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This paper addresses issues involved in creating the introduction section of IMRAD science research papers in the English language. The introduction is considered as an independent text, which contains comprehensive information about the entire research. The basic principles of the structure and composition of the introduction are described in terms of the requirements imposed by modern peer!reviewed scientific journals. The suggested approach can also be useful when writing an introduction in other languages.Keywords: science research paper introduction, academic text, writing academic

The paper considers a burning for young researchers question how to write a scientific paper in the Russian and English languages. Since the requirements, recommendations and guidelines on the scientific paper structure presented in scientific and academic literature are mainly miscellaneous and often controversial, the author proposes to solve the problem using an invariant "Intergenre model of scientific text" providing a writer with a universal and basic algorithm for text generating 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 author considers the significance of teaching post-graduate students the module of written scientific communication to avoid problems facing them in future publishing career. The notion ‘academic writing’ is interpreted as the key to realizing national differences in intercultural written interaction. The author highlights the inevitable interference of the English scientific language and the native language of a researcher, the international part of a modern academic paper being English as lingua franca. Typology of cultures helps to explain possible misunderstanding in reading academic papers. Linguistico-culturological analysis of several scientific articles written in English by investigators from various countries allows the author to conclude that any researcher writes in English under unconscious domination of his national features.

Keeping with the topics of 9th-11th European Quality Assurance Forums (EQAF), the paper analyzes the impact that a new pedagogical paradigm has on changes in higher education as well as on developing a new quality assurance methodology. At present Europe is featured by a new inter-university institution – tutor support of students; developing assessment practices for professionally-oriented baccalaureate and changes of state policy tools in higher education due to the advent of a new public management. The authors monitor a practice of surveying students and graduates and present results of t4SCL project aimed at developing sustainable strategies and methods of student-centered learning. The paper identifies the focus of 10th and 11th EQAF on trends in higher education development for the coming decades and reveals the dynamics of mentality changes in higher education occurred for the time of the Forums.

The paper presents a panorama of European Quality Assurance Forums (EQAF) and their topical focus. The authors give their opinion that for the purposes of academic communication we need to develop a glossary completely reflecting theoretical, conceptual, methodological and practical wealth in this area. While addressing topics within the whole “perimeter” of all forums held, the paper focuses mainly on the selected materials of the eighth EQAF. The authors consider issues concerning the defining of the concept of “higher education quality” and developing the institutional quality culture. The paper dwells on the barriers to European Standards and Guidelines for Quality Assurance (ESG) implementation. Attention is given to accreditation processes, especially to the balance between “accountability” and “enhancement”. The paper also touches upon the issues of criteria validity and the indicators for higher education quality.

The proposed three-paper series is the authors' attempt to address at least tangentially the whole diversity of quality assurance practices in higher education, the way this diversity has been dynamically manifested and comprehended at the eleven European Quality Assurance Forums (2006-2016). Of course, the authors' intention is to reflect this collective conceptual and methodological activity in the context of the Bologna Process, which obviously has already gone through an optimistic round of its first decade and entered into a contradictory, multi-speed and multilevel reality of transition to the institutional level of reforms.The first article deals with some issues of the current stage of Bolognatransformations amid financial, economic and demographic crisis. The authors briefly touch upon a great potential of Russian higher education, which in late 20 century - early 21st century they described as "Russian pre-Bologna".

The round table discussion of the journal Vysshee obrazovanie v Rossii (Higher Education in Russia) took place on March 14, 2017 within the framework of Humanities Readings at Russian State University for the Humanities. The key theme - the model of the modern research journal in various aspects: philological (academic writing, IMRaD), philosophical (criteria of scholarly publication), historical and cultural, economical. The participants have touched upon such issues as interrelations between an author and an editor, types of peer review, the epistemological model of editor's activities, assessment of research activities, scientific communication. Special attention was paid to academic writing and suitability of IMRaD format for Humanities papers, scientometrics.

