The article discusses the Monitoring of higher education institutions’ (HEIs’) effectiveness, which has been conducted annually by the Ministry of Education and Science in the last five years. The method of the Monitoring is based on the technology of collecting and systematizing information used by the state accreditation in 1997–2010. The reasons for the introduction of the Monitoring by the Ministry are described; the features of the performance indicators are justified by the state educational policy. A model of presentation of the Monitoring results in the league table format is suggested, which makes it possible to use its results more flexibly for the management of the higher education system. It also allows higher education institutions to analyze their positions and to form their own ways of the development.

The purpose of the study is to find out the main trends of the knowledge management theory. The research object is a knowledge economy publications bulk indexed in Web-of-Science and Scopus databases. The research is particularly concentrated on the main interrelations between keywords, which demonstrate the selection of priority directions for the development of knowledge management theory. The research method is systematic logical analysis. The evolution of the firm theory concept shows that the knowledge management theory is the top of the theoretical description of organizations’ economic activity. To find out the knowledge management theory priorities, there is described an algorithm to analyze publications indexed in the WoS and Scopus databases. The main four trends are distinguished here: organizational training; obtaining-new-knowledge-versus-using-accumulated-knowledge dichotomy; ambidexterity; knowledge absorption capacity. The review of the 2017–2019 articles allowed us to formulate some problems of interaction between universities and high-tech enterprises and to determine the directions of further research. Our systematization of the main trends of the knowledge management theory can be applied for long-term planning of universities’ research work.

Case. Since the mid-20th century, innovations and new technologies in developed countries have become a powerful driver for sustainable economic growth. According to experts, the GDP growth in these countries is by nearly 90 % ensured through the development of technological entrepreneurship. In Russia, technological (innovative) entrepreneurship is not the basis of economic growth for a number of reasons, which include lacking infrastructure for research and development in order to introduce innovations and implement innovative projects. In this regard, strengthening the interaction of the state, science and business is necessary, a vital role in it to be assigned to flagship regional universities. The article mainly aims at analyzing the potential of a flagship university for the development of technological entrepreneurship (on the example of Volgograd State Technical University) and at developing practical recommendations for innovative activities acceleration in the region.

The systematic methodology of the research implies using general scientific methods of analyzing and synthesizing information, content analysis of normative legal acts of Volgograd region in the sphere of innovation regulation and documents on the university’s strategic development, comparative analysis and theoretical generalization, as well as the method of included observation. In addition, within this study, in Volgograd State Technical University there was conducted a survey among students of technical and economic profiles. The total sample of respondents was 135 people. The article analyzes the concept of technological entrepreneurship, reveals the potential of Volgograd State Technical University as a flagship university in the context of technological entrepreneurship development, and outlines the limitations hindering the development of technological entrepreneurship at the regional level.

For the successful implementation of research and innovation, human and institutional capacity for the development of technological entrepreneurship in Volgograd region, it is proposed to introduce a set of activities aimed at implementing training programmes on technological entrepreneurship and organizing networking between professional, scientific, and business communities of the region. The conclusions may be of interest to regional universities and to public authorities when creating favorable conditions for the development of technological entrepreneurship.

The article discusses the prospects for the formation of an ecosystem of education, science and innovation in the area of the Krasnoyarsk Territory. The modern context of cooperation between universities and scientific organizations with industrial companies in the field of R&D and training is considered. The perspective of cooperation is set by digitalization of production, by «cognitivization» of large systems, and by deep institutional transformation – that is, by the spread of network formats for the organization of production, consumption and management. On the basis of digital technologies, a new type of cooperation is being formed – intellectual ecosystems uniting production, scientific and educational organizations with governing bodies. The article considers the existing ideas about «business ecosystems», «innovation ecosystems», and the characteristic features of these ecosystems.

