Based on a review of publications of Russian and foreign researchers, the authors highlight the most significant topics on the deontology of university life. The article presents the results of an analysis of the texts of ethical codes of some leading universities in Russia (National Research University Higher School of Economics, Moscow State University, St. Petersburg State University, Kazan Federal University, Ural Federal University), as well as the results of an online survey (N = 297) of teachers of these universities. The survey was conducted to study the attitude of the teaching staff towards the tools for standardizing the moral culture of universities and the implementation of the values enshrined in the ethical standards of universities and ideals of academic community. Conclusions are made about the ethical attitudes of teachers and the effectiveness of moral regulation, as well as proposals for improving the ethical codes of universities are made.

The aim of this study is to reveal interrelationship between the notions of etiquette behavior of students and teachers and the characteristics of organizational culture at universities. Methods. The research is based on a survey. The sample included 141 students and 69 teachers from Russian universities. A set of diagnostic methods was used to gather the empirical data. Data on teachers’ and students’ attitude to institutionalization of etiquette rules and dress code as well as students’ compliance with etiquette rules were collected using the author’s questionnaire; data on evaluation of etiquette functions were obtained through the questionnaire Subjective Evaluation of Etiquette Functions’ Significance by O.I. Danilenko, data on existing and preferred organizational culture in the respondents’ universities – through Organizational Culture Assessment Instrument (OCAI) by K. Cameron and R. Quinn. Results. Correlations between indicators, characterizing etiquette behavior and current organizational culture type, were identified in both groups: positive for clan and adhocracy culture type, negative – for hierarchical. Statistically significant positive correlations between evaluation of etiquette functions' significance and evaluation of students’ compliance with etiquette rules and clan culture, negative correlations between the same indicators of etiquette behavior and hierarchical culture were revealed in the students’ group. In teachers’ group, evaluation of etiquette functions' significance, positive attitude to institutionalization of etiquette rules and dress code are correlated positively with clan and adhocracy organizational culture, negatively – with hierarchical. Conclusion. The gathered data indicate: the higher both students and teachers evaluate characteristics of clan and adhocracy culture, the higher is their evaluation of the importance of etiquette behavior. The higher are values of hierarchical culture characteristics, the lower is evaluation of etiquette importance.

The article analyzes the results of measuring the parameters of the engagement of students and research and teaching staff of the university. Based on the experience of the leading consulting companies, MEPhI has developed a technology for assessing the engagement parameters used to measure the level of emotional state of personnel. A special feature of the developed methods for assessing the engagement parameters is the possibility of practical application of the results of analytical research for subsequent management decision-making, as well as the use of the proposed approach by the organizations of higher education. The assessment of the parameters of engagement is focused on solving the problems of increasing the competitiveness of the university by improving the key areas affecting the development of corporate culture: performance management, the possibility of personnel professional development and career growth, the creation of adaptive mechanisms of remuneration and recognition, the development of effective communication methods, improvement of decision-making in the field of infrastructure support, the development of a personnel reserve and mechanisms for adaptation and attraction of young employees. The developed methods for assessing the parameters of engagement incorporate the best practices of domestic and foreign high-tech companies, including the experience of Rosatom State Corporation. The results of the engagement parameters assessment are considered as tools for carrying out work to raise the University performance due to improving the University corporate culture and forming high-potential personnel reserve.

The article aims to study the effectiveness of teachers’ research activities at pedagogical universities. This indicator is measured by scientific publications that promote scientific research results and the dissemination of scientific flows that affect productivity and effectiveness of scientific activities at universities. The main methods of research are the quantitative analysis of the characteristics of teachers’ publication activity at pedagogical universities, the analysis of bibliometric data and their classification, statistical and comparative analysis. Within the framework of the study, a literature review is presented. The article highlights the results of the of the teachers’ publication activity analysis over the past five years and trends in the development of publication activity. The authors have also provided an analysis of the quality and the level of journals in which authors affiliated with pedagogical universities are published. In addition, the shortage of peer-reviewed journals for educational research publication is revealed. The conclusions are made about the specifics of promoting research of pedagogical universities: orientation of university teachers to publish research results in peer-reviewed journals; formation of collaborations with the leading Russian and foreign scientists or research groups for joint research. The authors also propose measures to eliminate difficulties in the teachers’ publication activities: training in the basics of legal literacy for intellectual activity results protection and promotion, as well as the formation of a support system for scientific and pedagogical staff for publishing research results in peer-reviewed journals.

The article compares the educational aspects of student teaching assessment (STS) in traditional and “digital” technologies and considers the possibility of its application for the formation of universal managerial competencies of students instead of disciplinary action on teachers. To gain a better understanding of a problem of student teaching assessment, the author dwells on a conception of a pedagogical design, which is becoming the subject of students’ critical reflection. In the conditions of a total digitalization, the assessment criteria are changing, given that the students position themselves in a new managerial situation. From this perspective, assessment is viewed as a key managerial competence.

Formation of educational programs for new types of activity is a complex task that should be solved on the basis of interaction between educational institutions and the professional community, assessment of the current market demand for specialists with certain competencies. But the task becomes much more complicated if the need for specialists is growing rapidly, and the community of professionals is just being formed and cannot have the proper impact on the educational services market. In this case, the educational infrastructure, under certain conditions, can become a controlling component of market development, but it can also become a factor in false goal-setting and inhibition of development.