The round table discussion of the journal Vysshee obrazovanie v Rossii (Higher Education in Russia) took place on March 14, 2017 within the framework of Humanities Readings at Russian State University for the Humanities. The key theme - the model of the modern research journal in various aspects: philological (academic writing, IMRaD), philosophical (criteria of scholarly publication), historical and cultural, economical. The participants have touched upon such issues as interrelations between an author and an editor, types of peer review, the epistemological model of editor's activities, assessment of research activities, scientific communication. Special attention was paid to academic writing and suitability of IMRaD format for Humanities papers, scientometrics.

The author considers the ways to prevent errors and mistakes in English language abstracts of papers written in Russian by university faculty, post+graduate students and students earning their Master’s degree in engineering. Common errors have been identified and systematized. The articleprovides examples of common lexical and grammar errors and errors of style and their presumable roots. The process of training includes ‘writing for training’ and ‘writing for communication’ stages. During the second one the studentsread and analyze some samples of abstracts, write their own drafts and discuss them inclass (peer+to+peer review). As a result the quality of abstracts has improved and the number of errors and mistakes has decreased significantly.

Papers Index 2016.

The requirement to submit and publish scientific articles in indexed journals has become a part and parcel of life in academia. Although Russian scientists are becoming more visible in the world of science due to their research achievements, they are not sufficiently recognised by a wide audience for several reasons. In this study, we scrutinize the published papers of Russian researchers working in the domains of social sciences and humanities. We aim at investigating the logic and organisation of such publications to see how the articles correspond to the meta-requirements established by the international academia. To achieve the goal we have analysed the logic and organisation of 55 published articles from the Russian scientometric database e-Library. The results emphasise that most Russian researchers do not follow the IMRaD format accepted by the majority of international journals. As a result, such articles have minimal chances to be accepted by international editors. This is not surprising, as unclear structure means lack of readability and, consequently, loss of readers accustomed to a certain article format. This situation causes concerns because Russian scientists do have a lot to say to the world of science.

The article raises the problem concerning such an important element of student’s research work as accounting and publishing its results. The modern era of digital technology not only makes high demands to the content of student research papers, but also opens opportunities to create a new system of registration and publication. The article explains the importance of assessment of individual student achievements in scientific research.

The article considers theoretical aspects for the study and understanding of contemporary educational policies with the application of the concepts of bureaucracy. It also presents the results of an interregional study of information flows in the Russian education system. The redundancy, intensity and formalization of these flows constitute one of the painful aspects of work in this sphere, along with unfairly low wages. The article analyzes the materials of extensive sample surveys and the timing of the loads of the main job groups in the education system, data on document flow in institutions of various types and levels, and expert assessments in the three regions of the country. The amount and structure of information flows and paper work lead to institutional dysfunctions, they serve as a means for administrative pressure and imitation of manageability in education system. The article considers their impact on the social and professional well-being of educators. The author concludes that the main source of paper pressure and paper genocide in the education system is a management strategy that ignores the public mission of education and its multifaceted social effectiveness. This strategy expresses distrust of educators, contains ignorance towards public-state governance and has become a dead end for the Russian education system, a major obstacle to maintaining its potential, development and progress in view of growing global competition.

This article is the result of a two-hour workshop given to new faculty attending the International Scientific School on Engineering Education for New Industrialization held in Kazan, Tatarstan from September 23–28, 2013. The goal of the workshop was to help faculty who are interested in publishing in English at conferences. The workshop had three parts: selecting the best venue, creating an interesting title and writing a good abstract.

