The transformation of the vital activity of modern societies, associated with technological development, digitalization, and the escalation of geopolitical tensions, actualizes the youth issue and formulates new challenges to the system of state youth policy. In this context, an important research problem is the analysis of the correspondence of the purposeful actions of the state in the field of youth socialization to the socio-cultural features in which modern
Russia finds itself. The article analyzes the main stages of youth policy implementation in the country’s recent history, highlights its key dysfunctions and contradictions.

   The article pays special attention to the analysis of theoretical and methodological approaches to the conceptualization of youth policy by one of the leading Russian sociologists of youth, Yu. R. Vishnevsky.

   Based on the analysis of the scientist’s recent works, the author of the article integrates his ideas, trying to identify the features of the current stage of the implementation of Russian youth policy, as well as outline the directions of its development. The analysis of individual studies of the Ural School of Youth Sociology, as well as the author’s own developments, made it possible to formulate in the article the key principles of implementing a nationally oriented youth policy in the context of modern social transformations.

   The study examines scientometric analysis as a tool for managing the region’s scientific and technological development, aiming to identify current and promising research areas, cluster them, and develop management strategies for further advancement.

   The assessment was conducted using the Republic of Tatarstan as a case study in natural sciences, aggregating data from 43 educational institutions and 52 research organizations.

   The research’s significance stems from the state’s active policy in scientific and technological development (including the national S&T development program and regional S&T rankings), where scientometric indicators serve as key metrics for evaluating the success of regional research and education policies in Russia.

   By analyzing quantitative metrics (publication volume, citation rates) at global, national, and regional levels, along with matrix modeling and clustering methods, the study identifies dominant and rapidly evolving research fields that attract scientific attention.

   The novelty lies in classifying regional scientific publications into thematic clusters: “Growing” (increasing publications in both Russia and Tatarstan), “Lagging” (growth only in Russia), “Advancing” (growth only in Tatarstan), and “Declining” (decrease in both).

   Among growing fields, the most prominent in terms of scientific interest include agriculture and crop science, general energy issues, immunology and microbiology, environmental protection, and human ecology, while only five subjects fall into the advancing category, demonstrating relatively limited scientific impact. For each cluster, management solutions were developed, including prioritized funding, staff incentives, and other measures. The research findings can be applied in managing research and educational institutions, developing S&T programs for Russian regions to identify core research schools, and supporting natural science initiatives.

   Focusing on Tver State Technical University (TvSTU), the paper analyzes the implementation of an «educational and production ecosystem architect» strategy between 2020 and 2025. The empirical base combines content analysis of 27 educational programs (bachelor’s, master’s, continuing professional education), 16 in-depth interviews with peat industry executives (n = 8), faculty members (n = 6), and research staff (n = 2), alongside surveys of 112 engineering graduates and 42 employers.

   Authors identify a paradox: while 91 % of employers express satisfaction with graduates’ fundamental technical training, 68 % report a sharp deficit in managerial and entrepreneurial competencies.

   The institutional response involved developing a three-tier management model, restructuring internal regulations, and establishing shared intellectual property mechanisms. Employment in the field of study rose to 82 %, the number of graduate entrepreneurs increased by 37 %, and extra-budgetary revenue grew by 54 %.

   The case novelty lies in testing the «ecosystem architect» concept through reorganizing university management mechanisms rather than introducing pedagogical or technological innovations. Intended for researchers and practitioners in university management, the article addresses workforce development challenges in peripheral economies.

   This article presents the results of a study aimed at identifying and quantifying the influence of regional innovation environment factors on the formation of small innovative enterprises (SIEs) as a form of academic entrepreneurship in Russian regions.

   The empirical basis for the analysis includes 1,119 SIEs created at 335 educational and scientific organizations registered in 76 constituent entities of the Russian Federation between 2009 and 2025. To achieve this goal, a linear econometric model was constructed, its parameters were estimated using the least squares method based on subindices of the innovation development rankings of the constituent entities of the Russian Federation. The dependent variable was the share of SIEs in the regions out of the total number nationwide. Independent variables are represented by subindices grouped into four groups: R&D funding, human capital, resource provision, and innovation policy; control variables are also included. The analysis revealed that the most significant impact on SIE development is exerted by the level of research staff compensation, R&D expenditures per researcher, and the researchers’ technological sophistication. Among the control variables, only the share of businesses funding R&D demonstrates a moderate statistical significance. However, indicators relevant to human capital and innovation policy do not demonstrate statistically significant effects. Individual variables are characterized by weak multidirectional relationships, indicating limited conversion of formal structural conditions into practical entrepreneurial activity. The obtained results are based on statistically significant patterns identified through an econometric analysis of current quantitative data on SIE activity in Russian regions. These findings can be taken into account by educational and scientific institutions and government agencies when developing measures to stimulate innovation and commercialize research results.

   In the context of the active implementation of Russia’s state policy to expand the export of higher education, numerous studies have recently emerged on the attractiveness of Russian universities and the prospects of educational migration. However, the scientific literature lacks quantitative assessments of the economic impact generated by international students during their residence and studies in specific regions.

