The purpose of the article is to analyze which marketing tools are most important for higher education and can be used for effective administrative, financial and economic activities of universities. The article presented the trends in the development of education marketing in Russia, describes the marketing complex of the University, methods for assessing its competitiveness and demand for educational programs. The necessity of applying the principles of non-profit marketing in higher education is substantiated. The study used analytical and empirical methods, an interdisciplinary review of the literature on an investigated problem. Main conclusion: the effectiveness of marketing management for higher education.

One of the biggest challenges facing Russian higher schools administrations is a necessity of management system modernization. That is why in the present study we aimed to measure the effectiveness of a new innovative ranking system implemented at Kursk State Medical University, and finding the part of personal teacher rating determined by his scientific activity. Methods: As criteria for this study, we used data, obtained during an external audit, performed by Interdepartmental monitoring commission in higher educational institutions of Russian Ministry of Education in 2013–2017. Higher school administration, as well as university teachers, could directly affect these rates by making of administrative decisions and act more like scientist or teacher. Results: In 2017, level of integral rate called «Scientific and research activities» showed 2.2 time increasing if compared to 2013. Meanwhile, next rates (per 100 university teaching staff workers) also increased: citation number in Web of Science and Scopus (in 31,6 times), citation number in Russian Science Citation Index (in 22,5 times), number of publications in Web of Science and Scopus (in 2,5 times) and number of research and development projects (in 2 times). According to these measures, we can conclude that levels of scientific activity carry on large part in university rating and appear to be easiest productivity indicators to manage. Practical implications: At the end of the article the authors present recommendations for increasing scientific ranking levels for high schools administrations.

The article addresses the problem of increasing competition in the markets of educational services, especially relevant for higher education, considers the stages and main problems of scientific research in the field of education marketing in the Russian Federation, analyzes the most significant works on the problems of economics and marketing of educational services. The article describes the University marketing complex, the composition and content of marketing activities in the markets of higher education. The article stresses the importance of social effects of an educational organization in assessing its competitive position and shows the organic nature of principles and technologies of relationship marketing as applied to educational organizations. Marketing methods for assessing the competitiveness of educational institutions and the demand for educational programs are of practical importance for higher education. The article substantiates the necessity of marketing management of educational organizations in modern conditions, as well as the need for higher education organizations to apply the principles of non-profit marketing. The author dwells on the approaches to the organization of University departments responsible for marketing functions. The marketing principles of educational organization are as follows: regular monitoring of educational market conditions, concentration of resources on those educational services that are relevant to economy development in appropriate market segments, the systematic decisionmaking, building long-term partnerships with educational services consumers. The author argues that there is an evolution of marketing functions in education – from situational use of marketing tools to the stage when management of educational institution is based on marketing principles, and marketing becomes management philosophy and defines corporate culture.

This paper characterizes the national version of international university ranking as a narrow segment of social technologies. The authors dwell on the 17 indicators of the Moscow International University Ranking (MosIUR) “The Three University Missions” presented in three groups: Education (total weighed 45%), Research (25%), University & Society (30%). The role of the MosIUR in an adequate assessment of the global education system has been specified. The ranking method in MosIUR includes new elements, which enable to relate education sphere to the other social spheres.

Developed and developing countries have already entered the period which is commonly referred to as “knowledge society” or “information society”. In fact, these are the synonyms, because they point two linked circumstances. The first one is that modern science, technological and socio-political knowledge influence on all aspects of everyday life. The second is that in creation and production of all the knowledge the role of AI increases. Software and hardware of universal human intellect and artificial superintellect are being created with highest intensity. There creators dream that their systems can solve tasks on the level of human intellect. That is why the use of such systems in higher education has numerous evident advantages because makes it accessible, universal, capable of transmitting modern scientific knowledge into educational process. Through training of specialists higher education can influence on all the fields of social life. But many researchers see the negative effects of AI systems implementation too, and the most dangerous among them is the replacement of human intellect by artificial. In the extreme case this poses the serious danger for the whole mankind. That is why the accelerative appliance of AI demands further careful investigations. Neither euphoria nor alarmism are admissible in this sphere, especially when it concerns decision-making in educational policy. The implementation of AI systems in higher education requires a particular degree of discretion and precaution.