The paper discusses the preliminary results of teaching academic writing to scientific and academic staff at South Ural State University (national research university) within the framework of advanced training courses. The 36 and 72-hour training programs were developed by the academic and methodological department of the Office of Academic Writing. The Office was opened at the university in 2016 in order to improve the academic literacy of the university’s academic staff, develop professional communication skills in English, and assist authors who aspire to get their papers published in top rated scientific journals indexed in the scientific citation databases Scopus and Web of Science. Upon completion of these programs, authors of scientific papers gain knowledge about the basics of academic writing, the structure of a scientific paper, the English scientific style and its lexical and grammatical features, as well as editing a paper, working with scientific citation databases, and elaborating a publishing strategy. We conducted a study from October 2016 to December 2018 and calculated data on the attendees’ affiliation (an institute or higher school), the contingent (position), and the importance of the offered training programs (the number of attendees in each course). The obtained data indicates that representatives of social-humanitarian and technical fields show a special interest in the courses. The courses of academic writing are most popular among associate professors who have experience in publishing papers in Russian. Authors are especially interested in intensive practice-oriented programs. Upon completion of the courses and with the support of the Office of Academic Writing, attendees prepared scientific texts in English and submitted them to top rated journals and conference proceedings. The educational activity of the Office of Academic Writing can be developed through elaboration and implementation of new advanced training programs, including the distance ones. Their effectiveness will be evaluated by an increase in the publication activity of the university’s employees.

The paper addresses the experience of developing and implementing an online module in academic writing for university staff. The authors describe the module structure and teaching/learning process from the point of view of the course developers and trainers. The paper overviews the key requirements for developing and running online training in research writing. These requirements might be relevant for those involved in teaching, developing and implementing online support modules in academic writing.

The article focuses on describing the structure and functional characteristics ofthe Academic Writing Office of South Ural State University (National Research University), member of the project 5-100, which provides for increasing competitive ability of Russian universities in the global research and education market. The Office aims to improve the academicians and postgraduate students' writing skills in English and to support those authors wishing to publish their papers in high-ranking scientific journals indexed in scientometric databases Scopus and Web of Science. The implementation of the goals of Academic Writing Office of South Ural State University (SUSU) is assured by the interaction of its administrative, consulting, translating and educational blocks supported by Office official site.

The article focuses on the problem of preparing future teachers of primary school to conduct a special work aimed at harmonization of interethnic relations between pupils. The author suggests suitable topics for students’ research works. The author believes that this work should begin from the very beginning of children staying at school, and the teacher should be ready to work in the classes with ethnic diversity staff. While preparing research works on this topic students can look deeper into the problems of international relations, and also to change their own outlook. The article also discusses the difficulties that students and their supervisors may face while preparing research papers.

The article highlights the features of the University Electronic Information Environment, its organizational structure and its components, the law papers of all levels essential for its functioning and development. The main components of the Electronic Information Environment are electronic information resources, apparatus equipment, organizational component, action schedule (local acts), and educational technologies. The authors dwell on the role of the University Library in the University Electronic Information Environment. Today it is the centre of global informatization of educational and research processes.

The subject of the research in the paper is academic ethics in the professional relationships of university teachers. The final results are presented on the basis of in-depth interviews with representatives of the academic staff of Russian universities (N=35). The purpose of the paper is to show how academic ethics as a value-normative phenomenon supports the professional relationships of academic staff at the university and forms certain values that ensure the effectiveness of the scientific and educational process. In this interpretation, the emphasis is placed on identifying the creative potential of academic ethics, its impact on the scientific and educational process at the university in terms of professional interaction of its main subjects. An assessment of the structure and content of academic ethics is given. It is established that academic ethics, being an element of academism in the higher education system, influences the formation of value-normative attitudes of respect and recognition. In addition, the importance of this phenomenon for the strategic development of the university and at the same time the preservation of academic traditions is revealed. The article also summarizes the assessments of the state of academic ethics at universities formulated by informants. In such assessments, value-semantic reflection prevails, which makes it possible to identify academic ethics as a factor of effective professional interaction between subjects of the educational process in order to achieve joint goals for the formation of their value world and professional knowledge and skills.

