The article proposes communicative conceptualization of the notion of “education system”. The turn of modern theoretical sociology toward the  system-communicative theory (N. Luhmann), in the author’s opinion, marked not only a waiver of structural and functional approaches to the analysis and management  of social systems, but also a refrain from the relapses of their criticism built on  the notion of “ideal norm”. The author also makes an attempt to implement the  logic of the development of operationally closed recursively evolving systems as  a tool for analyzing some actions of the regulator on reforming Russian higher  education, which were directly transferred to higher education institutions within the last 10–15 years.

The paper applies the conception of social hybridization as an instrument for scientific analysis of national educational reality. This work provides a  rationale of the hybrid nature of the national higher education system  modernization. The influence of integration preferences on the formation of  hybrid educational structures in the system of national higher education is  revealed. The hybrid system’s definition is given and the processes of  education sphere hybridization are considered. Various aspects of educational hybridization are discussed. In particular, the hybrid nature of the  competence approach is emphasized. The authors dwell on the features of  hybrid transformations in connection with educational reality and come to a  conclusion that today there is an artificial education system in Russia, which  generates the distorted educational forms distorting the Russian education  system due to a shift of educational activity meanings and the creation of  inverted structures. The paper considers the models of hybrid systems based  on converted forms. Inversion, like a virus, generates hybrids everywhere. The society and the basic social institutions have been  “hybridized” to a large extent. The realistic description of the arising hybrid  educational models requires bearing in mind the principle of additionality;  otherwise we will have a distorted idea about the transformations of  educational reality. We may observe this on the example of the forced  implementation of foreign educational models in domestic educational  environment. Hybrid educational systems should be “grown” but not  implanted. 

This article addresses a problem of the potential of a university lecture. On the one hand, training of highly qualified personnel should meet the modern  requirements, and on the other hand, lecture remains the main form of  holding a tutoring at university. An analysis of attributes of higher education  modern pedagogical system, such as a purpose of system functioning,  subjects (students, teachers, etc.), content of training, made it possible to  conclude about qualitative changes in their nature, characteristics,  requirements related to the new realities of modern society. The old  stereotypes and attitudes which have been being formed for centuries and  have already lost their value, but continue to dictate forms, means and  methods of educational process organization are a hindrance to the  development of higher education. The need of society and state for qualified personnel has led to introduction of competence-based approach in  training of specialists who have an activity orientation, an ability to fulfill  functional duties, to solve professional problems. Development of  professional competences is possible only in the conditions of the  implementation of practice-based educational/professional activity, specially  organized students’ self-reliant work, immediate application of knowledge  acquired for the solution of various tasks. 

In any academic discipline of higher professional education, the introductory (first) lecture is extremely important. In the didactic aspect, the  development of students’ motivational sphere during this first class has a  priority meaning. Drawing on our own pedagogical experience, we offer two  variants of the decision of this priority task, which determine the content of the introductory lecture. In the first case, a teacher and students discuss a well-known parable of the three builders of a temple and the ideas of E.  Fromm’s book “To Have or to Be?” The second variant was applied at the  introductory lecture on didactics for second-year students of the Physics and  Mathematics Faculty of the Voronezh State Pedagogical University this  February. We compared two historical facts: planning of the expedition by C.  Columbus and M. Lomonosov’s departure from his home. The Nobel laureate  in physics W. Heisenberg interpreted the first event as a “leap to the  emptiness.” The objective comparison of the above-mentioned facts indicated who had actually done this Act – the leap to the emptiness. The  quintessence of the introductory lecture was a question proposed to students  and put to the title of this article. The further discussion of M.V.  Lomonosov’s life and work became the statement of the system-forming role  of the motivational component in the structure of any kind of human activity  (including educational). The second variant of holding the first lecture has  shown the greater incentive on students’ motivation. The examination of the  scientific foundations of the principles of scientific organization of labor,  effective methods of scientific organization of intellectual work, psychological  foundations of educational and cognitive activity became the logical  continuation of the discussion of the motives of educational and cognitive  activity. 