The article presents the author’s position in the discussions that have intensified at the present time about the “Anti-plagiarism” system. The article correlates the functions of the system “Antiplagiarism” with the problems of scientific activity in the post-nonclassical period of the development of science. The author supports the thesis that the use of this system, even in the presence of certain defects, in the existing conditions is an objective necessity. The article discusses the most frequently mentioned problems of using “Anti-plagiarism” and gives objections to certain criticisms. The author formulates the conditions for the effective application of the system in scientific and educational practice such as: 1) content analysis of textual coincidence in research papers only for reference purposes, 2) decision-making about the acceptance of manuscript for publication based on the general principles of publication and research ethics, 3) differential treatment of textual coincidence depending on the level, character, and genre of a paper, 4) unified standards for preparation of research publications and academic papers. The scientific community has to work out professionally oriented regulations for application of technical means of verification in various spheres of science and education. 

The article presents the author’s considerations regarding two different forms of examinations for students of higher education institutions, both oral and written. The author expresses the view that the crucial argument for deciding which of the two possible forms, oral or written, should be used is the possibility to identify such student knowledge that is not related to any other ways of obtaining information from outside. While using the written form of examination in modern conditions (all-round access to Internet, smartphones) it is impossible to verify how a student treats and applies the knowledge as there is no personal contact between the student and an examiner. The examiner cannot ask him questions for further clarification. The author argues that at present the only acceptable form for assessing such knowledge is an oral examination.

Never has the speed of development in the area of engineering been as high and accelerated as it is today when we observe the enormous and driven growth of the engineering sector worldwide. These tendencies require well-coordinated new efforts in engineering education. The importance of pedagogy in the field of engineering in both the secondary and tertiary sector is growing enormously. These changes strongly demand new didactic and pedagogic paradigms. Thus, engineering education institutions across the world need to contribute relevant concepts and pedagogical ideas that can foster the development of engineering education. At the same time, the methodological and organisational challenges in engineering education need to be tackled successfully in the nearest future because collaboration, multimedia communication and complex problem solving will play an increasingly important role. This paper discusses current experiences and examines best-practice solutions, which contribute to the development of new approaches in engineering education as a multi-disciplinary field.

The article addresses the question of the professional component in “teamwork skills”, which the authors consider to be of paramount importance when it comes to engineering activities. In this regard, the requirements of the professional standards for engineering activities and Federal State Educational Standards are compared. The gaps in the positions of employers and the academic community regarding this competency is recorded. From the general methodological and praxeological positions, the ontology of “teamwork” competency is considered in the article and the need to orient engineering universities to develop students’ teamwork skills as a professional competence is argued. The authors adduce the results of the 10-year experience of Gubkin Russian University of Oil and Gas in implementation of interdisciplinary trainings in a virtual environment of professional activity. During the trainings sessions the students acquire the necessary teamwork skills such as: 1) systemic vision of engineering activities in oil and gas complex, understanding of its goals, specificity, multidimensional nature, conflict of interests, principles of division of labor, 2) communication skills for interaction in interdisciplinary team , 3) the experience of joint analysis of problem situations and their solutions in conditions of limited information, uncertainty, conflict of participants’ interests, 4) assessment of project and managerial decisions. The proposed approach is based on the methodology of Organizational and Activity Games created by G.P. Shchedrovitsky in 1970s and developed by the Moscow Methodological Circle. This methodology is being applied for solving problem situations by teams in various areas of practices in conditions of limited information.

The paper examines the questions concerning the methodological status of engineering pedagogy in the system of vocational education, specifies its subject area. The authors substantiate the system approach in the study of engineering pedagogy – within the framework of the full-component system of vocational pedagogical education, which allows identifying implicit and apical components in the content of engineering pedagogy, as well as its determinants of invariance. The paper shows the changes in the structure of vocational education denoting trends in the development of engineering pedagogy, its place and role in the system of vocational education. The authors argue that methodological issues of engineering pedagogy should be viewed from the position of the whole system of vocational pedagogical education including the levels of initial, secondary and higher education, taking into account the general patterns and regularities characterizing its structure and functioning. Engineering pedagogy should be viewed as a part of this whole system, and its content should be worked out on the basis of the general sectoral qualification-level determinant – the same object area.