Quality concept, due to its multifaceted and polyfunctional nature, is in use in different areas. The term started its way in the field of higher education in 1980s, but numerous discussions on how to define it have been ongoing ever since. Considering rapid growth of online practices in universities and the fact that there is still no conventional system of quality assurance and evaluation for online mode, the aforementioned problems are becoming even more topical. In the article with an aim to grasp meaning of quality online, its theoretical and practical levels are correlated. Papers summarizing traditional approaches to rethinking quality concept in higher education and tools of practical work with quality in online and offline modes are selected as a basis for analysis. A transition from dissipated definitions into the systems of their aggregation is traced. Elements of quality understanding in offline mode potentially applicable to online are identified. The main differences between categories of quality assurance in online and offline are outlined, along with the mechanisms of their portability from one mode to another. Basing on the analysis conducted, an approach of working with quality of university online programmes synchronizing theoretical and practical levels is offered. This paper may be of interest for researchers in the field of higher education and university managers, whose interests concern questions of internal quality assurance and quality culture.

The emergence of artificial intelligence language services has raised hopes related to facilitating the task of publication activity. Members of the academic community wondered whether chatbots could optimize the process of scientific writing. ChatGPT, a language model capable of, among other things, generating scholarly texts, received particular attention. The cases of writing academic papers using ChatGPT have led to a number of publications analyzing the pros and cons of using this neural network. In this paper, we investigate the possibility of using ChatGPT to write an introduction to a scientific paper on a topical issue of the Arctic governance. A set of queries to ChatGPT network, based on the logic of the commonly accepted in academia publication format IMRAD, has being developed. This format is characterized by structural and functional elements, which served as a logical basis for the queries. The responses received from ChatGPT were analyzed for their compliance with the requirements for a scientific article, according to the IMRAD publication format. The result of the analysis showed that ChatGPT is not able to meet the requirements for publishing a scientific article in the modern scientific publication discourse.

The paper presents the results of a theoretical with elements of empirical research aimed at identifying the key factors of building an academic career, disclosed in the works of sci- entists with a proposal to visualize the construct of multifactorial conditionality of career growth in the academic environment. The study was conducted on the basis of a systematic bibliographic analysis of the most cited works on the topic, published in the Scopus and RSCI abstract databases, from an empirical point of view. The method of analyzing the digital footprint in online systems for collecting data on the scientific competitions winners (the results of the RNF competitions for 2021, n=146 projects), narrative interview and written survey of university teachers to clarify the moti- vation and awareness of their choice of academic career (n=52 people). The conducted research allows us to form a model of key factors in the development of an academic career, including 4 main, equivalent groups – personal, reputational, systemic factors and factors of social capital, as well as the luck factor, which is highlighted in a number of studies as influencing the quality and speed of building a career trajectory in the field under study. The paper suggests that the development or stagnation of one group of factors will lead to similar movements in other groups. As a result, the author actualizes the use of career lift technology, which taking into account the indicated factors of influence on academic career development indicators, will contribute to the involvement of young people in science and teaching.

Nowadays attaining a grant is a criterion of success for an early-career researcher and an important indicator of effective work of a university as a research-based and corporate institution. During its thirty-year history in Russia, grants have become a traditional and even routine practice for every Russian PhD student and an early-career researcher. Like their international colleagues, Russian researchers often don’t get sufficient support from their scientific advisor and an academic writing expert. A few attempts to improve current situation have been made in a number of research universities. One of such cases is a course “Grant Writing” that has been recently implemented in the English-language writing-intensive program of the Moscow Institute of Physics and Technology. The complex aim or the paper can be explained by the multidimensional nature of a grant. After characterizing a grant proposal as an up-to-date text genre in the international and interdisciplinary context in the framework of Genre Field Analysis, we consider the full process of applying for a grant in real-life environment and classroom settings. Finally, in the lens of Critical Genre Analysis, the qualitative analysis of the introductory sections of Russian grant proposals is conducted. The modern genre theory gives the basis for using a combination of methods in our research. In the lens of Genre Field Analysis, the sociopragmatic approach to the grant proposal provides an opportunity to get acquainted with the modern practices of applying for a grant, while Critical Genre Analysis may contribute to the deeper understanding of the text production mechanisms. The synthesis of theory and practice and its role could be seen in the qualitative analysis of grant proposals written by PhD students, attendees of the course “Grant Writing” at the Moscow Institute of Physics and Technology. The findings give evidence for insufficient disciplinary expertise and substitution of one genre – a grant proposal – by another one, more familiar for Russian students, – a research paper and an abstract. The obtained results testify in favor of the implementation of the course “Grant Writing” as well as other genre-based courses deeply rooted in the cross-disciplinary context and aimed at developing the researcher competence.