The problem of mass plagiarism in scientific publications and qualification research papers is fairly acute in today’s Russia. Incorrect borrowings and  plagiarism have extended not only to scientific articles and dissertations, but  also to students’ courseworks and graduation research papers and diploma  thesis. The author has recently faced with a case of 100% plagiarism of his  article published in the Russian journal and in this paper describes the  possible practical steps to protect the author’s rights. In addition, the paper  analyzes the problems of scientific and publication ethics in the conditions of  rapid development of information and communication technologies, estimates factors of the paid publications market development  in Russia. The author points to the  information asymmetry leading to various forms of manipulation in academic  sphere including relations between laypersons and professional plagiarists.

The need for applying interactive teaching methods is dictated by the current legislation of the Russian Federation. It is widely known in the academic  world that active and interactive teaching methods are more effective. They  increase students’ motivation to study, as well as the learning efficiency and  quality. The article describes the characteristics of interactive learning, as  well as the possibility of its application to the study of economic disciplines.  The emphasis is placed on the methodology for implementing interactive  forms of learning relating to theoretical questions, which, unlike the  consideration of practical aspects, remains insufficiently covered. An example of conducting classes in an  interactive form is presented. The presented form of interactive training allows  studying of the majority of economic phenomena, concepts, categories.

The quality of professional education depends on the effectiveness of educational technologies. The Flipped Classroom technology is being  successfully tested at the Russian Language Department of Vladivostok State University of Economics and Service within the “Russian Language and  Culture of Speech” course. The article analyzes the experience of teaching with the use of the Flipped Classroom technology; it discusses the  special features of teaching first-year students, and the principles for  organization of self-directed learning process. In flipped learning, self- directed learning is the dominating type of educational activity. Teachers  must prepare their students for self-directed learning in the Moodle electronic educational environment, they must motivate them to independently master  the theoretical material and to do the practical and controlling assignments  and tests. In mixed education, self-directed learning helps to intensify the  educational process; forms first-year students’ self-education skills; develops  such important personal qualities as independence, activity,  consciousness and responsibility. When organizing self-directed learning of students, special attention should be given to the development of practical assignments for testing and control. In teaching the “Russian Language and  Culture of Speech” course, the following interactive and electronic tasks are  used to form skills and abilities in a reproductive, reconstructive, and creative performance: essays, glossary, mutual reviews, business games, projects, etc. Active methods of control and an electronic survey at the end  of the course facilitate the optimization of the self-directed learning process. Considering the special features of mixed education of first-year students,  the author defines the main principles for organizing self-directed learning.  They are continuity and systematicity; regularity and rhythm; intensity and  optimality of workload; interactivity, individualization, feedback and control;  effectiveness of activity; development of self-educational skills and such personal qualities as independence, activity, consciousness and responsibility. 

The shift of higher education system to the new federal state standards for education (FGOS3++) is connected with the changes in the curriculum and  terminological shift from so called general cultural competences to key competences. Key competences are the basis for professional competences and lay the foundation for further  personal and professional development of a specialist. Recent research in  teaching foreign languages in higher education institutions have been aimed at the development of professional competences. However the  empirical data show that first-year students of non-linguistic departments do  not have school level command of the foreign language. The article considers the potential of the foreign language to form not only communicative  competence in the foreign language but to form key competences,  mentioned in the new federal standard, regardless of the initial level of language competence.

In his interview, the Rector of Voronezh State University highlights the milestones of VSU’s history and its achievements during the centennial  working experience. The history of Voronezh State University goes back to  1918, when the staff and students of Yuriev (former Derpt) University moved to Voronezh owing to the German occupation of Estonia. Today Voronezh  State University is one of most renowned universities in Russia, the largest  research university in the Central Black Earth Region. Its world  competitiveness can be demonstrated by the fact that VSU is listed among  the top universities in international and national rankings such as  Quacquarelli Symonds (QS) World University Ranking, Times Higher  Education (THE) World University Ranking, Interfax, Rating of Russian  universities. The advanced forms of interaction between University and  business partners and enterprises were described, such as centers of  corporate training (VSU has more than 10) and corporate postgraduate  courses (cooperation with PriceWaterhouseCoopers, Bionorica SE and  others). The University is piloting the convergent educational programs, e.g. “Medical cybernetics”, mathematical modeling in pharmaceutical studies,  experimental technical school for gifted children. 

