This article presents the research results of flagship universities activities, which support social and economic development of the Russian Federation regions, including the creation of innovation, technological and social region development centers. The research covers the period from 2015 to 2018. The following core areas of flagship universities were analyzed: educational, research, integration with regions and high-tech industries, international activities. Essential aspects of financial and economic activity and employment policy were considered. The analysis was based on 41 quantitative and 11 qualitative indicators, among which 8 indicators were prioritized. In the analysis the following data sources were used: statistical forms 1-Monitoring, rankings agencies data, etc. The effectiveness of flagship universities was studied. Problems and positive tendencies in flagship universities development were determined and analyzed.

The article deals with scientific and methodological substantiation and description of the competency model of a modern leader and manager in scientific and technological sphere. This model has been developed by the authors on the initiative of the Coordinating Council for Youth Affairs in Scientific and Educational Spheres of the Presidential Council for Science and Education in the framework of the managers’ contest “Leaders of Russia” (specialization “Science”, season 2019– 2020). The competency model is aimed at improving the efficiency of solving the problems of scientific and technological development of Russia by overcoming the lack of personnel which is ready not only to conduct research at the world level, but also to take responsibility for the formation of priorities for scientific and technological development that meet the interests of Russia, as well as for their implementation. The proposed model is the first of its kind developed and tested system of competencies for improving leadership and management potential of Russian science.

This article analyses the reasons why Russia adopts foreign norms in the sphere of higher education, looking at how isomorphism, Transnational Advocacy Networks and the global market for education have brought about the country’s integration in the global network of universities. It investigates how Russia strives to adopt international and western educational norms by adhering to the Bologna process and launching projects such as 5-100 to reinforce the competitiveness of its universities on the global stage, but remains concerned about security and national identity issues. These fears have resulted in the government prioritizing the adherence to formal criteria while preserving the historical content of its higher education, thus leading to a dichotomy between substance and structure. This mismatch between the organization of higher education and its content leads to an ineffective implementation of international norms but also to significant disruptions in the existing system. Attempts to levy the advantages of both systems have had opposite results. Indeed, the risks of sudden change are multifold: the sudden “catch-up” mode leads to resistance and to a decline in the overall quality of education in those universities lacking the institutions to support the fast tempo of change. The authors outline the benefits of an incremental adaptation to the international higher education system and the need to adjust international norms to local conditions, by building off the assets of the country’s Soviet heritage. The benefits of involving Transnational Experience and Experience Networks in the implementation of international norms are also reviewed.

The transformation of Russian graduate school into the third stage of higher education hasn’t increased its effectiveness. The number of theses and graduate students has decreased. The interest of young people in science declines and well as the prestige of scientific activity. Graduate school does not fulfill its primary function as a social institution. It does not ensure the reproduction of research and pedagogical staff in Russia. The purpose of entering graduate school is far from writing a thesis. Hence, the review of the ways and methods of reforming the system of graduate school is necessary. The aim of the study is to analyze the negative consequences of turning graduate school into a higher education level and to develop practical recommendations to minimize these consequences. Research methods: analysis of statistical and sociological data, materials of scientific periodicals, including the articles about preparation of graduate students in other countries. The results of this study. The author structures the factors that generate the above situation and formulates three possible scenarios/alternatives for the development of Russian graduate school, which are “Targeted Support”, “Western Model”, “One Graduate School – Two Trajectories”. The first is formulated as a zero alternative, the “Western Model” – as a radical one. The scenario “One Graduate School – Two Trajectories” is considered as a prior alternative. Perhaps, the scenario will be able to solve the problem of graduate school in current conditions. This alternative suggests that the pedagogical (professional) degree is introduced in addition to the scientific degree in graduate school. Graduate school remains the level of higher education, but at the same time is divided into research branch and pedagogical one. Accordingly, two types of educational programs are required to be created. They should be oriented on different sets of competencies and give different results. This scenario is considered as a temporary measure. It will allow educational institutions of higher education not to lose graduate school as such, especially at those universities where programs of social and humanities branches are implemented. In addition, it will allow to individualize the educational trajectories of graduate students, because it takes into account the capabilities and the inclinations of graduate students. In conclusion, the author presents the practical recommendations that allow this scenario to be implemented.