The paper aims to present the theoretical and methodological foundations for developing and implementing artificial intelligence (AI) instruments in higher education within the HumanCentered AI framework and considers ChatGPT as a specific case. It is oriented toward critically analyzing scholarly literature from various disciplines to support a-disciplinary approach to utilizing AI research in higher education. The authors begin by outlining the foundations of the research, then by analyzing the implications of the “lessons” of the COVID-19 pandemic for the development of higher education in the age of AI. This is followed by an analysis of technologies such as ChatGPT that have the potential to radically change higher education in the near future. After that, the authors move on to general remarks about the prospects and challenges of using AI technologies in higher education. The relevance of the research is characterized by the analysis of the latest developments in the field of AI and their possible impact on higher education. The main results of the paper are characteristics of areas in which AI technologies can be implemented in higher education – accreditation and licensing of universities, student recruitment, teaching and learning – as well as areas in which AI technologies should not be used. In conclusion, two hypotheses are formulated, and three general and five specific conclusions about the use of AI technologies in higher education are made.

Russia is the sixth most attractive host country for international students, and this has translated into increased publications on international students in Russia. These studies have focused on the issues of Russian higher education internationalization, foreign student mobility, and acculturation challenges of international students. This paper seeks to highlight the knowledge base of international student research in Russia. Specifically, this paper represents a bibliometric review of indexed Scopus data to establish the seminal authors and current foci of research on international students in Russia. The findings indicate a present exponential growth in publications from 2015 in contrast to the slow start from 1999. The findings also demonstrate that the leading authors, with 59% of the sampled Scopus indexed articles, are affiliated with government-sponsored higher education institutions. The findings also established the most cited sources in the related literature and the current themes of research on international students in Russia. The implication of the research and limitations of the study were discussed. The directives for future research were proffered.

The university teachers’ tasks are being updated, their labor functions are being revised and supplemente, with changes at the higher education system. The good organization of a modern university teacher is subject to numerous external targets. The perception of these targets, as well as the personal value of the activity components, are important. The purpose of the article are the identification of tasks for a technical university teacher from the standpoint of the Higher School strategic targets, and determination of their solution limitations. The paper reveals the strategic tasks hierarchy of higher technical education – for technical universities, departments and their teachers; the academic community attitude review to strategic objectives is carried out (including: how the strategic objectives are understood by teachers, how priorities and emphasis are placed in these tasks); the priorities of technical universities teachers are evaluated in terms of their tasks solving; restrictions are indicated in solving these problems, and these restrictions connection with the working conditions of the technical universities teaching staff. The paper points out the balancing problem of the teachers work, and the emerging dissonance among the goals, tasks set for them, and private indicators of their activities effectiveness. The engineering education strategic goals and objectives should proceed from the fact, that this is a mutually responsible process of the qualified technical specialists training, from the authors’ point of view. This is especially topical for the returning process to the engineers training.

