The training of personnel by non-state universities in Russia and its interfaces with the personnel needs of regional economies, the territorial deployment of private universities and their branches, their contribution to regional training systems for professional personnel, and the structure of training for educational programs in the context of the enlarged groups of specialties, the directions of training, professions (Next – UGSNP). The study is based on the data of federal statistical observation in the form No.1, as well as on the information of the Federal State Statistics Service of the Russian Federation. The results of the assessment made it possible to distinguish the specifics of the placement of non-state universities in Russia, their contribution to the total volume of training with higher education in macro-regions, as well as their influence on the compliance of the system of training specialists with the higher education of the personnel needs of industries and federal districts. The conclusions can be considered as an information base for the adoption by the relevant state authorities and the leadership of private universities themselves managerial decisions to revise the spectrum of the implemented educational programs.

The article presents the authors’ methodology for assessing the effectiveness of university promotion and the results of its testing at Vladivostok State University, a major regional higher education institution. The proposed methodology takes into account the new realities and trends in the development of Russia’s advertising market and the evolution of marketing communications in higher education. The study also analyzes the specificities of university promotion, existing approaches by other authors to evaluating its effectiveness, and refines the indicators, methods, and tools for assessing effectiveness both at the institutional level and across individual media channels. The key elements of the proposed methodology include: a system of indicators for evaluating promotion effectiveness; a process for assessing university promotion effectiveness; a technology for evaluating university promotion effectiveness, which includes methods for data collection and analysis. The authors’ methodology offers several advantages compared to existing approaches: it provides a comprehensive assessment of promotion effectiveness, both at the university level and across individual media channels and academic programs, and evaluates promotion effectiveness using promotion costs (overall and by media channel), university admissions campaign results (number of applications and applicants), and field research data from first-year student surveys. The system of evaluation indicators includes three groups of metrics, enabling the development of recommendations to improve promotion efficiency, such as optimizing budget allocation across media channels, prioritizing promotional formats within each channel, and assessing the feasibility of adjusting promotion expenditures for specific academic programs. The results of testing the methodology at a major regional university served as the basis for developing a set of recommendations to enhance its promotional effectiveness. The article’s findings are relevant for university administrators, and the test results were utilized in planning the regional university’s promotional strategy for the following year.

This article examines altruism as a social phenomenon manifested in the educational policies of federal universities and the behavioral practices of student youth. In the context of shaping a new global paradigm in higher education as a sociocultural system, the cultivation of traditional spiritual and moral values has gained increasing relevance. Drawing on theoretical frameworks from social and humanitarian research, we define the essential conceptual characteristics of altruism and analyze their alignment with regulatory documents governing educational practices in universities. Our findings indicate that while the term “altruism” is absent in official regulations, its principles are implicitly embedded in traditional values such as patriotism, civic responsibility, compassion, justice, collectivism, and mutual aid.
An empirical sociological study (online survey, n = 270; semi-structured interviews, n = 34) revealed that young people exhibit a strong inclination toward altruistic behavior in daily life, motivated by concern for others and a desire to contribute positively to society. These interpretative models of altruism form the foundation for a moral framework that could be institutionalized through policy, reinforcing students’ prosocial behavior and mitigating egocentric attitudes. 

Russia maintains its position as one of the world’s leading destinations for international students, with current enrollment figures reaching 389,000 in 2024 and projected to increase to 410,000 by 2025. Given the recognized quality of Russian higher education, many international graduates represent valuable potential contributors to Russia’s labor market and society. To facilitate their targeted integration, systematic monitoring of migration intentions is essential. This study presents a novel Migration Intention Index designed to assess international students’ propensity to remain in Russia post-graduation. Our methodological framework incorporates multiple factors influencing both the desire and capacity of students to establish long-term residence in Russia. The development process involved сompiling an extensive set of indicator statements, conducting correlation analysis to eliminate negatively correlated variables, and implementing a standardization formula to scale index values between 0 and 1 for intuitive interpretation. Empirical testing yielded an overall Migration Intention Index score of 0.68, with gender-specific scores of 0.71 for male and 0.65 for female respondents. These results indicate stronger retention potential among male international students.
The proposed index serves as an effective tool for assessing and predicting the retention of skilled international graduates.
The methodology offers substantial potential for expansion, including incorporation of additional relevant indicators, and customization to meet specific policy monitoring requirements.

