The article describes the creation of faculty of mathematics at NRU HSE. It was founded in 2008 and by now has become one of the international leaders in training researchers in the field of mathematics and its applications. The article describes new tasks for the department and ways of dealing with them, principles, on which the department is built and methods of teaching process and research management used there.

The articles presents the results of project aimed on establishing international academic journal "Quaestio Ros-sica» at the Institute of Arts and Humanities, Ural Federal University. Authors characterize the process of team building, describe the main stages of journal's development and estimate the degree of university administration's involvement in project's realization. The paper aims to analyze the case study of founding international journal on humanities and define best practices in managing the project. Introduction of new requirements to research efficacy together with dramatic changes in system of Russian academic publishing requires scholarly reflection on the matter thus contributing to the importance of the topic covered in the article. Authors define factors that triggered the idea of establishing international journal on Russian Studies. The paper presents the process of defining the journals' concept and its editorial policy. Authors give an assessment to the university involvement in realization of the project. They stress that the present mode of relationship between journal's team and university's management addresses effectively the majority of problems and challenges. University provides expert and financial support, coordinates and supervises major processes in the framework of the project. Based on analysis of "Quaestio Rossica" experience authors conclude that functioning of the international journal contribute both the development of fundamental knowledge and research infrastructure of the university.

The aim of the article is to demonstrate how the use of opportunities for internationalization aimed at high academic performance in economics and finance can support the creation and development of the institution academic performance and standards of which can be compared with the leading international universities, using the example of IIEf. IIEF was created in 1997 with the help of lSe at the premises of HSE. Nowadays its lecturers are invited form the international market to lead academic research the results of which are presented in the leading international journals, implement English language educational programs (double diploma bachelor course and master course with the participation of LSE) of the international quality. The quality level is supported by relevant documents on second education certificate issued by a leading foreign university and is acknowledged by the global labor market and further education market. The article analyses problems facing the implementation of academic oriented internationalization strategy and managerial solution to solve these problems. IIEF activities demonstrate a new form of internationalization within institutional cooperation with leading universities internationalization at home, results of which are available for all participants of the academic process unlike the traditional internationalization abroad, the synonym of academic mobility, which benefits only those directly involved in the mobility process. The novelty of this experience is in the fact that activities on campus development are not limited by curriculum development in the form of introducing new disciplines on international topics and activities facilitating graduates' promotion in life and profession on a global market. These activities are aimed at providing institutional international environment for learning, teaching and conducting research in economics and finance as beforehand this sphere was somewhat isolated from international professional community and therefore requires higher level of integration into international dimension. Secondly internationalization at home strategy introduced by IIEF is aimed at providing international high level of quality and not just at meeting the requirements of international practices and integration into international education environment. Using IIEF experience, the article formulates academic perfection criteria in relevant subject fields that can be used in developing university internationalization strategies with the aim of achieving high international reputation and international acknowledgement.

Interview by editor in chief A. K. Kluyev with Y. I. Kuzminov, rector, National research university Higher School of Economics and V. A. Koksharov, rector, Ural Federal University named after the first President of Russia B. N. Yeltzin

The authors present reasons requiring the change of overall approach for designing higher education programs, demonstrate approaches to designing programs oriented towards student's activities, describe approaches and principles of their design using the example iof master level programs. The relevance of the topics covered by the article is related to modernization goals of the modern Russian education. The article is of interest for university lecturers and administrators working on teaching programs modernization. Considering universal nature of approaches and notions described by the authors the article can be interesting for those working on teaching programs development in different subject areas and levels.

The article describes the UrFU experience of introducing educational policy aimed at transferring to individual learning trajectory and teaching programs management. The article presents the description of the target model of university educational activities and tasks related to it. The authors look into different organizational solutions for step by step implementation of educational policy, introduction of teaching program heads, changes in educational programs construction, teaching process organization. The article describes steps taken by the university and the roadmap for future activities. It covers informatization aspect, described key changes in information systems providing teaching process implementation. Authors analyze possible variants for teaching programs change management, present the model of program development performance indicators and describe development areas identified as priority areas for the university. Two options for teaching program administrative management are given: one preserving the institute as the owner of teaching programs portfolio and the other where teaching program is autonomous. The authors look into the aspects of changed responsibility balance in the area of program implementation, the role of chairs and other university structures. Evaluation of risks related to educational policy implementation is provided. The article contains the description of a set of managerial practices on modernization of teaching activities interesting for university administrators.