This paper presents the results of a quantitative analysis of the contribution of grant activities to ensuring the sustainable development of higher education institutions in the Russian Federation. The authors consider sustainability in five aspects of activity: educational, research, international, financial and social. Results of higher educational institutions performance monitoring (2014-2022) formed the empirical basis of the study. In this research, we used the quantile regression model to identify the effects of inertial development and the effects associated with grant activities in the dynamics of universities performance indicators. We estimated the model parameters separately in each of the decile groups. Thus, we tested the central hypothesis of the study about the quantile heterogeneity of the sensitivity of university target indicators to the intensity and effectiveness of grant funding. This paper provides evidence of significant contributions the inertial nature of the development of universities, representing advanced development groups, into the sustainability of target performance indicators. However, in terms of sensitivity to the effectiveness and intensity of grant activities, they are inferior to universities from catch-up development groups in almost all aspects of their activities. The identified patterns of sensitivity to grant funding indicate a high potential for convergence (“catch-up development effect”) in the higher education system of the Russian Federation. These patterns can improve the effectiveness of management decisions in higher education by focusing on growth points with high sensitivity to grant support.

The paper deals with the problems of contemporary engineering education, which were discussed at the 41st IGIP International Conference on Engineering Pedagogy, and the 15thInternational Conference on Interactive Collaborative Learning (September 26–28, 2012 inVillach, Austria).It describes the main global and local trends in engineering education development discussed by the conference participants from 63 countries of the world. Special attention is given to global partnerships in engineering education in a number of large world class universities in the United States, Great Britain, Germany and Portugal. Successful projects ofexpress training models for engineering university faculty are analyzed.The paper dwells upon examples and methods of using interactive educational technologies for training future engineers, which were discussed in the reports of Kazan National Research Technological University professors.

The paper describes the activities of the International society for engineering education IGIP and its Russian monitoring committee (RMK). Further on, the paper deals with the activities of the Centers of engineering pedagogy founded under the initiative of RMK IGIP in a number of Russian technical universities for the purpose of providing pedagogical,psychological and vocational training for the university faculty and other categories of students.

The article dwells upon the role of tacit knowledge in education of a scientist by the example of scientific psychology. The author leans on Mikhail Rozov’s social relays theory and formulates an idea of nonHremovability of not-verbalized components in scientific activity. Various examples of tacit knowledge manifestations are analyzed such as writing of scientific papers, operating with the referents of psychological knowledge, experimental studies, usingof collector programs. The paper substantiates the need to create conditions for young scientistsin accessing to real scientific practice and to personal contacts with the prominent scientists.

The paper focuses on the training professionals in the field of natural sciences, engineering and technology, mathematics and IT with different levels of education and qualifications (bachelor, master, doctor) for joint innovation activity in interdisciplinary 3D teams. The paper substantiates the need for such training, which stems from digitalization and introduction of Industry 4.0 tools, as well as the desire to overcome the technological backlog of the country. Based on the analysis of the best world practices of innovation activity, the paper proposes to coordinate programs for training of STEM-IT professionals for effective collaboration in 3D-teams by planning the competencies of graduates, taking into account the priorities of scientists, engineers, technologists, mathematicians and IT specialists when working with the division of labor in a team at various stages of creating science-intensive innovative products, systems, processes, and services. The purpose of the research is to develop recommendations for program coordination.

“Education 4.0” should be consistent with the Fourth Industrial Revolution. The reforms of engineering education as its component require new competences of technical university teachers who are responsible for these reforms and as a result, trigger the improvement of further teachers’ professional development programs to train them for that. Such a program is also one of the aims of the project “Effective training model of technical discipline lecturers for the purpose of obtaining “International Educator of Engineering University” certificate – “ING-PAED IGIP”. It is realized by Moscow Automobile and Road Construction State Technical University (MADI) that was recognized as a Federal Innovative Platform in 2020.The project is aimed at designing an additional program intended to develop technical university teachers’ competences that are, on the one hand, relevant to the needs of Russian higher school, and, on the other hand, correspond to the requirements for applying for the title «ING-PAED IGIP» of the International Society for Engineering Pedagogy (IGIP). In order to achieve that it is necessary to identify if technical university teachers’ competences that are relevant in Russia correspond the competences determined in IGIP.In order to solve this problem, the authors undertook comparative analysis of the competencies registered in two documents: RF Professional Standard “Pedagogue of professional teaching, professional education and additional professional education” and the Fourth IGIP Prototype Curriculum.The paper specifies the notion of technical university teacher competence for the research, validates the possibility of the two documents comparison, describes the procedure of comparative analysis on the basis of compiling summary tables.The paper also gives the main conclusions of the comparative analysis. It proves that RF Professional Standard covers all the competences required by Fourth IGIP Prototype Curriculum. RF Professional Standard registers teachers’ actions more distinctly, consistently, and with more details. The research revealed the competences relevant for Russian higher education, but not necessary for IGIP. The research also allowed to formulate preliminary recommendations for designing additional teachers’ professional development program in the MADI project.