The article describes the state of online learning at Voronezh State University and presents general information about its main components, such as e- library resources, electronic system for education process management, and  the university’s online courses. Since 2001 the University is a participant of  the scientific and technological program “Creation of the open education  system in the Russian Federation”. Within the framework of this program an  informational and educational portal Voronezh. OpeNet.ru − “Voronezh  virtual university” has been established, which is a part of the mega-portal of the Russian informational and educational environment of open education  (www.OpeNet.ru). In 2007 the University has started the work for  implementation of network education based on LMS Moodle. Online education is being realized on three levels: e-library resources,  organization of educational process (“Electronic University”), and online  courses (distant courses, university online courses, and open online courses).  Distant courses include 59 courses on ecology and learning  foreign languages worked out in the framework of Tempus project. At  present Voronezh State University is developing its own open online courses  (MOOC) using the experience of Tomsk State University and Moscow Institute of Physics and Technology. The implementation of online learning makes it  possible to realize two main principles of modern education − “education for  everybody” and “lifelong education”. 

The paper examines the areas and mechanisms of cooperation between business interests and Voronezh State University. It presents the successful  practices of implementing joint projects in the field of creating high-tech  industries and providing advanced training for engineering and technical  workers. The general prospect of the cooperation is the development of the  common educational, scientific and technological space of the Central Black  Earth economic region. One of the effective tools for interaction between  companies and universities is joint department. Voronezh State University  has established joint departments “Molecular biotechnology”, “Power  electronics”, “Communication Electronic Warfare Systems”. The other  important area of university’s participation in the development of the  regional industry is implementation of the federal target program “Research  and development on priority directions of development of scientific- technological complex of Russia for 2014–2020 years”. In 2017 VSU was a  participant of nine technological platforms. Another instrument to provide  interaction between business and university is creation of small innovation enterprises. In 2017 there were 31 small enterprises at VSU. It is  worth mentioning special projects related to working out of skill development and vocational training programs. VSU offers such programs at corporate  learning centers (T-Systems, J&M Management Consulting, Atos IT Solutions  and Services, PricewaterhousCoopers (PwC), DSR Corporation, OTSL Inc.,  NetCracker, DataArt, Microsoft, P&G and others). The effective scientific and  educational environment based on the interaction between universities and  enterprises will promote the development of interdisciplinary initiatives, joint  researches, advanced educational programs, creation of joint research  centers. 

The article focuses on internationalization of higher education. It analyzes the European experience of implementing internationalization strategies on  the examples of Aston University (United Kingdom) and Sapienza University  of Rome (Italy). The authors present the results of the research on defining  the level of internationalization conducted at Russian higher education  institutions under Erasmus+ project “Development of approaches to  harmonization of comprehensive internationalization strategies in higher  education, research and innovation at EU and partner countries (HARMONY)”. The project partnership is comprised of 14 higher education institutions of  different types (classical universities, institutions of applied sciences) from 9  countries of the world, namely Spain, United Kingdom, Germany, Portugal,  Italy, Greece, Russia, Belarus, and Armenia. In Russia the questionnaires  were sent to 119 universities located in four Russian federal districts  including the Central, North-Western, Volga and Southern federal districts.  The survey was based on data of 2015–2016 academic year. Finally, the  article analyzes the cooperation between Russia and European Union in the  framework of Erasmus+ programme and the role that the programme plays  in internationalization of higher education.

