical theory. The aim of the study is to identify the current state of interaction between pedagogical higher education institutions and regional education systems, as well as to identify problematic areas of this interaction and develop approaches to designing a model of this interaction. The research is based on data obtained from 38 regions, reflecting the positions of 47 representatives of state authorities responsible for education

management and 27 employees of pedagogical higher education institutions. As a result of the study, the features of building interaction between pedagogical higher education institutions and education management authorities have been identified, as well as growth points that allow this interaction to become a factor in the development of the regional educational system. Approaches to building an effective model of interaction between a pedagogical higher education institution and regional education management authorities are also proposed, and the main directions of joint activities of a pedagogical higher education institution and education management authorities are defined in the context of multilevel and multifunctional interaction. Prospective directions for further research include the development of a system of indicators and indicators based on the proposed model for assessing the effectiveness of interaction between pedagogical higher education institutions and regional education authorities.

This study aims to identify how often universities of the “Priority 2030” program offer measures for doctoral education improvement in their development programs, what these measures are, and how they correspond to the reasons for the low effectiveness of Russian doctoral education. The empirical study data were the texts of the development programs of the universities participating in the “Priority 2030” program (N= 121). The texts were analyzed using quantitative content analysis. Four measure groups were determined: financial support and employment of doctoral students, development of partnerships, improving the quality of selection and training of doctoral students and improving the quality of supervision. According to the results obtained, in general, the absolute majority of universities use doctoral education as an instrument to achieve the goals set by the program. Measures related to financial support and employment of doctoral students are the most common in universities of the “Priority 2030” (almost 75 % of universities plan to implement such measures). Diversification of programs, cooperation with industry, and increasing the quality of training of doctoral students are found in university development programs with less prevalence – from 12 to 50 % of universities plan to implement these measures. Finally, less attention in university development programs is paid to modifying the criteria and procedures for selecting doctoral students and improving the quality of supervision – only 5 % of universities announced such measures. The article also provides examples of implementation of these measures in particular universities. The results of the conducted research can be useful to the heads of doctoral departments of Russian universities to develop local measures of doctoral education improvement.

The aim of this research article is to develop and test a fuzzy model for the quantitative evaluation of university intellectual capital. The fuzzy model allows for the assessment of university intellectual capital as a whole, the main components of intellectual capital, the university’s abilities in various types of cognitive activities that contribute to the development of intellectual capital, and explicit and implicit factors of intellectual capital. The key distinguishing features of the model include: the formalization of explicit and implicit factors as linguistic variables and their translation into fuzzy sets; the use of fuzzy logic procedures in a hierarchical structure with possible cycles; the ability to obtain numerical evaluations of the dispersion of calculated values; and increased reliability of results by taking into account the levels of expertise of experts in specific areas of university activity using various smoothing functions. The results of testing the model on a large regional university are presented. Problematic areas in university activities regarding the development of intellectual capital are identified. The materials of the article are of interest to university leaders who receive a tool for a comprehensive assessment of intellectual capital and its components at all levels linked to the university’s development strategy.

This paper discusses issues related to the coordination of actions between universities and employers. Despite their interdependence in the process of preparing qualified personnel, the primary instrument of interaction remains observation, which typically does not involve the integration of interaction subjects and maintains sporadic communication during the implementation of educational programs. Enhancing the effectiveness of interaction between universities and businesses requires a corresponding tool for direct coordination of actions. The aim of this study is to develop a tool for assessing the systemic balance of the educational program curriculum to shape the competencies required by businesses. Achieving this goal required solving the following tasks: 1) to localize the mechanisms of coordination between universities and analyze approaches to their implementation; 2) to develop an algorithm for calculating the index of systemic balance of the curriculum; 3) to test the algorithm on real data and propose scenarios for improving educational programs. The ecosystem theory of G. B. Kleiner was adopted as the methodological basis. Among the main results of the study is the development of an algorithm for calculating the index of systemic balance of curricula based on a corresponding metric model. Data-centric improvement of curricula in the context of ecosystem theory allows for a rational combination of fundamental and practical training, ensures interdisciplinary solutions to professional tasks, flexibility in applying competencies for the benefit of innovative business and regional economic development, technological and personnel sovereignty of the country.

The knowledge and technology transfer between science and business, as well as the promotion of scientificindustrial cooperation, constitute one of the key directions of state innovation policy in most countries worldwide. However, among researchers, there is no consensus on the extent to which state support can enhance the resilience and effectiveness of such interactions. This article examines the peculiarities of scientific-industrial cooperation development in Russia using the example of National Technology Initiative Competence Centers (NTI CCs), the establishment of which serves as one of the instruments of state policy for the development of “enabling” technologies. Based on a series of in-depth interviews with leaders and staff of NTI CCs, it was revealed that the most significant challenges for recipients of state support are associated with complex grant competition procedures and high requirements for participants, inadequate duration of budgetary funding, as well as an increase in the level of administrative burden on researchers. In the current economic and political conditions, NTI CCs also face risks of equipment shortages, research materials, and highly qualified personnel, which may hinder further collaboration with industrial partners. Based on the obtained results, recommendations for improving support measures for NTI CCs have been formulated, which may be useful for representatives of government bodies responsible for the development and implementation of science and technology policy.