The authors consider the questions of the transformation of educational space in the modern digital era. They focus on the weakness of the theoretical foundation of e-learning in the context of mass practice of its implementation and application and discuss the legitimacy of applying traditional theories to e-learning in a radically changed educational space and the need to develop a new theory. Cognitivism, constructivism, and behaviorism are the basis of the traditional pedagogical system (class-lesson in school and lecture-seminar in universities). It is shown that a different pedagogical system is represented by connectivism – the theoretical construction of G. Siemens who created it as a “theory of the digital age.” On the basis of connectivism and for its study, G. Siemens and S. Downs have developed the first massive open online courses (cMOOC) – and this theoretical design was put into practice. One more learning technology similar to the connectivism was discovered, which is also based on a pedagogical system different from the traditional one. This made it possible to give the “learning theory of the digital age” a noticeable “historical volume”. The roots of the modern connectivism of massive open online courses have been discovered in Russia. One hundred years ago, the famous teacher Alexander Rivin for the first time realized the idea of collective mutual learning. This method which he called “talgenism” (a derivative of “talent” and “genius”) relied on “dialogical communication” in variable pairs and allowed to achieve incredible results in the joint training of people of different ages and different levels of training. The article traces the historical milestones of the development of the method of collective mutual learning in Russia and adduces the documentary evidence of experiments on the creation of a fundamentally different pedagogical system. The authors argue that the method of collective mutual learning (talgenism) of the Russian teacher A.G. Rivin and the technology of modern connectivism implemented in the massive open online courses with cMOOC of Canadian researchers G. Siemens and S. Downs have common key features. Despite the time and geographical gap (Russia, 1918 and Canada, 2008), each of these technologies makes it possible a fundamentally new learning process focused on the needs of a student, the organization of which is practically unattainable with a traditional class-lesson or lecture-seminar system. Both technologies are presented as effective practical implementations of the new education paradigm, which allows us to carefully and comprehensively study its elements. A conclusion is drawn on the prerequisites for the creation of a new learning theory which would become the foundation for a new time alternative pedagogy which could claim the status of a general theory, a base not only for distance, electronic, but also for classroom learning.

Formation of strategic management tools in Russian universities, including mechanisms for ranking the activities of structural units is an important task of the innovative development of universities.

The article discusses the rating models of structural units operating in Russian universities. Based on the analysis of real practices, the university-wide models for ranking educational and scientific units are distinguished. A complex-structured rating model of all structural divisions of the university is characterized by the example of one of the leading universities. The article highlights the general characteristics of ranking models used by domestic universities. To a large extent, they concentrate around the methods of assessing the activities of organizational units that have developed in the strategic management system. They consider the achievement of indicators of the Universities Effectiveness Monitoring as the target goals to increase their competitiveness.

The article attempts to define the application of student-centered approach in foreign language teaching at the Department of Foreign Languages in Engineering (Nosov Magnitogorsk State Technical University). The relevance of the research lies in the fact that it deals with a key issue of interest for teachers and educators as well as for teaching and learning process in general – the education of an active, creative, successful person, capable of self-development and self-improvement. Nowadays the theory of student-centered learning is rather rule than the exception in many educational institutions around the world. Nosov Magnitogorsk State Technical University follows modern educational trends. However, there are some difficulties in full realization of student-centered approach basic principles. The purpose of the research which included the survey of teachers and students on the conception of student-centered learning, was to identify and unleash the potential of a student-centered approach in foreign language learning at a university. The authors concluded that respondents are not fully aware of this approach. The results of self-reflection observations are manifested in the form of various limitations. These limitations are associated with students and teachers. The most important limitations are connected with the lack of motivation for students to study. The practical significance of the research is that its findings can be taken into account when eliminating difficulties in introducing student-centered approach in teaching foreign languages and other disciplines at a university.

The article discusses the project approach to the implementation of individual educational trajectories (IET) in modern Russian university. The relevance of the study stems from the lack of effective models of individualization of the educational process in higher education. The aim of this work is to analyze the project approach as a key subjective factor in the implementation of individual educational paths in the structure of a modern university. The interdisciplinary methodology lies as the basis of the study, which allows integrating the educational practices of higher education in a single context at the fundamental level and achieving a synergistic effect in their implementation. The majority of modern scientific works are devoted either to the problems of individualization of higher education, or to the implementation of project activities at a university, without a detailed analysis of the correlations of these concepts of modern educational discourse.