The article analyzes the role of social mobility in modern society, discusses the function of social elevators in education. The author dwells on the role of social elevators in combating inherited poverty and preservation of elites. Education is not the only one sphere of human activity that has the function of a social elevator, but it’s role is especially great at the present time. The author shows that due to the problems arising in this sphere only a small percentage of population can essentially raise their social status by means of education as a social elevator. Various factors that determine unequal access to education of representatives of different social strata are considered. The paper draws attention to the fact that the social еlevator should not be a basis for social parasitism. It should be a system that enables students to make high efforts and get good results. Social equity is appropriate only at a start of a career, but then it must become a basis for well-deserved distinction.

The aim of the article is to consider trust as a basis of University life and non-material asset of higher education development. Based on the materials of the authors’ sociological research, the paper analyzes the problem of trust/distrust in Russian higher education and presents an interpretation of three types of trust in higher education – institutional, community, and moral. The most important functions of trust are characterized. One of them is the development and support of students’ and faculty’s creative motivation. In this case, trust may be converted to intellectual capital of higher education subjects. If the trust level is low, the effectiveness of learning and teaching decreases greatly. Distrust destroys creative and innovative potential of educational communities. Another important function of trust in education is development of partnership and social networks between educational organizations, governing bodies, stakeholders, and parents. Trust has an impact almost on all the spheres of University life but it essentially a non-material asset, therefore, it requires “fine tuning” and fine and careful management. Manifestations of “distrust presumption” of educational management to academic community and an effect of “distrust boomerang “ of educational communities to management are shown. The authors prove that the roots of distrust in higher education are associated with the current system of educational bureaucracy, which imposes a culture of distrust at all levels and in all areas of University life. The conditions and possibilities of turning trust into non-material asset of higher education development are revealed.

The paper exploresthe system of factors influencing on motivation of workplace choice by graduates of technical higher education institution. The paper is based on the results of questioning of students of final courses of technical specialties. Priority factors determining the choice of the future professional activity of a young specialist are revealed. The authors state that the dominant and especially important factors are the following: geo-social factor (region, wage level, social package), career-building opportunities, gender factor, skills development, awareness about work conditions (wage level, comfort of workplace, harmful production), satisfaction of cultural needs, career guidance on previous stages, continuity of generations in the choice of profession. The purpose of the study was also to determine the interrelation between the key factors and to ensure an objective assessment of the graduates’ professional and psychological readiness to work according to the specialty chosen. Based on the research, the system-forming factors of effective employment of young specialists were determined.

Building capacity for working in a global environment is a serious challenge for any university. Modern universities have accumulated vast experience in international cooperation, but in the context of increasing interdependence and competition, as well as limited resources, the development of innovative strategies for internationalization as a resource for the development of higher education is becoming imperative. The article analyzes the changes in approaches to the internationalization of universities on the basis of the development of strategic partnership and increasing their effectiveness in the context of globalization. The models of international strategic partnership are presented depending on the types of integration ties and the complexity of partnership relations.

he article addresses the issue of teaching the culture of speech communication and behavior in the process of teaching Russian as a foreign language to Iranian students-philologists. The authors substantiate the necessity of singling out the category of speech etiquette and speech behavior in the process of teaching the Russian language and the importance of knowledge about the norms of communication accepted in the Russian linguacultural community and in intercultural communication. The article states that teaching the Russian language in the Iranian classes with an emphasis on the stylistically correct formulation of speech and taking into account the socio-cultural factor will contribute to the achievement of a high level of professionalism and will allow to prepare philologists in the field of intercultural communication. The authors suggest methodological recommendations on teaching the culture of Russian speech communication in the Iranian classes based on their experience of teaching Russian as a foreign language.