   This study aims to determine the extent to which international educational migration to Saint Petersburg can be regarded as a stable resource for regional economic development through the formation of additional aggregate consumer demand.

   The research is grounded in the export base theory, which interprets educational migration as a form of service export that injects exogenous demand. The analysis draws on official statistical data and the results of an online survey of 478 international students from 64 countries conducted in 2025. Based on these data, direct annual expenditures were estimated for both degree-seeking students and those enrolled in residency, postgraduate and adjunct programs. The findings show that the total consumer demand generated by international students in 2024 ranged from RUB 12.07 to 14.98 billion, including tuition fees. Their contribution is most pronounced in higher education, pharmaceutical retail and medical services, as well as the culture and leisure sector.

   The study concludes that international educational migration constitutes a stable but quantitatively limited source of exogenous demand. Limitations of the research are associated with sample representativeness and the methodology used to account for expenditures.

   Future studies could focus on assessing indirect and induced economic effects.

   In light of the national strategy towards strengthening position of higher education and extending Russian humanitarian influence globally, training of international postgraduate researchers has gained a special prominence with students acting as a key resource for scientific and technological cooperation and an effective soft power instrument. Despite a recent substantial increase in the number of students, training demonstrates low efficiency (low rates of graduates defending candidate dissertations).

   As a pilot qualitative study, this article aims at revealing the specific nature of barriers to the social and academic integration of international doctoral students and proposing new research dimensions within this problematic.

   Drawing on Tinto’s theory of student integration, we comprehensively analyzed academic and social aspects of adaptation. The empirical base for the research comprises 14 in-depth semi-structured interviews with Lobachevsky State University postgraduate students representing 11 countries and a wide range of majors. Qualitative research design allowed reconstructing subjective meanings, motivation and latent factors that shape respondents’ educational experience. The study examined such key integration barriers as the language factor, adaptation to Russian academic culture, social and psychological isolation, financial difficulties, administrative and bureaucratic hurdles.

   The scientific contribution of this work is twofold: first, it states the research problem of international postgraduates’ social and academic integration in Russia as an independent direction of analysis of the university internationalization policy; second, it identifies specificities of integration barriers based on qualitative interviews and develops an analytical framework for further research.

   The study offers applied value to developing a university policy regarding international postgraduate students: creating an inclusive environment that facilitates retention of talented graduates in Russian academia; reducing bureaucratic burden; building additional support networks mechanisms.

   One of the main (if not the primary) goals of the “5-100 Project” declared to be the internal transformation of Russian universities. It was assumed that the need to meet the program’s indicators would lead participating universities to recognize the necessity of deep reforms.

   The intended outcome was convergence toward the model of a research university, in which (a) most faculty identify as researchers and devote a significant share of their working time to research; (b) employment contracts are flexible and provide substantial rewards for academic achievements; (c) hiring takes place on the open market, while networking mechanisms and inbreeding play a smaller role; and (d) faculty are widely involved in scientific communication with an international audience.

   We use data from a survey of economists affiliated with Russian universities (N = 5,025), conducted in October–December 2021, to assess the extent to which, by the conclusion of the Project, participating universities differed from other Russian universities on these parameters. The results are mixed: although for most variables there is a statistically significant difference between participating and other universities, the effect (a) is comparatively small, and (b) is largely due to a single university—the Higher School of Economics—and disappears once its faculty are excluded from the sample. For example, faculty at other participating universities do not teach fewer classroom hours, are not more mobile, are not hired on the open labor market, do not have greater experience publishing internationally, and only to a limited extent identify more strongly with the role of researcher or engage more deeply with foreign-language literature. The data cast doubt on whether the Project resulted in the internal transformation of most participating universities rather than in superficial optimization.

   This article explores the need for universities to transition to a program-based financial model, in which the educational program is considered the key unit of economic analysis and management decision-making.

   The relevance of this work stems from the limitations of traditional approaches based on aggregated cost accounting, which do not adequately assess the economics of individual educational programs and make informed management decisions in the face of increasing competition and resource constraints.

   This paper analyzes existing approaches to cost assessment in higher education, identifies their limitations, and proposes a tool for detailed cost accounting at the educational program level. This study developed and tested an approach to allocating direct and indirect costs, including salaries, infrastructure maintenance, and general university expenses.

   The novelty of this proposed approach lies, firstly, in its accurate attribution of faculty salaries to a specific educational program at a large university with complex cross-departmental relationships. Secondly, the correct distribution of university-wide (indirect and overhead) costs between programs by using coefficients characterizing the capacity of academic buildings and the number of students should be considered new.

   The empirical part of the study is pilot in nature, based on data from a specific university (KNRTU-KAI) and four bachelor’s degree programs (EP, EP of HE). For each, annual expenses and the cost per student were calculated, and the results were compared with the actual cost of tuition.

   Furthermore, the article emphasizes the need to integrate qualitative performance indicators (demand for graduates, strategic significance of the program) into the portfolio management system for educational programs.

   The obtained results substantiate the need to move to an analysis of the economics of educational programs in the university management system, as well as the integration of economic and qualitative indicators in the formation of the portfolio of educational programs. The proposed approach requires further testing on an expanded sample of universities and taking into account differences in organizational models.