As results, the article presents the key principles of the project approach to the implementation of IET (systemicity, teamwork, interaction with the external environment, digital transformation of the learning process, staffing of project work), as well as a list of issues requiring discussion by the scientific community exploring modern educational practices of higher education in Russia. The authors emphasize that the project approach to the implementation of IEP in higher education can be considered as a special technique based on the competency-based approach to individualization of education and focusing on the active position of the student to recognize educational deficits and make an individual choice of the educational route, to see and comprehend the directions of competency-based growth and self-development. The awareness of individualization of learning is determined by the project approach, while the individual educational path becomes more conscious and logical for the student, provoking his (her) educational needs and providing the need for the development of certain competencies. The results of the study were used by the authors to develop and implement an adaptive model for constructing individual educational trajectories at the Yaroslav-the-Wise Novgorod State University.

Learning Management System (LMS) analytics data is proposed to be used in developing algorithms for evaluating students’ self-studies. Development of such algorithms is relevant considering annual growth of disciplines that apply blended learning. In blended learning model selfstudy can be done online in LMS which makes it possible to analyze patterns how students interact with learning materials and perform exercises of various complexity. Different criteria and indicators are aggregated into numeric metrics that following designed methodology evaluates self-study performance of each student. Designed methodology uses algorithms that evaluate self-study results by using empirical LMS analytics data. Developed algorithms allow us on one hand to interpret empirical data for self-studies evaluation, and on the other hand to correct and improve students’ learning path. This paper presents results of using developed methodology deployed in LMS BlackBoard on the example of Information Technology blended learning course in Far Eastern Federal University.

The article addresses the problems of the quality of education in general, including from the perspective of employers. The authors believe that the mechanism for assessing the quality of education should be implemented through the active participation of the University’s key partners and employers in the educational process.

The article presents the results of a study of the level of satisfaction with the quality of education of graduates estimated by enterprises that are the key partners of Orenburg State University (2020). The first set of questions involved an analysis of the degree of participation of employer organizations in the educational process and assessment of the level of training of university graduates. The second block included an assessment of personnel needs and demands on graduates when applying for a job, as well as an analysis of the prospects for developing forms of cooperation between employers in the region and the University.

In conclusion, we offer a list of recommendations for improving the effectiveness of internal independent assessment of the quality of education with the involvement of representatives of employers. The list includes recommendations aimed at enhancing their participation in improving the system of training for the region’s economy.

The paper focuses on the analysis of the experience of the university’s rapid transition to the distance learning format, with the emphasis on the introduction of tools for the development of educational interaction between tutors and students in order to prepare engineering students with competencies in information and cross-cutting technologies. The experience of introducing digital services to support the educational process at Orenburg State University is analyzed; an analysis is made of the students’ comprehensive perception of the new educational practice specifics associated with the creation of the “digital footprint”. The presented data show an increase in students’ demand for flexible individual educational paths, for a variety of forms of learning and for the formation of new competencies in the field of digital skills, creativity, the ability to self-learn and manage attention, create communities, and reflectivity. The authors argue that the digital competence of engineering graduates must exceed the existing range of competencies in order to work ahead of the situation. Attention is paid to the development in the distance learning format of basic personal skills that contribute to the formation of professional capital of a future engineer.

University education has entered the stage of transformation; therefore, a scientific understanding of the future development paths is required. The purpose of the article is to present the experience of the scientific and pedagogical school of the university in studying the new challenges of society. Transformation of university education relates to such spheres as subjectivity and competence, student’s personality self-determination, the model of interaction between subjects of university education, digital personality socialization in university’s open educational space. The specificity and methodological basis of the study is the axiology of educational innovation. The scientific and pedagogical school fosters the processes of polytechnic university transformation into a multidisciplinary university in the conditions of humanization of engineering education. The article reveals the resources of the scientific and pedagogical activity of the humanitarian section of the university – the research activities of the team of pedagogical departments and the Dissertation Council, the implementation of grant projects and experimental sites of various levels.