The popularity of financial technologies among the population and applicants prompts higher educational institutions to form educational programs, which are often criticized, and graduates do not always gain employment in accordance with their diploma qualifications. There is a contradiction between the expectations of the labor market, which have not yet been formalized, and the supply from Russian educational institutions.

Purpose. The article aims to formulate proposals for the standardization of requirements for specialists in innovative financial technologies (FinTech) based on the consolidation and analysis of the opinions of companies professionally involved in FinTech. Research methods. The authors applied generalization and empirical research methods such as selective market research, statistical observation. Results. The results of an empirical study on the existing educational programs in the sphere of financial technology (Fintech) are presented. Scientific novelty. It is shown that in the conditions of an underdeveloped market and the initial stage of a professional community development, educational infrastructure can become a tool for market development based on a common understanding and standardization of educational competencies and programming of its further development. Practical significance. Taking into account the results obtained, conclusions were formulated that make it possible to substantiate the need to introduce an independent assessment of the formed qualifications into the educational process.

Today, according to various educational documents, a university teacher must be able to control the learning process not only in order to compare the level achieved by students with a certain minimum of requirements laid down in the curriculum on the basis of competent and transparent assessment criteria and to record changes in the general level of preparedness of each student and the dynamics of his successes, but for the diagnosis of problems that arise among students in the learning process (formative assessment); for the development of reflection skills; skills of self-assessment and peer-assessment by students of their achievements. Unfortunately, at the current stage, peer-assessment, reflection and self-assessment are a weak point in the educational process, since usually the student does not participate in control and assessment, he is not involved in the process of developing or choosing assessment criteria, in peer and self-assessment, in reflective activity after completing the project assignment or taking a course. The article examines control and feedback as important components of the methodological system: the stages of control, assessment methods, control and reflection tools. The purpose of this article is to develop the approaches for assessing professionally oriented projects within the framework of a content-integrated language course (CLIL). The article analyzes the didactic potential of feedback during project activities and the conditions for providing effective feedback. The stages of web projects’ assessment, the pre requisites for the successful implementation of the activity in blended learning are described as well as online tools and mobile applications that allow to ensure effective feedback, reflection and assessment in a content-integrated language course.

The growing anthropogenic impact on the environment, the consequences of which are often written and spoken of as frightening, even apocalyptic, has actualized the discourse on responsibility – of humanity as a whole, states, their governments, parliaments and other institutions, individual corporations, each person. The environmental agenda, responsible nature management, ecosystem thinking are at the center of their conflicting interests.

It seems that engineering education should also focus on this issue. However, when analyzing the Federal State Educational Standards, it is found that the development of social and professional responsibility of students is not recorded as a necessary result of their training. Recently, professional standards have become a benchmark for higher education in terms of regulating the professional competencies of university graduates. The professional standards should define the level of employee’s responsibility, which serves as a defining characteristic of the qualification.

Thus, there is a discrepancy between FSES and professional standards iregarding one of the key engineering competencies. This article focuses on this topic.

The paper is devoted to education and training of professionals in the IT field in classical universities in the context of the implementation of the Federal Project “Human Resources for the Digital Economy” of the National Program “Digital Economy of the Russian Federation”. The general approach, goals and content of fundamental education and specialized training of Bachelors, Masters and PhD-holders to complex, innovative and research activities have been determined. The structure of Bachelor, Master and PhD programs of the Institute of Applied Mathematics and Computer Science of Tomsk State University modernized on the basis of the above approach, is presented. The paper pays special attention to the training of T-Shaped specialists in IT in classical universities, dwells on the fundamental education of IT specialists. The results of the coordination of programs with employers and students are given.

The article addresses the crucial issues of training engineering personnel with the use of digital twins. In particular, application of digital twins is highly relevant when it comes to training of metallurgical engineering students. At present, teaching of students majoring in metallurgy involving the use of casting aluminum alloys physical models has a number of restrictions such as a high cost of expandable material, safety regulations, the need to provide special access. In this context, the purpose of this article is to identify the advantages and disadvantages of the digital twin of mo dern technology for casting aluminum alloys for application in the educational process. The digital twin created at the Siberian Federal University is a digital analogue of modern industrial complexes used at metallurgical enterprises. The methodological support and a script provided testing of the digital twin on the master’s students studying in the educational program 22.04.02.07 “Theory and technology of foundry production of non-ferrous metals and alloys”, direction of training 22.04.02 Metallurgy. The educational functionality of the model consists in passing the scenarios in the training and examination modes, which enables to test theoretical knowledge, gain skills and consolidate the skills of students. The training mode includes the necessary sequence of actions for passing one of the scenarios. The exam mode monitors user’s actions with saving his history, on the basis of which a report with the final grade is formed. It is planned that as a result of using the digital twin of the semicontinuous casting of aluminum alloys in the educational process, graduates will develop general professional, professional mandatory and professional competencies.

The article addresses the mechanism to raise the competitiveness and attractiveness of the Russian higher education in the international educational market through the development of educational services exporting. Currently, the Russian universities have made progress in international students engagement. According to date for 2021, there are 310 thousand of international students studying at Russian universities, which is approximately 8% of the total amount of students. These figures have been achieved due to the large national strategic projects implementation in the sphere of higher education internationalization. In 2021, the Government of the Russian Federation set a new goal to increase the number of international students motivated to study at Russian universities by 50 per cent. In the conditions of the COVID-19 pandemic, achieving the target figures is possible with the use of the modern tools for the university brand promotion in the world educational space.