The paper raises the issue of the relevance of creating generalized syllabi for each enlarged group of majors, when teaching linguistic disciplines of compulsory and optional parts of the curriculum related to the subject area «Foreign Language». The authors show the need for generalized syllabi as being grounded by existing controversies in modern foreign language training. The paper suggests a concept that substantiates the demand for targeted generalized syllabi for this discipline and contains a number of principles, which can help to design their optimal content. The notions of «zones of near and further content and competence integration» are introduced. The content of these zones is revealed, and their role in modelling the key components of generalized syllabi is shown. Integrated foreign language professional communicative competence of an engineering graduate is introduced as a prospective model of foreign language competence. It is regarded as an integrative notion combining traditional components of communicative competence with professional knowledge, skills and experience involved in the process of mastering cross-cultural professional communication. The realization of the concept principles in the content of generalized syllabi aims at the reflection of university graduates’ real foreign language communication needs in their professional activity in learning outcomes in accordance with the FSES HE 3 ++. The authors express certainty that the concept of generalized syllabi will allow to initiate the process of their creation and will become a stimulus to the development of foreign language teaching methodology in a non-linguistics university.

The paper deals with comparative analys is of international university rankings methodology and a complex of measures for Russian higher education development suggested by the Ministry of Education and Science of the Russian Federation. It is revealed that the “roadmap” for higher education development does not allow predicting improvement of national university ranking in international surveys. Some important directions for Russian university recognition by international educational society are suggested in the paper.

This paper is the first one from the coming soon articles with a description of the results and findings of the project “Tuning of educational structures”. The article highlights the main goals and results of the project “Tuning Russia” conducted in Russia in the period of 2010–2013. Special attention is paid to the basic approaches of the drafting the Reference points of the educational programs in different subject areas. Some findings from the survey of the opinion of academy, alumni, students and employers on the importance and achieved level of the professional competencies in Economics are given. The paper describes several kinds of activities to be done by the Tuning centers were established in 13 Russian universities participated in the project “Tuning Russia”.

The article presents the classification of information types on different criteria. The requirements for the quality of scientific information are characterized. The author considers the nature of modern students’ interaction with the digital information environment and demonstrates the need for development of students’ information processing skills. The technology of information processing by students is introduced. The paper describes the basic methods and techniques of working with the texts contents when fulfilling creative tasks and writing scientific research papers. The results of this research have practical application ineducational process of higher educational institution.

The present paper is devoted to the search for successful experience and analysis of the problems of supporting students’ research work (R&D) and scientific mentoring in Russian universities. The relevance of the topic is due to the need to evaluate approaches to stimulating not only research and development, but also the activities of scientific mentors in terms of the sustainability and effectiveness of the impact of existing support measures on student involvement in science andteachers’ motivation to mentoring activities. Since the interaction of students and scientific mentors, implemented in the unique organizational conditions of each particular university, and a typical all-Russian context, forms an ecosystem, the article focuses on considering measures to support research and scientific mentoring in interrelation. The purpose of the article is to consider measures to support research and scientific mentoring in Russian universities. The results of an empirical study conducted in 2024 using the methods of traditional analysis of documents (normative legal acts on measures to support research and development at the federal, regional and local levels) and a semi-structured interview with scientific mentors from among academic staff of universities (n = 30) are presented. Main results: generalization of measures to support research and development at three levels (federal, regional and local) of higher education management. It is shown that, at the federal level, they are worded extremely broadly, allowing the regions and universities to specify and refine them.The uneven distribution of support measures by region and their emphasis on financial incentives are revealed. It is concluded that each university has a limited number of documents regulating the support of research and mentoring. The contradictions in the attitude of the academic staff to the measures of support for research and scientific mentoring were disclosed. The prospects for the development of a research programme to support research and scientific mentoring in universities are considered.