Nowadays the search for effective and harmonious activity model remains the main challenge for each university in the process of its development. The article analyses the experience of implementing different stages of transforming organizational model of UrFU activities. UrFU is a member of 5-100 project which is aimed at strengthening competitive position of a group of leading Russian universities at the global educational services and research programs market. Ideas forming the basis of UrFU organizational model transformation are widely discussed at other leading Russian universities. University experience presented in the article demonstrates step by step implementation of activity model transformation and allows for assessing complexity and diversity of approaches to changing activity model. Experience and original solutions used in the transformation of UrFU organizational activity model demonstrate new organizational development trend for the university describing ways of forming and developing management system. Any university starting a search for new activity model must follow its own path as copying ready solutions without considering individual peculiarities cannot give guaranteed quality results. Ural Federal University was formed by merging two strong Ural universities: Ural State Technical University (USTU UPI) and classical university Ural State University (USU). Starting from its first year the university with all its diversity of schools, chairs, faculties, different traditions and cultures started implementing and ambitious development program. It required the implementation of the first stage of activity transformation: integration of two universities' activities and creation of new management system (Р010-Р013.). It included changes in the shape of basic academic structures and formation of absolutely new management system providing development program implementation in a complex territorially spread university. The main characteristics of this stage are: - creation of a new organizational structure of merged university and formation of new level of basic activities, first of all in the form of new academic units institutes with a set of new tasks (15 institutes instead of 30 faculties), nomination of a managerial level with a new set of ambitious tasks in the field of university development; - creation of overall activity processes alongside with educational activities modernization. Successful implementation of this stage is proved by the fact that university has taken leading positions in terms of quality and quantity in the Ural region leaving other competitors far behind and achieved all the performance criteria in terms of development. The main event finalizing this stage was UrFU participation on the competitive basis in the team of leading universities working on a project aimed at upgrading international competitiveness. However the success at this stage did not guarantee problem free implementation of the next stages. The second stage of university transformation: academic activities efficacy growth (Р013-Р015) This stage was aimed at creating a foundation for transition to research and innovation based university. As growth potential is limited because of merger and process improvement university needs to find new mechanisms. New aspect of the second stage was formation of growth points in the form of excellence centers (competence centers). Competitive procedure helped to identify academic teams with high activity potential and create 7Р competence centers of different scale. Working on the basis of project principles competence centers got broad powers to form organizational structure, project team and budget. The third stage of university transformation: transition to education model based on research and innovation and move to international markets required and will keep requiring speeding up the changes in activity modification (Р015-Р018). Having reached certain progress in developing academic and research activities (including 30-40 % annual increase of publication activity) during the implementation of the second stage university has depleted further growth potential. The speed of development was insufficient for achieving new ambitious goals stated by the university. There was an urgent need to find and introduce absolutely new activity mechanisms. This called for the third stage of university transformation. Its main peculiarity was the university activity orientation towards changes allowing for implementing university mission on a new level and providing balanced development of educational, academic and innovation processes in order to develop modern competitive educational programs. The third stage requires the following changes: - educational process modernization aimed at implementation of student individual learning trajectories, broad introduction of e-learning technologies, the use of independent study results control system; - development of project environment for academic, research, engineering and technical activities supporting implementation of multidisciplinary projects and transfer of academic knowledge into the teaching process; - decrease of organizational barriers between academic teams structured according to topical areas; - formulating tasks and KPI at each level of teaching and academic process; - the use of new collegial management forms Planning the outcomes of the third stage of university transformation one can speak of the fact that organizational structure diversity and differentiation of managerial approaches at the university allow for obtaining maximum performance efficacy. The ideal combination of existing diversity and overall principles is vitally important. University transformation suggests changes in activity standards all over the university irrespective of the process development stage and topical area. University case demonstrates that large university is a complex organizational structure and in order to manage it effectively one needs to find and use different activity models. University development in general or development of individual activities can go with different speed. This fact requires the use of effective management system allowing for transforming university organizational model and providing necessary development speed in the context of limited resources. Each university chooses the most effective way of implementing activity changes. Diversity of such transformation models at different stages of university strategic development demonstrates a broad complex of different tasks facing each university aspirin for leading positions in the Russian educational system. Experience described in the article is of interest to academic community of the leading Russian universities. This is proven by the fact that leading universities are engaged in active exchange of experience and study of international universities' best practices building their own experience of internal changes implementation. This article can be particularly important for new type of universities - regional universities. In 2016 Russian Federation government has decided to form 11 regional universities that would implement their own strategy and activity model. New approaches in university transformation models, accumulating best practices can be a topic for future research and expert discussion with the aim of further implementation of successful models.