Online course study is relevant due to their active integration into higher education in Russia and the variety of ways they can be used to implement the concept of life-long education. With the development of e-pedagogy theoretical analysis of online courses as an educational resource becomes a matter of research interest and is the aim of this paper. We analyzed pedagogical scientific works to sum up the characteristic features of online courses, define the term “online course”, break online courses up into groups, describe them as a type or form of education. We suppose online course should be considered as an organized aim-directed educational process based on principles of e-pedagogy and supported by means of modern ICT; a complete, logically and structurally solid educational unit provided with a unique system of electronic means of training resources and means of monitoring. We have worked out a classification of online courses taking the following six criteria: pedagogical approach, interaction of students, period of study, organization, purpose of learning, access to the course. Types of online courses are grouped into categories based on the criteria. The types are catalogued and characterized in the descriptive part of the classification.

The article focuses on the application of distance learning in training students at higher education institutions. The main features of the educational process in the system of distance learning are the following: flexibility, modular structure, specialized quality control tools, communication tools, differentiated teaching, special learning tools, and didactic means. Nevertheless, there are certain problems related to students’ motivation, self-organization and time-management. The authors dwell on the details of the application of this form of training in the work with correspondence students and distance learning students at technical university. The faculty of the Department of the General, Analytical and Applied Chemistry of Ufa State Petroleum Technological University is actively implementing distance learning both for fulltime and correspondence students. Based on the Moodle platform, the authors have worked out the electronic courses of chemical disciplines. The article considers their main blocks such as: instructive, communicative, informational (theoretical and practical parts) and final control. Laboratory classes are an essential part of learning chemical disciplines, and since correspondence students cannot master their practical skills at chemistry laboratory classes, there are special video lections with the experiments recorded. The experience in organization of distance learning for correspondence students shows that an active self-reliant work together with the feedback from a teacher is a good way to become a competent and creative specialist. The article proves the perspective of using distance learning in teaching students of various forms of education.

The article addresses the actual problems of teaching one of the mandatory training courses included in the program of preparation for the final examination before Thesis defense for the degree of Candidate of Sciences. The immediate pragmatic purpose of the introduction of a new subject “History and philosophy of science” in 2007 was to acquaint graduate students and applicants with the basics of research work, to demonstrate them the norms of professional scientific work. The past years of active teaching have brought a valuable experience that deserves reflection. The advantages and disadvantages of this course, and most importantly – its general cultural meanings – can be discussed in detail on the basis of approved pedagogical practices. Familiarization with historical subjects significantly revises the idea of scientific work as a calm, rhythmic, strictly regulated professional activity. The history of science shows how closely linked the experience of knowledge and the experience of existence. Modern epistemology and philosophy of science are an open arena for collision of opinions, positions, principles and concepts. And this is a great advantage for young people to get acquainted with the methodological pluralism that characterizes the dynamics of scientific research. Today, it is the course “History and Philosophy of Science” that is most adapted to develop students’ independent critical thinking as a “universal competence”.

The paper analyzes the contribution of scientists, teachers, engineers of Bauman Moscow State Technical University (the former Moscow Craft School, then Moscow Higher Technical School, Imperial Moscow Technical School) to the development of scientific and methodical provision of Russia’s higher school and world engineering education. The author emphasizes the value of the “Russian method of training in crafts”. The characteristics of level system of engineering education in the 19th and 20th century are given such as: combination of theoretical, general engineering disciplines and practical specialized preparation; polytechnicalization of engineering education in Russia; compatibility of level education in baccalaureate and in magistracy with training according to specialties; inclusion of economic training in engineering education; the need of comprehensive continuous modernization of engineering education in accordance with the changing requirements of employers to university graduates. The paper highlights such aspects of MSTU activities as: detachment from Moscow Higher Technical School a number of engineering institutes in the 1930th years; optimization of training terms in engineering specialties; convergence of technical and classical university education, universitization of engineering education, creation of the Association of technical universities, the activities of the scientific and educational centers, which can be viewed as a new stage of the Russian method of engineers’ training, the contribution of Bauman Moscow State Technical University to the development of information technology in engineering education, BMSTU’s participation of in state and public governing of higher education system; the deepening of the international academic mobility.