The purpose of this work is to summarize and typologize ways and forms of organizing the interaction between the domestic system of higher education and regional markets. The authors focus on the forms of interaction organization between higher education institutions and labor market at the regional level associated with their regional specifics. The basic principles of interaction between regional systems of higher education and business community (focus on meeting the needs of the economy, collegial, open and mutually beneficial nature of cooperation) and the existing experience of various subjects of the Russian Federation are discussed, taking into account the specifics of their own regional situation. The article dwells on the characteristics of the current level of innovation and entrepreneurial activity of Russian universities, systematizes the practices coordinating the needs of the economy and the organization of higher education in the field of personnel and technological support of the regional economy. The authors discuss the models of joint activities of universities, business communities and regional authorities institutionalization in the interests of socio-economic development of the subject of the Russian Federation, as well as two major components of the impact of higher education on the economy and social sphere of the region, namely the adequate staffing for the development of the region and the commercialization of R & D / R & D products of universities in the innovation sphere of the regions. It is shown that the level of regional involvement of universities in the development of the business environment, projects and programs that operate in the interests of local communities is different, and its institutionalization is diversified. In this connection, it is proposed to harmonize the needs of the economy and the activities of universities in the field of meeting personnel demands and developing new production technologies, combining the efforts of the executive authorities and specialized intermediary structures. The article argues the necessity of the formation of a specialized interface in the structure of a higher education institution that ensures the orientation of scientific and educational activities of higher education institutions towards the prospective demands of the regional economy. 

The article addresses the study of supply and demand in the field of independent voluntary accreditation of study programmes delivered by higher education institutions in Russia. The paper presents the results of the analysis of the activity of Russian and foreign accreditation organizations as well as the analysis of the effectiveness of the national monitoring system for professional and public accreditation and European quality assurance register for higher education EQAR. In author’s opinion, the current state of public accreditation is characterized not so much by the “accreditation boom” on the part of higher education institutions, as by the “accreditation bubble” on the part of accreditation organizations. At the same time, strict requirements for accreditation organizations that are included into European quality assurance register for higher education provide confidence and recognition for independent international accreditation, which makes it increasingly in demand, especially among the country’s leading universities. The paper dwells on the following trends in the development of independent accreditation procedures: 1) during the current decade the accreditation process is gaining momentum, which is characterized by the growth of number of accreditation organizations as well as educational institutions interested in obtaining accreditation; 2) the state supports and encourages the development of the independent accreditation system for quality assurance in higher education; 3) the voluntary accreditation enables educational organizations to get an independent assessment of study programmes and thus to receive “a bonus” before a state accreditation procedure; 4) the database of External Quality Assurance Reports (DEQAR) becomes a preferred instrument for higher education institutions, whereas they are interested in raising their transparency related to the quality of study programmes and their competitiveness in the global educational space. 

The article discusses theoretical background and empirical premises for supplementing the goals of education with orientation to individual actor as the “assemblage point” of the educational result in a constantly changing reality. The article has an interdisciplinary modus, its theoretical basis is the D. Bell’s concepts of the post-industrial society, the “liquid modernity” of Z. Bauman and the idea of C.S. Dweck about the ability of personality’s sets “plants for growth” or “for granted” to influence intellect and achievement of goals.

The work proceeds from the understanding of the fact that the “spreading” state of education is due to the specifics of the transition to some post-state of the society that is not yet clear. It is characterized by the fundamental ambiguity of circumstances and tendencies when centralized management of complex systems is difficult or erroneous, and this makes it necessary to reduce the level of decision making to self-organizing local social forms, giving them greater autonomy, in this case – to an individual and his autonomy.

 However, in our culture we have a lack of confidence to the individual and his ability to make wise choices, as well as, wittingly or unwittingly, reduce the setting for growth and primacy. But if students are offered well-organized research practices instead of imitations of scientific work, then they form the true key competencies necessary for modern society – a willingness to be in search, continuously learn and create new solutions for new tasks, contribute to the development of good conceptual language, cooperation in group work, courage in posing problems, readiness to work with complex problems.

The article presents a kind of a case analysis of such work. The article also poses the problem of exploiting the cognitive status and well-being of teachers in super-formalized labor practices. 

The article presents the results of a study of the goal-setting of undergraduate students enrolled in the areas of training “Personnel management”, “State and municipal management”, “Psychology”, and “Construction”. The study jointly analyzed the goals stated by students for 1 year, 5 years and more than 5 years (that is, for the rest of their lives).

The theoretical basis of the study was the analysis of inverse relations in hierarchical systems. It is assumed that the value preferences, goals and motives form hierarchical systems in which the lower, subordinate elements under certain circumstances are able to claim the dominant value (this is the phenomenon of inversion). The development of inversions in these hierarchies can lead to the escalation of social contradictions.