This article delves into the role of the university environment in shaping the civic activism of student youth. The topicality of the research theme is linked to the increasing significance of the third mission of universities, as well as the expansion of student involvement in civic practices amidst the digitization of population-government interaction technologies. It is proposed to distinguish between a broad context of analyzing student civic activity, without considering the university environment, and a narrow one, linking student activity to intra-university factors. The article is based on the results of a survey of student youth in Yekaterinburg in September 2023 (n = 531), supplemented by data from a survey of students from secondary vocational educational institutions (n= 673). The survey results allowed for determining the level of students’ interest in events in various spheres of Russian society and the region, identifying civic digital practices in which they participate, and assessing the effectiveness of digital forms of interaction with authorities. The research novelty lies in examining the contemporary university educational environment from the perspective of its influence on student civic activism and constructing a typology of students based on their involvement in discussing socio-political events in the university environment: with teachers and peers. The study revealed students’ ambivalent attitude towards discussing socio-political topics at the university and the projective idea of placing a direct appeal service to local authorities on the university website. The practical significance of the research lies in the possibility of using its results to develop university strategies for shaping students’ civic stance and initial experience of demonstrating civic initiatives in student projects, as well as in defining new models of university participation in digital communication between students and government structures.

The main aim of this article is to describe the application of the organizational balance method to diagnose and evaluate the state of scientific research organization in contemporary Russian universities. Despite the widespread view of the modern university as a research-oriented institution, only a relatively small portion of universities have been able to organizationally embrace coherent forms of educational and research activities. In the majority of universities, not only the lack of resources for scientific research, but also the evident dominance of educational activities as resource-generating over scientific endeavors in all possible forms, leads to the stagnation of educational program reorganization processes and drifts away from solving real-world problems. The authors perceive a solution to this predicament in more active experimentation with new autonomous, interdisciplinary, and networked forms of organizing the interaction between education and science in the university.

Researchers note a growth in imitative practices in the educational process, evaluating this fact as alarming for the university and society as a whole. Imitations in education lead to economic, social, and professional-personal losses. The aim of the study is to identify the most common forms and reasons for imitating learning, the attitudes of students and teachers towards the established practice. In the context of our approach, imitation is considered as a phenomenon that leads to the substitution of the essence of learning with its external formal features. Participants in this phenomenon and process include all subjects of relationships in the field of education: employers, educational management bodies, university administration, teachers, and students. The study is based on a survey of students and teachers from 11 Russian universities (621 students and 89 teachers). Analysis of the responses showed that students most often resort to forms of imitation indicating their subjective passivity: dividing questions when preparing for seminars, completing assignments according to a template. Among the forms of imitation that should be classified as academic dishonesty are cheating and using Internet resources during testing. Teachers imitate teaching by awarding points for attendance, for the fact of submitting a test without evaluating its quality. The reasons that compel subjects of learning to resort to imitation are the desire to avoid overload and to evade forms of work that seem excessive. The study revealed that the situation of imitating learning is evident to both teachers and students. Students’ attitude towards imitation is more lenient compared to teachers. High-achieving students have a more negative attitude towards imitation than low-achieving students. Neither students nor teachers seek to eliminate imitations; moreover, under certain circumstances, they are willing to take advantage of such opportunities. Changing the situation should go beyond teacher-student relationships. All elements of the education management system need to be geared towards quality and high educational values, rather than formal indicators of efficiency.

This article presents a problematic characterization of the ideology of university managerialism as a method of managing higher education institutions in the conditions of the “quasi-market” of educational, research, innovative, and other services that have emerged in post-industrial society. The transfer of some rights to universities from organizations in the corporate sector of the economy has led to the stratification of the traditional university community into the salariat – the managerial elite tasked with implementing the founder’s will and directives in the utilization of state investments within the financial constraints of the severely limited funding model – and the “precarious layer” of the faculty. The novelty lies in the delineation and discussion of the fundamental tenets of university managerialism, the operational practices of its promotion, and its correlation with the academic traditions of the university community. The influence of the ideology of university managerialism on the transformation processes occurring in global and Russian higher education is discussed. Such ideologemes of university managerialism as striving for economic efficiency of the university, “the road without beginning or end” (Penrose stairs), instrumental thinking, reputation creation and management, and rules of behavior are highlighted and discussed. An analysis of the unintended risks generated by the application of managerial theory in university management is presented. The article may be of interest to senior executives in higher education and the Russian academic community.

This article explores the issue of university autonomy and academic freedom in Soviet universities during the 1920s–1950s. In the years 1917–1922, Bolsheviks established a new type of university based on the higher education system of the Russian Empire – the democratic-enlightenment university, contrasting with the pre-revolutionary imperial university. It was open to the lower classes of society, primarily proletarians, did not award diplomas upon completion, was not integrated into the civil service system like the imperial university, and focused on training personnel for the economic and social spheres and mass education. Its complete subordination to Narkompros was accompanied by relaxation in the realm of academic freedoms. This university was characterized by pedagogical experiments, the application of cutting-edge teaching technologies for that time, and an emphasis on independent and creative student work. Following the end of the New Economic Policy (NEP) and the country’s shift towards industrialization and cultural revolution, there arose a need for specialists in the national economy, teachers, and medical professionals. The universities of the 1920s were unable to meet these transformations, leading to Stalin’s reform of higher education. This reform aimed at pragmatizing higher education and significantly impacted universities. As a result, universities became integrated into the higher education system as institutions preparing personnel for science and the education system. Practices reminiscent of pre-revolutionary universities, including their focus on elite reproduction, were revived. The new regulations further restricted their autonomy; however, remnants of university autonomy crucial for training scientific personnel persisted in Soviet universities.