This article aims to identify conceptual foundations for studying organized partial employment of university students as a tool for sustainable collaboration between universities, government, and industrial partners, while developing a model for its integration into the educational process. The study compares current methodological approaches (human capital theory, academic capitalism, neo-institutionalism, and co-production theory) in examining student employment during higher education. The authors propose using co-production theory as a methodological framework for investigating joint value creation in higher education through collaboration between universities, students, government, and businesses. The article introduces and justifies the new concept of “organized partial student employment” – defined as employment relationships based on sustained cooperation between universities, industrial partners, and students during studies, aimed at developing employer-ready professionals. Key research findings include: the necessity of transitioning from unorganized student employment to a systemic model of organized partial employment integrated into education; a twostage university-employer collaboration model combining project-based learning with subsequent employment of motivated students; identified benefits of partial employment: strengthening academia-labor market alignment, increasing student engagement, and enhancing regional human capital. The study’s novelty lies in developing the concept of organized partial employment as part of an ecosystem connecting universities, students, and industrial partners, while demonstrating its role in proactive professional training – particularly for organizations ensuring technological sovereignty and leadership. The article’s theoretical and practical value consists in its comprehensive analysis and practical recommendations for institutionalizing partial employment, supporting national projects in education and youth employment.

The rapidly evolving digital environment in higher education imposes new demands on participants in the educational process, necessitating adaptation to emerging digital services and formats. This article examines the development of digital competencies among university instructors, considering the individualized structure of the digital environment. The study aims to propose a methodological framework for analyzing a university’s digital environment to enhance policies for developing faculty digital competencies, with a teacher-centered approach. The scientific significance of this research lies in its systems-based exploration of the higher education digital environment within a subject-oriented model. It identifies the interconnections among system actors, focusing on the instructor as a key agent in the digital ecosystem while accounting for the multifaceted responsibilities of university staff (educational, methodological, administrative, and research-related components).
The study presents diagnostic tools for assessing a university’s digital environment, including stakeholder identification aligned with various teaching activities, strategic and operational digital competencies, and digital tools and services. Additionally, it introduces a model for evaluating the level of digital competency development among university instructors and a teacher digital profile framework. This framework incorporates metrics for assessing both current and target proficiency levels in digital services. The proposed methodology was tested at the Institute of Distance and Additional Education of the National Research University “MPEI,” confirming its effectiveness and adaptability for higher education institutions. By employing this approach, universities can formulate targeted policies for faculty digital competency development, accounting for individual proficiency levels and the unique digital requirements of each role. The authors also provide tools for planning and selecting adaptive strategies for digital competency enhancement.

This study examines fundamental interdisciplinary issues and key managerial challenges associated with decision-making processes regarding the legalization and implementation of artificial intelligence (AI) technologies in educational settings. The research aims to assess potential effects, advantages, and risks of integrating large language model (LLM)-based AI technologies into educational processes at the discipline level. The authors propose an original theoretical framework utilizing Manuel DeLanda’s assemblage theory. This approach enables the incorporation of all actors into communication models regardless of their material substrates—a crucial consideration in contexts where communication becomes heterarchical and extends beyond human participants. Building on this theoretical foundation, novel methodological approaches have been developed to systematize professional teaching tasks in hybrid (phygital) environments incorporating AI technologies. The study includes analysis of AI functionality alignment with pedagogical requirements, development of AI effectiveness evaluation methodologies, demonstration of task transformation through a case study of course structure design, classification of enhanced LLM utilization approaches (industrial engineering, RAG, LoRA, multi-agent systems). The paper analyzes digital transformation processes in higher education driven by AI adoption, with particular emphasis on managerial considerations at various organizational levels. This research will benefit higher education administrators, researchers, and educators engaged in educational digitalization and institutional transformation.

This study examines the mechanisms through which research performance evaluations influence human resources in university-based science. Using a scoping review methodology, we analyzed domestic and international publications published since 2008. The findings demonstrate that research performance assessment serves as a component of science policy designed to facilitate goal attainment, a direct management tool influencing professional values and priorities, and a mechanism for personnel renewal. The effects of performance assessment are moderated by several factors, including: linkage of results to career advancement and funding, local implementation conditions, availability of teaching support programs, and disciplinary and professional status of researchers. Current performance improvement policies effectively support research community renewal and enhanced career mobility. However, they hinder staffing for high-risk / breakthrough research, maintenance of research traditions and continuity, and training of new researchers. The study identifies incentive conflicts that manifest through disruption of established knowledge production practices, assignment of research functions to non-specialized staff, emergence of unethical productivity-enhancing practices. We recommend developing systematic approaches to mitigate these contradictions through identification and analysis of existing measures that reduce negative impacts of performance assessments on human capital.

This study aims to develop and validate fuzzy multi-criteria models designed to facilitate the balanced development of a university intellectual capital. Fuzzy logic tools offer significant advantages in supporting managerial decision-making for intellectual capital development, particularly given its inherent complexity and evolving structure in the digital economy. The proposed models integrate fuzzy fair compromise approaches and multi-criteria optimization with target functions generated through simulation procedures. These models enable the prioritization of intellectual capital development project portfolios based on three key criteria: (1) proportional development, (2) portfolio utility, and (3) resource requirements. We present and analyze test results from applying these models at a large regional university. The findings demonstrate the framework’s effectiveness in supporting strategic decision-making for intellectual capital growth. This research provides university administrators with practical tools to ensure balanced development of institutional intellectual capital across all organizational levels.