The article describes the experience of UrFU in open online courses and their use in the educational programs of higher education. The authors identify options for implementing open education principles implementation and the aims of developing that are using the example of a concrete university. They look into main difficulties caused by using open online courses in university educational process: changed approach to organizing the teaching process; lecturers' workload planning; allocating responsibility for implementing parts of the teaching program; creation of educational content and its management as an intellectual property. Authors suggest joint copyright for the course by university and authors: benefits would be shared in order to motivate authors for further creation of high quality product and its continuous improvement. The article provides assessment of economic and other effects of open education development for the university, describes different models of entering open education market both for open online courses authors and new educational product customers. The article contains the analysis of risks, existing barriers nd possible future growth options for open education development. The article is based on the experience of implementing open online courses at UrFU educational space and at the national "Open education" platform. The authors of the article provide the description of practices that can be used by university administrators in order to upgrade efficacy of open education or facilitate the development of this area at the university.

The article presents the concept of engineering education development based on engineering master course models and broad engineering bachelor programs that are founded on the principles of continuity and interdisciplinary approach considering international best practices [1]. ideas forming the foundation of this concept are widely discussed in the academic sphere with active participation of professional communities and go in line with best practices of international engineering education [2]. Opinion and recommendations of employers are formed during round tables and interviews conducted with the aim of researching the needs in engineering and technological competencies for modern industry [3]. From the point of view of technological importance for university management system the most interesting models are those related to network forms of implementing educational programs and recommendations on creating pillar chairs, real mechanisms of partnership with companies, educational and research institutions. The most vivid peculiarities of higher education are the training results methodology [4], educational projects and partnership require testing and bet practice analysis that would lead to newly developed norms and methodology. The article presents original conceptual solutions of higher engineering school of UrFU in terms of introducing new engineering education models [5].

The article is devoted to the problem of upgrading intellectual property efficacy. The aim of the article is to compile a system of IP commercialization mechanisms at the universities (using the example of UrFU) and identify measures allowing for improving efficacy of these activities.. The research is built on the following logic: analysis of the market related to university technologies commercialization and context and factors of its formation in Russia. Using the example of IP management mechanisms implemented nowadays at UrFU authors conduct the analysis of commercialization objects and the factors influencing the process and results of commercialization. Particular attention is given to the systematization of getting profit from university generated IP commercialization. It is shown that benefits from using IP can be obtained in the form of royalties or other payments, for example, part of profit received from product and services sales generated by the university or companies created with its support. In this case identification of above mentioned forms is not just a formal technical procedure, but an activity, supporting the balance of interests of all intellectual property subjects involved in the commercialization process. The relevance of this task is also supported by the fact that compared to foreign universities, Russian universities get much smaller share of their IP related income in the form of royalties/ The article provides systematic description of UrFU experience in implementing commercialization strategy, policy and mechanisms. It provides the basis for UrFU key development trends in intellectual property management, including involvement of young people into inventive and other creative activities, searching and implementing active forms of technology transfer active forms, forming and developing methodology and practice of identifying intellectual component of innovative products and services.

The article describes the practice of working with high professional potential team (talent pool) at HSE aimed at attracting young talented colleagues and creating environment for their development. The article describes peculiar features of forming talent pool, existing instruments for supporting professional development of different types of personnel, existing system of financial stimuli, performance criteria and program management structure. Ten years' experience of working with young researchers and lecturers demonstrates a significant role of talent pool program in forming new generation oriented towards high academic performance and in strengthening the value system and organizational culture at the university.