The study identified gender-specific goal-setting; Fisher transformation was used to identify the significance of gender differences. In particular, it was found that female respondents are significantly more likely to point to goals related to building a family, giving birth to children, purchasing real estate, getting favorite work; male respondents pay more attention to high earnings. Particular importance was attached to the identification of inversions in the motivational hierarchy, the relationship between narrow and broad social motives. In particular, it was found that narrow social motives related to personal and / or family well-being strongly prevail in the goal-setting of students over broad social motives, as well as over cognitive and research motives. In this case, there is an inversion, as a result of which prosocial motives are inferior to selfish motives, and this inspires some anxiety. At the same time, we observe an evident desire of the vast majority of students to arrange their own family life, despite the crisis of family values identified by many researchers. The motivation to maintain family ties with the older generation is also important. All this can be viewed as a manifestation of prosocial tendencies. 

The article analyzes the compliance of the structure of supply and demand for higher education services with the staffing needs for the development of the Far Eastern Federal District. The authors dwell on the main market factors affecting the demand for higher education (the number of potential consumers, monetary incomes of the population, employment opportunities after graduation, the level of possible wages in the specialty received, the price of secondary vocational education, the needs of economics for specialists with higher education by groups of training areas), their influence on the market for higher education services in the macroregion. In the context of enlarged groups of specialties and areas of training, an assessment of the demand and supply of higher education services and their compliance with the development needs of the macroregion and its constituent entities is given. The article shows that the system of forming management decisions in terms of harmonizing the demand for higher education services, their supply and development needs of the region requires a deeper differentiation in conjunction with factors affecting the market for higher education services. The main directions of improving the system of forming management decisions by redistributing powers between higher education authorities towards the expansion of regional and macroregional authorities are proposed.

The article addresses the problem of outflow of youth from the region in connection with higher education. The aim is to determine the possibility of influencing the flows of interregional educational migration. The role of universities in curbing educational migration from the region and in attracting migration flows of young people is substantiated. The author presents a review of studies on educational migration and indicates the factors behind applicants’ choice of study location. The article dwells on the trends of interregional educational migration in the Volga Federal district, analyzes migration plans of high school seniors in Ulyanovsk region. The research bases on the methods of interdisciplinary literature analysis, sociological survey, method of expert assessments, and analysis of statistical data. The empirical base of the study became the results of a survey of 1010 high school seniors, 91 parents and 27 heads of educational institutions conducted in September-November 2018 in Ulyanovsk region.

The proposed classification of the reasons for educational migration from the region and the reasons for staying in the region has a theoretical relevance. Based on the empirical data obtained, the ways of preventing educational migration from the region are suggested. In particular, it is revealed that the quality of education in regional universities is not a factor that significantly affects the choice of study location. To the greatest extent, the plans of school leavers are determined by the subjective perception of the socio-economic conditions of the region in which they would like to receive education. Since educational migration has objective and subjective reasons, the solution of this problem requires a set of economic, legal, advocacy tools. The article argues that there are two main forces in the region that can influence educational migration – these are the authorities and the territorial education system itself, the main structural elements of which are universities. In addition to the effective educational and scientific activities, universities need to conduct the targeted marketing policy, as well as to make efforts to promote their image and the image of the entire territorial education system. 

This article is devoted to technologies of engineering education that produce the most in-demand professional qualities of graduates from Bachelor’s programs. A review of studies about introducing innovations to improve the educational process in practice-oriented Bachelor’s studies is carried out. The advantages and limitations of project-based and problem-based learning technologies are defined. The work presents the experience of developing and applying a unique teaching technology based on the integration of problemand project-based training approaches, designed to enhance the creativity of the study process in engineering Bachelor’s programs. It is described with a focus on the mechanisms for the integrated use of the advantages of methods of problemand project-based training in the formation of the professional competencies required for an engineer’s innovative activity in the development of a new product project. The data from an empirical study have been considered; they allow us to substantiate the conclusion that the integration of projectand problem-based learning in the form of a holistic technology is effective for developing students’ creative capacities. 

The aim of the article is to present a model of training engineers based on new approaches to engineering education, taking into account the modern achievements of psychology. The authors believe that the main reason for the insufficient level of engineering training is the discrepancy between the essence of the knowledge transferred to students (both form and content) to the specifics of engineering activity. Therefore, the most important task is to eliminate this contradiction. The basis of the proposed model of engineering training is the design of the educational process in the logic of engineering process in the development of innovative technology. This learning technology called “Simulation-Activity Technology of Engineering Training” (SATET) has been developed and tested at the National Research Nuclear University MEPhI in training engineersdevelopers of innovative technology. The foundations laid in the proposed technology of engineering training, and the mechanisms for its implementation can be considered as a start for the development of a new paradigm of training engineers. 