In order to study the prospects for the formation of an ecosystem of education, science and innovation in the Krasnoyarsk Territory, 1) a comparative analysis of the indicators of scientific and innovative activity in the region is carried out; 2) the scope and prospects of interaction of universities, research institutions and business in the region are assessed. The basis of this assessment is a questionnaire survey of representatives of large companies, leading universities and research organizations in the region. The priorities of business in the field of R&D and consulting, training and retraining of personnel are identified, the financing of R&D and consulting from companies over the past 5 years and planned funding for the next 5 years are estimated.

The possible structure of the scientific and educational ecosystem of the Krasnoyarsk Territory is presented, including universities and academic institutions, technology companies, leading scientific and technological centers, technological consortia, negotiation platforms for science and business, elements of the innovation infrastructure, state authorities, management structures and communications. Within this ecosystem, the Expert institution «Yenisei Siberia», Research and Education Center «Yenisei Siberia: Industry 4.0» (uniting universities, research institutes and high-tech companies), Innovation Scientific and Technological Center of the Krasnoyarsk Territory should become special institutions.

The topic of the article is important, as it is related to the formation and development of the scientific and research infrastructure (SRI) in the Far Eastern Federal District (FFD). The main scientific and practical problem of the article is the low level of innovative development of the region. What makes it apparent is the FFD lag from other Russian regions in terms of innovative activity, which reduces the capability of sustainable social and economic development of the Russian Far East in the long-term perspective. The purpose of the research is to update the current trends and problems of the SRI formation in the FFD. The object of the research is the SRI of Russian Far Eastern Federal District. The article shows the role of the scientific and research infrastructure in the region as a basic component of its innovative development, the main function of it being the resource support of research activities. There are analyzed dynamics and level of sufficiency of organizational, institutional, financial and material resources in Far Eastern science during the period of 2010–2017. Based on the analysis, a conclusion about the level of formation intensity and the effectiveness of SRI in Far Eastern Federal District is made; the most important problems of the SRI development in the region are identified. The research mainly results in displaying the sustained lag of the FFD from other Russian regions by most of the indicators characterizing the scientific and research infrastructure development, which reflects the low research potential of the region. The research is original, as it identifies trends in the SRI development and formulates its problems for the innovation system of the Far Eastern Federal District – the largest, the most remote from the center of the country, and the least developed region. The results of the research might have a special value for federal state authorities who directly form SRI in the whole country and distribute federal funds between regions, as well as for regional authorities who can have a significant motivating effect on local enterprises and organizations in terms of material support for SRI.

The article studies methods for measuring the degree of students’ competencies formation according to their academic progress. The problem of measuring the formation of competencies is related to the requirements of educational standards. To solve this problem, new methods and technologies of pedagogical measurement are needed, which complement traditional ways to assess training materials. The results of applying the proposed methods in the whole university are analyzed.

Students’ marks are proposed as a tool for measuring the development of competences. Each mark is associated with a certain competence. The results of measuring the formation of one competence within different disciplines are combined via accumulating all the marks in a single database with the help of appropriate information technologies. The basis of this technology is a unified description of curricula and evaluation tools for all disciplines and types of students’ learning activities. The proposed method and technology of accounting allows us to collect students’ marks referring to every different competence, and on this basis to offer a way of measuring a competence formation. To solve the methodological problems, the competence passports have been automatically constructed within each educational programme. The information technology for recording marks and attendance form the basis for monitoring the process of competencies formation, the operational management of students and teachers.

The introduction of the proposed methods and technologies leads to the appearance of information tools for measuring the formation of students’ competences, for monitoring compliance with the requirements of educational standards, and for managing changes in teaching methods and assessment procedures.

The proposed method is new, as it links each pedagogical measurement with the appropriate competence and applies information technologies for solving the tasks of managing the learning process.

This paper presents an investigation of factors that form students’ entrepreneurship intentions. The purpose of the article is to empirically estimate the influence of these factors with special interest to education among them. On the basis of the previous research, but extended with the factor of mass media, a model of entrepreneurial intentions formation is proposed. To estimate the model, survey data within a poll among HSE – Perm students learning entrepreneurshiporiented subjects have been collected, the suggested factors being estimated with the help of structural modeling. As a result for the sample, education influence is not statistically significant, while media are. In order to conclude, the influence of these and other factors is regarded as the foundation of educational solutions aimed at forming students’ entrepreneurial intentions.