The article is devoted to the history of foundation of University in Voronezh. The idea of establishing a regional university appeared since the beginning of  the 19th century. This issue had already been discussed by Voronezh  society and the educational community. Nevertheless, the implementation of  this idea became possible only in 1918 when the Russian teaching staff of  former Yuriev (Derpt) University was evacuated from Estonia to Russia. This  relocation was not a random event since Voronezh was an administrative,  economic and cultural centre of Black Earth Region of Russia. In the early  XIX it had been planned that it would be one of the Russian cities where the  universities should be open. In 1879 the newspaper Novoe vremya published the article “Voronezh University” where the author raised the  question of establishing a University. In 1907–1908 the idea was  substantiated by an eminent geographer P. Semenov- Tyan-Shansky. And  only in spring 1918, when Yuriev was occupied by Germans and the  professors of Yuriev University were looking for a new location, the question  was settled at the governmental level. In autumn 1918 the first lecture was  delivered and the history of Voronezh University began.

The article deals with an analytical description of problems caused by integration of foreign learning platforms into the Russian education system.  It provides the main results and conclusions reached within the frame of the  fundamental quantitative research project. The project goals were the  following: to study Russian experience in using learning platforms, foreign  ones in particular; to study abundance of foreign learning platforms; to  reveal and specify typical risks caused by their functioning in Russian  education sphere. The authors analyze statistical information obtained  through processing the data of survey of experts in online education. They  consider colligated opinions and assessments by professional community of  integration and application of foreign learning platforms, online courses  arrangement on them and the complex of those potential threats for Russian  education that could be caused by their use. The work notes that learning  platforms are an innovative form of education activities management, but  their integration in the national system of education is connected with a  number of risks. The article gives a contemporary review of learning  platforms in the Russian educational field in terms of their nominal  recognition, their real demand for by the experts in online education and their long-term benefits for national education. The principal criteria for  the choice of learning platforms usage in education are stated and  summarized on the basis of the empirical data. The study contains a  description of a complex of main tasks for Russian education; in the professional environment their successful solving is linked to the shift to  online education technology. Within the frame of forecasting and evaluation  of risks in education there have been defined some threats which are typical  for both domestic and foreign learning platforms as well as those which are  specific for the latter ones. Risks interpretation is based on theoretical  preliminary studies and experts’ survey data related to the subject. The  categorical range of risks obtained includes content risks, social, economic  and political risks, psychological and pedagogical risks, management risks. The authors raise the problem of regulation of foreign learning  platforms integration into the Russian education system. The work contains  the arguments for and against control in this sphere. 

The article deals with the specifics of teaching Kazakh language to Russian-speaking technical students at Karaganda State Technical University, Kazakhstan, in the light of the nationwide trilingualism policies. The paper explains ineffectiveness of the traditional grammar-translation method used today in many educational institutions. It  has been hypothesized that Kazakh language teachers should use the  Communicative language teaching (CLT) methodology, which is rather popular in the West and widely used for teaching foreign languages, in particular English, with its adaptation for Kazakhstan’s conditions. The study  gives a model of a communication-based lesson and proves its effectiveness  in teaching Kazakh language to Russian-speaking students as well as  suggests the possibility of its widespread implementation for training adult population in Kazakhstan.

University teachers in Russia have a period of increasing pedagogical and paper load. In this situation it is important to offer an environment,  preserving and developing their research skills, providing a possibility of  discussing their results in an audience of expert and concerned colleagues. A  thematic seminar as a form of such environment in many respects has  advantages over conferences, with their strict rules of reports and  discussions. The seminar on the history of higher school in St. Petersburg for  15 years has been an informal platform for reports and discussions on the history of higher education not only in St. Petersburg, but also in the  territories of the former Russian Empire and the Soviet Union. Reports,  presented at the interdisciplinary seminar, deal with the educational policy,  the history of educational institutions, the methodology of studying the  history of higher education, the study of archival collections of educational  institutions, etc. Over the past five year 18 sessions have been held, 4 of  them – in the form of problematic round tables; overall 30 reports were  presented.