This work investigates the academic performance of students enrolled in the “Social Elevator” program at Higher School of Economics (HSE University), which operates under the principle of affirmative action and aims to assist those students who have lower chances of admission due to various social reasons in a highly competitive environment. Objective admissions in Russian universities and the high selectivity of the HSE University, discussed in this paper, do not confidently allow the application of conclusions from foreign studies to the Russian experience. The program had not been previously researched. It was assumed that students of the program would show higher performance than their peers admitted on a general basis – this assumption follows from qualitative research that found that students of this program possess a progressive narrative of overcoming inequality. Regression with dummy variables based on administrative data on student performance and survey data on the socio-economic status of students are used for the analysis. According to the regression analysis results, all else being equal, students of the “Social Elevator” program demonstrate lower performance than students admitted on budgetary places on general grounds, although they average grades at the “good” level and therefore have a chance to get a return to education and overcome inequality. Further research on the topic is required to separate the secondary effects of inequality, as well as to assess the actual social mobility of students participating in the program. The results can be useful in designing educational policy in the field of expanding access to higher education.

The paper presents the results of the search, systematization and analysis of independent higher education evaluation systems that have been developed in the country in the recent decade. The research has been carried out using standardised evaluation mechanisms that adhere to the criteria of mass scale, openness, and stability. The analysis of the independent evaluation of higher education’s present situation revealed certain inconsistencies between the legislative and regulatory framework and real practice. It should be emphasised that, while different processes have now been developed for this type of evaluation, they still require enhancement. The assessment mechanisms themselves need to undergo an external, independent evaluation to ensure their reliability, integrity, and trustworthy evidence. It has been indicated that independent evaluation procedures have jointly developed into a system: the institution of independent evaluation. This system is characterised by integrity, orderliness, and definite linkages. One may consider the aggregating technology of the aforementioned evalu-ations to be the synergistic outcome of the system’s establishment. In order to achieve a synergistic effect on the evaluation of all higher education institutions and educational programmes in the country, the authors suggest a method for aggregating the outcomes of the described evaluation procedures. The obtained research outcomes prove their applicability to the internal and external evaluation of a higher education institution’s performance and to the strategic planning of the development of both the institution and the higher education system.

The paper presents the results of an empirical analysis of the success factors in university technological entrepreneurial projects, based on a unique empirical dataset created with the support of the project office and the office for promoting the federal project «University Technological Entrepreneurship Platform». The dataset includes a ranking of over 1,000 university projects from 2023, each of which contains information on approximately 35 characteristics, both financial and non-financial. The success indicators selected for analysis are the «final ranking position» and «investment attractiveness of the project». Statistical methods, implemented through Python libraries, were used to examine the relationships between different forms of project support and the aforementioned characteristics. The results highlight the critical role of the university environment in supporting entrepreneurial projects, while also revealing that specific support measures can exhibit varying degrees of association with project success. Two key findings are noteworthy. First, there is no positive correlation between the project’s strong embeddedness in the university environment (e.g., a team assembled within the university or a project initially started as an academic exercise) and the project’s success. Second, among the support measures implemented within the current federal project «University Technological Entrepreneurship Platform», the strongest association with the success of entrepreneurial initiatives is found in participation in startup studios. Considering contemporary discussions on the need to seek new solutions to enhance the educational and life experiences of modern students, bringing them closer to the realities of a dynamically changing labor market, the university startup studio model may serve as a source for developing new models of university organization.