The article reviews international practice in managing and reforming national education quality assurance systems. Due to the influence of debates about instruments that have the potential to contribute to the development of quality education, many countries over the past decades have elaborated a system for assessing higher education quality. The review discusses both countries known for a long history of quality assurance (England or the United States) and cases that, under the influence of external pressures, developed a model of quality assessment from scratch. There are three significant trends in international experience. Firstly, countries either substantially reform the format of accreditation or abandon it entirely. There is a consensus among experts that the aim of the assessment system should be improving the quality of education. The accreditation is not suitable for it, since this format is generally related to satisfying the minimum standards. Secondly, more and more experts emphasize the advantages of quality audit, its format being related to assessing the university’s ability to autonomously maintain high standards of education quality. Third, the rejection of a unified assessment of universities is considered necessary, as it leads to a decrease in the diversity of the education system. A quality assurance system should take into account the specific features of the university, since the differentiated education system is more responsive to the demands of the labour market, the needs of students and society. The idea of creating uniform quality standards outside Russia and several countries of Eastern Europe not only lacks popularity, but is also criticized actively. All these trends allow us to conclude that the current Russian education quality assurance system does not meet international trends. In this regard, the experience of other countries in organizing the national system of education quality assessment is seen as particularly relevant to the context of Russian higher education.

The purpose of this study was to compare the results of the research work of specialized medical research centers and medical universities in Russia by evaluating the number of significant scientific products.

The study included 20 largest medical universities in Russia according to the number of scientific and pedagogical staff and 22 scientific medical research centers (SMRC), formed by the Ministry of Health of the Russian Federation. The largest medical universities and SMRC were ranked according to a number of bibliometric indicators (the number of publications, citations and Hirsch index values according to Scopus, Web of Science and the Scientific Electronic Library), with further comparison of the data obtained.

Within the study, which included the indicators of all SMRC approved by the Ministry of Health, there was found out a correlation between the Hirsch RISC index and Scopus (Pearson Ratio 0.589 with p < 0.01). Our previous research led to the conclusion on the absence of such correlation for medical universities in Russia. There were also compared certain scientometric indicators of SMRC and medical universities in Russia. The results of the analysis show that both universities and SMRC produce a comparable amount of scientific products included into Scopus database.

Despite the fact that the SMRC were financed to conduct scientific research and thus to make leaders of scientific directions, the universities’ scientific products, though insignificantly, exceed those of the SMRC in yield and demand.

Introduction. The article studies various aspects of the Bologna Process discourse from the perspective of its impact on the development of higher education in recent decades. Special attention is paid to the practices of Russian universities’ participation in European Tempus and Erasmus+ projects. The aim of the article is to provide evidence of the benefits of the Bologna Process as a factor, which promotes and ensures sustainable social development by means of higher education internationalization, enhancing the experts’ interaction on the issues of higher education. Materials and methods used include comparative analysis, empiric data collection, conceptual and terminological analysis, interpretation, modeling, and problem solving. Results. The article identifies the key system factors which ensure the positive dynamics of the Bologna Process. This is substantiated by the facts of its implementation in Russia within the Tempus and Erasmus+ Projects. It also shows the actors of this process’ awareness of a need to adapt its goals and methods to complicated and rapidly changing situations. Discussion and Conclusion. The article confirms the hypothesis of the importance of the Bologna Process for the development and modernization of higher education. The theories claiming that the Bologna Process is a neoliberal endeavour are proved unsubstantial. The results presented in the article can be used in pre-service and in-service programmes and courses for higher education teachers, administrators, and researchers.

Overview. The article discusses universities’ of digital transformation issues, which were discussed at the EdCrunch Ural global conference on technology in education held on April 24–26, 2019 at the Ural Federal University (Yekaterinburg). There are observed the opinions and positions of the conference participants on the general concept of a digital university, on new forms and models of student learning, on the transformation of the teacher’s role, on the creation and effective use of digital educational content, and on new approaches to university management.