Training of qualified personnel in the field of entrepreneurship is one of the conditions for economic growth in the country. Modern universities which are centers of regional innovation development set themselves the task of creating competences in the field of entrepreneurship among students. The development of competences in the field of entrepreneurship among students of all other areas of training and specialties can significantly expand the employment opportunities for students upon graduation from the university and diversify small and medium-sized businesses in the regions. This paper presents the experience of Derzhavin Tambov State University on the implementation of the educational project “Youth Entrepreneurship”, focused on teaching entrepreneurship to students of all areas of training. The project was initiated and carried out by the joint student scientific council within the framework of the institute of mentoring, as well as in cooperation with the business structures of the region. The project based on the cluster approach includes five stages: 1) the joint student scientific council program; 2) the Tambov Innovation Business Incubator program; 3) “Geometry of business” program of the center of small and medium business support; 4) start-up development, and 5) opening of small innovative enterprises. The work presents in detail the substantive content of the project and describes its stages. 

The paper highlights a mechanism for monitoring the effectiveness of master’s programs implementation. The authors dwell on the experience of M.K. Ammosov North-Eastern Federal University in the developing of such a mechanism. Five main blocks are considered as the monitoring criteria reflecting the effectiveness of educational programs implementation, such as: 1) demand, 2) resource provision, 3) quality control, 4) contingent of students, and 5) employment of educational program graduates. Each criterion contains three main indicators for which points are calculated. On the results obtained from the monitoring carried out using this methodology, the master programs are ranked according to their efficiency, taking into account the total number of points scored on all the criteria units. After analyzing the data obtained, it turns out which block or direction of work has lag in the implementation of educational program and administrative measures are taken to remedy the situation. The outcome of this monitoring should be the improvement of the quality and efficiency of master’s programs implementation at federal university. 

The article reflects one of the main trends of the modern philosophy of education – the “affective turn”. Drawing upon researches into the history of education as well as feminist theories, the article seeks to understand emotions as means for controlling consciousness, as well as the sphere of socially and culturally constructed experiences that reproduce gender hierarchies. The ambivalent status of a woman in the European educational space is underlined. On the one hand, a woman as a teacher should instill the skills of emotional self-control in students, surrounding them with maternal love. But, on the other hand, a woman was traditionally conceived as a bearer of an irrational principle that puts society and public interests at risk. The author concludes that at the present stage the theme of the relationship between emotions and education has acquired universal significance as a part of a concept of emotional literacy. The ability to empathy and the difficulties of its developing within the framework of emotional literacy training programs are under scrutiny. 

[Orenburg State University]

The article analyzes the experience of Orenburg State University in the field of training specialists for the digital economy. It describes key competences for the digital economy: hybrid interdisciplinary management skills, team work abilities, skills in the spheres of management in cyberphysical systems, management in institutional changes and options for their generation in the training process of a university. It actualizes the task for universities and employers to coordinate their activities in making up the list of requirements to provide successive development of the digital economy competences. Special focus is given to designing and implementation of an electronic information and educational environment at university, and its characteristics are described. The article highlights the use of new format learning materials to meet the challenges of the digital economy in the fields of engineering, construction, computer safety, management. 

The domestic engineering industry is going through the stage of system introduction of digital technologies. The purpose of article is to present an experience of the department in the formation of the competences of a future engineer demanded in digital mechanical engineering. The department implements training methods corresponding to basic elements of a national technological initiative matrix such as digital modeling, mechatronics, additive technologies, artificial intelligence in control systems. Students master digital modeling in the end-to-end course of 3D modeling when dealing with design tasks of increasing complexity requiring the synthesis of independent, creative and competitive activities of students. Mechatronic modules are studied and designed in the educational process as the engineering competences demanded by employers. Additive technologies are studied at a laboratory of fast prototyping; the method of training combines team creation of electronic models, receiving a prototype of a product, and presentation of a result at student’s professionally focused competitions. Systems of artificial intelligence define the content of research work in interaction “student – teacher”. The new types of career-guidance work such as popular scientific lectures, excursions and practical work on the hi-tech equipment are highlighted. The authors also dwell on the prospects of training a new generation of mechanics in the conditions of the coming digital economy: the introduction of high-tech teaching aids, the implementation of the experience of immersive environments, gamification of training, the development of competences providing comprehensive skills for servicing virtual production corporations and intelligent devices.

In the educational realities of the new millennium, the improvement of professional qualifications and managerial literacy of a teacher, pedagogue, university lecturer is no longer just one of the possible conditions for individual professional trajectory, but is the identification (essential) attribution of the actual human (cultural, civilizational) being. Only in this case, the fact of advanced training is a valid and effective tool of innovation management in regional education, truly coming to the formation of the (self) managerial lifestyle of a teacher, educator, mentor, tutor. The article summarizes the experience of a regional educational institution – the Orenburg State University, including the faculty of advanced training, pedagogical magistracy, the Intersectoral Regional Center for Advanced Studies and Professional Retraining, as well as the Association “Orenburg University (Educational) District” in the aspect of raising the skills of specialists as an instrument of innovation management in regional education.